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SWARTHMORE
COLLEGE
BULLETIN
1992-93
Swarthmore
College Bulletin 1992-1993
Volume LXXXX Number 1
Catalogue Issue September 1992
Directions for
Correspondence
SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397
Alfred H. Bloom
GENERAL COLLEGE POLICY
President
Jennie Keith
a c a d e m ic p o l ic y
Provost
Robert A. Barr, Jr.
ADMISSIONS AND CATALOGUES
Dean of Admissions
Jane H. Mullins
RECORDS AND t r a n s c r ip t s
Registrar
William T. Spook
FINANCIAL INFORMATION
Vice President
Laura Talbot
FINANCIAL AID AND
FINANCING OPTIONS INFORMATION
Director of Financial Aid
H. Thomas Francis
CAREER PLANNING AND p l a c e m e n t
Director
ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS
Harry D. Gotwais
Vice President
EQUAL o p p o r t u n it y
in f o r m a t io n
Patricia A. Whitman
Equal Opportunity Officer
g e n e r a l in f o r m a t io n
Barbara Haddad Ryan
Associate Vice President
Swarthmore College does not discriminate in
education or employment on the basis of sex,
race, color, age, religion, national origin, sexu
al preference, or handicap. This policy is con
sistent with relevant governmental statutes
and regulations, including those pursuant to
Title IX of the Federal Education Amendments
of 1972 and Section 504 of the Federal Reha
bilitation Act of 1973. All questions or con
cerns should be directed to Patricia A. Whit
man, Equal Opportunity Office, Parrish Hall
401, (215) 328-8313.
The Swarthmore College Bulletin (ISSN
0888-2126), of which this is Volume LXXXX,
number 1, is published in September,
November, December, February, May, and
August by Swarthmore College, 500 College
Avenue, Swarthmore, PA 19081-1397.
Second-class postage paid at Swarthmore, PA
19081 and additional mailing offices. Post
master: Send address changes to Swarthmore
College Bulletin, 500 College Avenue,
Swarthmore, PA 19081-1397.
Phone: (215) 328-8000
Printed in U.S.A.
Table of Contents
CALENDAR 4
INTRODUCTION 8
EDUCATIONAL RESOURCES 10
ADM ISSION 18
EXPENSES 21
FINANCIAL AID 22
III
IV
V
VI
COLLEGE LIFE 35
EDUCATIONAL PROGRAM 47
FACULTY REGULATIONS 59
DEGREE REQUIREMENTS 62
AWARDS. A N D PRIZES 64
FELLOWSHIPS 69
COURSES OF INSTRUCTION 72
Linguistics 153
Art 73
Literature 158
Asian Studies 79
Mathematics 160
Biology 82
Medieval Studies 169
Black Studies 87
Modem Languages and Literatures 171
Chemistry 89
Music and Dance 186
Classics 94
Peace and Conflict Studies 196
Computer Science 99
Philosophy 198
Economics 103
Physical Education and Athletics 203
Education 109
Physics and Astronomy 205
Engineering 113
Political Science 212
English Literature 121
Psychology 221
Environmental Studies 135
Public Policy 228
German Studies 137
Religion 232
History 139
Sociology and Anthropology 237
International Relations 149
Women’s Studies 245
Interpretation Theory 151
THE CORPORATION and BOARD OF MANAGERS 249
ALUM NI ASSOCIATION OFFICERS and ALUM NI COUNCIL 253
THE FACULTY 256
ADMINISTRATION 273
VISITING EXAMINERS 284
DEGREES CONFERRED 286
AWARDS A N D DISTINCTIONS 292
ENROLLMENT STATISTICS 295
INDEX 296
PLAN OF COLLEGE GROUNDS 302
DIRECTIONS FOR REACHING THE COLLEGE 304
3
1992
SEPTEMBER
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JANUARY
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College Calendar
1992
Fall Semester
August 29-September 2
August 31
September 1
September 3
October 2 -3
October 16
Freshman placement days
Meeting of Honors students
Registration
Classes and Seminars begin
Meeting of the Board of Managers
October holiday begins, end of last class
or seminar
October holiday ends, 8:30 a.m.
Thanksgiving vacation begins, end of last class
or seminar
Thanksgiving vacation ends, 8:30 a.m.
Meeting of the Board of Managers
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end
October 26
November 26
November 30
December 4 -5
December 11
December 12
December 14
December 18
December 22
1993
Spring Semester
January 18
February 26-27
March 5
Classes and Seminars begin
Meeting of the Board of Managers
Spring vacation begins, end of last class
or seminar
Spring vacation ends, 8:30 a.m.
Parents Weekend
Classes and Seminars end
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Meeting of the Board of Managers
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend
March 15
April 16-18
April 30
May 3
May 6
May 6
May 7 -8
May 15
May 17
May 17-18
May 20-22
May 30
May 31
June 4 -6
5
College Calendar
(Tentative)
1993
Fall Semester
August 28-September 1
August 31
September 2
October 1-2
October 15
Freshman placement days
Registration
Classes and Seminars begin
Meeting of the Board of Managers
October holiday begins, end of last class
or seminar
October holiday ends, 8:30 a.m.
Thanksgiving vacation begins, end of last class
or seminar
Thanksgiving vacation ends, 8:30 a.m.
Meeting of the Board of Managers
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end
October 25
November 25
November 29
December 3 -4
December 10
December 11
December 13
December 17
December 21
1994
Spring Semester
January 17
March 4
Classes and Seminars begin
Spring vacation begins, end of last class
or seminar
Meeting of the Board of Managers
Spring vacation ends, 8:30 a.m.
Parents Weekend
Classes and Seminars end
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Meeting of the Board of Managers
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend
March 4 -5
March 14
April 8-10
April 29
May 2
May 5
May 5
May 6 - 7
May 14
May 16
May 16-17
May 19-21
May 29
May 30
June 3 -5
6
Introduction to
Swarthmore College
Swarthmore College, founded in 1864 by
members of the Religious Society of Friends
as a coeducational institution, occupies a cam
pus of more than 300 acres of rolling wooded
land in and adjacent to the borough of Swarth
more in Delaware County, Pennsylvania. It is
a small college by deliberate policy. Its present
enrollment is about 1,300 men and women
students. The borough of Swarthmore is a
residential suburb within half an hour’s commuting distance of Philadelphia. College students are able to enjoy both the advantages of
a semi-rural setting and the opportunities
offered by Philadelphia. The College’s loca
tion also makes possible cooperation with
three nearby institutions, Bryn Mawr and
Haverford Colleges and the University of
Pennsylvania.
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institutions, each school, college, and university seeks to realize that purpose in its own
way. Each must select those tasks it can do
best. By such selection it contributes to the
diversity and richness of educational opportunity which is part of the American heritage.
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OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individ
uals and as responsible citizens through exact
ing intellectual study supplemented by a varied
program of sports and other extra-curricular
activities.
The purpose of Swarthmore College is to
make its students more valuable human beings
and more useful members of society. While it
shares this purpose with other educational
Swarthmore seeks to help its students realize I
their fullest intellectual and personal potential I
combined with a deep sense of ethical and I
social concern.
VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for with faculty members, often in small seminars,
no two students are exactly alike. The Course concentrated work in various fields of study,
and External Examination (Honors) Programs and maximum latitude for the development of
are designed to give recognition to this fact. individual responsibility. Within the Course
They provide alternative systems of instruc Program, options for independent study and
tion for students during their last two years. interdisciplinary work offer opportunities for
Both seek to evoke the maximum effort and exploration and development over a wide range
development from each student, the choice of of individual goals. These opportunities typmethod being determined by individual pref ically include considerable flexibility of proerence and capacity. The Honors Program, in gram choices from semester to semester, so
which Swarthmore pioneered, provides an that academic planning may be responsive to
enriching and exciting intellectual experience. the emerging needs of students.
It has as its main ingredients close association
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THE RELIGIOUS TRADITION
Swarthmore College was founded by members
of the Religious Society of Friends. Although
it has been nonsectarian in control since the
beginning of the present century, and although
Friends now compose a minority of the stu
dent body, the faculty, and the administration,
the College seeks to illuminate the lives of its
students with the spiritual principles of that
Society.
Foremost among these principles is the individual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way of life,
Quakerism emphasizes hard work, simple living, and generous giving; personal integrity,
social justice, and the peaceful settlement of
disputes. The College does not seek to impose
on its students this Quaker view of life, or any
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other specific set of convictions about the
nature of things and the duties of human
beings. It does, however, encourage ethical and
religious concern about such matters, and
continuing examination of any view which
may be held regarding them.
TRADITION A N D CHANGE
A college draws strength from tradition, and
energy from the necessity of change. Its pur
poses and policies must respond to new con
ditions and new demands. By being open to
change, Swarthmore tries to provide for its
students, by means appropriate to the times,
the standard of excellence it has sought to
maintain from its founding.
Educational Resources
—
The primary educational resources of any
college are the quality of its faculty and the
spirit of the institution. Financial as well as
physical resources play an important suppor- I
tive role,
THE ENDOW M ENT
The educational resources at Swarthmore
College have been provided by gifts and be
quests from many alumni, foundations, cor
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for
buildings, equipment, collections of art and
literature, and permanently endowed profes
sorships, scholarships, awards, book funds
and lectureships. Their gifts to Swarthmore
have not only provided the physical plant, but
also have created an endowment fund of ap
proximately $388,000,000 at market value
on March 31,1992. Swarthmore ranks among
the top ten in the country in endowment per
student. Income from the endowment during
the academic year 1991-92 contributed ap
proximately $10,571 to meet the total expense
of educating each student and provided about I
30% of the College’s operating revenues.
The College’s ability to continue to offer a
high quality of education depends on continuing voluntary support. Swarthmore seeks
additional gifts and bequests for its current
operations, its permanent endowment, and its
capital development programs to maintain
and strengthen its resources. The Vice President in charge of development will be pleased
to provide information about various forms
of gifts: bequests, outright gifts of cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.
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Total College Library holdings amount to
776.000 volumes with some 20,000 volumes
added annually. About 2,300 periodical titles
are received regularly. The Cornell Library of
Science and Engineering (completed in 1982)
houses some 63,000 volumes. The Daniel
Underhill Music Library contains around
16.000 books and scores, 15,000 recordings
and listening equipment. A small collection of
relevant material is located in the Black Cultural Center.
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LIBRARIES
The College Library is an active participant in
the instructional and research program of the
College. It seeks to instruct students in the
effective and efficient use of the library, and
to encourage them to develop the habit of selfeducation so that books and libraries may
contribute to their intellectual development
in future years. To this end the Library ac
quires and organizes books, journals, audio
visuals, and other library materials for the use
of students and faculty. While the Library’s
collections are geared primarily towards under
graduate instruction, the demands of student
and faculty research make necessary the pro
vision of source material in quantity not
usually found in undergraduate libraries. Fur
ther needs are met through interlibrary loan
or other cooperative arrangements. The Thom
as B. and Jeanette E. L. McCabe Library, situ
ated on the front campus, is the center of the
College Library system housing reading and
seminar rooms, administrative offices, and
the major portion of the College Library
collections.
10
Special Library Collections
The Library contains certain special collections: British Americana, accounts of British
travellers in the United States; the works of
the English poets Wordsworth and Thomson
bequeathed to the Library by Edwin H. Wells-,
the W. H. Auden Collection commemorating
the English poet who taught at Swarthmore in
the mid-forties; the Bathe Collection of the
history of technology donated by Greville
Bathe; the Private Press Collection representing
the work of over 600 presses. The Audiovisual
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Collection has over 600 recordings on disc,
tape, and over 1,200 videotapes. It includes
contemporary writers reading from and dis
cussing their works; full length versions of
Shakespearean plays (both videocassettes and
discs) and other dramatic literature; the liter
ature of earlier periods read both in modern
English and in the pronunciation of the time;
recordings of literary programs held at
Swarthmore, and videocassettes of U.S. and
foreign film classics. These materials are used
as adjuncts to the study of literature, art,
dance, and history and are housed in the
McCabe Library. The Library also offers elec
tronic database searching both CD-ROM and
online, including among others Social Sciences
Index, Humanities Index, and Science Citation
Index. The Swarthmore College Libraries to
gether with those of Bryn Mawr and Haverford Colleges are now linked in a fully auto
mated Three College library system with an
online public access catalog and with other
multi-purpose functions.
Within the McCabe Library building are two
special libraries which enrich the academic
background of the College:
The Friends Historical Library, founded in 1871
by Anson Lapham, is one of the outstanding
I collections in the United States of manu
scripts, books, pamphlets, and pictures relat
ing to the history of the Society of Friends.
The library is a depository for records of
Friends Meetings belonging to Baltimore, Phi
ladelphia, and other Yearly Meetings. More
than 6,000 record books, dating from the
1670’s until the present, have been deposited.
Additional records are available on microfilm.
The William Wade Hinshaw Index to Quaker
Meeting Records lists material of genealogical
interest. Special collections include materials
on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and
the history of women’s rights. Notable among
the other holdings are the Whittier Collection
(first editions and manuscripts of John Greenleaf Whittier, the Quaker poet), the Mott
manuscripts (over 500 autographed letters of
Lucretia Mott, antislavery and women’s rights
leader), and the Hicks manuscripts (more
than 300 letters of Elias Hicks, a prominent
Quaker minister). The library’s collection of
books and pamphlets by and about Friends
numbers more than 39,500 volumes. About
200 Quaker periodicals are currently received.
There is also an extensive collection of photo
graphs of meetinghouses and pictures of rep
resentative Friends, as well as a number of oil
paintings, including two versions of "The
Peaceable Kingdom” by Edward Hicks. It is
hoped that Friends and others will consider
the advantages of giving to this library any
books and family papers which may throw
light on the history of the Society of Friends.
The Swarthmore College Peace Collection is of
special interest to research students seeking
the records of the peace movement. The re
cords of the Women’s International League
for Peace and Freedom and the personal pa
pers of Jane Addams of Hull-House, Chicago,
formed the original nucleus of the Collection
(1930). Over the years other major collections
have been added including the papers of
Devere Allen, Emily Greene Balch, Julien
Cornell, Homer Jack, Lucy Biddle Lewis, A.
J. Muste, Lawrence Scott, John Nevin Sayre,
William Sollmann, E. Raymond Wilson, and
others, as well as the records of the American
Peace Society, A Quaker Action Group, Busi
ness Executives Move, CCCO, Fellowship of
Reconciliation, Friends Committee on Na
tional Legislation, The Great Peace March,
Lake Mohonk Conferences on International
Arbitration, National Interreligious Service
Board for Conscientious Objectors, National
Council for Prevention of War, National Coun
cil to Repeal the Draft, SANE, War Resisters
League, Women Strike for Peace, World Con
ference of Religion for Peace, and many oth
ers. The Peace Collection serves as the official
repository for the archives of many of these
organizations, incorporated here in more than
10,000 document boxes. The Collection also
houses over 12,000 books and pamphlets and
about 2,000 periodical titles. Four hundred
periodicals are currently received from 22
countries. The comprehensive Guide to the
Swarthmore College Peace Collection, published
in 1981, and the Guide to Sources on Women in
the Swarthmore College Peace Collection de
scribe the archival holdings.
11
Educational Resources
PHYSICAL FACILITIES
Laboratories, well-equipped for undergradu
ate instruction and in most cases for research,
exist in astronomy, biology, chemistry, com
puter science, engineering, physics, and psy
chology. The Sproul Observatory, with its 24inch visual refracting telescope, is the center
of much fundamental research in multiple
star systems. A 24-inch reflecting telescope
on Papazian Hall is used for solar and stellar
spectroscopy. The Edward Martin Biological
Laboratory provides facilities for work in
molecular, organismal, and population biol
ogy. A laboratory for Interdisciplinary Re
search, created with a grant from the Howard
Hughes Medical Institute, is designated for
the conduct of interdisciplinary scientific re
search by teams of faculty and students se
lected through an internally conducted, com
petitive process. The Pierre S. Du Pont Science
Building provides accommodations for chem
istry, mathematics, and physics. Hicks Hall
contains the engineering laboratories, several
of which are equipped for computer-assisted
and computer-controlled laboratory experi
mentation and a solar laboratory. Papazian
Hall provides facilities for work in psychol
ogy, and for the engineering shops.
The List Art Gallery for exhibitions is located
in the Eugene M. and Theresa Lang Performing
Arts Center.
The Eugene M. and Theresa Lang Music Build
ing, opened in 1973, contains an auditorium
seating approximately 500, the Daniel Under
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program of the
Music Department and for musical activities
at the College.
The Eugene M. and Theresa Lang Performing
Arts Center, opened in January, 1991, houses
the Pearson-Hall Theatre, the largest perform
ing stage on campus, and also the Frear Ensem
ble Theatre, an experimental and instructional
studio, the Patricia Wityk Boyer Dance Studio
and a Dance Lab, and the List Art Gallery. The
Lang Performing Arts Center also houses the
offices of the English Literature Department,
Theatre Studies program, and Dance Depart
ment, as well as seminar rooms, the theatre
design studio, and set construction shop. The
12
Pearson-Hall Theatre has a seating capacity of
about 825 or of over 1,000 if seats are placed
on stage. The theatre can be divided in two,
with a cinema theatre on one side of a movable
soundproof wall and a more intimate performing space on the other. The building is
linked to the second floor of the Lang Music
Building by a walk way and faces Crum Woods
over the Ann Lubin Buttenwieser Terrace.
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The Computing Center, with offices located on
the first floor of Beardsley Hall, provides
computing resources and support to all faculty, registered students, and academic staff.
Academic computing resources are comprised of several components: a number of
DECsystem 5000 servers running ULTRIX
(Digital Equipment Corporation UNIX) managed by the Computing Center, a SUN Computer workstation local area network in the
Computer Science Department, an Apollo
Workstation LAN in the Engineering Department, a Macintosh II lab in the Mathematics
Department, and DECsystem 5000s in Chemistry, Astronomy and Physics departments. A
specialized multi-media facility, for faculty
working on projects requiring multi-media
equipment, is located in Beardsley. A DECsystem 5900 server, running AIMS (Academic Information Management System) software, is used for the College’s administrative
data management needs. Coaxial and fiber
optic cabling tie these components together
into a campus-wide network.
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Macintosh computers (the personal computer
supported by the Computing Center) are
widely used for word processing as well as for
data management, desktop publishing, and
for creating graphics and spreadsheets. Macintosh Ilsi computers are available in public
areas in Beardsley, DuPont, and Trotter, and
virtually every administrative and faculty office is equipped with a Macintosh Plus or
newer model. Access to Mathematics (a high
level mathematical application), electronic
mail and bulletin boards, as well as the programming languages (C, Fortran 77, and Pascal), statistical packages (SAS and SPSS-X)
available on the DECsystem servers, can be
gained from any Macintosh connected to the
network. Copies of several commonly used
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throughout most of the day and night, seven
days a week. Trained liaisons are available in
each academic and administrative department
as the first line of assistance. Faculty and
academic staff may consult with the academic
coordinator for their respective division on
issues that cannot be handled by their depart
mental liaison.
The Center for Social and Policy Studies in
Trotter Hall serves as a laboratory for the
I Assistance with the use of the College’s com- social sciences. The Center has a social science
I puting resources is available on a number of data archive available for empirical research
levels. Short courses are offered periodically on social and policy issues, and it provides
I to faculty, staff, and students on the use of statistical consulting for faculty and students.
I new software. Documentation written in- The Center also supports the concentration in
I house is available in the Beardsley public Public Policy through its physical facilities,
I access area, and manuals for commonly used data archives and program of events.
applications may be borrowed for brief peri The Language Laboratory in Martin Hall was
ods from the Printer Room in Beardsley in newly installed in 1982. It provides stations
I exchange for valid Swarthmore identification. for 27 students and has equipment for both
I Students may seek help from Consultants audio and video instruction.
I who are available in the Beardsley public area
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 conI tain an assortment of shareware and public
I domain software. The Computer Store, loI cated in Beardsley, sells a variety of Macintosh
equipment and software at very reasonable
prices. Competitive loans for equipment pur
chases are available to qualified individuals.
1
I SPECIAL FUNDS AND LECTURESHIPS
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The William J. Cooper Foundation provides a
varied program of lectures and concerts which
enriches the academic work of the College.
The Foundation was established by William J.
Cooper, a devoted friend of the College,
whose wife, Emma Mcllvain Cooper, served
as a member of the Board of Managers from
1882 to 1923. Mr. Cooper bequeathed to the
College the sum of $100,000 and provided
that the income should be used "in bringing
to the college from time to time eminent
citizens of this and other countries who are
leaders in statesmanship, education, the arts,
sciences, learned professions and business, in
order that the faculty, students and the college
community may be broadened by a closer
acquaintance with matters of world interest.’*
Admission to all programs is without charge.
I The Cooper Foundation Committee works
I with the departments and with student organiI zations in arranging single lectures and conI certs, and also in bringing to the College
I speakers of note who remain in residence for
I a long enough period to enter into the life of
I the community. Some of these speakers have
I been invited with the understanding that their
lectures should be published under the aus
pices of the Foundation. This arrangement has
so far produced eighteen volumes.
The Promise Fund, established anonymously
by an alumnus on the occasion of his gradu
ation, is administered by the Cooper Founda
tion Committee. Income fom the Promise
Fund brings guest speakers and performers in
music, film, dance, and theatre who show
promise of distinguished achievement.
The William I. Hull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was Professor of History and International
Law at Swarthmore College for 48 years. The
Fund enables the College to bring a noted
lecturer on peace to the campus each year in
memory of Dr. and Mrs. Hull who were peace
activists.
The Scott Arboretum. About three hundred
twenty-five acres are contained in the College
property, including a large tract of woodland
and the valley of Crum Creek. Much of this
tract has been developed as a horticultural
and botanical collection of trees, shrubs, and
13
Educational Resources
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. Arthur Hoyt Scott and Owen and Mar
garet Moon as a memorial to Arthur Hoyt
Scott of the Class of 1895. The plant collec
tions are designed both to afford examples of
the better kinds of trees and shrubs which are
hardy in the climate of Eastern Pennsylvania
and suitable for planting by the average gar
dener, and to beautify the campus. All collec
tions are labeled and recorded. There are
exceptionally fine displays of hollies, Japanese
cherries, flowering crabapples, magnolias, and
tree peonies, and a great variety of lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed
in several specialty gardens including The
Terry Shane Teaching Garden, The Theresa
Lang Garden of Fragrance, and the Dean Bond
Rose Garden. Many interested donors have
contributed generously to the collections.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society and the
Plant Introduction scheme of the University
of British Columbia Botanic Garden and the
National Crabapple Evaluation Program.
The Arboretum offers horticultural educa
tional programs to the general public and an
extracurricular course in horticulture to
Swarthmore students. These workshops, lec
tures, 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 of its
efforts, are the "Associates of the Scott Arbo
retum.” This organization provides not only
financial support but also assistance in carry
ing out the myriad operations which make up
the Arboretum’s total program, such as plant
propagation, public lectures, and bus tours to
other gardens. The Arboretum’s newsletter,
Hybrid, serves to publicize their activities and
provides up-to-date information on seasonal
gardening topics. Maps for self-guided tours
and brochures of the Arboretum’s plant col
lections are available at the Scott Offices
(215) 328-8025, located in the Cunningham
House.
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The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes of 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes
to the advancement of music at the College. It
has been used, for example, for concerts on
the campus, for the purchase of vocal and
orchestral scores and other musical literature,
and to provide scholarships for students in the
Department of Music who show unusual prom
ise as instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given
by friends in memory of Gene D. Overstreet
(1924-1965), a member of the Political Sci
ence Department, 1957-1964, provides in
come to bring a visiting expert to the campus
to discuss problems of developing or modern
izing nations and cultures.
The Benjamin West Lecture, made possible by
gifts from members of the class of 1905 and
other friends of the College, is given annually
on some phase of art. It is the outgrowth of the
Benjamin West Society which built up a
collection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was bom in a house
which stands on the campus and who became
president of the Royal Academy.
The Swarthmore Chapter of Sigma Xi lecture
series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own re
search.
The Lee Frank Memorial Art Fund, endowed by
the family and friends of Lee Frank, Class of
1921, sponsors each year a special event in the
Art Department: a visiting lecturer or artist,
a scholar or artist in residence, or a special
exhibit.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory of Marjorie Heilman to
stimulate interest in art, particularly the prac
tice of art, on campus.
Endowed Chairs
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The Edmund Allen Professorship of Chemistry
was established in 1938 by a trust set up by his
daughter Laura Allen, friend of the college
and niece of Manager Rachel Hillborn.
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The Franklin E. and Betty Barr Chair in Economics was established in 1989 as a memorial to
Franklin E. Barr, Jr. ’48 by his wife, Betty
Barr.
The Albert L. and Edna Pownall Buffington
Professorship was established by a bequest from
Albert Buffington, Class of 1896, in 1964, in
honor of his wife, Edna Pownall Buffington,
Class of 1898.
Centennial Chairs. Three professorships, unrestricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
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The Howard M. and Charles F. Jenkins Profes
sorship of Quaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’26 and member of the Board of Managers, on
behalf of the family of Howard M. Jenkins,
member of the Board of Managers, to increase
the usefulness of the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family,
and by a 1976 bequest from C. Marshall
The Isaac H. Clothier Professorship of History Taylor ’04.
and International Relations was created in 1888 The William R. Kenan, Jr. Professorship was
by Isaac H. Clothier, member of the Board of
established in 1973 by a grant from the Wil
Managers. Originally in the field of Civil and liam R. Kenan, Jr. Charitable Trust to "sup
Mechanical Engineering, he later approved its
port and encourage a scholar-teacher whose
being a chair in Latin, and in 1912 he approved
enthusiasm for learning, commitment to teach
its present designation.
ing and sincere personal interest in students
The Isaac H. Clothier, Jr., Professorship of Bi- will enhance the learning process and make an
ology was established by Isaac H. Clothier, Jr. effective contribution to the undergraduate
as a tribute of gratitude and esteem for Dr. community.”
Spencer Trotter, Professor of Biology, 1888- The Eugene M. Lang Research Professorship,
1926.
established in 1981 by Eugene M. Lang ’38,
The Morris L. Clothier Professorship of Physics member of the Board of Managers, normally
was established by Morris L. Clothier, Class rotates every four years among members of
the Swarthmore faculty and includes one year
of 1890, in 1905.
The Julien and Virginia Cornell Visiting Profes- devoted entirely to research, study, enrich
sorship was endowed by Julien Cornell ’30, ment or writing. It carries an annual discre
member, and Virginia Stratton Cornell ’30, tionary grant for research expenses, books
former member of the Board of Managers, to and materials.
y I bring professors and lecturers from other
The Eugene M. Lang Visiting Professorship,
nations and cultures for a semester or a year, endowed in 1981 by Eugene M. Lang ’38,
Since 1962, from every corner of the world, brings to Swarthmore College for a period of
Cornell professors and their families have one semester to three years an outstanding
resided on the campus so that they might social scientist or other suitably qualified
deepen the perspective of both students and person who has achieved prominence and
special recognition in the area of social change.
faculty.
The Alexander Griswold Cummins Professorship The Susan W. Lippincott Professorship of French
of English Literature was established in 1911 in was endowed in 1911 through a bequest from
honor of Alexander Griswold Cummins, Susan W. Lippincott, member of the Board of
Class of 1889, by Morris L. Clothier, Class of Managers, a contribution from her niece Caro
line Lippincott, Class of 1881, and gifts by
1890. .
The Howard N. and Ada J. Eavenson Professor other family members.
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ship in Engineering was established in 1959 by
a trust bequest of Mrs. Eavenson, whose
husband graduated in 1895.
The William L. and Marjorie C. Huganir Chair
was created in 1990 by William L. Huganir
’42. It is to be held by the College Librarian.
Endowed Chairs
The Edward Hicks Magill Professorship of Mathe
matics and Astronomy was created in 1888
largely by contributions of interested friends
of Edward H. Magill, President of the College
1872-1889, and a bequest from John M.
George.
The Charles and Harriet Cox McDowell Profes
sorship of Philosophy and Religion was estab
lished in 1952 by Harriet Cox McDowell,
Class of 1887 and member of the Board of
Managers, in her name and that of her hus
band, Dr. Charles McDowell, Class of 1877.
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and
Frank H. Mustin ’44 in 1990. It is unrestricted
as to field.
The Richter Professorship of Political Science was
established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair of Humanities was
created in 1987 through the gifts of James H.
Scheuer ’46, Walter and Marge Pearlman
Scheuer ’48, and their children, Laura Lee
’73, Elizabeth Helen ’75, Jeffrey ’75, and
Susan ’78 and joined by a challenge grant from
The National Endowment for the Humanities.
16
The Henry C. and ]. Archer Turner Professorship
of Engineering was established with their con
tributions and gifts from members of the
Turner family in 1946 in recognition of the
devoted service and wise counsel of Henry C.
Turner, Class of 1893 and member of the
Board of Managers, and his brother J. Archer
Turner, Class of 1905 and member of the
Board of Managers.
The Daniel Underhill Professorship of Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class of
1894 and member of the Board of Managers.
The Marian Snyder Ware Professorship of Physi
cal Education and Athletics was established by
Marian Snyder Ware ’38 in 1990. It is to be
held by the Chair of the Department of Physi
cal Education and Athletics.
The Joseph Wharton Professorship of Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
of the Board of Managers.
The Isaiah V. Williamson Professorship of Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.
Admission
Inquiries concerning admission and applications should be addressed to the Dean of Ad-
missions, Swarthmore College, 500 College
Ave., Swarthmore, Pennsylvania 19081-1397.
GENERAL STATEMENT
In the selection of students, the College seeks
those qualities of character, social responsi
bility, and intellectual capacity which it is
primarily concerned to develop. It seeks them,
not in isolation, but as essential elements in
the whole personality of candidates for admis
sion.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise of distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis of their individual future
worth to society and of their collective realiz
ation of the purpose of the College.
It is the policy of the College to have the
student body represent not only different
parts of the United States but many foreign
countries, both public and private secondary
schools, and various economic, social, reli
gious, and racial groups. The College is also
concerned to include in each class sons and
daughters of alumni and of members of the
Society of Friends.
Admission to the freshman class is normally
based upon the satisfactory completion of a
four-year secondary school program. Under
some circumstances, students who have virtu
ally completed the normal four-year program
in three years will be considered for admis
sion, provided they meet the competition of
other candidates in general maturity as well as
readiness for a rigorous academic program.
All applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school princi
pal, headmaster, or guidance counselor,
and from two teachers.
3. Scores in the Scholastic Aptitude Test and
in three Achievement Tests of the College
Entrance Examination Board.
4. A brief essay (subject specified).
5. Reading and experience, both in school
and out.
Applicants must have satisfactory standing in
school, in aptitude and achievement tests, and
strong intellectual interests. Other factors of
interest to the College include strength of
character, promise of growth, initiative, seri
ousness of purpose, distinction in personal
and extra-curricular interests, and a sense of
social responsibility. The College values the
diversity which varied interests and back
grounds can bring to the community.
PREPARATION
Swarthmore does not require a set plan of
secondary school courses as preparation for
its program. The election of specific subjects
is left to the student and school advisers. In
general, however, preparation should include:
1. Accurate and effective use of the English
language in reading, writing, and speaking.
2. Comprehension and application of the
principles of mathematics.
3. The strongest possible command of one or
two foreign languages. The College en-
18
courages students to study at least one
language for four years, if possible.
4. Substantial course work in (a) history and
social studies, (b) literature, art, and music,
(c) the sciences. Variations of choice and
emphasis are acceptable although some
work in each of the three groups is recom
mended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years of mathematics including algebra, geome
try, and trigonometry.
APPLICATIONS A ND EXAMINATIONS
Application to the College may be submitted
through one of three plans: Regular Admis
sion, Fall Early Decision, or Winter Early
Decision. Applicants follow the same proce
dures, submit the same supporting materials,
and are evaluated by the same criteria under
each plan.
The Regular Admission plan is designed for
those candidates who wish to keep open sev
eral different options for their undergraduate
education throughout the admissions process.
Applications under this plan will be accepted
at any time up to the February 1 deadline.
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Regular Admission
Closing date for applications
Notification of candidate
February 1
on or before
April 15
Candidates reply date
May 1
Any Early Decision candidate not accepted
through either the Fall or Winter will be
reconsidered without prejudice among the
Regular Admission candidates.
All applicants for first-year admission must
take the Scholastic Aptitude Test and three
Achievement Tests given by the College En
The two Early Decision plans are designed for trance Examination Board. English Composi
candidates who have thoroughly and thought tion is required, and the other two Achieve
fully investigated Swarthmore and other col ment Tests should be selected from two
leges and found Swarthmore to be an un different fields. Applicants for Engineering
equivocal first choice. The Winter Early must take one Achievement Test in Mathe
Decision plan differs from the Fall Early matics.
Decision plan only in recognizing that some
candidates may arrive at a final choice of Application to take these tests should be
college later than others. Early Decision can made directly to the College Entrance Exami
didates under either plan may file regular nation Board, Box 592, Princeton, New Jersey
applications at other colleges with the under 08540. A bulletin of information may be
standing that these applications will be with obtained without charge from the Board. Stu
drawn upon admission to Swarthmore; how dents who wish to be examined in any of the
ever, one benefit of the Early Decision plans following western states, provinces, and Pa
is the reduction of cost, effort, and anxiety cific areas—Alaska, Arizona, California,
Colorado, Hawaii, Idaho, Montana, Nevada,
inherent in multiple application procedures.
New Mexico, Oregon, Utah, Washington,
Application under any of the three plans must Wyoming, Alberta, British Columbia, Mani
be accompanied by a non-refundable applica toba, Saskatchewan, Mexico, Australia, and
tion fee of $45. Timetables for the three plans all Pacific Islands including Formosa and Japan
are:
—should address their inquiries and send
their applications to the College Entrance
Fall Early Decision
Examination Board, Box 1025, Berkeley, Cali
Closing date for applications November 15 fornia 94701. Application should be made to
Notification of candidate
on or before the Board at least a month before the date on
December 15 which the test will be taken.
No additional tests are required of candidates
Winter Early Decision
for scholarships. All applicants who would
Closing date for applications
January 1 like to be considered for any of our scholar
Notification of candidate
on or before ships should complete their applications at
February 1 the earliest possible date. Information con
cerning financial aid will be found on pages
22-33.
Adm ission
THE INTERVIEW
An admissions interview with a representative
of the College is a recommended part of the
application process. Applicants should take
the initiative in arranging for this interview.
Those who can reach Swarthmore with no
more than a half day’s trip are urged to make
an appointment to visit the College for this
purpose.* Other applicants should request a
meeting with an alumni representative in their
own area. Interviews with alumni representa
tives take longer to arrange than interviews on
campus. Applicants must make alumni inter
view arrangements well in advance of the final
dates for receipt of supporting materials.
Arrangements for on-campus or alumni inter
views can be made by writing the Office of
Admissions or calling 215-328-8300.
ADVANCED PLACEMENT
Freshmen may apply for advanced standing or
placement in particular courses if they have
taken college level courses and the Advanced
Placement Tests of the College Entrance Ex
amination Board. Decisions are made by the
departments concerned. Every effort is made
to place students in the most advanced courses
for which they are qualified.
Those freshmen who wish to have courses
taken at another college considered for either
advanced placement or credit must provide an
official transcript from the institution at
tended as well as written work (papers, exami
nations), syllabi, and reading lists in order
that the course work may be evaluated by the
department concerned. Such requests for
credit must be made within the freshman year
at Swarthmore. Departments may set addi
tional requirements. For instance, students
may be required to take a placement examina
tion at Swarthmore to validate their previous
work.
APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students. Applicants for transfer must have
had a good academic record in the institution
attended and must present full credentials for
both college and preparatory work, including
a statement of honorable dismissal. They must
take the Scholastic Aptitude Test given by the
College Entrance Examination Board if this
test has not been taken previously.
Four semesters of study at Swarthmore Col
lege constitute the minimum requirement for
a degree, two of which must be those of the
senior year. Applications for transfer must be
filed by April 15 of the year in which entrance
is desired. Decisions on these applications are
announced by June 1. Application for transfer
at mid-year must be received by November
15. Financial assistance is available for transfer
students.
See page 38 for information on withdrawal and readmission for health reasons.
* Directions for reaching the College can be
found inside the back cover of this catalogue.
20
Expenses
STUDENT CHARGES
Total charges for the 1992-93 academic year
(two semesters) are as follows:
Tuition
$ 17,460
Room
2,922
Board
2,922
Student Activities Fee
_______ 186
$23,490
These are the only charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items.
Students engaged in independent projects
away from the College for which regular aca
demic credit is anticipated are expected to
register in advance in the usual way and pay
normal tuition. If the student is away from the
PAYMENT POLICY
An advance payment of $100, due before
enrollment for each semester, is required of all
new and continuing students. This is credited
against the College bill. Semester bills are
mailed on July 10 and December 11. Payment
for the first semester is due by August 3 and
for the second semester by December 28. A
one percent late fee will be assessed on pay
ments received after the due date.
College for a full semester, no charge for room
and board will be made; but, if a student is
away only for a part of a semester the above
charges may be made on a pro rata basis.
The regular College tuition covers the normal
program of four courses per term as well as
variations of as many as five courses or as few
as three courses. Students who elect to carry
more than five courses incur a unit charge for
the additional course ($2,180) or half course
($1,090), 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 of fewer than three courses
for degree candidates in their first eight se
mesters of enrollment.
Many parents have indicated a preference to
pay college charges on a monthly basis rather
than in two installments. For this reason,
Swarthmore offers the AMS Budget Plan,
which provides for payment in installments
without interest charges. Information on the
AMS Budget Plan is mailed to all parents in
April.
WITHDRAWAL POLICY
Charges for tuition and fees will be reduced for students who withdraw for reasons approved by
the Dean prior to or during a semester. Reductions in charges will be made in the following ways:
board fees will be reduced
tuition and fees will be reduced
for students who withdraw prior to
by 95%
to $200
week 2 of classes
by 90%
by 90%
week 3 of classes
by 85%
by 80%
week 4 of classes
by 80%
by 70%
week 5 of classes
by 75%
by 60%
week 6 of classes
by 70%
by 50%
week 7 of classes
by 65%
no further reductions
week 8 of classes
by 60%
week 9 of classes
by 55%
week 10 of classes
no reductions thereafter
Room fees will be reduced to $100 for students withdrawing following room draw but prior
to the day semester bills are due (bills are typically due during the first week of August for the
fall semester, and the first week in January for the spring). For students withdrawing following
the day on which semester bills are due but prior to the 7th week of classes room fees will be
reduced by 50%. No reduction will be granted thereafter.
An insurance policy, offered by Dewar, Inc., can be purchased to cover the balance of the entire
semester comprehensive fee in case of accident or illness. Information on the Dewar Tuition
Refund Plan is mailed to parents in July.
INQUIRIES All correspondence regarding payment of student charges should be addressed
to: Monique Constantino, Bursar. 215/328-8394
21
Financial Aid
The College strives to make it possible for all
students who are admitted to attend Swarthmore, regardless of their financial circum
stances, and to enable them to complete their
education when financial reversals take place.
Forty-nine percent of the total student body
currently receives aid from the College. Most
financial aid awarded by the College is based
upon demonstrated financial need and is usu
ally a combination of scholarship, loan, and
student employment. The College is commit
ted to meeting all demonstrated financial
need.
A prospective student must apply for College
as well as outside assistance at the time of
application for admission: admission and fi
nancial aid decisions are, however, made sep
arately. Instructions for obtaining and filing
an application are included in the admissions
application. Financial assistance will be of
fered if family resources are not sufficient to
meet College costs. The amount a family is
expected to contribute is determined by weigh
ing the family’s income and assets against
such demands as taxes, living expenses, med
ical expenses, and siblings’ undergraduate
tuition expenses. It also includes the expecta
tion of $1,050-$1,300 from the student’s
summer earnings as well as a portion of his or
her personal savings and assets.
For 1992-93 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $23,490.
This comprehensive fee covers not only the
usual student services—health, library, labo
ratory fees, for example—but admission to all
social, cultural, and athletic events on campus.
The total budget figure against which aid is
computed is $25,090. This allows $1,600 for
books and personal expenses. A travel allow
ance is added to the budget for those who live
in the U.S. but more than 100 miles from the
College.
In keeping with the policy of basing financial
aid upon need, the College reviews each stu
dent’s award annually. Mid-year each student
who has aid must submit a new financial aid
application for the next academic year. A
student’s aid is not withdrawn unless need is
no longer demonstrated. Assistance is avail
able only for the duration of a normal-length
undergraduate program (8 semesters) and
while a student makes satisfactory academic
progress. These limitations are applied in our
consideration of a sibling’s educational ex
penses also. Students who choose to live off
campus may not receive College assistance in
excess of their College bill, although the cost
of living off campus will be recognized in the
calculation of a student’s financial need and
outside sources of aid may be used to help
meet off-campus living costs.
Students who have not previously received
financial aid may apply if special circumstan
ces have arisen. A student who marries may
continue to apply for aid, but a contribution
from the parents is expected equal to the
contribution made were the student single.
The College has reaffirmed its need-blind ad
mission policy and the related practice of
meeting the demonstrated financial need of
all admitted or enrolled students by action of
our Board. Eligibility for federal aid funds is
now limited to those who are able to complete
and submit to us the Statement of Registration
Compliance. Additional funds have been
made available for those who are unable to
accept need-based federal aid because they
have not registered with the Selective Service.
Aid for foreign citizens is limited and can be
requested during the admission process only.
A special brochure has been prepared to
advise families of the various sources of aid,
as well as a variety of financing options.
Please request a copy.
SCHOLARSHIPS
For the academic year 1992-93 we awarded
more than $7 million in Swarthmore scholar
ship funds. About one half of that sum was
provided through the generosity of alumni
and friends by special gifts and the endowed
22
scholarships listed on pp. 24-33. The Federal
government also makes Pell Grants and Sup
plemental Educational Opportunity Grants
available. It is not necessary to apply for a
specific College scholarship; the College de-
cides who is to receive endowed scholarships
and others are helped from general scholarship
funds. Although some endowed scholarships
are restricted by locality, sex, religion or
physical vigor, the College’s system of award-
ing aid makes it possible to meet need without
regard to these restrictions. Financial need is
a requirement for all scholarships unless otherwise
indicated.
LOAN FUNDS
Long-term, low-interest loan funds with gen
erous repayment terms combine with Swarthmore’s program of grants to enable the College
to meet the needs of each student. Although
most offers of support from the College in
clude elements of self-help (work and borrow
ing opportunities), the College strives to keep
a student’s debt at a manageable level.
Aided students will be expected to meet a
portion of their demonstrated need (from
$1,000 to about $2,720) through the Perkins
Loan (formerly NDSL), the Swarthmore Col
lege Loan (SCL), or the Stafford Loan (for
merly GSL) Programs (the College will deter
mine which source is appropriate for the
student). Each of these programs allows the
borrower to delay repayment until after leav
ing school, and each allows deferment of the
debt if the borrower goes on to graduate
school. Up to 10 years may be taken to repay
Perkins, SCL, or Stafford Loans. No separate
application is needed for the Perkins or SCL
loans since the College administers these
funds. Stafford Loan applications must be
initiated by the student with the lender, the
student’s local bank. Interest on these loans
does not accrue for an enrolled student al
though interest does accrue on the unpaid
balance once the student is no longer in
school.
Students whose families do not receive Col
lege support may wish to borrow to help meet
College expenses. The PLUS, SHARE Loan
or PHEAA Alternative Loan programs are
available for this purpose.
Students who would like more information
about these loan programs should read our
Financial Aid Brochure.
The College also maintains special loan funds
which are listed below:
The Class of 1916 Loan Fund
The Class of 1920 Loan Fund
The Class of 1936 Loan Fund
The Class of 1937 Loan Fund
The Jay and Sandra Levine Loan Fund
The John A. Miller Loan Fund
The Paul M. Pearson Loan Fund
The Thatcher Family Loan Fund
The Ellis D. Williams Fund
The Swarthmore College Student Loan Fund
The Joseph W. Canard Memorial Fund, estab
lished by friends of the late Professor Conard,
provides short-term loans without interest to
meet student emergencies. Income earned by
The Alphonse N. Bertrand Fund is also available
for this purpose.
STUDENT EMPLOYMENT
Student employment on the Swarthmore cam
pus is handled by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the dining hall,
library, departmental offices, and the post
office, and placements can be arranged when
students arrive in the fall. On-campus rates of
pay run from $4.75 to $5.25 per hour. Stu
dents receiving financial aid are usually of-
fered the opportunity to earn up to $ 1,120
during the year and are given hiring priority,
but there are usually jobs available for others
who wish to work on campus.
The Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
detriment to their academic performance.
23
Financial Aid
For students who qualify under the federal
College Work-Study Program (most aided
students), off-campus placements in public or
private, non-profit agencies in the local or
Philadelphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer. Among
suitable agencies are hospitals, schools, muse
ums, social service agencies and local, state or
federal government agencies.
Scholarships
(Financial need is a requirement for all scholar
ships unless otherwise indicated. No separate
application is needed.)
The Aetna Foundation Scholarship Grant pro
vides assistance to minority students with
financial need.
The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis of scholar
ship and need with preference given to those
with a demonstrated interest in the humani
ties.
The George I. Alden Scholarship Fund estab
lished as a memorial by the Alden Trust is
awarded on the basis of merit and need with
preference to a student in the sciences or
engineering.
The Vivian B. Allen Foundation provides schol
arship aid to enable foreign students to attend
Swarthmore College, as part of the Founda
tion’s interest in the international exchange of
students.
The Jonathan Leigh Altman Scholarship, given
in memory of this member of the Class of
1974 by Shing-mei P. Altman ’76, is awarded,
on the recommendation of the Department of
Art, to a junior who has a strong interest in
the studio arts. It is held during the senior
year.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through
alumni gifts and bequests.
The Evenor Armington Scholarship is given each
year to a worthy student with financial need
in recognition of the long-standing and affec
tionate connection between the Armington
family and Swarthmore College.
The Frank and Marie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
24
upon sound character and effective personali
ty. The award is made in honor of Frank
Aydelotte, President of the College from 19211940, and originator of the Honors program
at Swarthmore, and of Marie Osgood Ayde
lotte, his wife.
The Roslyn Barbash, M.D. Scholarship was en
dowed in 1990 as a memorial by her daughter
and son-in-law, Babette B. Weksler, M.D. ’58
and Marc E. Weksler, M.D. ’58. It is awarded
on the basis of merit and need and is renewable
through the senior year. Preference is given to
women with interest in the sciences and, in
particular, in the environment.
The W. Herman Barcus Scholarship Fund was
established in 1982 in memory of W. Herman
Barcus, Class of 1927. It is awarded to a
meritorious student who has financial need.
The Philip H. Barley Memorial Scholarship,
established in memory of Philip H. Barley,
’66 , by his family and friends and the Class of
1966, which he served as president, provides
financial assistance for a junior or senior who
has demonstrated outstanding leadership
qualities at Swarthmore.
The Franklin E. Barr, Jr. ’48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and
who shows promise of developing these abili
ties for the betterment of society. This schol
arship is based on need and is renewable for
three years.
The H. Albert Beekhuis Scholarship in engineer
ing is awarded on the basis of merit and need
to a freshman and is renewable through the
senior year as long as that student retains a
major in engineering. This scholarship is en
dowed through the generous bequest of Mr.
Beekhuis, neighbor, friend, and successful
engineer.
The Belville Scholarship has been endowed in
memory of Robert Chambers Belville and
Margaret Klein Belville. It is awarded annually
to an incoming student of particular promise
and is renewable for his or her years at Swarthmore.
The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
The Curtis Bok Scholarship was established in
the College’s Centennial Year 1964 in honor
of the late Philadelphia attorney, author and
jurist, who was a Quaker and honorary alumnus of Swarthmore. The scholarship is assigned annually to a junior or senior whose
qualities of mind and character indicate a
potential for humanitarian service such as
Curtis Bok himself rendered and would have
wished to develop in young people. Students
in any field of study, and from any part of this
country or from abroad, are eligible. The
scholarship is renewable until graduation.
The Edward S. Bower Memorial Scholarship,
established by Mr. and Mrs. Ward T. Bower
in memory of their son, Class of ’42, is
awarded annually to a man or woman student
who ranks high in scholarship, character, and
personality.
The Daniel Walter Brenner Memorial Scholar
ship, established by family and friends in
memory of Daniel W. Brenner, Class of 1974,
is awarded to a senior majoring in biology
who is distinguished for scholarship and an
interest in plant ecology, or wildlife preserva
tion, or animal behavior research. The recipi
ent is chosen with the approval of biology and
Classics faculty.
The John S. Brod ’34 Scholarship is awarded to
a deserving student on the basis of merit and
financial need.
The William and Eleanor Stabler Clarke Schol
arships, established in her honor by Cornelia
Clarke Schmidt ’46 and W. Marshall Schmidt
’47 , are awarded to two worthy freshmen with
need. Preference is to be accorded to members
of the Society of Friends. These scholarships
are renewable through the senior year.
The Class of 1930 Scholarship was endowed by
the Class on the occasion of their 60th re
union. It is awarded alternately to a woman or
a man on the basis of sound character and
academic achievement, with preference to
those who exercise leadership in athletics and
community service. The scholarship is renew
able through the senior year.
The Class of 1939 Scholarship was established
at the 50th reunion of the class in fond
memory of Frank Aydelotte, President of the
College from 1921 to 1940, and his wife,
Marie Aydelotte. It is awarded to a worthy
student with need and is renewable through
the senior year.
The Class of 1941 Scholarship was created in
celebration of the fiftieth reunion of the Class.
It is awarded on the basis of merit and need
and is renewable through the senior year.
The Class of 1963 Scholarship is awarded on the
basis of merit and need and is renewable
through the senior year. The scholarship was
created in honor of the class’s 25th reunion.
The N. Harvey Collisson Scholarship established
by his family and the Olin Mathieson Chari
table Trust in memory of N. Harvey Collisson
of the Class of 1922 is awarded to a freshman
man or woman. Selection will place emphasis
on character, personality, and ability.
The Stephanie Cooley ’70 Scholarship, estab
lished in loving memory by her parents, is
awarded on the basis of financial need to a
worthy student from Kifissia, Greece.
The David S. Cowden Scholarship was estab
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarth
more from 1949 until his death in May 1983.
It is awarded on the basis of financial need.
The Marion L. Dannenberg Scholarship is
awarded to a freshman student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in mem
ory of Mrs. Dannenberg who was mother and
grandmother of six students who attended
Swarthmore.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded to students in
tending to major either in engineering or in
the humanities. It is awarded on the basis of
need and merit and is renewable annually. It is
the gift of Edith and Russell de Burlo.
The District of Columbia Scholarship was estab
lished by alumni residents in the area of
25
Financial Aid
Washington, D.C., to encourage educational
opportunity for qualified minority and disad
vantaged students. Awards are made on the
basis of merit and need.
The Francis W. D’Olier Scholarship, in memory
of Francis W. D’Olier of the Class of 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality, and abili
ty.
The Robert K. Enders Scholarship, established
by his friends and former students, to honor
Dr. Robert K. Enders, a member of the Col
lege faculty from 1932 to 1970, is awarded
annually to a worthy student with an interest
in the study of biological problems in a natural
environment.
The Philip Evans Scholarship is established in
fond memory of a member of the Class of
1948 by his friend Jerome Kohlberg ’46 and
seeks to expand the diversity of the Swarthmore community by bringing to this campus
outstanding students with need, whether from
near or far. The scholarship is awarded to
members of the freshman class and is renew
able annually, and provides a summer oppor
tunity grant which is awarded on the recom
mendation of the Dean.
The Elizabeth Pollard Fetter String Quartet
Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and
Ellen Fetter Gille in memory of Elizabeth P.
Fetter ’25, subsidize the private instrumental
lessons of four top-notch student string play
ers at the College. Interested applicants should
write to the Chairman of the Department of
Music and should plan to play an audition at
the College when coming for an interview.
Membership in the Quartet is competitive. At
the beginning of any semester, other students
may challenge and compete for a place in the
Quartet.
The Eleanor Flexner Scholarship is awarded on
the basis of merit and need to a student in the
humanities. It is the gift of Eleanor Flexner of
the Class of 1930, author of Century of Struggle
and Mary Wollstonecraft: A Biography. The
scholarship is renewable through the senior
year.
The Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
26
Chang Whitehead ’58 in appreciation of their
kindness and support during her college years.
It is awarded to a freshman with need and
merit, and is renewable through the senior
year.
The David W. Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends of David Fraser in
honor of his service as President of Swarthmore College from 1982 to 1991. This needbased scholarship will be awarded each se
mester to one student enrolled in an approved
program of academic study outside the bound
aries of the United States. Preference will be
given for students studying in Asian, Middle
Eastern, and African countries.
The Theodore and Elizabeth Friend Scholarship
is established as an expression of respect and
appreciation by Board members and others
who have been associated with them in the
service of Swarthmore College. The scholar
ship will be awarded each year on the basis of
need to a worthy student.
The Joyce Mertz Gilmore Scholarship is awarded
to an entering freshman, and may be renewed
for each of the following three undergraduate
years. The recipient is chosen on the basis of
mental vigor, concern for human welfare, and
the potential to contribute to the College and
the Community outside. The award was es
tablished in 1976 by Harold Mertz ’26 in
memory of Joyce Mertz Gilmore, who was a
member of the class of 1951.
The Barbara Entenberg Gimbel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis of need to a worthy student, with pref
erence to a black candidate.
The John D. Goldman ’71 Scholarship is awarded
on the basis of need to a student with a strong
academic record and leadership qualities. Pref
erence is given to students from northern
California.
The Berda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a
music major beginning in his or her junior
year. Mrs. Goldsmith was a music lover and
patroness of the Settlement Music School.
Accordingly, in the selection of The Berda
Goldsmith Scholar, preference will be given
to a student who attended the Settlement
Music School; preference also will be given to
a student who shows interest and proficiency
in playing the piano.
The Stella and Charles Guttman Foundation
Scholarships were established in 1964 by a
grant from the Foundation to provide scholar
ships to defray all or part of the cost of tuition
and fees for students who require financial
assistance. Preference is given to students of
recognized ability who have completed two
academic years of college and who are con
templating graduate or professional study.
The scholarships are renewable for a second
year.
The Lucinda Buchanan Thomas ’34 and Joseph
H. Hafkenschiel ’37 Scholarship Fund was es
tablished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68 ,
B.A. Thomas ’69, Mark C. ’72, and John
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D. graduated with the Class of 1899. This
scholarship is awarded to a junior and is
renewable for the senior year, based on need.
Preference is given to students who have
demonstrated proficiency in water sports or
who have shown talent in studio arts and who
have been outstanding in service to the Col
lege.
The Mason Haire Scholarship is given by his
wife, Vivian, in honor of this member of the
Class of 1937, a distinguished psychologist
and sometime member of the Swarthmore
College faculty. The scholarship is awarded to
a freshman With financial need who is distin
guished for intellectual promise and leader
ship. It is renewable through the senior year.
The Margaret Johnson Hall Scholarship for the
Performing Arts is the gift of Margaret Johnson
Hall, Class of 1941. It provides financial assis
tance based on merit and need, with prefer
ence to students intending to pursue a career
in music or dance.
The William Randolph Hearst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
The Stephen B. Hitchner, Jr., Scholarship was
established by Swarthmore’s Board of Manag
ers to honor Stephen Hitchner’s distinguished
record of public service and his influential
role in advancing formal education for public
service. Recipients will be selected for their
interest in a career in the public or non-profit
sectors and will be chosen on the basis of
merit and need.
The Betty Stem Hoffenberg Scholarship, estab
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual prom
ise, character, and intellectual strength. Strong
preference is given to a student majoring in
history.
The Hadassah M. L. Holcombe Scholarship is
awarded to a ffeshman with financial need
and is renewable for three years at the discre
tion of the College. Preference will be given to
members of the Society of Friends.
The Carl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference
in the awarding is given to students planning
to major in engineering or pre-law.
The Richard Humphreys Fund Scholarship pro
vides assistance to a student (or students) of
African descent.
The Everett L. Hunt Scholarship, endowed by
the Class of 1937 in the name of its beloved
emeritus professor and dean, provides an
unrestricted scholarship to be awarded annu
ally by the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class of 1948, one of the first black
students to attend Swarthmore College, es
tablished this fund through a bequest "to
provide scholarship aid to needy students.”
The William Y. Inouye ’44 Scholarship, estab
lished in loving memory by his family, friends,
and colleagues in recognition of his life of
service as a physician, is awarded to a worthy
junior premedical student with need. The
scholarship is renewable in the senior year.
The George B. Jackson ’21 Scholarship has been
endowed by Gene Lang ’38 in honor of the
man who guided him to Swarthmore. It is to
be awarded on the basis of need and merit
with preference given to a student from the
New York metropolitan area.
The Howard CooperJohnson Scholarship, estab
lished by Howard Cooper Johnson ’96, is
27
Financial Aid
awarded on the basis of all-around achieve
ment to a male undergraduate who is a mem
ber of the Society of Friends.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar
ship is awarded on the basis of need and merit
and is renewable through four years.
The Florence and Melville Kershaw Scholarship
is endowed in their honor by their son Thom
as A. Kershaw, Class of 1960. It is awarded to
a freshman on the basis of need and merit,
with preference to those intending to major in
engineering, and is renewable through the
senior year.
The William H. Kistler ’43 Scholarship is en
dowed in his memory by his wife, Suzanne,
and his friends and former classmates. It is
awarded to a needy and deserving student
majoring in engineering or economics.
The Paul and Mary ]ane Kopsch Scholarship
Fund, established through a gift of Paul J.
Kopsch of the Class of ’46, is awarded each
year to a junior premedical student(s) with
financial need. The scholarship is renewable
in the senior year.
The Laurence Lafore ’38 Scholarship was estab
lished in his memory in 1986 by family,
friends, classmates, and former students. Pro
fessor Lafore, author of numerous books and
essays, taught history at Swarthmore from
1945 until 1969. This scholarship is awarded
to a needy student showing unusual promise
and is renewable through four years.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high
in scholarship and has financial need. It is
renewable in the senior year. This scholarship
was established by Eugene M. Lang ’38 in
honor of his sister.
Eugene M. Lang Opportunity Grants are
awarded each year to as many as five entering
students who are selected by a special commit
tee on the basis of distinguished academic and
extra-curricular achievement and demonstra
ble interest in social change. Stipends are
based on financial need and take the form of
full grants up to the amount of total college
charges. Each Lang Scholar is also eligible for
28
summer or academic year research or com
munity service support, while an undergrad
uate, up to a maximum of $7,500 and for a
$3,000 fellowship for graduate study. Projects,
which must be approved in advance by a
faculty committee, are expected to facilitate
social change in a significant way. The program
is made possible by the gift of Eugene M. Lang
’38.
The Ida and Daniel Lang Scholarship estab
lished by their son, Eugene M. Lang of the
Class of 1938, provides financial assistance
for a man or woman who ranks high in
scholarship, character, and personality.
The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer
ence for minority or foreign students who
show both merit and need. This scholarship
has been endowed by the family of Stephen
Girard Lax ’41, who was Chairman of the
Board of Managers of Swarthmore College
from 1971 to 1976.
The Stephen Girard Lax Scholarship, established
by family, friends and business associates of
Stephen Lax ’41, is awarded on the basis of
financial need every two years to a student
entering the junior year and showing academic
distinction, leadership qualities, and definite
interest in a career in business.
The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless of the Class of 1914 at
Swarthmore College, was offered for the first
time in 1950. This scholarship is in honor of
a former distinguished Professor of Engineer
ing and, therefore, students who plan to major
in engineering are given preference. An award
is made annually.
The Christian R. and Mary F. Lindback Foundation Scholarship is awarded to deserving stu
dents from the states of Pennsylvania, New
Jersey, Delaware, or Maryland.
The Lloyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Donald ’86 , and Susan’s husband Bob Dick
inson ’83. It is awarded on the basis of merit
and need and is renewable through the senior
year.
The Joan Longer ’78 Scholarship was created as
a memorial in 1989 by her family, classmates,
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and friends, to honor the example of Joan’s
personal courage, high ideals, good humor,
and grace. It is awarded on the basis of merit
and need and is renewable through the senior
year.
The David Laurent Loui Memorial Scholarship,
established by Martin L. Low, Class of 1940,
his wife, Alice, Andy Low, Class of 1973, and
Kathy Low in memory of their son and
brother, is awarded to a man or woman who
gives the great promise that David himself
did. The award assumes both need and aca
demic excellence, and places emphasis, in
order, on qualities of leadership, a concern for
others, and character, or outstanding and
unusual promise. The scholarship is awarded
to a freshman and is renewable for the under
graduate years.
The Leland S. MacPhail, Jr. Scholarship, given
by Major League Baseball in recognition of 48
years of dedicated service by Leland S. Mac
Phail, Jr. ’39, will be awarded annually to a
deserving student on the basis of need and
merit.
The Dorothy Maynor Scholarship, established
by the Hearst Foundation, is awarded to a
student from the Harlem School of the Arts in
honor of its founder. It provides a grant for
the full amount of need and for music lessons.
The awardee will be nominated by the Harlem
School of the Arts and selected by Swarthmore College on the basis of all-around quali
fications.
The Thomas B. McCabe Achievement Awards,
established by Thomas B. McCabe ’15, are
awarded to entering students from the Delmarva Peninsula, and Delaware County, Penn
sylvania, who give promise of leadership. In
making selections, the Committee places em
phasis on ability, character, personality, and
service to school and community. These
awards provide a minimum annual grant of
tuition, or a maximum to cover tuition, fees,
room and board, depending on need. Candi
dates for the McCabe Awards must apply for
admission to the College by January 15.
The Charlotte Goette ’20 and Wallace M. Mc
Curdy Scholarship is awarded to a freshman on
the basis of need and merit, and is renewable
annually. It has been endowed by Charlotte
McCurdy ’20.
The Dorothy Shoemaker ’29 and Hugh McDiarmid ’30 Scholarship is awarded to a freshman
man or woman student on the basis of merit
and need and is renewable through the senior
year. It is the gift of the McDiarmid family in
commemoration of their close association
with Swarthmore College.
The Norman Meinkoth Scholarship, established
by his friends and former students, to honor
Dr. Norman A. Meinkoth, a member of the
College faculty from 1947 to 1978, is awarded
annually to a worthy student with an interest
in the Study of biological problems in a natural
environment.
The Peter Merer Scholarship is awarded to an
entering freshman outstanding in mental and
physical vigor, who shows promise of spend
ing these talents for the good of the college
community and of the larger community out
side. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory
of Peter Mertz, who was a member of the class
of 1957. It is renewable for the undergraduate
years.
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer
ence given to students of South Asian origin.
The Florence Eising Naumburg Scholarship,
named in 1975 in honor of the mother of an
alumna of the Class of 1943, is awarded to a
student whose past performance gives evi
dence of intellectual attainment, leadership,
and character, and who shows potential for
future intellectual growth, creativity, and
scholarship, and for being a contributor to the
College and ultimately to society.
The Thomas S. ’30 and Marian Hamming Nicely
’30 Scholarship is awarded to a freshman with
need who shows promise of academic achieve
ment, fine character, and athletic ability. Pref
erence will be given to a person who has been
on the varsity tennis, squash, racquets, golf,
or swimming teams in high or preparatory
schools.
The John H. Nixon Scholarship was established
by John H. Nixon, Class o f’35, to assist Third
World students, especially those who plan to
return to their country of origin.
The Edward L. Noyes ’31 Scholarship has been
endowed in his memory by his wife, Jean
29
Financial Aid
Walton Noyes ’32, his three sons and his
many friends. The scholarship is available to
an incoming freshman, with preference given
to those from the southwest, especially Texas.
It is awarded on the basis of need and merit
to students with broad interests and is renew
able through four years.
years: the Raruey-Chandra Scholarship to a
woman for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a
deceased mother or father.
The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer of the Class of 1926,
are awarded to members of the freshman class
who show promise of leadership and who
have need of financial assistance. The scholar
ships are renewable for a total of four years at
the discretion of the College.
The Byron T Roberts Scholarship, endowed by
his family in memory of Byron T. Roberts,
’12 , is awarded annually to an incoming stu
dent and is renewable for his or her years of
study at Swarthmore.
The J. Roland Pennock Scholarships were estab
lished by Ann and Guerin Todd ’38 in honor
of J. Roland Pennock ’27, Richter Professor
Emeritus of Political Science. Income from
this endowment is to be used to award four
scholarships on the basis of merit and need,
preferably to one scholar in each class.
The Winnifred Poland Pierce Scholarship Fund
is awarded on the basis of merit and financial
need and is renewable through the senior year.
The Cornelia Chapman and Nicholas O. Pittenger Scholarship, established by family and
friends, is awarded to an incoming freshman
man or woman who ranks high in scholarship,
character, and personality and who has need
for financial assistance.
Laurama Page Pixton ’43 Scholarship provides
financial assistance for foreign students study
ing at Swarthmore, with preference for those
from the Soviet Union and Eastern Europe. It
is a gift of her brother Edward Page, Class of
1946.
The Anthony Beekman Pool Scholarship. This
scholarship is awarded to an incoming fresh
man man of promise and intellectual curiosity.
It is given in memory of Tony Pool of the Class
of 1959.
The Henry L. Price, Jr., M.D., Scholarship,
established by Henry L. Price of the Class of
1944, is awarded on the basis of merit and
need to a student intending to major in the
natural or physical sciences. The scholarship
is renewable through the senior year.
The Raruey-Chandra and Niyomsit Scholarships
are given by Renoo Suvamsit ’47 in memory
of his parents. They are given in alternate
30
The Louis N. Robinson Scholarship was estab
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member
of the Swarthmore College faculty and
founder of the Economics Discussion Group.
A member of the junior or senior class who
has demonstrated interest and ability in the
study of Economics is chosen for this award.
The Edwin P. Rome Scholarship provides finan
cial assistance to worthy students with need.
It was established in memory of Edwin P.
Rome ’37 by his wife, Mrs. Rita Rome, and
the William Penn Foundation on whose board
he served.
The Alexis Rosenberg Scholarship Fund, estab
lished by The Alexis Rosenberg Foundation,
provides aid for a freshman student. It is
awarded annually to a worthy student who
could not attend the College without such
assistance.
The Ida and William Rosenthal Scholarship was
established by Elizabeth Coleman ’69 to be
awarded to a student with need from a middle
income family.
The Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis of merit and
need, with preference to an economics major.
It is renewable in the senior year. The Marcia
Perry Ruddick Cook ’27 Scholarship is awarded
to a junior on the basis of merit and need, with
preference to an English Literature major, and
is renewable for the senior year. Both scholar
ships are endowed by J. Perry Ruddick in
memory of his parents.
The David Barker Rushmore Scholarship, estab
lished in honor of David Barker Rushmore,
Class of 1894, by his niece Dorothea Rush-
more Egan ’24, is awarded annually to a
worthy student who plans to major in Engi
neering or Economics.
The Katharine Scherman Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter
ests, however, will not be excluded from
consideration. Awarded in honor of Katharine
Scherman, of the Class of 1938, it is renewable
for the full period of undergraduate study.
The Howard A. Schneiderman, Class of 1948,
Scholarship, established in 1991 by his family,
is awarded to a freshman student and is
renewable through the senior year. Preference
is given to students with interest in the biologi
cal sciences.
The Clinton G. Shafer Scholarship endowed by
his family in memory of Clinton G. Shafer, of
the Class of 1951, is awarded to students
interested in engineering and physical science.
The committee in making its selection con
siders character, personality, and leadership.
The Joe and Terry Shane Scholarship, created in
honor of Joe Shane ’25, who was Vice Presi
dent of Swarthmore College’s Alumni, Devel
opment, and Public Relations from 19501972, and his wife, Terry, who assisted him in
countless ways in serving the College, was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in remem
brance of Joe and Terry’s warm friendship
with generations of Swarthmore alumni. This
award is made to a freshman student on the
basis of merit and need. It is renewable through
four years.
The Florence Creer Shepard ’26 Scholarship,
established by her husband, is awarded on the
basis of high scholastic attainment, character,
and personality.
The Sarah W. Shreiner Scholarship, given in
loving memory by her daughter, Leah S.
Leeds of the Class of 1927, is awarded annu
ally to a woman who ranks high in scholarship,
character, and personality.
The William C. and Barbara Tipping Sieck
Scholarship is awarded annually to a student
showing distinction in academics, leadership
qualities, and extra-curricular activities, and
who indicates an interest in a career in busi
ness.
The Nancy Baxter Skallerup Scholarship, estab
lished by her husband and children, is awarded
to an incoming freshman with financial need.
It is renewable through four years.
The William W. Slocum, Jr. Scholarship fund
established in 1981 by a member of the Class
of 1943 is awarded to a deserving student on
the basis of merit and need.
The Courtney C. Smith Scholarship is for stu
dents who best exemplify the characteristics
of Swarthmore’s Ninth President: intellect
and intellectual courage, natural dignity, hu
mane purpose, and capacity for leadership.
Normally the award will be made to a member
of the freshman class on the basis of merit and
need. It is renewable during the undergraduate
years. Holders of this scholarship gain access
to a special file in the Friends Historical
Library left by the scholarship’s creator, the
Class of 1957, inviting them to perpetuate the
memory of this individual’s sixteen years of
stewardship of the College’s affairs and his
tragic death in its service.
The W.W. Smith Charitable Trust provides
scholarships to students who qualify on the
basis of need and merit.
The Harold E. and Ruth Calwell Snyder Premed
ical Scholarship is the gift of Harold E. Snyder,
Class of 1929. It provides support up to fiill
tuition and fees for junior or senior premedical students and is awarded on the basis
of merit and need.
The Cindy Solomon Memorial Scholarship is
awarded with preference to a young woman in
need of financial assistance, and who has
special talent in poetry or other creative and
imaginative fields.
The Helen Solomon Scholarship is given in her
memory by her son, Frank Solomon Jr. of the
Class of 1950. It is awarded to a freshman on
the basis of merit and need and is renewable
through the senior year.
The Babette S. Spiegel Scholarship Award, given
in memory of Babette S. Spiegel, Class of
1933, is awarded to a student showing very
great promise as a creative writer (in any
literary form) who has need of financial assis
31
Financial Aid
tance. The Department of English determines
those eligible.
The Harry E. Sprogell Scholarship was estab
lished in 1981 in memory of Harry E. Sprogell
’32, and in honor of his class’s 50th reunion.
It is awarded to a junior or senior with
financial need who has a special interest in law
or music.
C.V. Starr Scholarship Fund, established by
The Starr Foundation as a memorial to its
founder, provides scholarship assistance on
the basis of merit and need.
The David Parks Steelman Scholarship Fund, es
tablished in his memory in 1990 by C. Wil
liam ’63 and Linda G. Steelman, is awarded
annually to a deserving male or female student
on the basis of merit and need, with a prefer
ence for someone showing a strong interest in
athletics.
The Stella Steiner Scholarship, established in
1990 by Lisa A. Steiner '54, in honor of her
mother, is awarded to a first-year student on
the basis of merit and need. This scholarship
is renewable through the senior year.
The Clarence K. Streit Scholarship is awarded to
a student entering the junior or senior year
and majoring in history. Preference is given to
persons, outstanding in initiative and scholar
ship, who demonstrate a particular interest in
American pre-Revolutionary War History.
This scholarship honors Clarence K. Streit,
author of Union Now: A Proposal For An At
lantic Federal Union of the Free, whose seminal
ideas were made public in three Cooper Foun
dation lectures at Swarthmore.
The Katharine Bennett Tappen, Class of 1931,
Memorial Scholarship, established in 1980 is
awarded to a freshman student. The scholar
ship is renewable for four years at the discre
tion of the College. Preference is given to a
- resident of the Delmarva Peninsula.
The Newton E. Tarble Award, established by
Newton E. Tarble of the Class of 1913, is
granted to a freshman man who gives promise
of leadership, ranks high in scholarship, char
acter, and personality, and resides west of the
Mississippi River or south of Springfield in
the State of Illinois.
The Audrey Friedman Troy Scholarship, estab
lished by her husband, Melvin B. Troy '48, is
32
awarded to a freshman man or woman. The
scholarship is renewable through four years at
the discretion of the College. In awarding the
scholarship, prime consideration is given to
the ability of the prospective scholar to profit
from a Swarthmore education, and to be a
contributor to the College and ultimately to
society.
The Robert C. and Sue Thomas Turner Scholar
ship is awarded to a deserving student on the
basis of merit and financial need.
The Stanley and Corinne Weithom Scholarship
Fund was established to provide financial
assistance on the basis of need and merit.
The Elmer L. Winkler Scholarship Fund, estab
lished in 1980 by a member of the Class of
1952, is awarded annually to a deserving
student on the basis of merit and need.
The Letitia M. Wolverton Scholarship Fund,
given by Letitia M. Wolverton of the Class of
1913, provides scholarships for members of
the junior and senior classes who have proved
to be capable students and have need for
financial assistance to complete their educa
tion at Swarthmore College.
The Michael M. and Zelma K. Wynn Scholarship
was established in 1983 by Kenneth R. Wynn
’73 in honor of his mother and father. It is
awarded annually to a student on the basis of
need and merit.
The income from each of the following funds
is awarded at the discretion of the College.
The Barclay G. Atkinson Scholarship Fund
The Rebecca M. Atkinson Scholarship Fund
The Book and Key Scholarship Fund
The Leon Willard Briggs Scholarship Fund
The Robert C. Brooks Scholarship Fund
The Edna Pownall Buffington Scholarship Fund
The Chi Omega Scholarship
The Class of 1913 Scholarship Fund
The Class of 1914 Scholarship Fund
The Class of 1915 Scholarship Fund
The Class of 1917 Scholarship Fund
The Class of 1925 Scholarship Fund
The Class of 1956 Scholarship Fund
The Susan P. Cobbs Scholarship
The Cochran Memorial Scholarship Fund
The Sarah Antrim Cole Scholarship Fund
The Charles A. Collins Scholarship Fund
The Ellsworth F. Curtin Memorial Scholarship
The Delta Gamma Scholarship Fund
The William Dorsey Scholarship Fund
The George Ellsler Scholarship Fund
The J. Horace Ervien Scholarship Fund
The Howard S. and Gertrude P. Evans
Scholarship Fund
The Joseph E. Gillingham Fund
The Mary Lippincott Griscom Scholarship
The J. Philip Hermann Scholarship
The A. Price Heusner Scholarship
The Rachel W. Hillbom Scholarship
The Aaron B. Ivins Scholarship
The George K. and Sallie K. Johnson
Scholarship Fund
The Kappa Alpha Theta Scholarship Fund
The Kappa Kappa Gamma Scholarship
The Jessie Stevenson Kovalenko Scholarship
Fund
The Walter W. Krider Scholarship
The Lafore Scholarship
The E. Hibberd Lawrence Scholarship Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The Long Island Quarterly Meeting, N.Y.,
Scholarship
The Mary T. Longstreth Scholarship Fund
The Clara B. Marshall Scholarship Fund
The Edward Martin Scholarship Fund
The James E. Miller Scholarship
The Howard Osborn Scholarship Fund
The Harriet W. Paiste Fund
The Susanna Haines ’80 and Beulah Haines
Parry Scholarship Fund
The T.H. Dudley Perkins Scholarship Fund
The Mary Coates Preston Scholarship Fund
The David L. Price Scholarship
The Robert Pyle Scholarship Fund
The George G. and Helen Gaskill Rathje ’18
Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Mark E. Reeves Scholarship Fund
The Fred C. and Jessie M. Reynolds
Scholarship Fund
The Lily Tily Richards Scholarship
The Adele Mills Riley Memorial Scholarship
The Edith A. Runge Scholarship Fund
The William G. and Mary N. Serrill Honors
Scholarship
The Caroline Shero Scholarship
The Annie Shoemaker Scholarship
The Walter Frederick Sims Scholarship Fund
The Frank Solomon Memorial Scholarship
Fund
The Mary Sproul Scholarship Fund
The Helen Squier Scholarship Fund
The Helen G. Stafford Scholarship Fund
The Francis Holmes Strozier Memorial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Phebe Anna Thome Fund
The Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The William Hilles Ward Scholarships
The Deborah F. Wharton Scholarship Fund
The Thomas H. White Scholarship Fund
The Samuel Willets Scholarship Fund
The I.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The Roselynd Atherholt Wood ’23 Fund
The Thomas Woodnutt Scholarship Fund
33
III
I
College Life
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College Life
STUDENT CONDUCT
Students who choose Swarthmore as their
college should understand that they are ac
cepting social and academic standards which,
while subject to periodic review, are essential
to the well-being of the community. In general,
the life of students should be governed by
good taste and accepted practice rather than
elaborate rules. Certain regulations, however,
are of particular importance and are listed
below.
1. The possession and use of alcoholic bever
ages on the campus is regulated by State law
and limited to those areas of the campus
which are specified by the Student Council
and the Dean. The observance of moderation
and decorum in respect to drink is a student
obligation. Disorderly conduct is regarded as
a serious offense. Complete information
about the College’s alcohol policy and guide
lines is provided in the Student Handbook.
2. The use, possession, or distribution of
injurious drugs or narcotics without the spe
cific recommendation of a physician and knowl
edge of the Deans subjects a student to pos
sible suspension or expulsion.
3. The use or possession of firearms or other
dangerous weapons is not permitted. Fire
crackers or other explosives are prohibited.
The setting of fires outside of restricted areas
is a serious offense, as is tampering with fire
alarms or fire prevention equipment.
4. The participation by any student in any
disruption or interference with the orderly
programs, functions, or conduct of College
activities of any kind is a serious offense.
5. Student on student intimidation or harass
ment, including sexual intimidation or ha
rassment, disrupts and interferes with the
programs, functions, and conduct of the Col
lege and will be adjudicated through the
Dean’s Committee as a serious offense.
(Please see 1991 brochure Sexual Assault and
Sexual Harassment: Policy for Swarthmore Col
lege Students for definitions.) Sexual miscon
duct fitting these definitions will result in
severe penalties reflecting the seriousness of
the harm to the College community.
6 . Occupants of residence halls are expected
to show consideration for other residents.
Students are held responsible for the behavior
of visiting guests.
7. No undergraduate may maintain an auto
mobile while enrolled at the College without
the permission of the Car Authorization Com
mittee, a student-faculty group. This permis
sion is not extended to freshmen. Day students
may use cars for commuting to College, but
special arrangements for stickers must be
made for campus parking. More detailed in
formation may be obtained from the Depart
ment of Public Safety.
Penalties for violations of College regulations
such as those listed above are set by judicial
committees or the Deans and may involve
suspensions or expulsion. Standing regula
tions may be modified, and new rules may be
added at any time upon notice to the student
body.
Charges of intimidation, harassment, or sex
ual misconduct deemed harmful to the Col
lege community may result in non-notational
suspension pending the decision of the Dean’s
Committee.
The College reserves the right to exclude at
any time students whose conduct it regards as
undesirable, and without assigning any further
reason thereof. Neither the College nor any of
its officers shall be under any liability whatso
ever for such exclusion.
Judicial Bodies
There are three judicial committees with dis
tinct jurisdictions. The Student Judiciary Com
mittee, composed of six students elected by
the entire student body, acts on cases of
alleged violations of students’ rules and cam
pus regulations except as they fall within the
sphere of the CollegeJudiciary Committee or the
Dean’s Committee. The College Judiciary Com
mittee is composed of student, faculty, and
administration members. It has primary ju
risdiction over cases that may involve aca
demic dishonesty. It also acts upon cases
referred by or appealed from the Student
Judiciary Committee. The Dean’s Committee is
convened at the discretion of the Dean to hear
cases of physical or sexual assault or grave
offenses against the community. The size and
35
College Life
composition of the committee is left to the
discretion of the Dean. A more complete
description of the judicial system is available
from the Office of the Dean or in the Student
Handbook.
HOUSIN G
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association of students and instructors is an
important element in education. Most stu
dents live in College residence halls, which
include coeducational housing as well as single
sex dormitories and sections. First-year stu
dents are required to live in the residence halls
and are therefore guaranteed College housing.
In the event of a housing shortage, priority is
given to seniors, followed by juniors and,
finally, by sophomores. Many members of the
faculty live on or near the campus, and they
are readily accessible to students.
Residence Halls
Twelve residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. These dormitories include:
Woolman House; Dana and Hallowell Halls;
the upper floors in the wings of Parrish Hall;
Wharton Hall, named in honor of its donor,
Joseph Wharton, at one time President of the
Board of Managers; Palmer, Pittinger, and
Roberts Halls on South Chester Road; one
building on the Mary Lyon School property;
Worth Hall, the gift of William P. and J.
Sharpies Worth, as a memorial to their par
ents; Willets Hall, made possible largely by a
bequest from Phebe Seaman, and named in
honor of her mother and aunts; and Mertz
Hall, the gift of Harold and Esther Mertz.
About eighty-five percent of dormitory areas
are designated as coeducational housing either
by floor, section, or entire dorm; the remain
ing areas are reserved for single sex housing.
Dormitory sections may determine their own
visitation hours up to and including twentyfour-hour visitation.
First-year students are assigned to rooms by
the Deans. Efforts are made to follow the
preferences indicated, and to accommodate
special needs, such as physical handicaps.
Other students choose their rooms in an
order determined by lot or by invoking special
36
options—among these are block housing, allowing friends to apply as a group for a section
of a particular hall or dorm; and language hall
inclusion in which occupants are expected to
conduct conversations in a language other
than English to provide an immersion experience of learning. There is also the opportunity
to reside at neighboring Bryn Mawr and Haverford Colleges in a cross-campus housing
exchange that proceeds on a matched one-forone basis. All students are expected to occupy
the rooms to which they are assigned or which
they have selected through the regular room
choosing process unless authorized by the
Deans to move. Permission must also be
obtained from the Deans to reside outside
college housing.
Resident Assistants, selected from the junior
and senior classes, are assigned to each of the
dormitory sections.
Dormitories remain open during October,
Thanksgiving, and Spring breaks but are
closed to student occupancy during winter
vacation. Students enrolled for the fall semes
ter only are expected to vacate their dormitory
rooms within twenty-four hours after their
last scheduled examination. Freshmen, sopho
mores, and juniors are expected to leave im
mediately after their last examination in the
spring so that their rooms may be prepared
for use by Commencement visitors.
The insurance program for the College is
designed to provide protection for College
property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.
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Sharpies Dining Hall
All students living on campus are required to
subscribe to the College board plan for meals
in the Philip T. Sharpies Dining Hall. Students
living off campus may purchase the board
\1
plan if they wish. The board plan covers 20
meals a week. Students on the board plan may
choose between eating in Sharpies Dining
Hall or Tarble Snack Bar at specified times of
day. When utilizing Tarble Snack Bar, a credit
toward the cost of the purchases is applied.
SOCIAL CENTERS
Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class of 1913 and his widow,
Louise A. Tarble, the reconstructed Tarble
Social Center in Clothier Memorial opened in
April of 1986. The facility includes recrea
tional areas, a snack bar, lounge, student
activities offices, a multi-purpose perfor
mance space as well as the bookstore. Under
the leadership of a Student Activities Coordi
nator and student co-directors, many major
social activities (parties, concerts, plays, etc.)
are held in Tarble.
Other Centers
The Women’s Center was established to draw
all women of the Swarthmore community to
gether through common concerns. The Cen
ter, which serves faculty, students, staff and
alumnae, maintains a library of resource
books, pamphlets and periodicals, provides
information, and sponsors a variety of pro
grams, lectures, discussions and symposia for
all members of the college community about
issues relating to women.
A Black Cultural Center, located in the Caroline
Hadley Robinson House, provides a library
RELIGIOUS LIFE
Religious life at the College is a matter of
individual choice, as is consistent with
Quaker principles. The Society of Friends is
committed to the belief that religion is best
expressed in the quality of everyday living.
The Office of Religious Advisors, located in
Tarble Social Center, works with students to
coordinate activities and programs including
issues of spirituality, ethnicity, culture, and
Although an effort is made to meet the dietary
needs of all students, not all special require
ments can be accommodated; permission to
reside off campus will be extended to any
student not able to participate in the board
plan. The dining hall is closed during the fall,
winter, and spring vacations.
and facilities for various cultural activities of
special interest to black students. The Center
and its program are guided by a director and
a committee of black students, faculty, and
administrators. Programs planned by the Cen
ter are open to all members of the College
community.
The Intercultural Center, located in the Clois
ters and Old Board Room in Clothier, pro
vides a center for cultural and support activ
ities for three student groups, Hispanic
Organization for Latino Awareness (HOLA),
Swarthmore Asian Organization (SAO), and
Action Les-B-Gay. The Center and its pro
gram are guided by three co-directors and
student interns representing each of the con
stituent groups. The Intercultural Center spon
sors events for the entire campus community.
There are two fraternities at Swarthmore:
Delta Upsilon, affiliated with a national orga
nization, and Phi Omicron Psi, a local associ
ation. Fraternities are adjuncts to the college
social program and maintain separate lodges
on campus. The lodges do not contain dormi
tory accommodations or eating facilities. New
members are pledged during late fall of their
first year at the College. In recent years about
13 per cent of the freshman men have decided
to affiliate with one of the fraternities.
social justice. The Advisors are always avail
able for counseling and discussion of issues of
faith and daily living. Extracurricular groups
also exist for the purpose of studying religious
texts, performing community service projects,
and exploring common concerns of religious
faith and culture.
Religious services are also provided on cam
pus for Jewish, Protestant, and Roman Catho37
College Life
lie students. The Swarthmore Friends Meeting
is located on campus and cordially invites ail
students to Sunday worship. Various churches
and synagogues are located throughout the
Swarthmore, Media, Chester, and Springfield
area.
HEALTH SERVICES
The Worth Health Center, a gift of the Worth
family in memory of William Penn Worth
and Caroline Hallowell Worth, houses offices
for the college physicians and nurses, outpatient treatment facilities, offices of the
Psychological Services director and staff, and
rooms for students who require in-patient
care.
The college physicians hold office hours every
weekday at the College, where students may
consult them without charge. Students should
report any illness to the college physicians but
are free to go for treatment to another doctor
if they prefer to do so.
As a part of the matriculation process each
student must submit a brief medical history
and health certificate prepared by the family
physician on a form supplied by the College.
Pertinent information about such matters as
medical problems, handicaps, allergies, medi
cations, or psychiatric disturbances will be
especially valuable to the college Health Ser
vice in assisting each student. All this infor
mation will be kept confidential.
Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from a communi
cable disease or from illness which makes it
necessary for them to remain in bed must stay
in the Health Center for the period of their
illness. Ordinary medicines are furnished with
out cost, but a charge is made for special
medicines, certain immunization procedures
and laboratory tests, and transportation when
necessary to local hospitals.
The Health Center staff cooperates closely
with the Department of Physical Education
and Athletics. Recommendations for limited
activity may be made for those students with
physical handicaps. Rarely are students ex
cused entirely from the requirements of the
Physical Education Department because adap
tive programs are offered.
The medical facilities of the College are avail
38
able to students injured in athletic activities
or otherwise, but the College cannot assume
additional financial responsibility for medical
and surgical expenses arising from accidents.
Insurance coverage for all students participat
ing in athletics, however, is included in the
mandatory health insurance package as is
supplementary coverage for all accident in
juries.
Psychological Services
The program of Psychological Services, which
is administered separately from Health Ser
vices, is housed in the North wing of Worth
Health Center. Services for students include
counseling and psychotherapy, after hours
emergency-on-call availability, consultation
and educational talks and workshops. Psy
chological Services does not prescribe psychi
atric drugs but may provide consultation for
students who request advice regarding their
use. The director and staff are all part-time
but collectively provide regular appointment
times Monday through Friday. Students may
be referred to outside mental health practi
tioners when long-term or highly specialized
services are needed.
The staff includes clinical psychologists and a
clinical social worker as well as a consulting
psychiatrist who is available on an as-needed
basis. Psychological Services participates in
training Resident Assistants and provides
consultation to staff and faculty. There is a
strict policy of confidentiality except where
there may be an imminent threat to life.
Withdrawal and Readmission for
Health Reasons
Students may withdraw voluntarily because
of health problems. Where health problems
of a physical or psychological nature substan
tially interfere with a student’s academic per
formance or safety, or the safety of others, the
student may be withdrawn at the discretion of
the College. The College reserves the right to
require withdrawal when, in the judgment of
either the Director of Health Services or the
Director of Psychological Services, a student’s
functioning is impaired or in jeopardy.
A student who has withdrawn for health
reasons may apply for readmission. In the
case of a mental health withdrawal, the Col
lege will not, as a rule, accept applications for
readmission until a full semester (in addition
to the semester in which the student has with
drawn) has passed.
A student applying to the College for read
STUDENT ADVISING
Each freshman is assigned to a faculty member
who acts as course adviser until this respon
sibility falls to the chairman of the student’s
major department at the end of the sophomore
year. Requests for a change of adviser should
be addressed to the Associate Dean and will
be freely granted, subject only to equity in the
number of advisees assigned to individual
faculty members.
The Deans hold overall responsibility for the
advising system. They are themselves available
to all students for advice on any academic or
personal matter, and for assistance with spe
cial needs, such as those arising from physical
disabilities. Aptitude and vocational interest
tests may be given on request.
Career Planning and Placement
The Career Planning and Placement Office
helps students evaluate themselves and their
goals in order to plan future career and life
style alternatives. Individual counseling ses
sions and group workshops are conducted to
facilitate this planning.
The programs are open to students in all
classes and are developmental in nature. Work
shops are designed to help students expand
their career options through exploration of
their values, skills, interests, abilities, and ex
periences.
Sophomore and junior students in particular
are encouraged to test options by participating
in the Extern Program. This program provides
on-site experience in a variety of career fields
by pairing students with an alumnus/a to
work on a mutually planned task during one
mission must provide evidence from his or
her physician or psychotherapist of increased
ability to function academically or of de
creased hazard to health or safety. After such
evidence has been provided, the student will
ordinarily be required to be evaluated in
person by a physician employed by the College
Health Services and/or the Director of Psy
chological Services, as appropriate. Recom
mendations for readmission are made to the
Dean of the College, who makes the final
decision.
or more weeks of vacation. Career exploration
and experiential education is also encouraged
during summer internships and jobs, during
a semester or year off, and during the school
year. Assistance is provided in helping stu
dents locate and secure appropriate jobs, in
ternships, and volunteer opportunities, and
efforts are made to help students learn the
most they can from these experiences.
Additional help is provided through career
information panels, on-site field trips, work
shops on topics such as resume writing and
cover letter writing, interviewing skills, and
job search techniques. The office cooperates
with the Alumni Office, the Alumni Associ
ation, and the Parents Council to help put
students in touch with a wide network of
people who can be of assistance to them. The
Career Resources Library includes many pub
lications concerning all stages of the job search
process. The office hosts on-campus recruit
ing by representatives from business, indus
try, government, non-profit organizations, and
graduate and professional schools. Notices of
job vacancies are collected, posted, and in
cluded in the office’s newsletter. Credential
files are compiled for interested students and
alumni to be sent to prospective employers
and graduate admissions committees.
Academic Support
A program of academic support includes
individual tutorial services; special review
sections attached to introductory courses in
the natural sciences, philosophy, and econom
ics; a mathematics lab; an expository writing
course; and a reading and study skills work-
39
College Life
shop. These programs are overseen by the
Deans and a faculty committee in cooperation
with the academic departments. There are no
fees required for any of these supportive
services.
To meet the needs of writers who would like
to get assistance or feedback, a Writing Center
STATEMENT OF SECURITY POLICIES
Swarthmore College occupies approximately
300 acres of privately owned land adjacent to
the Borough of Swarthmore in Delaware
County, Pennsylvania. There are approxi
mately 1,340 undergraduate students enrolled
for the 1992-93 academic year with 1,225
occupying college housing. Approximately
600 non-student personnel are employed on
campus either in a part-time or full-time
capacity.
The Department of Public Safety is primarily
responsible for the overall security of the
campus. Its mission is to "protect persons
and property, to preserve the peace, to deter
crime, to apprehend criminal offenders, to
recover lost and stolen property, to perform
services as required, to enforce appropriate
college regulations, and to maintain a sense of
community security and confidence in the
department.” It endeavors to accomplish this
task through a department comprised of a
Director, Coordinator, Lieutenant, Corporal,
and six full-time and four part-time patrol,
officers. All full-time patrol officers undergo
a thorough background check, psychological
screening, and physical examination before
hiring. They are subsequently sworn in as
Special Officers after completing a recognized
Pennsylvania State Police Training Academy
for municipal police officers. These officers
may exercise full police powers on Swarth
more College property. Local jurisdiction is
shared with Swarthmore Borough Police De
partment, with whom a close working rela
tionship is maintained.
Current certification in cardio-pulmonary re
suscitation, obstructed airway, and standard
first aid is minimally required. Ongoing train
ing after the police academy is provided for all
full-time officers.
Significant criminal incidents are reported to
40
has been established. The Center is staffed by
Writing Associates, students trained to assist
their peers with all stages of the writing
process. The Center is located in Trotter Hall
and operates on a drop-in basis. Writing
Associates are assigned on a regular basis to
selected courses.
A ND PROCEDURES
the Swarthmore Borough Police and to other
state and local agencies as is indicated or
required. Campus Officers also enforce col
lege rules and regulations. Swarthmore Col
lege is considered private property and tres
passers are escorted off campus or arrested.
Criminal incidents may be reported by the
College community by dialing the College
Communications Officer, "0,” or one of the
two numbers for security: ext. 8281 or 8333
(just for emergencies). These numbers are
conspicuously placed near all college tele
phones. The information received is immedi
ately broadcast to on-duty patrol officers who
respond to the problem. Swarthmore Borough
Police vehicles are outfitted with transceivers
and may also respond. Other appropriate
assistance is summoned by the College Com
munications Officer.
Signs are posted on all College buildings to re
strict all others but students, employees, and
invited guests. These facilities are locked on
a flexible schedule dictated by the college
calendar.
The possession and use of alcoholic beverages
on the campus is regulated by State law and
limited to those areas of the campus which are
specified by the Student Council and the
Dean. The observance of moderation and de
corum in respect to drink is a student obliga
tion. Disorderly conduct is regarded as a
serious offense. The use or possession of
illegal drugs or narcotics, without the specific
recommendation of a physician and knowledge
of the Deans, is prohibited and subjects a
student to possible suspension or expulsion.
The use or possession of firearms or other
dangerous weapons by students, staff, or col
lege security officers is not permitted. Known
criminal records of students and employees
are taken into consideration before admission
and/or hiring.
At least twice each academic year, a standing
committee composed of faculty, staff, and
students reviews security considerations on
campus and reports possible hazards to the
Physical Plant Department. Outside lighting
on campus has recently been upgraded.
The College community is kept apprised of
security matters in a number of ways. In
addition to the weekly school newspaper, the
Department of Public Safety publishes a news
letter. Serious incidents are detailed in flyer
form and immediately posted in dormitories
and key locations throughout the campus.
This information may also be transmitted via
a resident assistant and off-campus phone tree
system. The college’s Public Relations Office
works closely with the local news media when
any significant college event transpires.
Students are permitted guests in college hous
ing so long as their resident assistants and
housekeepers are duly notified. Guests of the
college are housed separately in facilities apart
from the main campus. Residence halls are
secured at 11 p.m. during normal semester
days. Those residence halls located on the
fringe of the main campus or off campus are
always locked. During October, Thanksgiv
ing, and spring breaks, residence halls are
locked earlier, the times being determined by
census. All students are required to leave
campus housing during winter vacation. Au
tomatic locks on outside residence hall doors
are supplemented by posted warnings that
these facilities are private property, and access
is restricted. All student rooms are individu
ally keyed, and their windows are equipped
with screens and locking devices to deter
unauthorized entry. Regular interior and ex
terior patrols are made by college security
officers. Resident assistants are selected to
serve in all residence halls and have on-site
responsibility for security, fire protection,
and general safety. Each student is provided
with an informational sheet detailing security
concerns, procedures, and services. This in
formation is also published yearly in the
Swarthmore College Student Handbook.
The Department of Public Safety maintains
an active crime prevention program and desig
nates a trained officer to work within the
college community. A radio equipped shuttle
service and pedestrian escort service are but
a part of an overall network designed to make
the campus as safe as possible.
EXTRACURRICULAR ACTIVITIES
Student Council
The semi-annually elected Student Council
represents the entire undergraduate commu
nity and is the chief body of student govern
ment. Its efforts are directed toward coordina
tion of student activities and the expression of
student opinion.
Committees of the Council include the Ap
pointments Committee, which selects qualified
applicants for student positions on student/
faculty/administration committees, and stu
dent committees; the Budget Committee,
which regulates distribution of funds to stu
dent groups; the Elections Committee, which
supervises procedures in campus elections;
and the Social Consortium, which is the
oversight group for Social Affairs Committee
and student social organizations.
In addition to the foregoing organizations,
Swarthmore students have an opportunity to
participate in a program of extracurricular
activities wide enough to meet every kind of
interest. There are dozens of formal and infor
mal organizations.They vary as greatly as the
interests of the students vary. The College
encourages students to participate in whatever
activities best fit their personal talents and
inclinations.
Social Affairs Committee
An extensive program of social activities is
managed by the Social Affairs Committee, a
representative student committee. The pro
gram is designed to appeal to a wide variety
of interests and is open to all students. There
is no charge for Social Affairs Committee
functions and for most other campus events.
Student Art Association
The Student Art Association encourages and
41
College Life
supports a wide range of extracurricular op
portunities for those interested in the visual
and performing arts. It has sponsored avantgarde happenings and lectures by visiting
artists, and it runs three programs that con
tinue from year to year: the Griffin Gallery
for student art shows and performances; Stu
dio Free Pearson, a cooperative studio space
in the basement of Pearson; and the Life
Drawing Program, presenting weekly sessions
of figure drawing. All events are open to the
entire College community, and each semester
the group holds meetings for all who are in
terested in the creative arts.
Music
The Department of Music administers and
staffs several performing organizations. The
College Chorus, directed by John Alston, re
hearses three hours per week. The College
Singers, a select small chorus drawn from the
membership of the Chorus, rehearses an ad
ditional two hours per week. The College
Orchestra, directed by Arne Running, re
hearses twice a week. The Chamber Orchestra,
directed by James Freeman, gives two concerts
each semester; its rehearsals closely precede
the concerts, and its members are drawn from
The College Orchestra. The Orchestra
(Chamber Orchestra) and Chorus (Singers)
both require auditions for membership. The
Wind Ensemble, which rehearses one night
weekly and gives two major concerts each
year in addition to several outdoor perfor
mances, is under the direction of Michael
Johns. The Early Music Ensemble, directed by
Thomas Whitman, meets each week and gives
two concerts during the year. More informa
tion about joining these performing groups
can be found on the Department bulletin
board on the upper level of Lang.
College Orchestra and Chamber Orchestra,
performs frequently at the College and at
other institutions.
The Barnard, Garrigues, Fetter, Fennimore,
Courtney, and Gaddie prizes subsidize the entire
cost of private instrumental or vocal lessons
for a limited number of especially gifted and
advanced student musicians with the teacher
of their choice. These yearly awards for
approximately 15 students are determined
through a departmental screening process.
Please refer to pages 64-67 for more informa
tion.
The Orchestra each year sponsors a Concerto
Competition, open to all Swarthmore College
students. Auditions for the competition are
normally held the first Thursday after winter
vacation. The winner performs later with the
Orchestra.
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Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(each with at least one piano), a concert and
a rehearsal hall (each with its own concert
grand), one organ, and two harpsichords. The
Daniel Underhill Music Library has excellent
collections of scores, books, and records.
The William ]. Cooper Foundation presents a
distinguished group of concerts each year on
the campus. The Music Department adminis
ters a separate series of public concerts.
The Swarthmore Music and Dance Festival takes
place on campus during three weeks of the fall
semester. It presents concerts, master classes,
and symposia, focusing on contemporary
American works performed and discussed by
eminent artists, with frequent collaboration
by Swarthmore College students.
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Dance
The Swarthmore College Dance Program, di
rected by Professor Sharon Friedler, strives to
foster a cooperative atmosphere in classes and
performance situations.
Instrumentalists and singers can also partici
pate in the chamber music coaching program
coordinated by Dorothy Freeman. Several
student chamber music concerts (in which all
interested students have an opportunity to
perform) are given each semester. These con
certs also provide an opportunity for student
composers to have their works performed.
The Swarthmore College Dancers regularly
perform public concerts with works choreographed by students, the dance faculty, and
other professional choreographers.
The Suiarthmore College String Quartet, com
posed of four top-notch student string players
who also serve as principal players in the
Each year there are a series of formal concerts
at the end of each semester, as well as informal
performances throughout the year, including
42
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a series of exchange concerts with other area
colleges. Lecture demonstrations for public
schools and for organizations within the sur
rounding communities are also a regular part
of the yearly dance performance schedule.
For the past few years Swarthmore College
has been the recipient of Pennsylvania Council
of the Arts and National Endowment for the
Arts grants which have enabled the College, in
conjunction with the William J. Cooper Foun
dation, to bring outstanding professional
dance companies to campus for short term
residencies.
These residencies typically last from three
days to two weeks, and include master classes,
lectures, performances, and sometimes, the
creation of a new work by a guest artist for
student performers.
Each year during the fall semester the Swarth
more Music and Dance Festival brings to
gether guest artists, faculty members, and
students in a series of performances and sym
posia focused on specific themes.
Scholarships for summer study are available
to dance students through funds provided by
the Friends of Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded
annually by the Department.
The Department of Physical Education and
Athletics sponsors a coeducational perfor
mance group in Folk Dance.
Theatre
Professor Lee Devin is Director of The Thea
tre. He supervises the Theatre Studies pro
gram. Interested students should consult the
departmental statement for English Litera
ture.
Internships in film production, casting, and
theatre are available throughout the Philadel
phia area. See Mr. Devin for details.
Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be
justified by the contributions which it can
make to the educational development of the
individual student who chooses to participate.
In keeping with this fundamental policy,
Swarthmore’s athletic program is varied and
extensive, offering every student a chance to
take part in a wide range of sports. Within the
limits of finance, personnel, and facilities, the
College feels that it is desirable to have as
many students as possible competing on its
intercollegiate or club teams, or in intramural
sports. Faculty members serve as advisers for
several of the varsity athletic teams. They
work closely with the teams, attending prac
tices and many of the scheduled contests.
Interest Clubs
There is a great variety of special interest
clubs, listed more fully in the Student Hand
book. Since the interests of our students change
frequently, new clubs are often formed by
student groups.
Publications and Media
The Phoenix, the weekly College newspaper,
and WSRN, the campus radio station, are
both completely student-run organizations. In
addition, there is a variety of other student
publications, including literary magazines,
newsletters, and an alternative magazine. The
current list can be found in the Handbook.
OUTREACH PROGRAMS
Swarthmore College Upward Bound
The Upward Bound Program at Swarthmore
College, begun in 1964 and continued with
Federal support, is intended to provide simul
taneously a valuable experience for Swarth
more students and a service to high school
students who are members of surrounding
communities. It offers both a six-week resi
dential summer school in which Swarthmore
students may serve as counselors, and a series
of activities during the academic year in which
Swarthmore students serve as tutors. The
program, designed to assist young people in
their preparation for post-high school educa
tion, is administered by Edwin A. Collins,
Project Director.
43
College Ufe
CIVIC
CIVIC (Cooperative Involvement and Volunteers in the Community) is the community
service office on campus, located in the Re
source Center in Parrish Commons. CIVIC
has over 200 files on local and national com
munity service organizations with volunteer
opportunities. Students can volunteer in agen
cies focusing on AIDS, art, community de
velopment, counseling, disability, domestic
abuse/sexual assault, education, environ
ment, housing/homelessness/hunger, legal ad
vocacy, medical concerns, older citizens, re
productive health, refugees, and substance
abuse. Students can also volunteer with stu
dent groups, such as MAGIC (Motivation and
Growth in Chester), Children’s Literacy Proj
ect, Chester Tutorial, and Chester Community
Improvement Project. The Chester Shuttle
transports students from campus to commu
nity service agencies in Chester six days/
week. Students can also be reimbursed for
their travel expenses to Philadelphia and Dela
ware County areas.
Swarthmore Foundation
The Swarthmore Foundation awards grants to
students participating in community service
during the semester and/or summer. Grants
ranging from $200 to $ 2,000 are awarded
four times each year by the Foundation Over
sight Committee, comprised of faculty, staff,
and students. Students, staff, and graduates
(up to one year after graduation) are eligible
for grants to fund their living expenses and/
or project materials. Chester Internships are
granted to students to work full-time in com
munity service agencies in Chester. Interns
receive a living stipend for the semester and/
or summer.
ALUM NI OFFICE A N D PUBLICATIONS
Alumni Relations is the communication chan
nel between the College and its alumni, en
abling them to maintain an on-going relation
ship with each other. Some of the office’s
programs and activities include Alumni Week
end in the spring, Fall Weekend, Parents
Weekend in the spring, alumni gatherings off
campus all over the country, and alumni
travel tours. The Alumni Office hires students
as events interns and to help staff alumni
events on campus and in the Philadelphia
area. Students also work as staff for most of
the campus events.
The Alumni Office works closely with the
Office of Career Planning and Placement to
facilitate "networking” between students and
alumni and among alumni in order to take full
advantage of the invaluable experience repre
sented among the alumni. The Alumni Office
also helps officers of the senior class plan
special events.
The Alumni Office gives staff support to the
Alumni Association, which celebrated its
100th anniversary in 1981-82, and to the
Alumni Council, the fifty-person elected
44
governing body of the Alumni Association.
The Alumni Office gives staff support also to
the 14 regional alumni and parent organiza
tions, called Connections, in Philadelphia,
New York, Boston, Washington, D.C., south
ern Florida, North Carolina, Chicago, Boul
der, Los Angeles, San Francisco, Hartford,
New Haven, Long Island, and Seattle.
There are 15,574 alumni: 8,124 men, 7,450
women, and 2,226 married to each other,
giving substance to the traditional appellation
for the College of "Quaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.
College Publications
All alumni, parents of students, seniors, fac
ulty, and staff receive the quarterly Alumni
Bulletin free of charge, and it is made available
to all students. Other complimentary publica
tions sent to alumni, parents, and friends are
an annual engagement calendar, a report of
donations to the College, the President’s Re
port, and the Garnet Letter.
PUBLIC RELATIONS
The Public Relations Office works with the
faculty, students, and staff to provide news
and information about the College to the
public, primarily through the print and broad
casting media. It publicizes all public events
on campus and responds to requests from the
media for information on a variety of subjects
by calling on the resources and expertise of
the faculty and professional staff. The Public
Relations Office prepares two publications:
On Campus, a monthly schedule of activities
at the College that are open to the public,
distributed on request to more than 2,000
households in the Philadelphia area, and the
Weekly News, a newsletter of events and an
nouncements distributed to faculty, staff, and
students. The office lends support for special
events and projects and provides public rela
tions counsel for the College.
The Public Relations Office hires students
who can write like journalists to be feature
writers and events publicity writers, and also
employs students as clerical help.
45
IV
Educational Program
Faculty Regulations
Degree Requirements
46
Awards and Prizes
Fellowships
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; the former, to
students in the Humanities, the Social Sci
ences, and the Natural Sciences. Four years of
resident study are normally required for a
Bachelor’s degree (see page 62), but variation
in this term, particularly as a result of Ad
vanced Placement credit, is possible (see page
20).
The selection of a program will depend upon
the student’s interests and vocational plans.
The purpose of a liberal education, however,
is not primarily to provide vocational instruc
tion, even though it provides the best founda
tion for one’s future vocation. Its purpose is
to help students fulfill their responsibilities as
citizens and grow into cultivated and versatile
individuals. A liberal education is concerned
with the cultural inheritance of the past, with
the cultivation of moral, spiritual, and aes
thetic values, with the development of ana
lytical abilities. Intellectually it aims to en
hance resourcefulness, serious curiosity,
open-mindedness, perspective, logical coher
ence, insight, discrimination.
One comprehensive review of Swarthmore’s
curriculum (Critique of a College, 1967) sug
gested two principles for a liberal education.
"One is the principle of Depth. To make the
most of a liberal education, each student must
go far enough into some subjects to give him
a genuine mastery of disciplinary skills, so
that he can use them to generate new dis
coveries on his own__ He must go far enough
to grasp systematic connections within a field,
to see how fundamental principles combine to
make intelligible a range of subordinate prin
ciples or phenomena.. . . The other principle
is that of Diversity. To make the most of a
liberal education, each student must have
enough breadth and variety in his studies so
that he can compare and contrast different
methods of inquiry . . . , and so that he can
have the experience of making the bright
spark of connection leap across wide gaps. It
is this breadth that gives point to the two
senses of 'relevance’ that are fundamental in
liberal education. . . perception of the rele-
vance of one part of learning to another, even
across the boundaries of fields and subjects
(and) . . . perception of the relevance of learn
ing to the exigencies of life.. . . ” To these two
principles the study added that the curriculum
should aim to encourage resourcefulness and
self-reliance and develop the personal condi
tions of intellectual progress by placing sub
stantial responsibility upon the student for his
or her education, amply allowing individuality
of programs and requiring important choices
about the composition of programs. "What
we are proposing,” the study concluded, "is
a curriculum that leans rather sharply toward
specialized diversity, and away from uniform
generality___Our emphasis is on serious en
counters with special topics and problems at
a comparatively high level of competence, and
on student programs that reflect individual
constellations of diversified interests.”
Accordingly, the Swarthmore curriculum re
quires of the student both a diversity of
intellectual experience sufficient to test and
develop different capacities and perspectives
and concentration on some field(s) sufficiently
intensive to develop a serious understanding
of problems and methods and a sense of the
conditions of mastery. These ends of a liberal
education are reflected in requirements for
distribution and for the major.
During the first half of their college program
all students are expected to satisfy some if not
all of the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. The normal program
consists of four courses each semester chosen
by the student in consultation with his or her
faculty advisor.
The program for upper class students affords
a choice between two methods of study: the
External Examination (Honors) Program and
the Course program. Reading for Honors is
characteristically the more intensive, Course
work the more diversified. An Honors candi
date concentrates on two or three fields
through a disciplinary major and minor or
focuses the program of study in an interdisci
plinary major or concentration; studies are
intensive and will occupy the equivalent of
47
Educational Program
three-fourths of the student’s work during the
last two years. In addition to work taken as a
part of the External Examination Program,
the students take other courses which provide
opportunities for further exploration. At the
close of the senior year, the candidate’s exter
nal examination program will be evaluated by
visiting examiners.
A student in the course program has wider
freedom of election and normally takes four
courses or their equivalent in each of the last
four semesters. 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 given by
the major department.
All students are admitted to seminars based
on their prior academic work.
The program for engineering students follows
a similar basic plan, with certain variations
which are explained on page 114. Courses
outside the technical fields are distributed
over all four years.
The course advisors of freshmen and sopho
mores are members of the faculty appointed
by the Dean. For juniors and seniors the
advisors are the chairs of their major depart
ments or their representatives.
PROGRAM FOR FRESHMEN A N D SOPHOMORES
The major goals of the first two years of a
Swarthmore education are to introduce stu
dents to a broad range of intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require
ments are designed to aid students in achieving
these goals.
To meet the distribution requirements, a stu
dent must take at least three credits in each of
the three divisions of the College and complete
at least 20 credits outside the major before
graduation. At least two credits in each divi
sion must be in different departments and
must also be earned in courses designated as
Primary Distribution courses.
For purposes of the distribution requirements
the three divisions of the College are consti
tuted as follows:
Humanities: Art, Classics (literature), English
Literature, Modem Languages and Litera
tures, Music and Dance, Philosophy, Reli
gion.
Natural Sciences and Engineering: Biology,
Chemistry, Computer Science, Engineering,
Mathematics, Physics and Astronomy.
Social Sciences: Classics (ancient history), Eco
nomics, Education, History, Linguistics,
Political Science, Psychology, Sociology and
Anthropology.
48
Primary Distribution courses place particular
emphasis on the mode of inquiry in a particu
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
of both the power and the limits of each
discipline within a broader system of knowl
edge. In recognition of the importance of
writing as an integral part of the learning
process in disciplines across the curriculum,
Primary Distribution courses also provide
considerable practice in expressing analytic
and synthetic thought in writing. Primary
Distribution courses are intended to be ap
propriate both for those students who con
tinue in a field and for those who do not. To
promote discussion they are restricted to 25
students or have accompanying small labora
tories or discussion sections.
Courses which count for Primary Distribution
are designated in the departmental listings. All
six Primary Distribution courses must be
satisfied by courses taken at Swarthmore and,
with the exception of literature courses taught
in a language other than English, will normally
be completed before the student enters the
junior year. Extensions in the time allowed to
complete the remaining Primary Distribution
courses may be granted by the Committee on
Academic Requirements to students who
study for a semester or more away from
Swarthmore.
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Any course in a division (with the exception
of English Literature courses numbered 1A,
IB, 1C, Music courses numbered 40-49, and
Dance courses numbered 1-12 and 40) may be
chosen as the third Distribution course in that
division. Some courses may be designated as
qualifying for distribution (including Primary
Distribution) within more than one division.
One-credit courses so designated can be
counted in only one of those divisions; multi
credit courses so designated may be counted
for distribution in two or more divisions. A
course cross-listed between departments,
within or across divisions, will fulfill the
distribution requirement only for the depart
ment and division of the professor who offers
the course. Unless designated otherwise,
courses taught j ointly or alternately by faculty
members of departments in different divisions
may not be used to satisfy distribution requirements.
Students who have been granted credit and
advanced placement by two departments in
the same division for work done prior to
matriculation at Swarthmore will be exempted
from one Primary Distribution requirement
in that division on the condition that they take
an additional course in one of those depart
ments. They will be exempted from both
Primary Distribution requirements in that
division on the condition that they take an
additional course in each of those depart
ments. Students who enter Swarthmore as
transfer students with eight credits of college
work will be exempted from one Primary
Distribution requirement in each division.
Students who enter Swarthmore with at most
four semesters remaining to complete their
degree will be exempted from the Primary
Distribution component of the distribution
requirement.
It is most desirable that students include in
their programs some work in a foreign lan
guage, beyond the basic language requirement
(see p. 62). A student who intends to major
in one of the natural sciences, mathematics, or
engineering should take an appropriate mathe
matics course in the freshman year. Students
intending to major in one of the social sciences
should be aware of the increasing importance
of mathematical background for these sub
jects.
Early in the sophomore year, the student
should identify two or three subjects as pos
sible majors, paying particular attention to
departmental requirements and recommenda
tions.
While faculty advisors assist students in pre
paring their academic programs, students
themselves are individually responsible for
planning and adhering to programs and for the
completion of graduation requirements. Fac
ulty advisors, department chairmen, other
faculty members, the Deans, and the Registrar
are available for information and advice.
In the freshman and sophomore years all
students not excused for medical reasons are
required to complete a four quarter (two
semester) program in physical education. The
requirements are stated in full on page 61.
PROGRAMS FOR JUNIORS AND SENIORS
The major goals of the last two years of a
Swarthmore education are to engage students
with a chosen field of inquiry and to assist
them in assuming an independent role in
creating and synthesizing knowledge within it.
The breadth of exposure, acquisition of skills,
and development of a critical stance during
the first two years prepare students to pursue
these goals. With the choice of a major, the
focus shifts from scope to depth. Students
become involved for two years with a discrete
field of inquiry and demonstrate their mastery
of that field through the completion of courses
within the major and courses taken outside
the major which serve to expand and deepen
the student’s perspective on the major.
All students are required to include sufficient
work in a single department or program (des
ignated as a "major” ) to make an equivalent
of at least eight courses before graduation. In
the spring of the sophomore year, each student
will, with the guidance of his or her advisor,
prepare a reasoned plan of study for the last
49
Educational Program
two years. This plan will be submitted to the
chair of the student’s proposed major as a part
of the application for a maj or. Acceptance will
be based on the student’s record and an
estimate of his or her capacities in the desig
nated major. Students who fail to secure ap
proval of a major cannot be admitted to the
junior class.
During the senior year a student may choose
to study in one of two programs of study
described below.
COURSE PROGRAM
Work in the Course program includes some
intensive study within a general area of inter
est. This work results in a departmental major
or a special major. To complete a departmental
major, a student must be accepted as a major,
and in addition to the standard eight courses
and comprehensive examination in the major
department, must fulfill specific departmental
requirements. The requirements for accep
tance to departmental majors and for comple
tion of them are specified in this catalogue
under the respective departmental listings.
The latter are designated to ensure a compre
hensive acquaintance with the field. A student
must accumulate twenty courses outside his
or her major, but there is no other limit on the
number of courses that a student may take in
his or her major.
With departmental permission it is possible
for a student to plan a Special Major that
includes closely related work in one or more
departments outside the major department.
This work (up to four courses normally) is
part of the major program for the comprehen
sive examination; some of it may consist of a
thesis or other written research project(s)
designed to integrate the work across depart
mental boundaries. In any case, the program
of the Special Major is expected to be integral
in the sense that it specifies a field of learning
(not necessarily conventional) or topic or
problems for sustained inquiry that crosses
departmental boundaries and can be treated as
a sub-field within the normal departmental
major. Special Majors consist of at least 10
credits and normally of no more than 12
credits. Occasionally, where regular depart
mental requirements unduly constrain the
possibilities of a Special Major, these require
ments may be relaxed to a minimum of six
courses in the primary department or by the
omission of certain courses in that department
normally required for the sake of breadth of
experience of the major field; but course
requirements central to systematic understand
ing of the major field will not be waived. By
extension, Special Majors may be formulated
as joint majors between two departments,
normally with at least five credits in each
department and 11 in both departments,
which, in such programs, collaborate in advis
ing and in the comprehensive examination.
During the junior and senior years, Course
students are advised by the chairman of the
major department (or a member of the depart
ment designated by the chairman) whose ap
proval must be secured for the choice of
courses each semester.
The faculty may award the bachelor’s degree
with Distinction to students who have done
distinguished work in the Course program
and have achieved the grade average estab
lished for this degree.
EXTERNAL EXAMINATION PROGRAM (READING FOR HONORS)
The External Examination Program, initiated which taken together may be said to be the
in 1922 by President Frank Aydelotte and essence of the system.
modified most recently in 1987, is a distinctive
(1) Reading for Honors involves a concentra
part of Swarthmore’s educational life. While
tion of the student’s attention upon a limited
the program is designedly flexible and respon
field of studies. Normally, the student pursues
sive to new needs, it has been characterizedonly two subjects each semester, avoiding
from the beginning by three basic elements,
50
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(2) Three units of work consisting of a twocredit seminar or its equivalent plus a unit of
prerequisite work.
(3) One unit of work if this work is related to
one or more of the other fields in the student’s
external examination program. The examined
work will take the form of a written essay
which will be the equivalent of a one-credit
thesis. A student may include, at most, two
single-unit fields in the program for external
examination.
A candidate for admission to the external
examination program should, during the
spring semester of the junior year, consult the
chair of his or her prospective major and
minor departments or the chair of an approved
interdisciplinary concentration or major in
which the examination program is to be fo
cused, to work out his or her proposed pro
(3) Reading for Honors is customarily carried gram for external examination. The applica
on in seminars, in independent projects, or in tion for an external examination program
classes which have been approved as prepara contains a specification of i) which examina
tions for external examinations. Seminars tion a student proposes to take, ii) how many
meet once a week, in many cases in the home units each examination is to count for, and iii)
of the instructor, for sessions lasting three the form of preparation for each examination.
hours or more. The exact technique of the This proposed program must be filed in the
seminar varies with the subject matter, but its office of the Registrar, who will forward it to
essence is a cooperative search for truth, the divisions concerned. Accceptance of the
whether it be by papers, discussion, or labora- candidate by the division will be based on the
tory experiment. Once a seminar in a desig- recommendation of the major and minor de
nated subj ect has been taken, the student must partments, concentrations or interdisciplinary
stand for the external examination as part of major. The recommendation of the major
department or interdisciplinary program will
his or her Honors program.
depend on the proposed program of study and
An external examination program will be the quality of the student’s previous work as
based on the equivalent of twelve irnits of indicated by grades received and upon the
work covering at least four fields chosen from student’s apparent capacity for assuming the
at least two departments. The program of
responsibility of reading for honors. The
study must contain at least three fields from major department or interdisciplinary pro
the student’s major department or be in a gram is responsible for the original plan of
faculty-approved interdisciplinary major or work and for keeping in touch with the can
concentration. The major department may
didate’s progress from semester to semester.
require that the minor field of a four field The division is responsible for approval of the
examination program be related to the three original program and of any later changes in
fields in the major.
that program.
A student who sits for an external examination For purposes of the external examination
in a field must do so based on one of the
program, the structure of divisions will be as
following forms of preparation:
follows:
(1) Two units of work consisting of a two- Humanities: Art, Classics, English Literature,
credit seminar or its equivalent, or a two- History, Linguistics (program), Mathematics,
credit thesis or individual research project.
fragmentation of interests. Content of studies
is correspondingly broader and deeper, per
mitting a wide range of reading and investiga
tion and demanding of the student correlations
of an independent and searching nature.
(2) While Reading for Honors frees students
from periodic examination, it exposes their
thinking to continual scrutiny from both class
mates and instructors. Students prepare for
examination over their program at the close of
the senior year. In these, the student is ex
pected to demonstrate competence in a field
of knowledge rather than mere mastery of
those facts and interpretations which the instructor has presented. These examinations,
consisting of a three-hour paper in each field,
are set by examiners from other institutions
who also come to the campus to conduct an
oral examination of each student.
¡
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Educational Program
Modern Languages, Music and Dance, Philos
ophy, Psychology, Religion.
Social Sciences: Economics, Education, Engi
neering, History, Linguistics (program), Mathe
matics, Philosophy, Political Science, Psychol
ogy, Sociology and Anthropology.
Natural Sciences and Engineering: Biology,
Chemistry, Computer Science (program), En
gineering, Mathematics, Philosophy, Physics
and Astronomy, Psychology.
All seminar work will be followed by an
examination at the end of the spring semester
of the year in which the seminar is offered. For
seniors in the external examination program,
the external examination will constitute suffi
cient examination for all seminars in their plan
of study. All other students who have taken
seminars will stand for an appropriate exami
nation set (when feasible) by external examin
ers and read by a member of the Swarthmore
faculty. If such an exam is not available, these
students will stand for an equivalent examina
tion set and read by a member of the Swarth
more faculty.
Seniors who are awarded honors and juniors
who have been accepted into the external
examination program will have no grades
recorded on their transcript for any seminars
included in their plan of study for honors
programs. Seniors who take courses within a
plan of study for an external examination
program will be expected to meet all the
requirements for such courses except that of
course examination, unless the instructor
deems it necessary that they take the examina
tion. Normally, the external examination will
be sufficient examination for such courses.
At the end of the senior year the reading of the
examinations and the decision of the degree of
Honors to be awarded the candidates is en
tirely in the hands of the visiting examiners.
Upon their recommendation, successful can
didates are awarded the Bachelor’s Degree
with Honors, with High Honors, or with
Highest Honors. When the work of a candi
date does not in the opinion of the examiners
merit Honors of any grade, Swarthmore fac
ulty members review the student’s examina
tion papers and assign grades.
EXCEPTIONS TO THE FOUR-YEAR PROGRAM
Although the normal period of uninterrupted
work toward the Bachelor of Arts and Bache
lor of Science degrees is four years, graduation
in three years is freely permitted when a
student can take advantage of Advanced Place
ment credits, perhaps combining them with
extra work by special permission. When cir
cumstances warrant, a student may lengthen
the continuous route to graduation to five
years by carrying fewer courses than the norm
of four: this may be appropriate for students
who enter Swarthmore lacking some elements
of the usual preparation for college, who are
physically handicapped, or who wish to free
time for activities relating to their curricular
work although not done for academic credit.
Such five-year programs are possible in Music
and Studio Arts for students who are taking
52
instruction off campus or who wish to pursue
studio or instrumental work without full
credit but with instruction and critical super
vision; but such programs are possible only
on application to and selection by the depart
ment concerned, which will look for excep
tional accomplishment or promise. In all cases
where it is proposed to reduce academic credit
and lengthen the period before graduation the
College looks particularly to personal circum
stances and to careful advising and necessarily
charges the regular annual tuition (see the
provisions for overloads, p. 21). Full-time
leaves of absence for a semester or a year or
more are freely permitted and in some cases
encouraged, subject also to careful planning
and academic advising.
NORMAL COURSE LOAD
Although normal progress toward the degree
of Bachelor of Arts or Bachelor of Science is
made by eight semesters’ work of four courses
or the equivalent each semester, students may
and frequently do vary this by programs of
five courses or three courses if it is desirable
for them to do so. The object of progress
toward the degree is not primarily, however,
the mere accumulation of 32 credits. College
policy does not permit programs of fewer
than three courses within the normal eight
semester enrollment. Programs of more than
five courses or fewer than four courses require
special permission (see p. 21 on tuition and
p. 60 on registration).
FORMATS OF INSTRUCTION
While classes and seminars are the normal
curricular formats at Swarthmore, faculty regu
lations encourage other modes as well. These
include various forms of individual study,
student-run courses, and a limited amount of
"practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach
ments provides that a student may attach to an
existing course, with permission of the in
structor, a project of additional reading, re
search, and writing. If this attachment is taken
concurrently with the course it is normally
done for half credit. If it is taken in a later
semester (preferably the semester immediately
following), it may be done for either half or
full credit. This kind of work can be done on
either a small-group or individual basis. It is
not possible in all courses, but it is in most,
including some introductory courses. For
freshmen and sophomores it is a way of
developing capacities for independent work,
and for Honors candidates it is an alternative
to seminars as a preparation for papers. Stu
dents who decide before the middle of the
semester to do a half-credit attachment may
commonly, with permission, withdraw from a
regular course and carry three and a half
credits in that term to be balanced by four and
a half credits in another term. Students may
do as many as two attachments each year.
Directed reading and tutorials are similar; but
the faculty role in the former is more biblio
graphical than pedagogical, and, because they
require somewhat less faculty time, oppor
tunities for directed reading are more frequent
in most departments than are opportunities
for tutorials. In both cases substantial written
work and/or written examinations are con
sidered appropriate, and it is generally desir
able that the work be more specialized or more
sharply focussed than is usually the case in
courses or seminars; the work may range from
a course of reading to a specific research
project. Such work is available primarily to
juniors and seniors in accordance with their
curricular interests and as faculty time per
mits.
The faculty regulation on student-run courses
permits a group of students to propose a topic
to an instructor for half or single credit and to
run their own course with a reading list ap
proved by the instructor and a final examina
tion or equivalent administered by him or her,
but normally with no further involvement of
faculty. In organizing such a course students
obtain provisional approval and agreement to
serve as course supervisor from a faculty
member by December 1st (for the spring
term) or May 1st (for the fall term) on the
basis of an initial memorandum emphasizing
the principal subject matter to be studied, the
questions to be asked about it, the methods of
investigation, and providing a preliminary bib
liography. The course is then registered by its
organizers with the Provost, who has admin
istrative supervision of such work, and who
may waive the foregoing deadlines to recognize
problems in the organization of such courses.
The course supervisor consults his or her
department, and in the case of an interdepart
mental course, any other department con
cerned, whose representatives together with
53
Educational Program
the Provost will decide whether to approve the
course. The supervisor also reviews the course
outline and bibliography and qualifications
and general eligibility of students proposing
to participate in the course. After a studentrun course has been found acceptable by the
appropriate department (or departments) and
the Provost, the course supervisor’s final ap
proval is due ten days before the term begins,
following which a revised reading list and class
list are given to the Librarian and the course
title and class list are filed with the Registrar.
At the end of the course the supervisor evalu
ates 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 provi
sionally proposed for half credit to run in the
first half of the semester, and at midterm, may
be either concluded or, if the participants and
course supervisor find the work profitable,
continued for the balance of the term for full
credit. Alternatively, student-run courses may
be started after the beginning of the semester
(up to midsemester) for half credit and then
be continued, on the same basis, into the
following term. Or they may be taken for half
credit over a full term. The role of the course
supervisor may exceed that in planning and
evaluation outlined above and extend to occa
sional or regular participation. The only es
sentials, and the purpose of the procedures,
are sufficient planning and organization of the
course to facilitate focus and penetration. The
course planning and organization, both ana
lytical and bibliographical, are also regarded
as important ends in themselves, to be em
phasized in the review of proposals before
approval. Up to four of the 32 credits required
for graduation may be taken in student-run
courses.
Finally, as to applied or practical work, the
College may under faculty regulations grant
up to one course credit for practical work,
which may be done off campus, when it can
be shown to lend itself to intellectual analysis
and is likely to contribute to a student’s
progress in regular course work, and subject
to four conditions: ( 1 ) agreement of an in
structor to supervise the project; ( 2 ) sponsor
ship by the instructor’s department, and in the
case of an interdisciplinary project, any other
department concerned, whose representatives
together with the Provost will decide whether
to grant permission for the applied or practical
work before that work is undertaken; (3) a
basis for the project in some prior course
work; and (4) normally, the examination of
pertinent literature and production of a writ
ten report as parts of the project. This option
is intended to apply to work in which direct
experience of the off-campus world or re
sponsible applications of academic learning or
imaginative aspects of the practice of an art are
the primary elements. Because such work is
likely to bear a loose relation to organized
instruction and the regular curriculum, the
College limits academic credit for it while
recognizing its special importance for some
students’ programs.
INTERDISCIPLINARY W ORK
The requirements of the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diver
sity; it may also be used for the practical
integration of individual programs around
interests or principles supplementing the
major. The College offers interdepartmental
majors in Asian Studies, Medieval Studies,
Literature, Linguistics-Psychology, and The
atre Studies, and formal interdisciplinary pro
54
grams short of the major in Black Studies,
Computer Science, International Relations,
Public Policy, and Women’s Studies. The pro
grams in Education and in Linguistics have
departmental status as to staff. It should be
recognized that some departments are them
selves interdisciplinary in nature; that a con
siderable number of courses are cross-listed
between departments; that each year some
courses are taught jointly by members of two
or more departments; that departments com
monly recommend or require supporting
work for their majors in other departments;
and that students can organize their work into
personally selected concentrations in addition
to or as extensions of their majors, particularly
in Special Majors. Such concentration is for
mally provided in Black Studies, International
Relations, Public Policy, and Women’s Stu
dies. Many other opportunities exist infor
mally—e.g., in comparative literature, in Af
rican studies, in American studies, in religion
and sociology-anthropology, in engineering
and social sciences, in women’s studies, in
biochemistry, or in chemical physics. Students
are encouraged to seek the advice of faculty
members on such possibilities with respect to
their particular interests. In some cases faculty
members of several departments have planned
and scheduled their course offerings with
some consultation so as to afford a de facto
concentration in addition to the major, and
students may wish to know and take advantage
of these cases of overlapping faculty interests.
HEALTH SCIENCES ADVISORY PROGRAM
The function of the health sciences advisory
program is twofold: to advise students inter
ested in a career in the health sciences, and to
prepare letters of recommendation for profes
sional schools to which students apply. The
letters are based on faculty evaluations re
quested by the student, the student’s academic
record and non-academic activities.
Students intending to enter a career in the
health sciences, especially those applying to
medical or dental schools, should plan their
academic programs carefully to meet the ne
cessary requirements, as well as the general
College requirements. The following courses
are among the minimum requirements for stu
dents entering medical or dental schools: Bi
ology 1 , 2 (students who have earned ad
vanced placement credit for Biology 1, 2
should take two other biology courses);
Chemistry 10,22,32,36, or 38; Physics 3,4;
Math 5 and one additional math course; and
English Literature, two semester courses. The
work of the junior and senior years may be
completed in either the Course or the Honors
Program, and in any major department of
the student’s choice. However, professional
schools in the health sciences generally require
a demonstrated proficiency in the basic scien
ces. All required courses should therefore be
taken on a graded basis after the first semester
of the freshman year.
Almost all medical schools require applicants
to take the Medical College Admission Test
which is given in April and September each
year. It is recommended that students take the
test in the Spring of the year that they apply
for admission to medical schools. Swarthmore
College is a testing center for the MCAT.
Corollary tests, the Dental Aptitude Test and
the Veterinary Aptitude Test, are often re
quired by dental and veterinary schools.
Specific requirements for each medical and
dental school along with much other useful
information are given in two publications
which are available in the Health Sciences
Advisory Office: Medical School Admission
Requirements and Admission Requirements of
American Dental Schools. Catalogs for most
medical and veterinary schools are also on file
in the Advisory Office.
The Health Sciences Advisor meets periodi
cally with students interested in health careers
and is available to assist students in planning
their programs in cooperation with students’
own academic advisors. Further information
on opportunities, requirements and proce
dures can be obtained from the Health Sci
ences Advisor but it is the student’s respon
sibility to make his or her intentions known
to the Advisor at the earliest possible date.
CREATIVE ARTS
Work in the creative arts is available both in
the curriculum of certain departments and on
an extracurricular basis. Interested students
should consult the departmental statements in
Art, English Literature, and Music and Dance,
55
Educational Program
COOPERATION W ITH NEIGHBORING INSTITUTIONS
With the approval of their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College
or the University of Pennsylvania without the
payment of extra tuition. Students are ex-
pected to know and abide by the academic
regulations of the host institution. This at'
rangement does not apply to the summer
sessions of the University of Pennsylvania and
Bryn Mawr College.
STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook
for interested students, the College has stu
dent exchange arrangements with Harvey
Mudd College, Middlebury College, Mills
College, Pomona College, Rice University,
and Tufts University. Selection is made by a
committee of the home institution from
among applicants who will be sophomores or
juniors at the time of the exchange.
With each institution there is a limited and
matched number of exchanges. Students settle
financially with the home institution, thus
retaining during the exchange any financial aid
for which they are eligible. Exchange arrange
ments do not permit transfer of participants
to the institution with which the exchange
takes place.
EDUCATION ABROAD
The College recognizes the educational value
of study abroad and encourages students to
explore possibilities for doing so as integral
parts of their programs of study toward the
degree. To help interested students in doing
so, the College advises students as to suitable
study abroad opportunities, and wherever
possible facilitates students in making requi
site arrangements.
To be accepted for credit, foreign study must
meet Swarthmore academic standards and
must form a coherent part of the student’s
four-year plan of study. If properly planned in
advance, successful study abroad may nor
mally be expected to be accepted for credit
toward the Swarthmore degree, under College
regulations for accrediting courses completed
at other institutions or under regulations for
granting intercultural credit. Students may be
asked to take examinations upon their return
to the College; and requests for academic
credit for study abroad must be made within
the academic year following return to the
College.
To be eligible for credit, study abroad plans
must be approved in advance by the Registrar,
chairs of departments involved, and the stu-
56
dent’s faculty adviser. Initial exploration of
study abroad possibilities may be undertaken
with the Foreign Studies Committee. Financial
aid issues should be discussed with the Finan
cial Aid Officer of the College.
1. The Swarthmore Program in Grenoble, France,
inaugurated in the fall of 1972. Students
entering this program spend either one or two
semesters at the University of Grenoble, where
their course of study is the equivalent of one
or two semesters at Swarthmore. This pro
gram, under the auspices of the Department of
Modern Languages and Literatures, is open to
students from any department, but especially
those in the humanities and social sciences.
Should there be places available, applications
from students at other institutions are ac
cepted. The number of participants in limited
to twenty-five.
Students are integrated into the academic life
at the University of Grenoble through regular
courses, when their language competence al
lows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation of External Examination papers is
possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member of the Department of Modern
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program
and the living arrangements of the students,
and advises on all educational or personal
problems. A coordinator of the program at
Swarthmore handles such matters as admis
sions to the program (in consultation with the
Deans), financial aid, transfer of academic
credit to departments within the College and
to institutions whose students participate in
the program. Applications for the fall semes
ter must be submitted by March 15 and for
the spring semester by October 15.
2. Academic Year in Madrid, Spain. This pro
gram is administered by the Romance Lan
guage Department of Hamilton College, in
cooperation with faculty members of Wil
liams and Swarthmore Colleges. Students
many enroll for the full academic year or for
either the fall or spring semester. (Credit at
Swarthmore must be obtained through the
departments concerned.) The program at
tempts to take full advantage of the best
facilities and teaching staff 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 which
are planned to insure ample contact with
Spanish students.
The program is based in Madrid, where the
cultural, educational and geographic benefits
are optimum. Classrooms and office space are
located at the International Institute (Miguel
Angel 8 , Madrid). The Institute houses a
library eminently suited for study and re
search, and it sponsors a series of lectures,
concerts, and social activities.
The program is under the general guidance of
a committee comprised of members of the
Hamilton College Department of Romance
Languages, who, in rotation with professors from
Williams and Swarthmore Colleges, serve
also as directors-in-residence in Madrid.
Applications and further information are avail
able from the Department of Modem Lan
guages and Literatures.
3. Swarthmore.supported Programs of Study
Abroad. Swarthmore students may apply their
scholarship monies to the cost of participating
in one of the programs of academic study
abroad listed below, subject to the student’s
acceptance to the program in question and the
customary regulations which apply to study
abroad as outlined above.
1) Swarthmore College Program in Greno
ble (France) for either semester or the
entire academic year (see above);
2) Hamilton College Academic Year in Ma
drid (Spain) for the fall semester or the
entire academic year (see above);
3) Wayne State Junior Year in Germany,
either at the University of Freiburg or the
University of Munich (West Germany)
for the entire academic year;
4) Smith College Junior Year at the Univer
sity of Hamburg (West Germany) for the
entire academic year;
5) Duke University Program in Berlin (Ger
many), Humboldt University in the fall
semester; Free University in the spring
semester;
6 ) Great Lakes College Association Latin
America Program (Ceuca) in Bogota (Co
lombia) for either semester or the entire
academic year;
7) The Intercollegiate Center for Classical
Studies in Rome (Italy) for either semes
ter or the entire academic year; (See also
announcement of the Art Department,
p. 73, and of the Classics Department,
p. 94.)
8 ) Sweet Briar Junior Year in France (Paris);
9) Intercollegiate Sri Lanka Educational
(ISLE) Program at the University of Peradeniya for the fall (August-November)
semester;
57
10) CET/Wellesley College Chinese Lan
guage Program in Beijing for one or both
semesters;
11) Wesleyan Program in Regensburg (Ger
many) for the spring semester;
12) University of Ghana, both semesters;
13) American Collegiate Consortium for
East-West Cultural and Academic Ex
change for study in the Soviet Union.
14) Associated China Program, Nankai Uni
versity.
Students who wish to apply scholarship funds
to the above programs should consult with
the Financial Aid officer of the College.
4. Other Established Programs. Students who
wish to study abroad under formal academic
conditions but whose needs would not be met
by any of the programs listed above may apply
to one of the programs administered by other
American colleges and universities.
5. Direct Enrollment. Application may also be
made directly to foreign institutions for ad
mission as a special student. This should be
done only after consultation with the Regis
trar and the appropriate department head.
Care must be taken to assure in advance that
58
courses taken abroad will be acceptable for
Swarthmore credit. Most foreign universities
severely limit the number of students they
accept for short periods.
The Olga Lamkert Memorial Fund. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor of Russian at Swarthmore
College from 1949 to 1956, is available to
students with demonstrated financial need
who wish to attend a Russian summer school
program in this country or either the Lenin
grad or Moscow semester programs in the
USSR. Awards based on merit and financial
need will be made on the recommendation of
the Russian section of the Department of
Modem Languages and Literatures.
The Eugene M. Weber Memorial Fund. Income
from a fund established in 1986 to honor the
memory of Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demon
strated financial need who wish to attend an
academic program in a German-speaking coun
try. Awards based on merit and financial need
will be made on the recommendation of the
German section of the Department of Modern
Languages and Literatures.
Faculty Regulations
ATTENDANCE AT CLASSES
Registration to take a course for credit implies
regular attendance at classes, unless a student
specifically elects to obtain credit in a course
without attending classes. The conditions for
exercising this option are set forth below.
With this exception, students are responsible
for regular attendance. Faculty members will
report to the Dean the name of any student
whose repeated absence is in their opinion
impairing the student’s work. The number of
cuts allowed in a given course is not specified,
a fact which places a heavy responsibility on
all students to make sure that their work is not
suffering as a result of absences. Since freshmen must exercise particular care in this
respect, and since the Faculty recognizes its
greater responsibility toward freshmen in the
matter of class attendance, it is expected that
freshmen, especially, will attend all classes.
A student may obtain credit for a course
without attending class meetings by reading
the material prescribed by a syllabus and
taking a final examination, under the following
conditions:
When illness necessitates absence from
classes, the student should report at once to
the Health Center.
4) The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.
1) The student must signify intent to do so at
the time of registration, having obtained the
instructor’s approval in advance.
2) If after such registration the student wishes
to resume normal class attendance, the in
structor’s approval must be obtained.
3) The student may be required to perform
such work, in addition to the final examina
tion, as the instructor deems necessary for
adequate evaluation of his or her perfor
mance.
GRADES
Instructors report to the Dean’s and Regis
trar’s offices at intervals during the year upon
the work of students in courses. Informal
reports during the semester take the form of
comments on unsatisfactory work. At the end
of each semester formal grades are given in
each course under the letter system, by which
A means excellent work, B good work, C
satisfactory work, D passing but below the
average required for graduation, and NC (no
credit) for uncompleted or unsatisfactory
work. Letter grades are qualified by pluses
and minuses. W signifies that the student has
been permitted to withdraw from the course
by the Committee on Academic Require
ments. X designates a condition; this means
that a student has done unsatisfactory work in
the first half of a year course, but by creditable
work during the second half may earn a
passing grade for the full course and thereby
remove the condition. R is used to designate
an auditor or to indicate cases in which the
work of a foreign student cannot be evaluated
because of deficiencies in English.
Inc. means that a student’s work is incomplete
with respect to specific assignments or exam
inations. The Faculty has voted that a student’s
final grade in a course should incorporate a
zero for any part of the course not completed
by the date of the final examination, or the end
of the examination period. However, if cir
cumstances beyond the student’s control pre
clude the completion of the work by this date,
a grade of Incomplete (Inc.) may be assigned
with the permission of the Registrar. In such
cases incomplete work must normally be made
up and graded and the final grade recorded
within five weeks after the start of the follow
ing term. Except by special permission of the
Registrar (on consultation with the Commit
tee on Academic Requirements) all grades of
Inc. still outstanding after that date will be
replaced on the student’s permanent record
by NC (no credit). Waiver of this provision by
special permission shall in no case extend
beyond one year from the time the Inc. grade
was incurred.
The only grades recorded on students’ records
for courses taken during their first semester of
the freshman year are CR (credit) and NC (no
59
Faculty Regulations
credit). In the balance of their work at Swarthmore, students may select up to four courses
for Credit/No Credit by informing the Regis
trar’s Office within the first two weeks of the
term in which the course is taken. Until the
middle of the semester, students may recon
sider and opt to receive a formal grade in the
course. This course will count as one of the
four optional Credit/No Credit courses. Re
peated courses may not be taken Credit/No
Credit. For freshmen and sophomores CR
will be recorded for work that would earn a
grade of D or higher; for juniors and seniors
the minimum equivalent letter grade for CR
will be C. Instructors are asked to provide the
student and the faculty adviser with evaluation
of the student’s Credit/No Credit work. The
evaluation for first-semester freshmen in
cludes a letter-grade equivalent; for other
students the evaluation may be either a lettergrade equivalent, or a comment. Such evalua
tions are not a part of the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be pro
vided to other institutions if requested by the
student and absolutely required by the other
institution.
Reports of grades are sent to students at the end
of each semester. They are not routinely sent
to parents or guardians, but such information
may be released when students request it.
A C (2.0) average is required in the courses
counted for graduation.
REGISTRATION
All students are required to register and enroll
at the time specified in official announcements
and to file programs of courses or seminars
approved by their faculty advisors. Fines are
imposed for late or incomplete registration or
enrollment.
A regular student is expected to take the
prescribed number of courses in each semes
ter. If more than five or fewer than four
courses seem desirable, the faculty advisor
should be consulted and a petition filed with
the Committee on Academic Requirements.
Applications involving late entrance into a
course must be received within the first two
weeks of the semester. Applications involving
withdrawal from a course must be received
not later than the middle of the semester, or
the mid-point of the course if it meets for only
one-half a semester.
A deposit of $100 is required of all returning
students prior to their enrollment in both the
spring and fall semesters. This deposit is
applied to charges for the semester, and is not
refundable.
EXAMINATIONS
Any student who is absent from an examina
tion, announcement of which was made in
advance, shall be given an examination at
another hour only by special arrangement
with the instructor in charge of the course.
No examination in absentia shall be permitted.
This rule shall be interpreted to mean that
instructors shall give examinations only at the
College and under direct departmental super
vision.
ACADEMIC HONESTY
Members of an academic community have an
unequivocal responsibility to present as the
result of their own work only that which is
truly theirs. Cheating, whether in examina
tions or by plagiarizing the work of others, is
a most serious offense, and one which strikes
at the foundations of academic life.
60
The responsibility of the Faculty in this area
is three-fold: to explain the nature of the
problem to those they teach (the Faculty’s
statement concerning plagiarism may be found
in The Student Handbook), to minimize temp
tation, and to report any case of cheating to
the Dean for action by the College Judiciary
Committee.
The College Judiciary Committee will consider
the case, determine guilt, and recommend a
penalty to the President. The order of magni
tude of the penalty should reflect the serious
ness of the transgression. It is the opinion of
the Faculty that for the first offense failure in
the course and, as appropriate, suspension for
a semester or deprivation of the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description of College judicial procedure may
be obtained from the office of the Dean.
STUDENT LEAVES OF ABSENCE
Student leaves of absence are freely permitted
provided the request for leave is received by
the date of enrollment and the student is in
good standing. If a student has not enrolled
and has not arranged for a leave of absence for
the subsequent semester, it is assumed that he
or she is withdrawing. Such students must
apply to the Dean for re-admission in order to
return to College after an interval. The pur
pose of this policy is to assist the College in
planning its enrollments.
SUMMER SCHOOL WORK
Students desiring to receive Swarthmore Col
lege credit for work at a summer school are
required to obtain the approval of the chair
man of the Swarthmore department con
cerned before doing the work. Prior approval
is not automatic: it depends upon adequate
information about the content and instruction
of the work to be undertaken. Validation of
the work for credit depends upon evaluation
of the materials of the course including sylla
bus, reading lists, written papers, and exami-
nations by the Swarthmore department con
cerned after the work has been done. Valida
tion may include an examination, written or
oral, administered at Swarthmore. An official
transcript from the summer school must be
presented to the Office of the Registrar before
the work can be validated for credit. Requests
for credit must be made within the academic
year following the term in which the course is
taken. One course credit at Swarthmore is
regarded as equivalent to 4 semester hours.
PHYSICAL EDUCATION
In the freshman and sophomore years all non
veteran students not excused for medical rea
sons are required to complete a four quarter
(two semester) program in physical education.
All students must pass a survival swimming
test or take up to one quarter of swimming
instruction. (See the departmental statement
of the Department of Physical Education and
Athletics.) Students who have not fulfilled
their Physical Education requirement will not
be allowed to enter their junior year.
EXCLUSION FROM COLLEGE
The College reserves the right to exclude at
any time students whose academic standing it
regards as unsatisfactory, and without assigning
any further reason therefor; and neither the
College nor any of its officers shall be under
any liability whatsoever for such exclusion.
WITHDRAWAL AND READMISSION FOR HEALTH REASONS (see p. 38)
61
Degree Requirements
BACHELOR OF ARTS A N D BACHELOR OF SCIENCE
The degree of Bachelor of Arts or Bachelor of
Science is conferred upon students who have
met the following requirements for graduation. The candidate must have:
t. Completed thirty-two courses or their
equivalent.
test; or, c) passed one year of a foreign lan
guage while at Swarthmore.
5. Met the requirements in the major and
supporting fields during the last two years.
2. An average grade of C in the courses
counted for graduation.*
6. Passed satisfactorily the comprehensive
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.
3. Complied with the distribution require
ments and have completed at least twenty
credits outside the major. (See pages 47-48.)
7. Completed four semesters of study at
Swarthmore College, two of which have been
those of the senior year.
4. The foreign language requirement, having
either: a) passed three years or their equivalent
(as determined by the Provost) of one foreign
language while in grades nine through twelve;
or, b) achieved a score o f600 or its equivalent
in a foreign language on a standard achievement
8. Completed the physical education require
ment set forth on page 61 and in statements of
the Department of Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.
MASTER OF ARTS A N D MASTER OF SCIENCE
The degree of Master of Arts or Master of
Science may be conferred subject to the fol
lowing requirements:
Only students who have completed the work
for the Bachelor’s degree with some distinc
tion, either at Swarthmore or at another insti
tution of satisfactory standing, shall be ad
mitted as candidates for the Master’s degree at
Swarthmore.
The candidate’s record and a detailed program
setting forth the aim of the work to be
pursued shall be submitted, with a recom
mendation from the department or depart
ments concerned, to the Curriculum Com
mittee. If accepted by the Committee, the
candidate’s name shall be reported to the
faculty at or before the first faculty meeting of
the year in which the candidate is to begin
work.
The requirements for the Master’s degree shall
include the equivalent of a full year’s work of
graduate character. This work may be
*"An average of C” is interpreted for this
purpose as being a numerical average of at
least 2.0 (A+, A = 4.0, A - = 3.67, B+ = 3.33,
B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0,
C - = 1.67, D+ = 1.33, D = 1.0, D - = 0.67).
62
done in courses, seminars, reading courses,
regular conferences with members of the
faculty, or research. The work may be done in
one department or in two related depart
ments.
A candidate for the Master’s degree shall be
required to pass an examination conducted by
the department or departments in which the
work was done. The candidate shall be ex
amined by outside examiners, provided that
where this procedure is not practicable, ex
ceptions may be made by the Curriculum
Committee. The department or departments
concerned, on the basis of the reports of the
outside examiners, together with the reports
of the student’s resident instructors, shall
make recommendations to the faculty for the
award of the degree.
At the option of the department or depart
ments concerned, a thesis may be required as
part of the work for the degree.
Grades of Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.
A candidate for the Master’s degree will be
expected to show before admission to candi
dacy a competence in those languages deemed
by his or her department or departments most
essential for the field of research. Detailed
language requirements will be indicated in the
announcements of departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $17,460.
63
Awards and Prizes
The Ivy Award is made by the Faculty each
year to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
The Oak Leaf Award is made by the Faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
The McCabe Engineering Award, founded by
Thomas B. McCabe, 1915, is presented each
year to the outstanding engineering student in
the Senior Class. The recipient is chosen by a
committee of the faculty of the department of
Engineering.
The Flack Achievement Award, presented by
the Flack Foundation, one of whose founders
is Hertha Eisenmenger Flack of the Class of
1938, is made to a deserving student who,
during the first two years at Swarthmore
College, has demonstrated a good record of
achievements in both academic and extracur
ricular activities while showing leadership
potential as a constructive member of the
College. The donor hopes these awards will
go to students of demonstrated achievement
and high potential who are dedicated to the
basic principles of American democracy and
of academic freedom. The awards are not
related to need.
The Academy of American Poets awards $100
each year for the prize poem (or group of
poems) submitted in a competition under the
direction of the Department of English Litera
ture.
The Adams Prize of $200 is awarded each year
by the Department of Economics for the best
paper submitted in quantitative economics.
The Stanley Adamson Prize in Chemistry is
endowed in memory of Stanley D. Adamson
’65 by his parents, June and George Adamson.
It is awarded each spring to a well-rounded
Junior majoring in Chemistry or Biochemistry
who, in the opinion of the Department, gives
most promise of excellence and dedication in
the field.
The Jonathan Leigh Altman Summer Grant, given
in memory of this member of the Class of
1974 by Shing-mei P. Altman ’76, is awarded
by the Department of Art to a junior who has
strong interest and potential in the studio arts.
64
It provides up to $2,000 to support purpose
ful work in the studio arts during the summer
between the junior and senior years.
American Chemical Society Award is given to
the student who is judged by the Department
of Chemistry to have the best performance in
chemistry and overall academic achievement.
American Institute of Chemists Award is given
to the student who is judged by the Depart
ment of Chemistry to have the second best
record in chemistry and overall academic
performance.
Boyd Barnard Music Awards. Established in
1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a
limited number of advanced students. These
awards, which are given by the Music faculty
each semester to approximately 6-8 students,
are determined through competition. Recipi
ents participate as leaders in performance on
campus, normally as members of one of the
Music and Dance Department’s performing
organizations, or, in the case of pianists and
organists, as accompanists.
The Boyd Barnard Prize. Established by Boyd
T. Barnard T7, the Barnard Prize of $1,000 is
awarded by the Music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.
1
I
I
■
I
I
The James H. Batton ’72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava
Harris Stanley, M.D. ’72, is awarded for the
personal growth or career development of a
minority student with financial need.
The Paul H. Beik Prize in History of $100 is
awarded each May for the best thesis or
extended paper on an historical subject by a
History major during the previous academic
year.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority stu
dent who has shown exemplary academic
performance and community service.
The Brand Blanshard Prize, honoring Brand
Blanshard, Professor of Philosophy at Swarthmore from 1925 to 1945, has been established
by David H. Scull, of the Class of 1936. The
award of $100 is presented annually to the
student who, in the opinion of the Depart
I
I
J]
ment, submits the best essay on any philo
sophical topic.
The Sophie and William Bramson Prize is
awarded annually to an outstanding student
majoring in sociology and anthropology. The
prize recognizes the excellence of the senior
thesis, in either the course or external exami
nations program, as well as the excellence of
the student’s entire career in the department.
The Bramson prize is given in memory of the
parents of Leon Bramson, founding chairman
of Swarthmore’s sociology-anthropology de
partment, and it carries a cash stipend.
The Heinrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor of his 80th
birthday. Two awards of $100 each are to be
presented annually to a Course student and
Honors candidate who, in the opinion of the
Mathematics Department, have demonstrated
excellence in Mathematics.
The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory of her grand
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member of the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar
ship, character, and influence.
The Anna May Courtney Award. The Anna
May Courtney Award, named in honor of the
late singer who performed often in Lang Con
cert Hall, is given each semester by the Music
faculty to an outstanding voice student. The
award subsidizes the entire cost of private
lessons for the semester.
The Alice L. Crossley Prize in Asian Studies of
$100 is awarded to the student who, in the
opinion of the Asian Studies Committee,
submits the best essay on any topic in Asian
Studies.
The George P. Cuttino Scholarship, established
in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.
The Rod Dowdle ’82 Achievement Award in
tennis is given annually to the male varsity
tennis player who best exhibits qualities of
perseverance and strong personal effort to
achieve a meaningful personal or team goal.
The Robert Enders Field Biology Award, estab
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970, is awarded
to support the essential costs of the study of
biological problems in a natural environment.
The Arthur Fennimore Award. The Arthur Fennimore Award, named in memory of the
distinguished pianist who lived in Swarthmore, is given each semester by the Music
faculty to an outstanding pianist. The award
subsidizes the entire cost of private lessons for
the semester.
Fetter String Quartet Awards. The Elizabeth
Pollard Fetter String Quartet Awards, en
dowed by Frank W. Fetter ’20, Robert Fetter
’53, Thomas Fetter ’56, and Ellen Fetter Gille
in memory of Elizabeth P. Fetter ’25, subsidize
the private instrumental lessons of four topnotch student string players at the College.
Interested applicants should write to the Chair
of the Music and Dance Department and
should plan to play an audition at the College
when coming for an interview. Membership
in the Quartet is competitive. At the begin
ning of any semester, other students may
challenge and compete for a place in the
Quartet.
Friends of Music and Dance Summer Awards.
Each Spring, the Music and Dance Depart
ment selects recipients of Friends of Music and
Dance Summer Awards on the basis of written
proposals. These awards provide stipends for
attendance at summer workshops in music
and in dance and for other further study in
these fields.
The Renee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore Col
lege Gospel Choir who is studying voice
through the Music 48 (Individual Instruction)
program. The award subsidizes the entire cost
of voice lessons for that semester.
Edwin B. Garrigues Music Awards. Naming
Swarthmore as having one of the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
awards to subsidize the entire cost of private
instrumental or vocal lessons for a limited
number of gifted students, often incoming
65
Awards and Prizes
first-year students. These awards, which are
given each semester by the Music faculty to
approximately 10-15 students, are determined
by competition on campus and by audition
(either in person or by tape) for incoming
first-year students. Recipients participate as
leaders in performance on campus, normally
as members of one of the Music and Dance
Department’s performing organizations, or,
in the case of pianists and organists, as accom
panists.
The Dorothy Ditter Gondos Award, bequeathed
by Victor Gondos, Jr., in honor of his wife,
Class of 1930, is given every other year to a
student of Swarthmore College who, in the
opinion of a faculty committee, submits the
best paper on the subject dealing with a
literature of a foreign language. The prize of
$100 or more is awarded in the spring semes
ter. Preference will be given to essays based
on works read in the original language. Award
ing of the prize will be under the direction of
the Literature Committee.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Philip M. Hicks Prizes are endowed by
friends of Philip M. Hicks, former Professor
of English and Chairman of the Department
of English Literature. They are awarded to the
two students who in the opinion of the De
partment submit the best critical essays on
any topic in the field of literature.
The Jesse H. Holmes Prize in Religion of $150,
donated by Eleanor S. Clarke of the Class of
1918 and named in honor of Jesse Holmes,
Professor of History of Religion and Philoso
phy at Swarthmore from 1899 to 1934, is
awarded to the student who, in the opinion of
the Department of Religion, submits the best
essay on any topic in the field of religion.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory of Michael’s
personal courage and high ideals. It carries a
cash stipend.
The Naomi Kies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community
service outside the academic setting, alleviat
66
ing discrimination or suffering, promoting a
democratic and egalitarian society, or resolv
ing social and political conflict. It carries a
cash stipend.
The Kwink Trophy, first awarded in 1951 by
the campus managerial organization known as
the Society of Kwink, is presented by the
faculty of the Department of Physical Educa
tion and Athletics to the senior man who best
exemplifies the Society’s five principles: Ser
vice, Spirit, Scholarship, Society, and Sports
manship.
The Leo M. Leva Memorial Prize, established
by his family and friends, is awarded by the
Biology Department to a graduating senior
whose major is Biology and whose work in the
field shows unusual promise.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards of $100 each are pre
sented annually, one for linguistic theory and
one for psycholinguistics, to the two students
who, in the opinion of the Program in Lin
guistics, submit the best senior papers or
theses in these area.
The Norman Meinkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
of the College faculty from 1947 to 1978, is
awarded to support the essential costs of the
study of biological problems in a natural en
vironment.
The Ella Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide income
for a poetry reading contest as well as funds
for visiting poets and writers.
The Lois Morrell Poetry Award, given by her
parents in memory of Lois Morrell of the
Class of 1946, goes to that student who is
judged to have submitted the best original
poem in the annual competition for this $200
award. The Fund also supports campus read
ings by visiting poets.
Music 48 Special Awards. Endowed by Boyd T.
Barnard ’17 and Ruth Cross Barnard ’19,
grants are given by the Music faculty to stu
dents at the College who show unusual prom
ise as instrumentalists or vocalists. All grants
subsidize two-thirds of the cost of ten lessons,
as part of the Music 48 program. For more
information, please refer to Credit for Perfor
mance—Individual Instruction (Music 48).
The A. Edward Newton Library Prize endowed
by A. Edward Newton, to make permanent
the Library Prize first established by W.W.
Thayer, is awarded annually to that under
graduate who, in the opinion of the Commit
tee of Award, shows the best and most intel
ligently chosen collection of books upon any
subject. Particular emphasis is laid not merely
upon the size of the collection but also upon
the skill with which the books are selected and
upon the owner’s knowledge of their subjectmatter.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member,
is presented by the faculty of the Department
of Physical Education and Athletics to the
senior woman who by her loyalty, sportsman
ship, and skill in athletics has made a valuable
contribution to Swarthmore College.
The Drew Pearson Prize of $100 is awarded by
the Dean on the recommendation of the edi
tors of The Phoenix at the end of each staff
academic year to a member of The Phoenix for
excellence in journalism. The prize was estab
lished by the directors of The Drew Pearson
Foundation in memory of Drew Pearson, Class
of 1919.
The David A. Peele ’50 Sportsmanship Award is
made to a tennis player after submission of a
written essay. It is endowed by Marla Hamil
ton Peele in memory of her husband’s love and
advocacy of tennis and carries a cash stipend.
TheJohn W. Perdue Memorial Prize, established
in 1969 in memory of an engineering student
of the Class of 1969, is awarded by the
Department of Engineering to the outstanding
student entering the junior class with a major
in engineering.
The William Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection of recorded literature
described on page 11 , sponsors awards for the
best student short stories, and is a major
source of funds for campus appearances by
poets and writers.
Judith Polgar Ruchkin Prize Essay is an award
for a paper on politics or public policy written
during the junior or senior year. The paper
may be in satisfaction of a course, a seminar,
or an independent project, including a thesis.
The paper is nominated by a faculty member
and judged by a committee of the Department
of Political Science to be of outstanding merit
based upon originality, power of analysis and
written exposition, and depth of understand
ing of goals as well as technique.
The Rosita Samoff Prize for Playwriting is
awarded for the best full-length or one-act
play as judged by external reviewers in a
competition conducted by the Department of
English Literature.
The Frank Solomon, Jr. Student Art Prize Pur
chase Fund permits the Art Department to
purchase for the College one or two of the
most outstanding student works from the
year’s student art exhibitions.
The Hally Jo Stein Award, endowed in her
memory by her brother Craig Edward Stein
’78, is given to an outstanding student who in
the view of the Dance faculty best exemplifies
Hally Jo’s dedication to the ideals of dance. It
carries a cash stipend.
The Karen Dvonch Steinmetz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a junior who will be
applying to medical school and who demon
strates a special compassion for others.
The Peter Gram Swing Prize. At graduation
time, the Peter Gram Swing Prize of $1,000 is
awarded by the Music faculty to an outstand
ing student whose plans for graduate study in
music indicate special promise and need. The
endowment for the prize was established in
the name of Ruth Cross Barnard ’19.
The Melvin B. Troy Prize. The Melvin B. Troy
Prize of $250 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends of Melvin B. Troy ’48.
The P. Linwood Urban, Jr. Prize, honoring Lin
Urban, Professor of Religion at Swarthmore
from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli
gious studies either in seminary or graduate
school.
67
Awards and Prizes
FACULTY AWARD
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity
to a member of the Swarthmore Faculty, to
help meet the expenses of a full year of leave
devoted to research and self-improvement.
This award acknowledges the particularly
strong link that exists at Swarthmore between
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teaching and original scholarly work. The
award itself is to be made by the President
upon the recommendation of the Provost and
the candidate’s academic department. This
award is made possible by an endowment
established by James M. Flack and Hertha
Eisenmenger Flack ’38.
Fellowships
Three fellowships (the Leedom, Lippincott, and
Lockwood Fellowships—see below) are
awarded annually by the Faculty, and two
fellowships (the Mott and Tyson Fellowships—
see below) are awarded by the Somerville
Literary Society, to seniors or graduates of the
College for the pursuit of advanced work.
These awards are made on recommendation
of the Committee on Fellowships and Prizes
for a proposed program of study which has
the approval of the Faculty. Applications must
be in the hands of the Committee by March
23. The Committee considers applicants for
all of these fellowships for which they are
eligible and makes recommendations which
overall do not discriminate on the basis of sex.
These fellowships are:
The Hannah A. Leedom Fellowship founded by
the bequest of Hannah A. Leedom.
The Joshua Lippincott Fellowship founded by
Howard W. Lippincott, of the Class of 1875,
in memory of his father.
The John Lockwood Memorial Fellowship,
founded by the bequest of Lydia A. Lockwood, New York, in memory of her brother,
John Lockwood. It was the wish of the donor
that the fellowship be awarded to a member of
the Society of Friends.
The Lucretia Mott Fellowship, founded by the
Somerville Literary Society and sustained by
the contributions of Swarthmore alumnae. It
is awarded each year to a woman senior who
is to pursue advanced study in an institution
approved by the Committee.
The Martha E. Tyson Fellowship, founded by
the Somerville Literary Society in 1913 and
sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen
tary or secondary school work. The recipient
of the award is to pursue a course of study in
an institution approved by the Committee.
Other fellowships are awarded under the con
ditions described below:
Susan P. Cobbs Prize Fellowship, established to
honor the memory of Dean Susan P. Cobbs,
is awarded at the discretion of the Classics
Department to a student majoring in Classics
for study in Greece or Italy.
The General Electric Foundation Graduate Fellow
ship, to be awarded to a graduating senior for
the first year of graduate work, is intended to
encourage outstanding scholars to pursue an
academic career. The recipient, who must be a
United States citizen or permanent resident,
will receive the amount necessary to cover
tuition, fees, and subsistence allowance for
study directed toward a PhD in Engineering or
Computer Science at another institution in the
United States. The precise amount of each
fellowship will be based on the costs and
policies of the university and department cho
sen for graduate work.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of Penn
sylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a pro
gram of advanced study in some branch of the
liberal arts.
The Eugene M. Lang Graduate Incentive Fellow
ship. In awarding these fellowships, preference
is given to Eugene M. Lang senior Scholars
who have completed their Opportunity Project
(see Financial Aid) and who have academic
achievement at Swarthmore sufficient to earn
Distinction or Honors. Applicants should sub
mit to the Committee on Fellowships and
Prizes a plan of graduate study with high
potential for service to society. This fellowship
is made possible by the gift of Eugene M. Lang
’38.
The Thomas B. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship. This Fellowship,
awarded annually to a graduate of the College,
provides a grant toward the first year of study
at the Harvard Business School. Yvonne and
Thomas B. McCabe, Jr., were for a time resi
dents of Cambridge, Massachusetts, and Mr.
McCabe received the M.B.A. from Harvard
and was a Visiting Lecturer there. In selecting
the recipient, the Committee on Fellowships
and Prizes follows the standards that determine
the McCabe Achievement Awards, giving spe
cial consideration to applicants who have dem
onstrated superior qualities of leadership.
Young alumni and graduating seniors are eligi
ble to apply.
Mellon Minority Undergraduate Fellowship Pro
gram. The Andrew W. Mellon Foundation has
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Fellowships
provided a grant to establish an undergraduate
fellowship program intended to increase the
number of minority students who choose to
enroll in Ph.D. programs and pursue an aca
demic career. The Foundation’s grant provides
term and summer stipends for students to
work with faculty mentors, as well as a loanforgiveness component to reduce undergradu
ate indebtedness for those Fellows who pursue
graduate study. The Fellowships are limited to
the Humanities, a very few of the Social Sci
ences, and selected Physical Sciences. A faculty
selection committee invites nominations of
sophomore students in February and awards
the Fellowships in consultation with the Dean
and Provost.
TheJ. Roland Pennock Undergraduate Fellowship
in Public Affairs. The Fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition of his
many years of distinguished teaching of Politi
cal Science at Swarthmore, provides a grant for
as much as $2,500 to support a substantial
research project (which could include inquiry
through responsible participation) in public
affairs. The Fellowship, for Swarthmore un
dergraduates, would normally be held offcampus during the summer. Preference is given
to applicants from the Junior Class.
FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was en
dowed by an anonymous gift from two of her
former students, under a challenge grant issued
by the National Endowment for the Humani
ties. It will provide an annual award of a
semester’s leave at full pay, to support research
and writing by members of the humanities
faculty. Mary Albertson joined the Swarth
more faculty in 1927 and served as chairman
of the history department from 1942 until her
retirement in 1963. She died in May, 1986.
mittee, there may be a small additional grant
for travel and project expenses. Any humanities faculty member eligible for leave may
apply. Fellows will prepare a paper about the
work of their leave year and present it publicly
to the College and wider community. The
Blanshard Fellowship is made possible by an
anonymous donor who was Bianshard’s student at Swarthmore, and a challenge grant
from the National Endowment for the Humanities.
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The George Becker Faculty Fellowship was en
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Hu
manities, in honor of this former member of
the English department and its chairman from
1953-70. The fellowship will provide a semes
ter of leave at full pay for a member of the
humanities faculty to do research and write, in
the fields of art history, Classics, English liter
ature, history, linguistics, modern languages,
music, philosophy, or religion, but with pref
erence to members of the department of En
glish literature.
The Eugene M. Lang Faculty Fellowship is designed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innovative scholarly achievement of faculty members, and by encouraging the use of such
achievements to stimulate intellectual exchange among scholars. The Fellowship will
provide financial support for faculty leaves
through a grant of about one half the recipi
ent’s salary during the grant year. Upon rec
ommendation of the Selection Committee,
there may be a small additional grant for travel
and project expenses and for library book
purchases. The Selection Committee shall
consist of the Provost, three Divisional Chair
men, and three others selected by the Presi
dent, of whom at least two must be Swarth
more alumni. Any faculty member eligible for
leave may apply, and up to four may be
chosen. Fellows will be expected to prepare a
paper or papers resulting from the work of
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The Brand Blanshard Faculty Fellowship is an
endowed Faculty fellowship in the humanities
established in the name of philosopher and
former faculty member Brand Blanshard. Blan
shard taught philosophy at Swarthmore from
1925 to 1944. The Fellowship will provide a
semester leave at full pay for a member of the
humanities faculty to do research and to write.
Upon recommendation of the Selection Com
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their leave year, presented publicly for the
College and wider community. The Selection
Committee may support wholly or in part the
cost of publishing any of these papers. These
fellowships are made possible by an endow
ment established by Eugene M. Lang ’38.
71
Courses o f Instruction
The course (semester course) is the unit of
credit. Seminars and colloquia are usually
given for double credit, i.e., equivalent to two
courses. A few courses are given for halfcourse credit.
Courses are numbered as follows:
1 to 10 — introductory courses
11 to 99 — other courses (Some of these
courses are not open to fresh'
men and sophomores.)
100 to 199 — seminars for upperclass persons
and graduate students.
Year courses, the number of which are joined
by a hyphen (e.g., 1- 2 ) must be continued for
the entire year; credit is not given for the first
semester’s work only, nor is credit given for
the first semester if the student fails the second
semester.
Although the course listings in this catalogue
cannot be guaranteed as accurate, these are
intended to facilitate planning by representing
probable offerings over a two-year period.
Those courses actually offered each semester
are listed in the schedule of classes available
before enrollment for that semester.
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Art
MICHAEL W. COTHREN, Professor of Art History and Chair
CONSTANCE CAIN HUNGERFORD, Professor of Art History 3
T. KAORI KITAO, Professor of Art History
RANDALL L. EXON, Associate Professor of Studio Arts
MARIRETH GRAYBILL, Associate Professor of Art History
BRIAN A. MEUNIER, Associate Professor of Studio Arts
SYD CARPENTER, Assistant Professor of Studio Arts
PAUL B. JASKOT, Visiting Instructor of Art History 5
The Department of Art offers historical, criti
cal, and practical instruction in the visual
arts. Courses in art history consider questions
having to do with the forms, traditions, mean
ings, and historical contexts of works of art
and architecture; studio arts courses explore
problems of methods, processes, and personal
resources which arise in the actual creation of
objects in various media.
List Gallery: The List Gallery, located in the
Performing Arts Center, was established to
enhance the curricular offerings of the De
partment of Art. The contemporary work of
a wide variety of artists—both established or
emerging professionals and Swarthmore stu
dents in group shows and in the solo shows
required of senior art majors—is hung annu
ally in a series of rotating exhibitions. The
primary criterion in selecting outside artists is
the degree to which their work will facilitate
the pedagogical needs of the studio arts pro
gram. It is for this reason that artists are
usually brought to campus as visiting critics
while their works are being shown. Classes
and individuals thus have the opportunity not
only to see the work of an array of contempo
rary artists but also to exercise the critical
process that is central to the study and under
standing of art in a liberal arts college. A
selection of works from Swarthmore’s perma
nent collection is hung in a permanent instal
lation at the back of the List Gallery, and,
when the budgets of time and money allow,
there are exhibitions of works of art from the
historical past using the gallery as an extension
of the art history classroom. At the same time
as they fulfill specific curricular needs, how
ever, both contemporary and historical exhi
bitions in the List Gallery benefit the entire
College by incorporating a broad community
within an ongoing discourse concerning the
place of the visual arts in past and present
culture.
Heilman Artist: Each year the Department of
Art invites a distinguished colleague to the
College as the Marjorie Heilman Visiting
Artist. The work of the invited artist is exhib
ited in the List Gallery, and while on campus,
she or he gives a public lecture, critiques work
in the studios, and meets and talks with stu
dents—both majors and non-majors—in for
mal gatherings and on an informal basis.
Lee Frank Lecture: See p. 14.
Benjamin West Lecture: See p. 14.
Jonathan Leigh Altman Scholarship: See p. 24.
Jonathan Leigh Altman Summer Grant: See p. 64.
REQUIREMENTS A ND RECOMMENDATIONS
Prerequisites: ARTH 1 is the prerequisite for
all other art history courses in the Depart
ment. STUA 1 is the prerequisite for studio
arts courses, even for seniors; it may be waived
only by presenting a portfolio for evaluation.
Students are advised that graduate work in art
history requires a reading knowledge of at
least German and French.
Study Abroad: The Art Department strongly
3 Absent on leave, 1992-93.
5 Spring semester, 1993.
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Art
encourages those with an interest in art to
consider incorporating foreign study—either
during a summer or a regular academic term—
into their Swarthmore program. Important
examples of art and architecture are scattered
throughout the world, and the encounter with
works still imbedded in their original context
is vital to an understanding of their historical
and contemporary significance. Past experi
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards of comparable
courses at Swarthmore. To aid students in
their attempt to gain Swarthmore credit for
study abroad, the Department has established
the following guidelines. (1) No request for
transfer credit in art history will be considered
unless a student has already taken ARTH 1
(the normal prerequisite for work in art his
tory at Swarthmore) before taking a course
abroad. (2) Students who are interested in
bettering their chances of gaining a full Swarth
more credit for a course taken in a foreign
program are advised to attempt to arrange
with a Swarthmore professor, before leaving
the campus, to write, if necessary, a supple
mentary research paper as a part of the course.
Such papers will be evaluated by the Depart
ment as part of the process of determining
transfer credit.
The Course Major in Art History: Art History
majors are required to take ARTH1, ARTH 2,
ARTH 3, six elective credits in art history, and
one course in studio arts. The six elective I
credits must include at least one course in
three of the four core areas of the art history
curriculum: (1) Ancient and Medieval; (2)
Renaissance and Baroque; (3) Modern; and
(4) Asian, African, and Islamic. The compre
hensive—given in the Spring semester of the
senior year—consists of a written examina
tion, in preparation for which students are
required to study a group of carefully chosen
works of art and architecture.
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The Course Major in Art: The combined pro
gram of the Course Major in Art consists of
a minimum of five courses in Art History
(ARTH 1, ARTH 2, ARTH 3, and two elective
credits) and five courses in Studio Arts (in
cluding courses in drawing, another 2-D me
dium, and a 3-D medium). The comprehen- ■
sive consists of a Senior Exhibition and
Catalog, prepared during Senior Workshop
(STUA 30) during the Fall of the senior year.
Majors and Minors in The External Examination
Program: In addition to ARTH 1 (and one
studio course for majors), art history majors
in the External Examination Program should
take four seminars in the Department; minors
should take two. With the approval of the
relevant professor, a corresponding course
with an attachment may be substituted for a
seminar if that seminar will not be offered
during the period of the student’s preparation
for External Examinations.
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Art History
1. Critical Study in the Visual Arts.
This introduction to the study of the visual
arts will investigate formal analysis, iconog
raphy, and methods of historical interpreta
tion, using examples of art and architecture
drawn from a variety of cultures and historical
periods. The course will emphasize learning
to see vividly and systematically and to write
accurately about what is seen. Topics for dis
cussion will include technique and produc
tion, visual narrative and didacticism, patron
age and biography, and approaches such as
psychoanalysis, Marxism, and feminism. This
Primary Distribution Course serves as pre-
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requisite for all further work in art history.
Each semester. Staff.
2. Western Survey.
An historical introduction to the forms,
meanings, functions, and contexts of Western
art and architecture from ancient Mediterra
nean civilizations to the 20th century.
Spring semester. Cothren and Kitao.
3. Asian Survey.
An introduction to the forms, functions, and
contexts of the Arts of Asia, focusing on the
cultures of India, China, and Japan, from
prehistoric to early modern times.
Spring semester Graybill.
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9. Film: Form and Signification.
Film as visual and narrative art; principles of
framing, editing, and mise-en-scene; an his
torical survey, including magic shows and the
comic strip; silent comedy and the musical;
cinema and painting; Hollywood and the New
Wave; and advertising and semiotics. Two
lectures and one screening session.
No prerequisite.
Spring 1994. Kitao.
14. Medieval Survey.
An introduction to European art and archi
tecture from late antiquity through the thir
teenth century. Special attention will be given
to the "Romanization” of Christian art under
Constantine, the Celtic Christian heritage of
the British kies and its culmination in the
Book of Kells, Justinianic Constantinople and
Ravenna, the Carolingian Renaissance, Ro
manesque sculpture as ecclesiastical propa
ganda, the efflorescence of monastic art under
the Cluniacs and Cistercians, and the neopla
tonic aesthetic that gave birth to the Gothic.
Not offered 1992-93. Cothren.
15. Renaissance and Baroque Survey.
Artistic enterprises in Florence, Rome, Ve
nice, and the Netherlands from 1300 to 1700;
Altarpieces and murals, Alberti’s theory of
imitation, rediscovery of perspective, achieve
ments of Leonardo da Vinci, Raphael, and
Michelangelo in classic art, Mannerist chal
lenges, and the rise of Baroque.
Fall semester. Kitao.
17. Nineteenth-Century Western Art.
Developments in Western European painting
and sculpture from the late 18th century
through the Post-Impressionist generation of
Cézanne, van Gogh, and Gauguin. Relevant
social, political, economic, and cultural con
texts are considered.
Not offered 1992-93. Hungerford.
18. Twentieth-Century Western Art.
Architecture, painting, and sculpture in Eu
rope and the United States from 1893 to the
present, considered in the context of relevant
social, political, economic, and cultural fac
tors.
Spring semester. Jaskot.
25. A rts of Africa.
34. Japanese Art of the Early Modern
Period: Painting and Prints, 1550-1850.
An examination of major schools and genres
of painting and prints of Japan’s early modern
period. Principal themes are (1) painting in
Kyoto, 1550-1650: competition for the pa
tronage of the imperial court, warlords, and
the merchant class; ( 2 ) the transition from
genre painting in Kyoto to ukiyo~e prints in
Edo, 1600-1800; and (3) 1750-1800: art as a
statement of class identity, "Western-style”
painting, the "naturalist” school, and Sinophile "literati painting.”
Fall semester. Graybill.
40. Ancient Greek Art and
Its Traditions.
(Cross-listed as Classics 40.)
Not offered 1992-93.
45. Gothic Art and Architecture.
The formation of "The Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle of the 13th cen
tury: monasteries, cathedrak, and chapels;
neoplatonism and the new aesthetic; "court
style” and political ideology; structural tech
nology and stylistic change; patronage and
production; contextualizing liturgy and visu
alizing dogma.
Not offered 1992-93. Cothren.
47. Late Antique, Early Christian,
and Byzantine Art.
An examination of the emergence of a Chris
tian form of artistic expression from the heri
tage of late antique art, followed by a survey
of its international development through the
sixth century and its progression in the Byzan
tine empire centered in Constantinople until
the fall of that empire to the Ottoman Turks
in 1453.
Not offered 1992-93. Cothren.
53. Michelangelo and His Times.
Michelangelo, his art and thought, his Quat
trocento sources, and his relationship with
Leonardo, Raphael, the Mannerists, and his
patrons in 16th Century Italy.
Not offered 1992-93. Kitao.
55. Rembrandt and His Times.
See description for ARTH 155.
Not offered 1992-93. Kitao.
Not offered 1992-93.
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Art
61. Built Environment: Space, Things,
and Culture.
Crosscultural study of urban and architectural
spaces as well as material "things” large and
small which occupy them—how they are con
ceived, made, seen, used, and interpreted:
anatomy of space, townscape, city as artifact,
house and garden, handicraft and design, tech
nology and manufacture, and semiotics of
everyday things.
No prerequisite.
Not offered 1992-93. Kitao.
64. Philadelphia and American
Architecture.
American architecture, especially in Philadel
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper,
Art Nouveau, Art Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.
Prerequisite: ARTH 1 and/or ARTH 61.
Fall semester. Kitao.
66. American A r t
Painting and sculpture in the United States
from the Colonial Period to the present, with
special attention to the relationship between
developments in American art and those in
Western European art.
Not offered 1992- 93. Hungerford.
70. The Political History of Art
Between the Wars.
The period between World War I and World
War II was intensely politicized because of
volatile social, political, and economic condi
tions in many different countries and cultures.
This course will investigate the major political
events in Europe, the Soviet Union, Mexico,
and the United States that affected artistic
production and in which artists became active
political participants. Focusing on the devel
opment of the international struggle between
Fascism and Communism in those years, the
course will analyze art works that both re
flected various political programs and actively
attempted to mobilize particular audiences.
Spring semester. Jaskot.
75. Special Studies in Cinema.
Study of selected films in wide-ranging genre
but with a special focus, encompassing semi
otics and other critical theories and problems.
Prerequisite: ARTH land/or ARTH 9.
Offered occasionally. Kitao.
86. Architectural Theory.
Special study on traditional and contemporary
architectural thoughts: classicism, functional
ism, systems design, semiotics, structure and
decoration, and other topics.
Prerequisite: ARTH 61 or 64 and instructor’s
approval.
Offered occasionally. Kitao.
96. Directed Beading.
Staff.
99. Thesis.
Staff.
SEMINARS
135. Japanese A r t
153. Michelangelo and His Times.
Topic to be announced.
Spring semester. Graybill.
See description for ARTH 53.
Not offered 1992-93. Kitao.
138. Islam ic Painting.
155. Rembrandt and His Times.
After a brief general introduction to Islamic
art, the seminar will explore the history and
evolution of the pictorial narrative tradition
within Islamic culture from A.D. 691 to A.D.
1548.
Not offered 1992-93. Cothren.
Rembrandt, Dutch Painting, and nature of
picture making: Protestantism and mercantile
milieu, Mannerism and Caravaggism, Rem
brandt and Italy, portraiture and self-portrai
ture, the genre, optics and painting, the print
as medium; and theatricality, narrative and
realism.
Fall semester. Kitao.
145. Gothic Art and Architecture.
See description for ARTH 45.
Spring semester. Cothren.
160. Eighteenth-Century Western Art.
Study of the transition from royal and aristo
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cratic visual culture to that of the rising
middle class in Western Europe and the
emerging United States, with primary atten
tion to painting, sculpture, and architecture.
Spring, 1994. Hungerford.
164. Modern Art.
This seminar will focus on the varying schol
arly approaches to the work of artists such as
David, Courbet, Manet, Monet, Cezanne, Pi
casso, and Pollock and to the issue of "mod
ernism” in nineteenth- and twentieth-century
painting.
Prerequisite: ARTH 1 and ARTH 2, ARTH 17
or ARTH 18.
Fall, 1993. Hungerford.
175. Cinema.
Prerequisite: ARTH 1 and/or ARTH 9.
Not offered 1992-93. Kitao.
195. Theory and Methodology.
An introduction to the historiography of art
history, both theory and practice, and an ex
ploration of the current "crisis” of the disci
pline which has led to its reassessment from
a variety of critical perspectives.
Prerequisite: four credits in art history.
Not offered 1992-93. Cothren.
Studio Arts
1. Introduction to Studio Arts.
6. Photography.
Explorations in the visual description and
construction of objects and ideas; problems
in drawing, color, and three-dimensional
form. Attention will be given both to the
theoretical aspects of the work and to the
development of studio techniques.
Each semester. Staff.
Introduction to the technical processes and
visual and theoretical concepts of photog
raphy, both as a unique medium and as it
relates to other forms of non-photographic
composition.
Prerequisite: STUA 1, even for seniors.
Each semester. Meunier.
3. Drawing.
8. Painting.
Work in various media directed toward a
clearer perception of space, light and form. A
course for all levels of ability. Weekly outside
drawing problems and a final project.
Not offered 1992-93. Exon.
Investigation in oil paint of pictorial structure
and of the complex nature of color—how it
can define surface, space, light, temperature
and mood.
Spring semester. Exon.
4. Sculpture.
10. Life Drawing.
This course will cover a wide range of sculp
tural concepts and techniques, from tradi
tional to contemporary. These techniques
will include: clay modeling, casting, multimedia assemblage, and wood construction.
Spring semester. Meunier.
Work in various media directed toward a
clearer perception of the human form. The
class is centered on drawing from the model,
and within this context. The elements of
gesture, line, structure, and light are isolated
for the purpose of study.
Fall semester. Exon.
5. Ceramics.
A wide spectrum of approaches to clay for
functional as well as sculptural expression.
Students are encouraged to work towards
developing their own vocabulary of design
and form within a series of class projects while
acquiring a fundamental understanding of pro
cesses, contemporary developments and tra
ditions. Open to beginning, intermediate, and
advanced students.
Fall semester. Carpenter.
14. Advanced Sculpture.
Offered occasionally. Meunier.
15. Advanced Ceramics.
Students who have had sufficient experience
may submit a written proposal for a semester
of independent work in clay. Slides or exam
ples of previous work must be submitted with
the proposal. Acceptance into the advanced
level is based on strong evidence of a greater
than basic understanding of formal as well as
77
Art
technical considerations.
Spring semester. Carpenter.
16.
Advanced Photography.
Offered occasionally. Meunier.
18. Advanced Painting.
Offered occasionally. Exon.
20.
Special Studies.
Staff.
30.
Senior Workshop.
A course designed to strengthen critical, the
oretical, and practical skills on an advanced
78
level. Critiques by the resident faculty and
visiting artists, as well as group critiques with
all members of the workshop, will guide and
assess the development of the students’ indi
vidual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing of the thesis for the
senior exhibition. (This course is required of
senior art majors.)
Fall semester. Exon.
40. Senior Thesis.
Staff.
Asian Studies
Coordinator: TYRENE WHITE (Political Science)
Faculty:
Alan BerkOWitZ (Modern Languages, Chinese) 3
Gerald Levinson (Music)
Lillian M. Li (History ) 2
Li-Clling M air (Modern Languages, Chinese)
Stephen Piker (Sociology/Anthropology)
Donald Sw earer (Religion)
Larry Westphal (Economics) 3
Tyrene White (Political Science)
PURPOSE
The purpose of the Asian Studies major is to
provide the student with interdisciplinary
education concerning Asia that has five com
ponents, four of which are required: (1) A
general background in Asia that stresses the
ability to make cross-cultural comparisons.
For this purpose the student is required to
take courses in more than one of the regions
of Asia: China, Japan, South Asia, and South
east Asia. (2) An interdisciplinary approach;
the student will be required to take instruction
in at least three different departments, one of
which may be language. (3) A specialized
knowledge of one area of Asia, defined either
geographically or topically. (4) The ability to
demonstrate this specialized knowledge in an
independent research project (thesis) done in
the senior year.
A fifth, strongly recommended, component is
the study of an Asian language. Students may
study an Asian language in one of the following
ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) taking
another Asian language at the University of
Pennsylvania or in summer school, for exam
ple at the Middlebury College Summer Lan
guage Institute, or (c) taking language courses
in one of the study-abroad programs with
which Swarthmore is affiliated. All language
courses taken above the first-year level
2 Absent on leave, spring semester, 1993.
may be counted toward the major. Other
courses taken in a study-abroad program may
also be applied toward the major, subject to
the approval of the Asian Studies Committee.
In planning their programs of study, prospec
tive majors are urged to consider study abroad
for a summer, a semester, or a year. Study
abroad serves not only as an opportunity for
students to build their language skills, but also
as the ideal way to study a foreign culture. To
the greatest extent possible the Asian Studies
faculty will help students plan a program
abroad that will support and enhance their
Swarthmore programs.
In planning his/her major in Asian Studies,
the student should demonstrate in the sopho
more plan of study the intellectual coherence
of his/her proposed program. To a large
extent this will consist of explaining how the
proposed program develops a specialized
knowledge of one of the regions of Asia, as
defined above, or of a topic that spans the
different regions. Examples of the latter might
be Buddhism in Asia, Revolutionary Move
ments in Asia, the Political Economy of Asian
Development, or Elite and Popular Cultures
in Asia. Any subsequent changes in the pro
gram, after its initial approval by the Asian
Studies Committee, must be aproved in ad
vance by the Coordinator of Asian Studies.
3 Absent on leave, 1992-93.
79
Asian Studies
REQUIREMENTS
The major in Asian Studies consists of a
minimim of 9 credits, with requirements and
distribution as follows:
( 1) Coursework must be completed concern
ing more than one of the regions of Asia.
(2) Classes must be taken in at least three
different departments.
( 3 ) 2 credits must be taken from the follow
ing: Art History 3 (Asian Survey), Chi
nese 16/LIT 16Ch (The Classical Tradi
tion in Chinese Literature [in trans
lation]), History 9 (Chinese Civilization,
History 72/Religion 11 (The History,
Religion, and Culture of Japan), Religion
8 (Patterns of Asian Religions), Religion
9 (The Buddhist Tradition), Religion 12
(The Religions of India).
(4) A minimum of 6 credits of work must be
completed at the intermediate or ad
vanced level in at least two different de
partments. This may include the study of
an Asian language above the first year.
External examination candidates nor
mally will present two fields plus a thesis
for examination, in addition to three
fields outside the major. (In cases where
fields represent three credits of work,
three of these fields must be in Asian
Studies, and one will be outside the
major.)
(5 ) A 1- or 2 -credit senior thesis, followed by
an oral exam. Each major will be expected
to write a senior thesis in his/her area of
specialization. External examination can
didates generally will be required to write
a two-credit thesis for external examina
tion; other students generally will write a
one-credit thesis.
COURSES
(See catalogue sections for individual departments to
determine specific offerings in 1992-1993.)
Department of Art
3. Asian Survey
34. Japanese Art of the Early Modern
Period: Painting and Prints,
1550-1850
135. Japanese Art
Department of History
9. Chinese Civilization
72. The History, Religion, and Culture of
Japan
74. Modern China
75. Modem Japan
144. Modem China
Department of Modern Languages
and Literatures
3B, 4B. Second-year Mandarin Chinese
11. Third-year Chinese
11A. Third-year Chinese Conversation
12. Advanced Chinese
12A. Advanced Chinese Conversation
16. The Classical Tradition in Chinese
Literature
17. Vernacular, Modem, and
80
Contemporary Chinese Writings
20. Readings in Modem Chinese
20A. Modem Chinese Conversation
33. Introduction to Classical Chinese
91. Special Topics in Chinese Literature in
Translation
93. Directed Reading
Department of M u sic and Dance
8 . The Music of Asia and Africa
Department of Political Science
19. Communist and Post-Communist
Politics
20. Greater China
40. The Viemam War
74. Politics of South and Southeast Asia
107. Communist and Post-Communist
Politics
114. Comparative Politics: Greater China
Department of Religion
8 . Patterns of Asian Religions
9. The Buddhist Tradition
11. The History, Religion, and Culture of
Japan
12. Religions of India
103. Buddha in History, Myth, and Cult
104. Buddhism in Southeast Asia
Department of Sociology-Anthropology
93. Southeast Asia: Culture and History
Independent Study.
Linguistics
Ling 99. (when target language is an Asian
Language)
Asian Studies
Asia 96. Thesis (one credit)
Asia 180. Thesis (two credits)
81
Biology
MARK JACOBS, Professor
JOHN B. JENKINS, Professor
ROBERT L SAVAGE, Professor
JACOB WEINER, Professor3
TIMOTHY C. WILLIAMS, Professor’
SCOTT F. GILBERT, Associate Professor and Chair
RACHEL A. MERZ, Associate Professor
BARBARA Y. STEWART, Associate Professor and Associate Chair 1
LARRY FROLICH, Assistant Professor
JAM ES R. GROOME, Assistant Professor
RICHARD A. NIESENBAUM, Assistant Professor
RYNE A. PALOMBIT, Assistant Professor
KATHLEEN K. SIWICKI, Assistant Professor3
AMY C. VOLLMER, Assistant Professor
DARLENE BRAMUCCI, Assistant
ANNE DANIELSON, Assistant
SHELAGH JOHNSTON, Assistant
Students are introduced to biology by enroll
ing in Biology 1 and Biology 2 which serve
as prerequisites for all intermediate and ad
vanced biology courses. Intermediate courses
are numbered 10-50; courses numbered be
yond 50 are advanced and may be used to
prepare for the External Examination Pro
gram.
REQUIREMENTS A N D RECOMMENDATIONS
Students electing a Course major in Biology
must include the following supporting sub
jects in addition to the minimum of eight
credits composing the major: Introductory
chemistry, at least one semester of organic
chemistry, and two semesters of college math
ematics (not Math 1,3 or 7). One semester of
statistics (Math 2 or 23) is strongly recom
mended.
Students majoring in Biology must take at
least one course or seminar in each of the
following three groups: I. Cell and Molecular
Biology; II. Organismal Biology; and III. Popu-
lational Biology, take at least one advanced
course or seminar in Biology and satisfy the
general college requirement of a comprehen
sive experience and examination in biology by
participation in the senior evolution seminar.
Special majors in biochemistry, psychobiol
ogy, environmental studies and bioanthropol
ogy are also offered. Students wishing to
obtain secondary teacher certification in bioloqy must complete successfully a major in
biology which should include at least one
course in plant science and in physics.
EXTERNAL EXAMINATION PROGRAM
Qualified students may prepare for External
Examinations by combining courses and
seminars in the areas of Animal Physiology,
Behavioral Ecology, Biomechanics, Cell Blol-
1 Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
ogy, Developmental Genetics, Human Genet
ics, Membrane Biology, Microbiology, Neuro
biology, Orientation, Paleobiology, Plant
Development, Plant Ecology, and Research in
Biology (Bio 180). Admission to the External
Examination Program is based on academic
record (average of B or better in the natural
sciences) and completion of prerequisites for
the courses or seminars used in preparation
for external examination. Students in the
External Examination Program may take an
additional credit of advanced work in any
course numbered between 50 and 90 or any
one credit seminar. The additional advanced
work will be designated as an attachment to
the course.
20. Genetics.
An introductory study of living cells illus
trated by examples drawn from cell biology,
biochemistry, genetics, microbiology, neuro
biology, and developmental biology. One lab
oratory period per week.
Primary distribution course.
Fall semester. Staff.
2. Organismal and Population Biology.
21. Cell Biology.
I Introduction to the study of organisms em| phasizing the adaptive aspects of morphology,
I physiology, behavior, ecology, and evolution
l of whole organisms and populations.
One laboratory period per week.
i
I
Primary distribution course.
| Spring semester. Staff.
] 14. Field Ornithology.
I
17. System atic Botany.
Principles and methods of plant systematics
approached through the classification and iden
tification of the major families of vascular
plants.
One laboratory period per week.
Prerequisites: Biology 2 or consent of instruc
tor.
Alternate years, spring semester. Weiner.
Not offered 1992-93.
An examination of the transmission, struc
ture, and function of the genetic material. The
course content includes the establishment of
Mendelism; the chromosome theory of inheri
tance; the expansion of Mendelism; the iden
tification, structure, and replication of genetic
material; gene function; bacterial and viral
genetics; and the regulation of gene activity.
One laboratory period per week.
Prerequisite: Biology 1.
Fall semester. Jenkins.
1. Cellular and Molecular Biology.
J
I
I
I
I
I
I
Prerequisites: Biology 1, 2.
Fall semester. Frolich.
The biology of birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive physiology and behavior.
One lab or field trip per week: at least one all
day trip/semester.
Prerequisites: Biology 2, or AP Biology, or
consent of instructor.
Alternate years, spring semester. Williams.
Not offered 1992-93.
I 15. Comparative Vertebrate Structure
i and Function.
A comparative approach to the question of
how vertebrates work. Regulatory processes
(such as gas exchange) and interactive pro
cesses (such as feeding) will be related to the
anatomy of a wide diversity of vertebrates.
Labs will be a combination of physiological
demonstrations and dissection.
A study of the ultrastructure and function of
cell components.
One laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.
Spring semester. Savage.
25. Animal Behavior.
An introduction to the biological study of
animal behavior in field and laboratory.
One laboratory or field period per week.
Prerequisites: Biology 2; Math 2 recom
mended.
Alternate years. Williams.
Not offered 1992- 93.
26. Adaptational Plant Anatomy.
An examination of the anatomical adaptions
of vascular plants to environmental factors,
principally light, water, temperature, and bi
otic factors. Topics include the adaptive
anatomy/morphology of hydrophytes, xerophytes, epiphytes, arctic and alpine plants,
insectivorous plants, and plants’ flowers,
fruits, and seeds.
One laboratory period per week.
Prerequisite: Biology 1, 2.
Fall semester. Jacobs.
83
Biology
28. Crop Plants.
An introduction to the plants used as food by
man: their origins and evolution, growth and
development, nutritional value, production
methodology and breeding for yield improve
ment and pest resistance. Labs will examine
the preparation and processing of crops for
use as food by man and will include several
field trips to production farms and experi
mental farms in the area.
One laboratory period per week.
Prerequisite: Biology 2, or permission of the
instructor.
Spring semester. Jacobs.
29. Neurobiology.
An introduction to the molecular and cell
biology of neurons and the organization of
neural systems.
One laboratory period per week.
Prerequisite: Biology 1, Chemistry 10.
Spring semester. Siwicki.
34. Immunology.
A survey of the humoral and cellular mecha
nisms by which vertebrates recognize and
destroy material foreign to their bodies.
One laboratory period per week.
Prerequisites: Biology 1 and 2; 20 or 21
recommended.
Alternate years, spring semester. Gilbert.
Not offered 1992-93.
36. Invertebrate Zoology.
Evolution, morphology, ecology, and physiol
ogy of invertebrate animals.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.
Alternate years, fall semester. Merz.
37. Plant Physiology.
A study of the principal physiological pro
cesses of higher plants.
One laboratory period per week.
Prerequisites: Biology 1,2, and Chemistry 22.
Altermate years, fall semester. Jacobs.
Not offered 1992-93.
38. Microbiology.
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and identi
fying bacteria.
84
One laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.
Fall semester. Vollmer.
39. Ecology.
The scientific study of the relationships that
determine the distribution and abundance of
organisms. Topics covered include interac
tions between organisms and their environ
ments, population dynamics, species inter
actions, community ecology, and nutrient
cycles.
One laboratory period or field trip per week.
Prerequisites: Biology 1 and 2.
Fall semester. Niesenbaum.
43. History of Biology.
The topics of this course focus on genetics,
development, and evolution; science and the
ology; and contemporary social critiques of
biological sciences.
Prerequisites: Biology 1 and 2.
Alternate years, spring semester. Gilbert.
45. Primate Behavior.
The organization and adaptiveness of behavior
in prosimians, monkeys, and apes. Emphasis
is on the analysis of primate social behavior
within existing evolutionary and ecological
theory.
One laboratory period per week.
Prerequisites: Biology 2 or Psychology 1, or
one introductory level course in Sociology/
Anthropology giving an appropriate back
ground in Anthropology.
Fall semester. Palombit.
50. Marine Biology.
Ecology of oceans and estuaries, including
discussions of physiological and structural
adaptations of marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: Biology 1 and 2.
Alternate years, fall semester. Merz.
51. Cells in Culture.
The biology of plant and animal cells. Seminar
discussions on cytoskeleton, cell surfaces,
normal growth adhesion, locomotion, trans
formation, and oncogenes. Independent
semester-long investigative projects.
Continuing laboratory work.
Prerequisite: Biology 21 or consent of instruc
tor.
Fall semester. Savage.
56. Human Genetics.
An examination of human inheritance pat
terns using techniques of molecular and clas
sical genetic analysis that are appropriate to
humans. Research into the structure, func
tion, organization, and regulation of the hu
man genome will be discussed, along with
applications of current research.
Prerequisites: Biology 20 or permission of the
instructor.
Spring semester. Jenkins.
62. Biomechanics.
Basic principles of solid and fluid mechanics
will be explored as they apply to the morphol
ogy, ecology, and evolution of plants and
animals.
Prerequisites: Biology 1, 2, and one other
Biology course.
Alternate years, spring semester, Merz.
63. Paleobiology.
Introduction to the fossil record and the
techniques and theories used by paleontolo
gists. Current issues in paleontology will also
be examined.
Prerequisites: Biology 1 and 2 and one other
Biology course.
Alternate years, spring semester. Merz.
66. Control of Plant Development.
An examination of cellullar, intercellular, and
environmental control mechanisms operating
in plant growth and development.
Prerequisites: Biology 1, 2, and one other
Biology course.
Alternate years, spring semester. Jacobs.
Not offered 1992-93.
72. Membrane Biology.
An examination of the role of lipids, proteins,
and carbohydrates in molecular membrane
structure and function.
Prerequisites: Bio 21, 38, or Chem 38.
Fall semester. Stewart.
Not offered 1992-93.
78. Neural B asis of Behavior.
Seminars and labs exploring cellular mecha
nisms underlying specific animal behaviors.
Prerequisite: Biology 29.
Alternate years, fall semester. Siwicki.
Not offered in 1992- 93.
81. Herpetology/lchthyology.
Natural history of amphibians, reptiles, and
fish. Focus will be on the evolution of unique
physiologies within these groups.
Labs and field trips (some all day) inter
spersed.
Prerequisites: Biology 1 and 2. Bio 15 recom
mended.
Spring semester. Frolich.
93. Directed Reading.
A program of directed reading in an area of
biology not included in the curriculum.
Fall or spring semester. Staff.
94. Research Project.
With the permission of the Department,
qualified students may elect to pursue a re
search program.
Fall or spring semester. Stewart, Staff.
95. Senior Literature Paper.
With the permission of the department a
student may write a senior paper in Biology
for satisfaction of the requirement of a com
prehensive examination for graduation.
97. Senior Evolution Seminar.
A consideration of evolution from the per
spectives of several biological subdisciplines.
Participation in the evolution seminar is re
quired of all Biology majors in course.
SEMINARS
104. Plant Ecology.
107. Plant Reproductive Biology.
The study of plant individuals, populations,
and communities in their relationships with
their physical and biological environments.
Prerequisites: Biology 39 or consent of in
structor.
Two credits.
Alternate years, fall semester. Weiner.
A multi-disciplinary examination of plant
reproduction. Ecological, genetic, develop
mental, cellular, and physiological aspects of
flowering, pollination, fruit development and
dispersal, sex allocation, and asexual repro
duction will be explored.
Prerequisites: Biology 1 and 2, and at least one
Biology
intermediate course in Biology.
One credit.
Spring semester. Niesenbaum.
127. Biotechnological Applications of
Microbiology.
A seminar focused on microorganisms and
the processes by which they degrade/produce
compounds used in the pharmaceutical and
agricultural industries. Ethical issues stem
ming from biotechnology will be addressed.
Student projects in the laboratory will exam
ine the bioconversion processes and products.
Molecular biological techniques will be uti
lized in genetic transfer and enrichment proce
dures.
Prerequisites: Biology 38, Chem. 38, or con
sent of instructor.
One credit.
One laboratory per week.
Alternate years, spring semester. Vollmer.
152. Advanced Topics in Developmental
Biology: Developmental Genetics
and Immunology.
Senior level seminar discussing differential
gene activity on transcriptional, RNA pro
cessing, and translational levels in developing
embryos and immunocompetent cells. Mech
anisms of cell differentiation in embryos and
lymphocytes: AIDS.
Prerequisites: Biology 1, 2: either 20, 21, or
35.
Two credits.
One laboratory per week
Fall semester. Gilbert.
155. Microbial Adaptation and
Development
A study of microbial mechanisms of adapta
86
tion to natural and experimental stressors.
Laboratory will focus on molecular tech
niques used to investigate changes in gene
expression or enrichment for particular bio
types.
Prerequisites: Biology 20, 21, 38, 152, or
Chem. 38.
One credit.
One laboratory per week.
Spring semester. Vollmer.
160. Behavioral Ecology.
Ethology, ecology, and evolutionary theory
are integrated to examine how natural selec
tion influences the behavioral strategies of
individuals seeking to exploit resources, avoid
predators, obtain mates, and rear young.
Prerequisites: Biology 25 or 39 or 45 or 15.
Students with preparation outside biology
should seek permission of the instructor.
Two credits.
Fall semester. Palombit.
164. Developmental Neurobiology.
Seminars in the mechanisms of neural devel
opment and independent laboratory projects
which address a specific research question.
Prerequisite: Biology 29.
Two credits.
Alternate years, fall semester. Siwicki.
Not offered 1992- 93.
180. Thesis.
A research project for students who partici
pate in the External Examination program in
Biology.
One or two credits.
Both semesters.
Black Studies
Coordinators: HILLARD POUNCY (Political Science)
PETER SCHMIDT (English Literature)
Committee: John Alston (Music and Dance)
Maurice Eldridge (Development)
Charles L. Janies (English Literature) 3
Asm arom Legesse (Sociology and Anthropology
Joe M ason (Black Cultural Center)
Ethel Moore (Psychology)3
Micheline Rice-Maximin (Modern Languages) 4
Allison P. William s (Chemistry ) 3
Jerome H. Wood, JR. (History)
«
m
■
I
■
The purpose of the Black Studies Program is
( 1 ) to introduce students to the history, cuiture, society, and political and economic conditions of Black people in Africa, the Americas, and elsewhere in the world; and ( 2 ) to
explore new approaches—in perspectives,
analyses and interdisciplinary techniques—
appropriate to the study of the Black experienee.
I
I
Students in any department may add a Concentration in Black Studies to their departmental major by fulfilling the requirements
| | stated below. Applications for admission to
the Concentration should be made in the
I spring semester of the sophomore year to the
Coordinator of the Program. All programs
I must be approved by the Committee on Black
■ Studies.
|1
1
J
I
I
II
|l
I
I
,1
I
are four or more students), with all senior
Concentrators participating. The topics se
lected for reading, class discussions, and the
writing of seminar papers will be drawn from
representative works in Black Studies from a
variety of disciplines and perspectives and
will depend on the interests and backgrounds
of the participants. The tutorial or seminar
will normally be taken in the spring semester
of the senior year, and will culminate in a
senior thesis administered by the Black Stu
dies Committee.
The committee expects those students who
use their thesis credit for both a major and
Black Studies to show much more substantial
work than single-credit theses applied only to
Black Studies 91.
All Concentrators in Black Studies are required to take History 7, as early as feasible,
and Black Studies 91, ordinarily in the last
semester of the senior year. They are advised
to take English 50 (Theories of Black Studies).
They must take a minimum of five courses in
Black Studies. These must include at least
three courses (which may include Black Studies 91) outside the departmental major, from
at least two departments other than the major.
Courses of the Black Studies Concentration
are listed below. Courses of independent
study, special attachments on subjects relevant
to Black Studies, and courses offered by vis
iting faculty (those courses not regularly
listed in the College Bulletin) may, at the
discretion of the Black Studies Committee, be
included in the Program. Students who wish
to pursue these possibilities should consult
with the appropriate department and with the
Black Studies Committee.
Black Studies 91, Special Topics in Black
Studies, will take the form of a one-credit
tutorial (if there are three or fewer students in
any one year) or a one-credit seminar (if there
Economics 72. Social Economics.
3 Absent on leave, 1992-93.
4 Fall semester, 1992.
Economics 71. Labor Economics.
Economics 73. Women & Minorities
in the Economy.
Black Studies
Economics 82. The Political
Economy of Africa.
Economics 171. Labor and Social
Economics
Economics 172/Political Science 112.
Urban Underclass.
English Literature 50. Theories of
Black Studies.
English Literature 52. The Harlem
Renaissance.
English Literature 59. The AfroAmerican Writer.
English Literature 60. The
Contemporary Afro-American
Writer.
English Literature 76. The Black
African Writer.
English Literature 121. Modern
Black Fiction.
History 7. History of
African-American People.
History 8. Modern Africa.
History 10F. Freshman Seminar:
Black & White: South Africa
and the United States.
History 10G. Freshman Seminar:
Women in Early African Civilizations.
History 53. Black Culture and
Black Consciousness.
History 58. The World of DuBois,
Rogers, and Diop.
88
------------------------------1
History 63. South Africa.
History 66. Topics in Latin American
History.
History 67. The Black Experience in
Latin America.
History 140. Modern Africa.
History 141. South Africa.
Modern Languages 12B. Introduction
L’expérience Littéraire.
j
Modern Languages 77. Prose
Francophone: Litérature et Société.
Modern Languages 110. Ecritures
françaises: hors de France:
Fiction et réel.
M u sic 3. Jazz History.
M u sic 24. Armstrong, Parker and
Coltrane.
M u sic 61. Jazz Improvisation.
Political Science 23. Urban Politics.
Political Science 44. Race,
Ethnicity and Public Policy.
Political Science 109. Comparative
Politics: Africa.
Political Science 112/Economics 172.
Urban Underclass.
Sociology and Anthropology 27. AfroAmerican Culture and Society.
Sociology and Anthropology 36.
Peoples and Cultures of Africa.
Black Studies 91. Special Topics
in Black Studies (Thesis).
j
Chemistry
JAMES H. HAMMONS, Professor and Acting Chair (fall)
ROBERT F. PASTERNACK, Professor
PETER T. THOMPSON, Professor and Acting Chair (spring)
THOMAS A. STEPHENSON, Associate Professor
JUDITH G. VOET, Associate Professor and Chair 3
ALEXANDER D. MacKERELL, JR., Assistant Professor
RODERT S. PALEY, Assistant Professor
ALISON P. WILLIAMS, Assistant Professor3
ROBERT 0. FISHER, Lecturer
URSULA M. DAVIS, Assistant
VIRGINIA M. INDIVERO, Assistant
MARGARET M. LEHMAN, Assistant
The aim of the Department of Chemistry is to
provide sound training in the fundamental
principles and basic techniques of the science
and to provide interested students with the
opportunity for advanced work in the main
subdisciplines of modem chemistry.
REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take Chemistry 10 fol
lowed by 22, 32, and either 36 or 38 (or
both). Students with especially strong pre
college background in chemistry are advised
to begin with Chemistry 10H, Chemistry
10L, or Chemistry 22. Such students will nor
mally be asked to take a placement examina
tion. Students seeking Advanced Placement
credit may also be required to take this exami
nation. Consult with the Department Chair.
The minimum requirement for a major in
Chemistry is nine courses in the Department.
These must include Chemistry 10,22,32,36,
38, 44, 45, 50 and one single-credit seminar.
Students should note the Mathematics and
Physics prerequisites for Chemistry 36, 44,
and 45. Those considering a major in Chem
istry are strongly urged to complete these
prerequisites by the end of the Sophomore
year.
Those students planning professional work in
Chemistry should include in their programs
a fourth semester of mathematics and at least
two additional credits in chemistry. Accredi
tation by the American Chemical Society
(ACS) is useful for those who intend to pur
sue a career in chemical industry and requires
a year of independent research through Chem
istry 94, 96, or 180. Further, proficiency in
reading scientific German, Russian, or French
is an asset to the practicing chemist.
Students desiring teacher certification in chem
istry must complete Biology 1, 2 in addition
to the Chemistry major program. All candi
dates for teacher certification are required to
assist in the instruction of the laboratory of
an introductory chemistry course on one
afternoon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems
under investigation.
In collaboration, the Departments of Chem
istry and Physics provide for a Special Major
in Chemical Physics (see discussion of Special
Major, page 50), which offers students the
opportunity to gain strong background in the
study of chemical processes from a micro
scopic, molecular point of view. Interested
students should consult the Chairs of both
departments.
3 Absent on leave, 1992-93.
89
Chemistry
I
BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department of Bi
ology, the Department of Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
special emphasis on the application of chemis
try to biochemical and molecular biological
problems. The requirements include Chemis-
try 22, 32, 36, 38, 44, 45, 50, and 108b;
Biology 20 or 21 or 38; and Biology 55 or 152.
Students should note the Mathematics, Phys
ics, Chemistry, and Biology prerequisites for
these courses. Research opportunities are
available in both Biology and Chemistry De
partments. Interested students should consult
the Chairs of the two departments.
EXTERNAL EXAMINATION PROGRAM
Students preparing for the External Examina
tion Program with a major in Chemistry
should complete Chemistry 10, 22, 32, and
either 36 or 38 (or both), three semesters of
calculus, and two semesters of physics by the
end of the sophomore year. In addition to
Chemistry 10, 22, 32, 36, and 38, all majors
are further required to complete Chemistry
44, 45, and 50; except under truly extraordi
nary circumstances, these requirements must
be met by the end of the junior year. The
major program consists of a minimum of
three papers in Chemistry, one of which must
be a research thesis (Chemistry 180). Prepa
ration for the remaining papers in Chemistry
(Organic Reaction Mechanisms, Organic Syn
thesis, Thermodynamics and Statistical Me
chanics, Quantum Chemistry, Inorganic
Chemistry, Biological Chemistry) consists of
the core curriculum (i.e., Chemistry 10, 22,
32, 36, 38, 44, 45, and 50) plus completion
of the appropriate 100-level seminar. The
core curriculum alone is sufficient preparation
for a paper in General Physical Chemistry. All
papers, with the exception of General Physical
Chemistry, are "three unit” papers.
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All of the External Examination papers listed
in the preceding paragraph are available for
students wishing to complete a minor in
Chemistry. The minimum prerequisites for
the preparation of any paper are Chemistry 10
and 36, Mathematics 5, 6 A, and 6 B, and
Physics 3, 4. Preparation for the General
Physical Chemistry paper consists of completion of Chemistry 44 and 45 and the additional Mathematics prerequisite. Preparation
for the remaining papers consists of completion of the relevant 100-level seminar and the
associated prerequisites (see seminar prerequisites, below).
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This course will include the study of the cen
tral concepts of chemistry in the context of
current problems that impact on the human
environment. This list includes the green
house effect, ozone depletion, acid rain, en
ergy utilization, waste disposal, air and water
quality, nutrition, food production, toxic sub
stances, drugs, AIDS, brain chemistry and
medicine. Class discussion into the philo
sophical and public policy aspects of these
problems as well as the chemistry will be
encouraged. Assigned reading material will be
90
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COURSES
1. Chemistry in the Human
Environment
1
non-mathematical and emphasize organic and
bio-chemistry as well as general chemical principles.
One laboratory period every second week.
Primary distribution course.
Spring semester. Thompson.
|
10. General Chemistry.
A study of the central concepts and basic
principles of chemistry; the interpretation of I
chemical properties and reactions on the basis 1
of equilibrium constants, oxidation poten
tials, free energies, thermochemistry; atomic
structure; bonding and molecular structure;
rates and mechanisms of chemical reactions.
One laboratory period weekly.
Primary distribution course.
Fall semester. Stephenson and Staff.
10H. Freshman Seminar: General
Chemistry.
A half-credit seminar format course for fresh
men with Advanced Placement (or equivalent
departmental exam) chemistry credit. Topics
will be selected from the traditional General
Chemistry curriculum, but will be discussed
in greater detail and with a higher degree of
mathematical rigor. The application of mod
em instrumental methods to problems in
thermodynamics, chemical kinetics, and
molecular structure will be emphasized in
classroom discussion and laboratory demon
strations. Some familiarity with elementary
calculus concepts will be assumed. One threehour meeting weekly.
Fail semester. Pasternack.
10L. Freshman Seminar and Lab:
General Chemistry.
A combination of the Chemistry 10H Fresh
man Seminar (above) and the laboratory com
ponent of Chemistry 10 (General Chemis
try).
One laboratory period weekly. One credit.
Primary distribution course.
Fall semester. Pasternack and Staff.
22. Organic Chemistry I.
An introduction to the chemistry of some of
the more important classes of organic com
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepa
ration and reactions of aliphatic and aromatic
hydrocarbons, halides and monofunctional
oxygen compounds, with an emphasis on
ionic reaction mechanisms.
One laboratory period weekly.
Prerequisite: Chemistry 10.
Spring semester. Hammons.
32. Organic Chemistry II.
A continuation of Chemistry 22 with empha
sis on more advanced aspects of the chemistry
of monofunctional and polyfunctional organic
compounds, multi-step methods of synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Paley.
36. Inorganic Chemistry.
A study of the main group elements, acid-base
reactions, oxidation-reduction reactions, elec
trochemistry, and an introduction to transi
tion metal chemistry. Laboratory will empha
size the preparation and analysis of inorganic
compounds.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6 B,
Physics 3, and prior or concurrent enrollment
in Physics 4 (Physics 7 and 8 substitute for
Physics 3, 4).
Spring semester. Pasternack.
38. Biological Chemistry.
An introduction to the chemistry of living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisites: Chemistry 32 (Biology 1 rec
ommended).
Spring semester. MacKerell.
44. Physical Chemistry I.
An introduction to some basic concepts of
physical chemistry including states of matter,
kinetic theory of gases, laws of thermodynam
ics, chemical and phase equilibria, solutions,
electrochemistry, and solid state structure.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6 B
and 18, Physics 3, 4 (or 7, 8 ).
Fall semester. Thompson.
45. Physical Chemistry II.
An introduction to some basic physical chem
istry concepts at the atomic and molecular
level including particles and waves, elementary
quantum theory, atomic and molecular struc
ture, valence bond and molecular orbital the
ory, symmetry and group theory, spectros
copy, statistical mechanics, and reaction rates.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6 B
and 18, Physics 3, 4 (or 7, 8 ).
Spring semester. Stephenson.
50. Modern Instrumental Methods in
Chemistry and Biochemistry.
This laboratory-intensive course centers on
modern instrumental methods, including cir
cular dichroism, fluorescence, infrared, ultra
violet, and mass spectrometry. Special em-
91
Chemistry
phasis is given to fast kinetic techniques and
Fourier-transform nuclear magnetic reso
nance.
Approximately five hours of laboratory
weekly.
Prerequisites: Chemistry 32 and either 36 or
38. Concurrent or prior courses in Physical
Chemistry are recommended.
Fall semester. Hammons and Pasternack.
SEMINARS
The following single credit seminars may be
taken for credit towards a degree in Course or
combined with single credit courses to prepare
for Papers in the External Examination Pro
gram.
Prerequisites: The preferred background for
students enrolled in any seminar is prior or
concurrent enrollment in Chemistry 10, 22,
32, 36, 38, 44, and 45. When circumstances
warrant it, students will be permitted to enroll
in Chemistry 102b or 103b while meeting
only the organic chemistry prerequisites, stu
dents will be permitted to enroll in Chemistry
108b while meeting only the organic chemis
try and biological chemistry prerequisites,
students will be permitted to enroll in Chem
istry 106b while meeting only the inorganic
and physical chemistry prerequisites, and stu
dents will be permitted to enroll in Chemistry
104b or 105b while meeting only the physical
chemistry prerequisites. However, such stu
dents will be expected to do the extra reading
required for them to participate fully in the
discussions. Students wishing to enroll in a semi
nar without first completing Chemistry io, 22, 32,
36, 38, 44, and 45 must consult with the instruc
tor.
102b. Organic Reaction Mechanism s
Seminar.
This course deals with the structures and
mechanisms of reaction of organic com
pounds. Structural topics include bonding
theory, stability, and stereochemistry. Polar,
free-radical, pericyclic, and photochemical
reactions are studied. Mechanistic discussions
emphasize methods of investigation and the
interpretation of experimental results from
the primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Fall semester. Hammons.
103b. Organic Synthesis Seminar.
Modern synthetic organic methodology will
92
be examined, with emphasis on selective car
bon-carbon bond formation, control of rela
tive and absolute stereochemistry, and organometallic chemistry directed towards organic
synthesis. Application of these methods to
the total synthesis of pharmacologically im
portant natural products will be studied, using
examples from the recent primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Paley.
104b. Thermodynamics and Statistical
Mechanics Seminar.
Topics to be studied will be selected from
more advanced aspects of thermodynamics
and statistical mechanics including studies of
the gaseous and liquid states, the theory of
solutions, and an introduction to computer
simulation techniques.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Thompson.
105b. Quantum Chemistry Seminar.
Advanced consideration of topics in quantum
chemistry with a focus on the electronic struc
ture of atoms and molecules, and molecular
spectroscopy.
Prerequisites: See statement above regarding
seminar prerequisites. Additional prerequi
site: Mathematics 16.
Fall semester. Stephenson.
106b. Inorganic Chemistry Seminar.
The study of topics to be selected from appli
cations of symmetry and group theory; transi
tion metal chemistry; bonding; reaction mech
anisms; spectroscopy; organometallic chemis
try; inorganic biochemistry; and bioinorganic
chemistry.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Pasternack.
108b. Biological Chemistry Seminar.
Selected topics in a few important areas of
current biochemistry, such as enzyme struc
ture and function, spectroscopic methods,
receptor biochemistry, and genetic and pro
tein engineering principles.
Prerequisites: See statement above regarding
seminar prerequisites. Additional prerequi
site: Biology 1, Prior or concurrent enrollment
in Biology 20 or 21 or 38 is recommended.
Fall semester. MacKerell.
STUDENT RESEARCH
All students who enroll in one or more re
search courses during the academic year are
required to attend weekly colloquium meet
ings and to present the results of their work
during the spring semester.
94. Research Project
This course provides the opportunity for
qualified students to participate in research
with individual staff members. Students who
propose to take this course should consult
with the staff during the preceding semester
concerning problem areas under study. This
course may be elected more than once.
Each semester. Staff.
96. Research Thesis.
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee
to consist of (but not be limited to) two mem
bers of the Chemistry Department, one of
whom is to act as the student’s research men
tor. Whereas the details of the research thesis
program will be determined by the committee
and the student, certain minimum require
ments must be met by all students selecting
this option:
i) A minimum of two credits of Chemistry
96 to be taken during the last three
semesters of the student’s residence at
Swarthmore.
ii) A thesis based upon the student’s re
search activity to be submitted prior to
the last week of classes of the final semes
ter. Guidelines for the preparation of the
thesis will be provided to the student.
Each semester. Staff.
180. Research Thesis.
An opportunity for students in the External
Examination program to participate in re
search with individual staff members. The
thesis topic must be chosen in consultation
with some member of the staff and approved
early in the semester preceding the one in
which the work is to be done.
Each semester. Staff.
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93
Classics
GILBERT P. ROSE, Professor and Department Head
ROSARIA V. MUNSON, Associate Professor
WILLIAM N. TURPIN, Associate Professor
STEPHEN J. EPSTEIN, Assistant Professor
Classics is the study of the ancient Greeks and
Romans, who produced some of the world’s
greatest literature and influenced the entire
subsequent course of Western history and
culture. The Department of Classics teaches
the Greek and Latin languages and literatures
from the beginning level through Honors
seminars. Any student who wishes to major
or minor in Greek or Latin can do so without
having studied it before entering college.
Those who begin a language at Swarthmore
start to read literature by the end of one year.
After two years students are usually prepared
for seminars, in which they read and discuss
in depth the works of such authors as Homer,
Sappho, Aeschylus, Sophocles, Euripides,
Plato, Thucydides, Herodotus, Cicero, Taci
tus, Catullus, Horace, and Virgil.
The ancient languages are studied in courses
numbered from 1 to 19 and in seminars.
Courses numbered 20 and over have no pre
requisites and assume no knowledge of Greek
or Latin; instead, English translations are
used to introduce students to the history,
literature, mythology, religion, and archaeol-
ogy of the ancient World. The courses specifi
cally in ancient history count as prerequisites
toward advanced courses in the Department
of History and as part of a major in History.
The Department of Classics encourages both
majors and non-majors to spend a semester,
usually during their junior year, at the Inter
collegiate Center for Classical Studies in
Rome. Here students from many American
colleges may study Latin, Greek, Italian, art
history, and the ancient city; they also take 1
field trips in Rome and Italy. Swarthmore J
College also helps to support the American
Academy in Rome and the American School
of Classical Studies in Athens, and its students
have privileges at those institutions. Classics
students are eligible for the Susan P. Cobbs
Scholarship and the Susan P. Cobbs Prize
Fellowship for study abroad (see pp. 32 and
69).
The Classics Department participates in the
Medieval Studies Program, the Women’s Stu
dies Program, the Literature major, and a
Special Major in Linguistics.
REQUIREMENTS FOR A MAJOR OR MINOR
Greek, Latin, or Ancient History may be a
student’s major subject in either the Course
or External Examination Program, and a
minor in the latter program. Those who in
tend to major or minor in Greek or Latin
should complete courses numbered 11 and 12
(or their equivalents) as early as possible.
In the External Examination (Honors) Pro
gram, three or four papers constitute a major.
In Greek or Latin, students normally prepare
for all of these with seminars. A Greek or
Latin major in the Course Program consists
of at least 8 credits in the appropriate language
above the introductory level; most of these
will be seminars.
94
A major in Ancient History consists of Clas
sics 31 (or 21), 32, 42, 44, a one-credit
attachment to any of the above (see p. 53,
Formats of Instruction), and a second onecredit attachment or else another course in
Classical Civilization. One of the following
seminars is also required: Latin 102, Latin
105, Greek 113. For a minor in Ancient
History everything but the seminar is re
quired; thus, no ancient language is required
for this minor. More information on majors
and minors is available from the Department
Head.
Greek
1-2. Intensive First-year Greek.
Greek 1 (fall semester) introduces most of the
basics of the language and gives practice in
reading. Greek 2 (spring) completes the intro
duction of the language and culminates in the
reading of a dialogue of Plato. Throughout the
year students use the language to explore the
culture and thought of the Greeks.
The course meets four times a week and
carries l ‘A credits each semester. Occasional
guest lectures expose students to more ad
vanced topics in the classics as well as to
relations between classics and other fields.
Primary distribution course, Humanities.
Year course. Epstein.
9,10. Greek Prose Composition.
Extensive translation of English into Greek.
Meets one hour per week.
Half course.
11. Intermediate Greek.
The chief reading is usually a work of Plato.
The course emphasizes both language skills
and the discussion of literature and philoso
phy. Other readings may include selections
from the Greek historians, orators, or trage
dians (e.g., Euripides’ Medea).
Primary distribution course, Humanities.
Fall semester. Rose.
12. Homer.
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder of the poem
is read in translation.
Primary distribution course, Humanities.
Spring semester. Rose.
91. Special Topics.
Readings in preparation for senior compre
hensive examinations.
Spring semester.
93. Directed Reading.
Independent work for advanced students
under the supervision of an instructor.
Latin
1-2. Intensive First-year Latin.
An intensive course which introduces Latin
grammar and vocabulary and emphasizes the
reading of Latin texts from the outset. Read
ings are based on original Roman authors at
a relatively early point and introduce impor
tant aspects of Roman culture and Latin liter
ature.
The course meets four times a week and
carries 1Vi credits each semester. Occasional
guest lectures expose students to more ad
vanced topics in the classics as well as to
relations between classics and other fields.
Primary distribution course, Humanities.
Year course. Munson.
9,10. Latin Prose Composition.
Extensive translation of English into Latin.
Meets one hour per week.
Half course.
11. Introduction to Roman Poetry.
After a review of grammar, students read and
discuss major lyric and epic poets of the
Golden Age of Roman literature (e.g., Catul
lus, Virgil). The course emphasizes both lan
guage skills and literary criticism, eliciting the
special characteristics and concerns of Roman
poetry. Normally taken after Latin 2 or high
school Latin.
Primary distribution course, Humanities.
Fall semester. Epstein.
12. Introduction to Roman Prose.
A study of authors illustrating the develop
ment of Roman prose, from Cicero to Tacitus.
Primary distribution course, Humanities.
Spring semester. Turpin.
13. Literature of the Augustan Age.
A portrait of the Age of Augustus from the
point of view of one or more contemporary
poets, such as Ovid, Virgil, Horace, and
Propertius, who contributed to the greatness
of the period while often questioning its as
sumptions.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Not offered 1992-93.
14. Medieval Latin.
Readings are chosen from the principal types
95
C lassics
of medieval Latin literature, including reli
gious and secular poetry, history and chroni
cles, saints’ lives, satire, philosophy, and
romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Turpin.
Marvell, Herrick, and Milton). Special atten
tion will be given to the role of rhetoric in
Roman and Renaissance education and to its
influence on the crafting of language and the
organization of thought.
Prerequisite: Latin 11 or equivalent.
Fall semester. Turpin.
15. Latin Poetry and the
English Renaissance.
91. Special Topics.
Latin authors such as Catullus, Horace, Pro
pertius, and Ovid are considered both on
their own terms and in light of English poets
for whom they were important (e.g., Donne,
All of the courses in ancient history—namely,
Classics 31 (or 21), 32, 42, and 44—are
required for a major in Ancient History. They
also count as prerequisites for advanced
courses in the Dept, of History and as part of
a major in History.
21. Ancient Greece.
Greek thought, literature, and history from
the Homeric age to Plato, with attention to the
links between the intellectual currents and the
social, economic, and political systems. Two
credits.
Primary distribution course (1 credit, Hu
manities; 1 credit, Social Sciences).
Fall semester. Not offered 1992-93.
31. History of Greece.
A study of the political and social history of
the Greek cities from the Mycenaean or
Bronze Age to the end of the classical period.
Topics include the growth of the city-states,
the development of democracy, the period of
Athenian political and cultural leadership,
and Athens’ rivalry with Sparta.
Primary distribution course, Social Sciences.
Fall semester. Munson.
Readings in preparation for senior compre
hensive examinations.
Spring semester.
93. Directed Reading.
Independent work for advanced students
under the supervision of an instructor.
the tensions it created; and the social and
political structures of the Republic.
Primary distribution course, Social Sciences.
Spring Semester. Not offered 1992-93.
33. Greek Literature in Translation.
The works studied In this course range in time
from Homer to Plato and include masterpieces
of epic and dramatic poetry, history, and
philosophy. Lectures on the historical and
cultural context supplement class discussion.
Primary distribution course, Humanities.
Fall semester. Not offered 1992-93.
34. Women in C lassical Literature.
Helen, Penelope, Clytemnestra, Electra, Anti
gone, Deianira, Medea, Phaedra, Ariadne,
Dido—these Greek and Roman women, ad
mirable or dangerous, are among the most
complex literary creations 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
contrast observed by Virginia Woolf and
others between such portrayals and the lives
of actual women in those societies.
Fall semester. Rose.
32. The Roman Republic.
36. Classical Mythology.
A study of Rome from its origins to the civil
wars and the establishment of the principate
of Augustus (753-27 B.C.). Topics include
the legends of Rome’s foundation and of its
republican constitution; the conquest of the
Mediterranean world, with special attention
to the causes and pretexts for imperialism and
The myths of the Greeks and Romans are
central to the study of the ancient world and
have had an enormous influence upon subse
quent literature and other arts. This course
examines selected myths in such major works
of Greek and Latin literature as Homer’s
Odyssey, the tragedies of Aeschylus, Sopho-
96
cl
se
jal
¡ti
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fe
3
A
si
g
tl
a
s
1:
f
cles, and Euripides, and Ovid’s Metamorphoses. Myths are treated both as traditional tales
about gods and heroes and as evolving narra
tives, subject to the influences of political,
social, and sexual ideologies.
Fall semester. Not offered 1992-93.
which they emerged. No prerequisite. Counts
for distribution credit (not PDC credit) in
Social Sciences. Cross-listed as Political Sci
ence 50.
Fall Semester. Turpin.
37. Greek and Roman Religion.
Among the topics covered will be field tech
niques, methods of dating, analysis of archae
ological data, and archaeology in relation to
other disciplines.
This course is in the Social Science distribu
tion group and is cross-listed as Sociology and
Anthropology 51.
Fall semester. Not offered 1992-93.
A study of selected issues basic to the under
standing of religion in ancient society: the
gods, cults, festivals and rituals, beliefs about
the afterlife, oracles and prophecy, the inter
action of philosophy and religion, and the
social context of early Christianity. Crosslisted as Religion 37.
Fall semester. Not offered 1992-93.
38. The Apostolic Age.
(See Religion 16, Dept, of Religion).
51. Introduction to Archaeology.
52. Introduction to Greek Archaeology.
Primary distribution course, Humanities.
Spring semester. Not offered 1992- 93.
40. Ancient Greek Art and Its Traditions.
53. Introduction to Roman Archaeology.
Cross-listed as Art History 40.
Not offered 1992-93.
Primary distribution course, Humanities.
Spring semester. Not offered 1992-93.
42. Greece in the Fifth Century B.C.
60. Dante and the C lassical Tradition.
A study, chiefly on the basis of primary
sources, of Athens and the Greek world from
the reforms of Cleisthenes to the end of the
Peloponnesian War.
Spring semester. Not offered 1992-93.
This course explores the ways in which Dante
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
revolutionary works of immense influence
for later times. The entire Divine Comedy and
possibly selections from Petrarch and Boccac
cio are read in English.
Spring semester. Munson.
44. The Early Roman Empire.
A detailed study, using primary sources, of
the political, economic, social, and cultural
history of the Roman world from the fall of
the Republic through the Antonine Age (50
B.C.-A.D. 192).
Spring semester. Turpin.
45. The Formation of the Western
Legal Tradition.
This course examines the Roman Law and the
Common Law traditions that provided the
foundations of most modern legal systems.
The objectives are twofold: to compare the
legal system of Rome with the one that devel
oped in England after the Norman invasion,
and to explore the connections of both sys
tems with the societies and governments from
82. The Ancient Theatre.
A representative selection of Greek and
Roman drama, both tragedy and comedy, will
be read in translation, and there will be a
study of ancient dramatic production.
Spring semester. Not offered 1992-93.
91. Special Topics.
Readings in preparation for senior compre
hensive examinations in Ancient History.
Spring semester.
93. Directed Reading.
Independent work for advanced students
under the supervision of an instructor.
SEMINARS
102.
The Roman Emperors.
This seminar explores Latin authors of the
first and second centuries A.D., with partic
ular attention to their responses to the social
and political structures of the period. Ex
pressed attitudes toward the emperors range
97
C lassics
from adulation to spite, but the seminar con
centrates on authors who fall somewhere in
between, writing skeptically or subversively.
Both prose writers (e.g., Tacitus, Suetonius,
Pliny) and poets (e.g., Lucan, Seneca, Juvenal)
are included.
Fall semester. Not offered 1992- 93.
of Plato, which is supplemented by study of I
the pre-Socratic philosophers and of Aristotle I
and the Hellenistic schools. The orientation of
(
the seminar is primarily philosophical, al
though the literary merits of the Greek philoso
phers receive consideration.
Fail semester. Not offered 1992-93.
103. Latin Epic.
112. Greek Epic.
This seminar is devoted to one or more of the
following: Lucretius’ De Rerum Natura, Vir
gil’s Aeneid, Ovid’s Metamorphoses.
Spring semester. Epstein.
This seminar usually studies Homer’s Odyssey.
Selections from Hesiod and Apollonius may
also be read, with some attention to the
development of Greek epic.
Spring semester. Rose.
'■
113. Greek Historians.
1
This seminar is devoted to a study of Herodotus and Thucydides, both as examples of
Greek historiography and as sources for Greek
history.
Fall semester. Munson.
i
1
105. The Age of Cicero.
This seminar focuses on Cicero’s speeches,
letters, and philosophical works in the context
of the final years of the Republic. In addition,
works of Sallust and Caesar are studied for
their historical evidence and their differing
prose styles.
Fall semester. Turpin.
107. Horace.
The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s achieve
ment in the context of the Augustan Age.
Spring semester. Not offered 1992-93.
111. Greek Philosophers.
This seminar is devoted mainly to the study
98
.
1
114. Greek Drama.
This seminar usually focuses on one play by
each of the major tragedians—Aeschylus, Sophocles, and Euripides. Other plays are read
in translation. The works are placed in their
cultural setting and are discussed as both
drama and poetry.
Spring semester. Not offered 1992-93.
115. Greek Elegiac and Lyric Poetry.
Greek elegy and lyric are studied, with atten
tion to the political and social background,
and to the relation of these literary types to
epic and dramatic poetry.
Fall semester. Not offered 1992-93.
:
1
]
:
Computer Science
II ----------------------------------------CHARLES F. KELEMEN, Professor and Program Director7
DAVE BARKER-PLUMMER, Assistant Professor
I Committee: Virginia Brennan (Linguistics and Psychology)
Stephen Maurer (Mathematics)
Frederick Orthlieb (Engineering)
a student to be elected
I
I
I
|
Computer Science is the study of algorithms
and the issues involved in implementing them.
This includes the study of computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of
theories and models to aid in the understand
ing and analysis of the properties of algo
rithms, computing systems, and their interre
lationship.
I
The Computer Science Program is designed
to provide students with a flexible set of
offerings in computing that can be tailored to
satisfy interests in various areas and at several
levels of depth. All the courses emphasize the
underlying, fundamental concepts of com
puter science, treating today’s languages and
systems as current examples of the underlying
concepts. Students from any discipline who
are interested in an introduction to computer
science should take CS 10: Great Ideas in
Computer Science. For a deeper, more formal
introduction, they should continue with CS
20: The Structure and Interpretation of Com
puter Programs, Math 9: Discrete Mathemat
ics, and CS 35: Fundamental Structures of
Computer Science. Students with some previ
ous experience in computer science may skip
CS 10 by permission-of the director of the
program. The concentration in computer sci
ence is designed for students who desire a
coherent introduction to the core topics in the
field. Students completing the concentration
will possess a number of intellectual skills
useful in many disciplines.
CONCENTRATION IN COMPUTER SCIENCE
Each of: CS 20: The Structure and Interpre
tation of Computer Programs; Math 9: Dis
crete Mathematics; CS 35: Fundamental
Structures of Computer Science.
I The concentration in computer science can be
I combined with any major in the college. It
I will provide students with a well-rounded
background in computer science sufficient to
I allow them to develop significant, creative
I applications in their major area of interest and
I to keep up with the rapid changes in the field
I of computer science. Students interested in a
I Concentration in Computer Science should
I submit a concentration proposal for approval
by the Computer Science Committee by the
end of their sophomore year. Both the stu
dent’s major advisor and the Director of the
Computer Science Program should be con
sulted when writing such a proposal. While
some flexibility is possible, the requirements
for the concentration in computer science will
usually consist of six courses plus a compre
hensive experience. The six courses should be
selected as follows:
Two of: CS 23: Computer Architecture; CS
41: Data Structures and Algorithms; CS 43:
Foundations of Programming Language De
sign; CS 46 Theory of Computation.
One of: the remaining courses from the cate
gory above (i.e. CS 23,41,43 or 46; Engin 22:
Digital Systems; Engin 25: Laboratory Com
puter Applications; CS 40: Computer Gra
phics; CS 63: Artificial Intelligence; Math 72:
Topics in Combinatorial Optimization; CS
75: Principles of Compiler Design and Con
struction; Ling 50, Ling 108: Syntactic The
ory; CS 91: Special Topics in Computer Sci
ence; CS 93: Directed Reading or Project.
I 7 Joint appointment with Mathematics.
—
99
Computer Science
Note: Courses used to satisfy the require
ments for a concentration must be completed
with a grade of C or better.
Note: In certain cases, especially well-pre
pared students may be permitted to substitute
Engin 11 for CS 10 and Math 16 for Math 9.
A comprehensive experience will ordinarily
be satisfied by completing CS 97: Senior
Conference. In some cases a thesis or project
may be used to satisfy some other depart-
d:
er
ge
ar
P>
cl
ment’s comprehensive experience and also the
Computer Science requirement. In such cases
specific approval of the Computer Science
program and the other department must be
obtained before embarking on the project.
For example, appropriate Engineering 90 proj
ects have been used to satisfy the comprehen
sive requirements for both an Engineering
major and a Computer Science Concentra
tion.
oi
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I
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w
SPECIAL MAJORS
Students desiring greater depth in computer
science or desiring to integrate computer sci
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major in Computer Science or a special major
combining computer science and another area.
Such Special Majors require the approval of
the Computer Science Committee and in the
tl
case of joint majors the other department
involved. Special majors should be developed
in consultation with the director of the computer science program. These consultations
should take place as early in the student’s
program as possible. The Computer Science
Program also participates in a Special Major
with the Program in Linguistics.
I it
I Si
1 tc
■ se
I T
I C
I E
21
C
T
st
M INORS FOR EXTERNAL EXAMINATION
For students electing to take a minor in
Computer Science under the external exami
nation requirements, the Computer Science
Committee has approved certain combina
tions of two computer science courses to
constitute a two-credit paper. A current list of
these may be obtained from the program
secretary. In certain circumstances, the committee may be willing to consider other groupings of courses or seminars to constitute a
three-credit paper.
GRADUATE STUDY
Students interested in graduate study in Com
puter Science will be well prepared by major
ing in Mathematics or Engineering and com
pleting selected Computer Science courses.
The choice of the appropriate major and com
puting courses will depend on the student’s
interests and should be made in consultation
with the director of the Computer Science
Program. Other majors are also reasonable for
students with special interests. For example, a
major in Linguistics or Psychology might be
appropriate for a student interested in artificial intelligence. In such cases, students should
consult as early as possible with the director
of the program in order to be sure of taking
the mathematics and computing courses necessary to be prepared for graduate work in
Computer Science.
Pi
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3
(Courses numbered above 40 will be offered 10. Great Ideas in Computer Science,
in alternate years.)
This course will introduce a number of fun- I (
COMPUTER SCIENCE COURSES
100
damental ideas in computer science. Special
emphasis will be placed on artificial intelli
gence, computability and complexity, worms
and viruses, and social implications of com
puting. Additional topics to be covered in
clude: history, applications, the basic design
of a digital computer, the programming pro
cess. Students will contribute to and modify
the emphasis of the course by writing and
presenting papers in the last third of the
semester.
No previous experience with computers or
computing will be assumed and programming
will not be emphasized in this course. None
theless, there will be a 2 -hour lab each week
in addition to the lecture-discussion sessions.
Students who complete C S 10 will be prepared
to continue with the next course in the CS
sequence. Lab work required.
This course is a Science Primary Distribution
Course.
Each semester. Staff.
20. Structure and Interpretation of
Computer Programs.
This course is a serious introduction to the
study of computer programs; and, through
programs, some central ideas in computer
science. By studying programs that make re
peated and deep use of abstraction, students
will learn how to generate precise specifica
tions from vaguely formulated and perhaps
partially understood descriptions. This is a
skill that is essential in writing computer
programs and will be useful in all intellectual
endeavors. Topics to be covered include: pro
gramming idioms and paradigms (functional,
object-oriented and logic programming), re
cursion, abstract data structures (lists,
queues, trees and sets), information retrieval,
binding and scope, logical circuits, register
machines, and interpreters and compilers.
Lab work required.
This course is a Science Primary Distribution
Course.
Prerequisite: CS 10 or permission of the in
structor.
Spring Semester. Barker-Plummer.
23. Computer Architecture.
See Engineering 23.
Fall Semester. Staff.
35. Fundamental Structures of
Computer Science.
This course completes the broad introduction
to computer science begun in CS 10 and CS
20 and provides a general background for
further study in the field. Topics to be covered
include: data structures (linked lists, trees,
etc.) and algorithms, organization of computer
systems and assembly language programming,
an introduction to the theory of computation
and formal languages, and alternative pro
gramming languages. A brief survey of areas
of research interest in computer science will
also be presented. Students will be expected
to complete a number of programming proj
ects illustrating the concepts presented. Lab
work required.
Prerequisites: CS 15 and Math 9. In some
cases, with the permission of the instructor,
Engin 11 can be substituted for CS 15, and
Math 16 for Math 9.
Fall semester. Barker-Plummer.
41. Data Structures and Algorithms.
This course is a continuation of the study of
the basic data structures and algorithms found
to be useful in many diverse areas. This study
was begun informally in CS 15 and continued
in CS 35. The approach here is more formal
both with respect to the correctness of the
algorithms and with respect to the time and
space resources required for the various algo
rithms and their associated data structures.
Topics to be covered include: abstract data
types, arrays, pointers, linked lists, stacks,
queues, trees (including balanced trees),
graphs, searching and sorting, and algorithms
and data structures appropriate for external
storage media like magnetic disks and tapes.
The impact of several models of parallel com
putation on the design of algorithms and data
structures will be presented. Students will be
expected to complete several programming
projects in the course. Lab work required.
Prerequisite: CS 35.
Fall Semester. Barker-Plummer.
43. Foundations of Programming
Language Design.
Alternate Years. Next offered fall 1993.
46. Theory of Computation.
The study of various models of computation
leading to a characterization of the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means of classifying them with
101
Computer Science
■
respect to how difficult they are to solve.
Topics to be covered include: formal languages
and finite state devices, Turing machines and
other models of computation, computability,
and complexity.
Prerequisite: CS 35.
Spring semester. Kelemen.
63. Artificial Intelligence.
Alternate years. Next offered Spring 1994.
75. Principles of Compiler Design
and Construction.
This course presents an introduction to the
design and construction of language transla
tors for procedure oriented programming lan
guages. Topics covered include: formal gram
mars, lexical analysis and finite automata,
syntax analysis and pushdown automata, LL
and LR parsing, semantic analysis and table
handling, error detection and recovery, code
generation and optimization, compiler writing
tools. There will be an ongoing programming
project that will culminate in a compiler for a
small but not trivial programming language.
Lab Work Required.
Prerequisite: CS 35.
Fall Semester. Kelemen.
distributed filesystems and processes, account- I
ing, and security. Laboratory included.
Prerequisite: permission of the instructor.
Offered spring 1993. Eberhardt.
Automated Reasoning.
In this course, we will study the branch of I
Artificial Intelligence concerned with auto- I
mating the reasoning process. Since general I
reasoning is hard, we will restrict our attention I
to the automatic discovery of proofs in math- I
ematics. The design of computer programs to
produce proofs proceeds in the following
steps 1 ) the formalization of mathematical j
reasoning in a logical system, 2 ) the imple-1
mentation of the formalism in a programming I
language, and 3) the design of heuristics (rules I
of thumb) to guide the search for a proof.
Prerequisite: CS 63 or permission of the in
structor.
Offered spring 1993. Barker-Plummer.
93. Directed Reading and/or
Research Project
With the permission of a staff member who is I
willing to supervise it, a qualified student may I
undertake a program of extra reading and/or I
a project in an area of computer science.
91. Special Topics in Computer Science.
97. Senior Conference.
Subject matter dependent on a group need or
individual interest. Normally restricted to
senior students and only offered when staff
interests and availability make it practicable
to do so. This year we are offering the follow
ing topics courses:
This course provides senior concentrators I
and special majors an opportunity to delve
more deeply and on their own into a particular
topic in computer science. This is accom-1
plished by way of written theses and an oral I
presentation on a topic agreed upon by the I
student and the instructor. This course is the I
usual method used to satisfy the comprehen-1
sive requirement for a computer science con-1
centrator.
One-half credit. May be taken for one credit I j
by permission.
Spring Semester. Kelemen.
Operating System s.
Features of modern multitasking operating
systems will be studied, including concurrent
processes, scheduling, deadlocks, manage
ment of memory and secondary storage, and
1/O. UNIX will be used as a model. Advanced
topics include interprocess communication,
Economies
ROBINSON G. HOLLISTER, JR., Professor*3
FREDERIC L PRYOR, Professor (part-time)
BERNARD SAFFRAN, Professor
LARRY E. WESTPHAL, Professor3
JOHN P. CASKEY, Associate Professor1
STEPHEN S. GOLUB, Associate Professor, Chairman
MARK KUPERBERG, Associate Professor
STEPHEN A. O’CONNELL, Associate Professor
AMANDA BAYER, Assistant Professor
ELLEN MAGENHEIM, Assistant Professor
RONALD MINCY, Visiting Lecturer4
LEAH J. SMITH, Lecturer5
CHARLES F. STONE III, Visiting Lecturer5
The courses in economics have three main
goals: 1 ) to provide insight into the processes
and accompanying institutions through which
productive activity is organized; 2 ) to develop
a set of tools for analyzing economic processes
and institutions; and 3) to build a foundation
for reaching informed judgements on issues
of public policy.
Econ 1 or its equivalent is a prerequisite for all
other work in the department. In addition, all
majors in economics must satisfy a theory
requirement by taking Econ 11 (Intermediate
Microeconomics) and Econ 21 (Intermediate
Macroeconomics). They must also satisfy a
statistics requirement by taking Econ 31 (Sta
tistics for Economists) or its equivalent such
as Math 23 or Math 53 (Math 1 or Math 2 do
not meet the requirement). The statistics
course in the Economics Department focuses
more on the application of statistical tools to
economic problems; the statistics courses in
the Mathematics Department focus more on
the derivation of the mathematical and statis
tical properties of various estimators.
In order to read the literature in economics
critically, a knowledge of elementary calculus
is extremely useful. The department very
strongly recommends that students take Math
5 and either Math 6 A &. 6 C (basic calculus)
or the series of Math 6 A & 6 B and Math 18.
Math 16 (Linear Algebra) and Math 18 (Sev
eral Variable Calculus) are valuable for those
intending to focus on the more technical
aspects of economics. Students planning to
attend graduate school in economics should
give serious thought to taking additional
mathematics courses, including Math 47 (In
troduction to Real Analysis).
Students contemplating careers in business or
law may wish to take accounting. In turn,
students contemplating careers in interna
tional economics or business are strongly
urged to have a mastery of at least one modern
foreign language.
To graduate as a major, a student must: have
at least eight credits in economics; meet the
theory and statistics requirements; and, in the
senior year, pass the comprehensive examina
tion given early in the Spring semester (course
students) or the external examinations given
at the end of the Spring semester. To be
prepared for the comprehensive exam, course
students are strongly advised to complete
Econ 11, Econ 21, and Econ 31 (or its equiva
lent) before the second semester of their
senior year.
Students who are contemplating a major in
economics should consult “Economics at
Swarthmore: Department Handbook” (avail
able in the department office) for additional
information regarding the details of the pro
gram.
For students who want secondary teaching
1 Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
4 Fall semester, 1992.
5 Spring semester, 1993.
103
Economics
certification in the social sciences, two normal
routes are available. The first is through a
major in one social science, plus four to six
semesters of courses in other social sciences.
Students majoring in history, political science,
and sociology-anthropology are required to
take at least four courses outside their major;
students majoring in economics and psychol
ogy are required to take six. The second route
to certification is by taking at least twelve
semester courses in social sciences, of which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As of 1987, at least one course in
American history and one social science
course focusing on Third World or nonWestern subject matter is required.
1. Introduction to Economics.
Covers the fundamentals of micro and macro
economics: supply and demand; market struc
tures; income distribution; fiscal and mone
tary policy in relation to unemployment and
inflation; economic growth; international eco
nomic relations. Focuses on the functioning
of markets as well as on the rationale for and
the design of public policy.
Prerequisite for all further work in economics.
Primary Distribution Course.
Only for students uiho have not taken any introductory course(s) in economics.
Fall and spring semesters. Staff.
la. Introduction to Microeconomics.
Analyzes the role of markets and government
policy in the allocation of resources and the
distribution of income. Microeconomic the
ory is applied to topics such as anti-trust
policy, minimum wage laws, race and sex
discrimination, and the economics of the en
vironment.
Primary Distribution Course.
Intended for students who have taken a one
semester, introductory macroeconomics course;
open to other students only with the permission of
the department chair.
Fall semester. Staff.
2a. Introduction to Macroeconomics.
Deals with inflation, unemployment, eco
nomic growth, monetary and fiscal policy,
and international economic relations. Focuses
primarily on macroeconomic policy prob
104
lems.
Primary Distribution Course.
Intended for students who have taken a one
semester, introductory microeconomics course;
open to other students only with the permission of
the department chair.
Spring semester. Staff.
3. The World According to Economics.
This course explores from an economic per- I
spective the economic content of subjects 1
addressed by other disciplines throughout the 1
college. Topics include: pollution, the utiliza- I
tion of non-renewable resources and economic 1
growth, international trade and underdevel- 1
oped countries, and markets and social and I
moral development.
Spring semester. Kuperberg.
4. History of Economic Thought.
I
This course acquaints the student with the I
development of the principal schools of main- 1
stream and heterodox economic thought. I
Most reading will be in primary sources and I
includes, among others, the works of Adam I
Smith, Marx, Keynes, and Veblen, as well as I
a number of contemporary economists. Em- I
phasis is on the historical and philosophical I
context within which the works appeared and I
their importance both within their own his- I
torical epoch and to the evolution of econom- l
ics.
I
Fall semester. Magenheim.
5. Computing from the
User’s Point of View.
This is offered as a id credit workshop. Partici- I
pants attend one weekly workshop applying 1
computing procedures directly to problems 1
of economic analysis. Computing topics in- I
traduced are: word processing, graphics, sim- 1
pie programming techniques, statistical pack- 1
ages, spread sheet analysis, and data base 9
handling. Vt credit.
Fall semester. Staff.
9. Economics of the 21st Century.
Analysis of critical trends in the economy I
defining future policy problems. Topics in- I
elude: demographic and labor force trends; I
shifts in income distribution and the new I
emerging class structure; resource scarcity |
and global warming; increasing intemationali- I
zation of the economy; changes of the financial I
structure and ownership; the productivity I
race.
Fall semester. Pryor.
10. Current Issu e s in Economic Policy.
Examines current micro and macro economic
policy issues. Topics vary year to year de
pending on developments in the economy.
Recent topics have included flagging econ
omy-wide performance, health care, tax re
form, and personal finance. The format is
seminar-like. Reading material includes the
economic and financial pages of current peri[ odicals, reports of think tanks and other
I current literature.
I Spring semester. Stone.
11. Intermediate Microeconomics.
I Provides a thorough grounding in intermedi
ate-level microeconomics. The standard topics
are covered: behavior of consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv
ing to facilitate the learning of theory and see
I practical applications.
I Fall semester. Magenheim.
21. Intermediate Macroeconomics.
Intermediate-level macroeconomic theory,
focusing on the dynamic behavior of output,
interest rates, and prices in closed and open
economies. Examines conflicting views of
government stabilization policy, inflation/un
employment tradeoffs, and the twin (fiscal
and trade) deficits. Explores the implications
and empirical relevance of rationality and
optimizing behavior for the macroeconomy.
Spring semester. Kuperberg.
22. Money, Banking, and the Economy.
1
This course examines the behavior of financial
markets using a combination of analytical and
institutional perspectives. Among the topics
considered are ( 1 ) the structure of financial
markets: banking systems, bond and stock
markets, etc; ( 2 ) regulation of financial insti
tutions; (3) interest rates and monetary pol
icy; and (4) rationality in financial markets.
Recommended: Econ 21.
Not offered 1992-93.
31. Statistics for Economists.
Focus is on understanding how simple and
multiple regression can be used to estimate
economic relationships—e.g. price or interest
elasticities, returns to assets or education—
and test their statistical significance. Problems
and estimation from real data sets will be
stressed in recitation sections. Econ 5 as a
concurrent course is advised but not re
quired.
Majors may satisfy the department’s statistics
requirement by taking an equivalent course,
such as Math 23 or Math 53, or Econ 35.
Spring semester. Caskey.
32. Operations Research.
(Cross-listed with Engineering 57.) The prin
ciples of operations research as applied in
defining optimal solutions to engineering and
economic problems to assist decision making.
The working principles of engineering eco
nomics are introduced in conjunction with
operations research topics. Normally for ju
nior and senior students. Primary Distribu
tion Course, Natural Sciences only; and only
if enrolled for Engineering 57.
Prerequisites: elementary linear algebra and
high school algebra
Fall semester. McGarity.
33. Accounting.
This course surveys financial and managerial
accounting. Covered are concepts and meth
ods of financial accounting following generally
accepted accounting principles, and the effects
of alternative principles on the measurement
of periodic income and financial status. Recent
changes in accounting methods, such as those
stimulated by manufacturing advances, are
examined, as are concerns about ethical stand
ards. (This course can not be used to satisfy
the college’s distribution requirements.)
Spring semester. Staff.
35. Econometrics.
A survey of fundamental econometric meth
ods emphasizing application. Some empirical
work is required.
Prerequisite: Econ 31 or equivalent; or in
structor’s permission.
Spring semester. Caskey.
39. Computing in the Social Sciences.
(Cross Listed with Soc./Anth. 39) Surveys
methods for solving research problems using
computers. Topics include: basic aspects of
computer systems; functions of programming
languages; intelligent use of software manuals;
data acquisition and pre-analysis; statistical
and graphical analysis using available soft-
105
Economics
ware. Familiarity with Macintosh Operating
System is assumed. Enrollment limited to 15
students; instructor’s approval of enrollment
required. Enrollment in Spring semester lim
ited to students working on a faculty-directed
research project.
Prerequisite: Econ 31 or its equivalent.
Vi credit.
Fall and spring semester. Phyllis Fry.
41. Public Finance.
This course focuses on government expendi
ture, tax, and debt policy. A major part of the
course is devoted to an analysis of current
policy issues in their institutional and theo
retical contexts. The course will be of most
interest to students having a concern for
economic policy and its interaction with poli
tics.
Recommended: Econ 11
Spring semester. Saffran.
42. Law and Economics.
The purpose of this course is to explore the
premises behind the use of utilitarian con
structs in the analysis of public policy issues.
In particular, the appropriateness of the grow
ing utilization of economic methodology will
be examined through an intensive study of
issues in property, tort, contract, and criminal
law.
Recommended: Econ 11
Fall semester. Kuperberg.
51. The International Economy.
This course surveys the theory of trade (mi
croeconomics) and of the balance of payments
and exchange rates (macroeconomics). The
theories are used to analyze topics such as
trade patterns; trade barriers; flows of labor
and capital; exchange-rate fluctuations; the
international monetary system; macroeco
nomic interdependence; Eastern European
economic reform.
Prerequisite: Econ 11 or Econ 21; Recom
mended: both.
Fall semester. Golub.
53. International Political Economy.
(Cross-listed with Political Science 72.) This
course uses political and economic perspec
tives to analyze the interrelations between the
international economy and economics devel
opment, national security, and social welfare.
Major topics are: Competing liberal, national,
and social perspectives; rise and decline of
106
British and U.S. economic power; contempo
rary U.S.-Japan relations; free trade versus
"fair” trade; and reform of the Eastern bloc
economies.
Prerequisite: Pol Sci 4.
Spring semester. Golub and Kurth.
61. Industrial Organization.
This course examines why firms and markets
are organized as they are and how their orga
nization affects the way they operate. Topics
include the relationship between market
structure and firm behavior; particular aspects
of firm behavior—pricing, advertising, and
collusion; and the effects of regulation.
Recommended: Econ 11.
Spring semester. Magenheim.
71. Labor Economics.
(Cross-listed with Black Studies, Women’s
Studies.) Labor market operations are the
focus. Topics covered include: determinants
of wage and benefit levels; growth in inequality
of earnings; employment, unemployment; the
changing role of unions; discrimination on
the basis of race and gender; the effects of
immigration; returns to education.
Recommended: Econ 11.
Not offered 1992-93.
72. Social Economics.
(Cross-listed with Black Studies.) The extent,
consequences, and causes of poverty and
economic inequality; an appraisal of reforms
in income support programs, medical care,
education, housing; the "underclass;” the
economics of discrimination.
Recommended: Econ 11.
Not offered 1992-93.
73. Women and Minorities in
the Economy.
(Cross-listed with Black Studies, Women’s
Studies). Topics covered include: historical
context, labor force participation, economic
approaches to the labor market, explanations
of differences in wages (discrimination,
human capital, occupational segregation), and
macroeconomic issues. Students analyze dif
ferences among groups in the economy using
a standard statistical package.
Recommended: Econ 11.
Spring semester. L. Smith.
75. Health Policy.
(Cross-listed with Political Science 42.) Anal
ysis of the organization of health care in the
U.S. and government health policies. Medical
cost inflation, health insurance, supply and
demand for doctors and nurses, medical ed
ucation, bio-medical research, government reg
ulation and programs are among the topics
covered.
Spring semester. Magenheim and D. Smith.
explore the implications of different develop
ment strategies for development experience in
Africa. Topics of current interest include the
economics of structural adjustment and the
role of the state in economic development in
Africa.
Fall semester. O’Connell.
76. Economics of the Environment
and Natural Resources.
Micro and macro economic approaches, long
run implications of resource use for economic
growth, alternative uses of natural environ
ments and approaches to pollution control.
Government response to situations involving
externalities, public goods, and common prop
erty resources. Case studies.
Recommended: Econ 11.
Not offered 1992-93.
Analysis of the structure and performance of
nations with different economic systems, and
of problems arising in transforming centrally
planned economies to market systems. Other
topics include: origins and evolution of se
lected economic institutions; the impact of
ideology on the economy; and problems of
growth and allocation in non-market environ
ments, especially in China and the former
U.S.S.R.
Fall semester. Pryor.
81. Economic Development.
97,98. Public Policy Thesis.
A survey covering the principal theories of
economic development and the dominant
issues of public policy. Within a perspective
that emphasizes choice and transfer of tech
nology as well as technological development,
emphasis is given to agricultural and industrial
development, to interactions among sectors,
and to international trade and capital flows
(including foreign aid).
Recommended: Econ 11 or Econ 21.
Not offered 1992- 93.
(Cross-listed with Political Science 97 and
98. ) Thesis preparation on a public policy
topic. The thesis will be supported by relevant
faculty and presented to a student/faculty
seminar. For a two credit thesis, enrollment in
both 97 and 98 is required. See the Bulletin’s
listing on the Concentration in Public Policy
for further information.
Fall semester.
82. Political Economy of Africa.
A survey of theories explaining the economic
development and/or crisis in Africa, in his
torical perspective. Case studies are used to
85. Comparative Economic Systems.
99. Directed Reading.
With consent of a supervising instructor,
individual or group study in fields of interest
not covered by regular course offerings.
Fall or spring semester. Staff.
SEMINARS
101. Economic Theory.
Surveys selected advanced topics in micro
and macro (seven weeks each). Micro: duality
in calculus-based theory; risk and uncer
tainty; asymmetric information; game theory.
Macro: asset pricing, dynamic optimization;
rational expectations; alternative theories of
unemployment.
Prerequisites: Econ 11 with calculus attach
ment, Econ 21, and Math 6 C or Math 18; or
permission.
Spring semester. Bayer and O ’Connell.
101 A. Economic Theory.
This seminar provides the theoretical back
ground for the more advanced economic the
ory seminars. Both microeconomics (8 weeks)
and macroeconomics (6 weeks) are covered.
Not open to students in the classes of 1995
and 1996. Will not be offered after 1992-93.
Fall semester. Saffran.
131. Theory and Models for
Policy Analysis.
Provides advanced instruction in general equi
librium theory while examining its uses in
107
Economics
policy and descriptive analyses. Focuses on
allocational and distributional issues in open
economies. Students master the fundamentals
of static and dynamic welfare maximiration by
working with computer models of several
representative economies.
Prerequisite: Econ 11 (with calculus option);
Math 6 A &. 6C or their equivalent.
Not offered 1992- 93.
analysis of the organization of labor and labor
markets; education, medical care, housing,
discrimination; determinants of wages and
income inequality; government policies with
respect to labor relations, health, education,
and welfare.
Recommended: Econ 11.
Not offered. 1992- 93.
135. Econometrics.
(Cross-listed as Political Science 112.) This
seminar reviews current economic, political,
sociological and anthropological studies deal
ing with employment, education, welfare,
crime, housing, and transportation applicable
to urban concentrations of disadvantaged per
sons. Following, or concurrent with, the semi
nar, participants must complete substantial
research on related topics under the guidance
of the professors or other designated profes
sional researchers.
Recommended: Econ 11 and Econ 31.
Fall semester. Pouncy and Mincy.
The full spectrum of econometric methods
are reviewed. Papers applying methods to
important economic problems are critiqued
by students. An empirical research paper is
required.
Prerequisite: Econ 31, equivalent, or permis
sion of the instructor.
Spring semester. Caskey.
141. Public Finance.
This seminar focuses on the analysis of gov
ernment expenditure, tax and debt policy.
Prerequisite: Econ 11; Recommended: Econ
172. Urban Underclass.
21.
181. Economic Development
Spring semester. Saffran.
A survey of theories of growth, stabilization,
income distribution, trade policy, and house
hold behavior in developing countries. Issues
of current interest include the debt crisis and
the political economy of government policy.
Students write several short papers examining
the literature and a longer paper analyzing a
particular country’s experience.
Prerequisite: Econ 11 or Econ 21.
Fall semester. O ’Connell.
151. International Economics.
Both micro and macro economics 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; macroeconomic interde
pendence; case studies of selected industrial
ized, developing, and Eastern bloc countries.
Prerequisite: Econ 11 or Econ 21; Recom
mended: both.
Fall semester. Golub.
161. industrial Organization and
Public Policy.
The seminar examines the organization of
firms and markets and the relationship be
tween organization and outcomes with respect
to pricing, advertising, product differentia
tion, and other aspects of behavior. Other
topics include the effects of antitrust policy;
economic regulation and deregulation.
Prerequisite: Econ 11.
Spring semester. Magenheim.
171. Labor and Social Economics.
Students discuss such topics as: economic
108
185. Comparative Economic Systems.
Analysis of the structure and performance of
nations with different economic systems, and
of problems arising in transforming centrally
planned economies to market systems. Cov
erage is similar to that of Econ 85, but in
greater depth with more attention to economic
theories underlying the various topics and
with case studies of more countries including
selected capitalist nations.
Fall semester. Pryor.
199. Thesis.
With consent of a supervising instructor,
honors majors may undertake a senior thesis
for double credit.
Fall and spring semesters. Staff.
Education
i l ------------------------------------------------------------------------K. ANN RENNINGER, Associate ProfessorI3
LISA SMULYAN, Associate Professor and Program Director
EVA F. TRAVERS, Associate Professor
WESLEY SHUMAR, Visiting Assistant Professor
DIANE ANDERSON, Lecturer
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The Program in Education has three purposes:
to expose students to issues in education
from a variety of disciplinary perspectives, to
provide a range of field experiences for students who wish to explore their aptitude and
interest in teaching, counseling or research in
an educational setting, and to prepare students
to be certified for entry into public school
teaching. Courses in the Program in Education are intended to be integral to the College’s
academic offerings. The Program’s most im
portant goal is to help students learn to think
critically and creatively about the process of
education and the place of education in soci
ety. To this end, both its introductory and
upper level courses necessarily draw on the
distinctive approaches of Psychology, Sociol
ogy, Anthropology, Political Science, Philos
ophy, and History. Because students major in
one of the traditional disciplines, courses in
Education offer both an opportunity to apply
the particular skills of one’s chosen field to a
new domain and interaction with other stu
dents whose disciplinary approaches may dif
fer significantly from their own. There is no
major in Education. However, special majors
involving Education and another social sci
ence discipline can be arranged. There is a
limit of four field-based Education credits
(currently Education 16, 17, and in some
cases, 91 ) that can be counted toward gradu
ation.
TEACHER CERTIFICATION
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Swarthmore offers a competency-based teach
er preparation program for students who seek
secondary certification from the Common
wealth of Pennsylvania. Competency is judged
by an interdisciplinary committee of the faculty whose members have established criteria
for certification in Biology, Chemistry, English, French, German, Mathematics, Russian,
Spanish, and Social Studies. Certification in
Physics is available through an arrangement
with Bryn Mawr College. Individual programs
are developed in conjunction with departmental representatives and members of the
Education staff. All students seeking certification must meet Swarthmore College’s gen
eral requirements for course distribution and
a major. Specific departmental requirements
for certification are found in departmental
listings in the Bulletin.
Up to four students each year who have com
pleted all the necessary coursework for certi
fication in their discipline and in Education
may return following graduation for a ninth
semester during which they would student
teach and take the Curriculum and Methods
Seminar. Students would pay a reduced fee
and would not receive room and board. Fur
ther information on this program is available
in the Education office.
REQUIREMENTS FOR TEACHER CERTIFICATION
I Students planning to seek secondary certificaL tion should take Introduction to Education,
I Educ. 14, by the end of their Sophomore year
and enroll for Practice Teaching, Educ. 16 (a
double credit course) and Curriculum and
Methods Seminar, Educ. 17, no earlier than
3 Absent on leave, 1992-93.
109
Education
the Spring Semester of the Junior year. In
addition, they must complete the following
sequence of courses:
■ Educational Psychology, Educ. 21
■ Developmental Psychology, Psychology 39;
Child Development and Social Policy,
Educ. 66 ; or Adolescence, Educ. 23
■ An additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c. Special Education Issues and Practice,
Educ. 26
d. Women and Education, Educ. 31
e. School and Society, Educ. 47
f. Ethnographic Perspectives in Education,
Educ. 48
g. Political Socialization and Schools,
Educ. 64
h. Child Development and Social Policy,
Educ. 66
i. Political Economy of Education,
Educ. 67
j. Urban Education, Educ. 68
k. Special Topics, Educ. 91 A or B
Students preparing for certification must at
tain at least a grade point average of C in
courses in their major field of certification
and a grade of C+ or better in Introduction to
Education in order to undertake Practice
Teaching. In addition, students must be rec
ommended by their major department and by
their cooperating teacher in Introduction to
Education. Placement of students in schools
for Practice Teaching is contingent on suc
cessful interviews with members of the Edu
cation Program staff and appropriate second
ary school personnel.
Swarthmore College is not authorized by the
Commonwealth of Pennsylvania to certify
elementary teachers. However, students taking
courses in the Education Program have an
opportunity to concentrate their field work in
an elementary setting and may do practice
teaching for credit in an elementary school.
(With some additional course work in ele
mentary methods, elementary certification is
available through an arrangement with a local
college.)
110
1C. The Writing Process.
(See English 1C.)
Fall semester. Blackburn and Smulyan.
14. Introduction to Education.
A survey of issues in education within an I
interdisciplinary framework. In addition to I
considering the theories of individuals such as I
Dewey, Skinner, and Bruner, the course ex- I
plores some major economic, historical, and [
sociological questions in American education I
and discusses alternative policies and pro- J
grams. The course gives students an opportu- I
nity to determine their own interest in prepar- I
ing to teach, and furnishes them with first- I
hand experience in current elementary and I
secondary school practice. Field work is re- I
quired.
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Primary distribution course.
¿a!
Each semester. Staff.
16. Practice Teaching.
Supervised teaching in either secondary or
elementary schools. Double credit. Students
seeking secondary certification must take Education 17 concurrently. (Single credit practice teaching may be arranged for individuals
not seeking secondary certification.)
Each semester. Staff.
17. Curriculum and Methods Seminar.
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This course will consider theoretical and ap- J
plied issues related to effective classroom in
struction. It must be taken concurrently with
Educ. 16.
Each semester. Staff.
21. Educational Psychology.
(Also listed as Psychology 21.) This course
focuses on issues in learning and development
which have particular relevance to understanding student thinking. Includes field work
as a tutor and laboratory work.
Limited enrollment.
Not offered 1992-93.
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23. Adolescence.
(Also listed as Psychology 23.) This course
uses a developmental perspective to examine
salient characteristics of adolescence. The goal
is to obtain a theoretical understanding of
adolescence and an overview of major research. During the first part of the term,
students explore various aspects of individual
development (e.g., cognitive, affective, physi
ological, etc.). The second part of the semester
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focuses on the adolescent’s adaptation in
major social contexts (e.g., family, peer group,
school, etc.).
Spring semester. Smulyan.
velopment, family patterns, and other institu
tions.
Not offered 1992-93.
25. Counseling: Principles and
Practice.
(See Linguistics 54.)
Not offered 1992-93.
(Also listed as Psychology 22.) An introduc
tory course focusing on theories, techniques,
and issues in school and agency counseling.
Not offered 1992-93.
64. Political Socialization and Schools.
31. Women and Education.
This course uses historical, psychological,
and social frameworks to examine the role of
gender in the educational process. Areas to be
explored include the feminization of the teach
ing profession; equity in educational pro
grams, curriculum, and materials; gender dif
ferences in student-teacher interaction and
student achievement; and current programs
designed to meet the needs of all students and
teachers. Students will draw on their own
experience as well as field work in relating the
theories examined to educational practice.
Fall semester. Smulyan.
47. School and Society.
This course examines the paradoxical nature
of schools as possible agents of social change
and as institutions which perpetuate existing
social structures.
Prerequisite: Introduction to Education or
permission of instructor.
Not offered 1992-93.
48. Ethnographic Perspectives in
Education.
This course will examine the issues of culture,
identity, and learning in a number of current
ethnographies of education. We will examine
the construction o f' 'multi-layered” identities
among students in a plural society. Questions
of the status of knowledge, teacher-student
relations, teacher-administrator relations, and
the role of schools will be explored. We will
ask what kinds of ethnographic techniques
have been used to study schools and to situate
schools within the larger community.
Limited enrollment.
Fall semester. Shumar.
52. Education in America.
A survey of the history of American educa
tion, emphasizing the relationships between
education and social structure, economic de
54. Oral and Written Language.
(Also listed as Political Science 64.) This
course examines the influences of family,
school, peers, media, and critical social and
political events on the development of politi
cal concepts, attitudes and behavior.
Not offered 1992-93.
66. Child Development and
Social Policy.
This course considers the implications of
developmental psychology for educational pol
icy (e.g., understanding of students’ abilities,
required curriculum, etc.). Includes field and
laboratory work.
Prerequisites: Child Development, Introduc
tion to Education, or Educational Psychology.
Limited enrollment.
Not offered 1992-93.
68. Urban Education.
(Also listed as Sociology-Anthropology 68 .)
This course will focus on topics of particular
significance to urban educators and policy
makers, including desegregation, compensa
tory education, curricular innovation, com
munity involvement, bilingual education,
standardized testing, school restructuring, and
collaborative partnerships with businesses
and universities. The special problems and
challenges faced by urban schools in meeting
the needs of individuals and groups in a
pluralistic society will be examined using the
approaches of psychology, sociology, anthro
pology, and political science. Current issues
will also be viewed in historical perspective.
Field work is required.
Spring semester. Travers.
70. The Arts as Community
Service/Social Change.
(See Dance 70.)
Spring semester. Sepinuck.
91 A. Special Topics.
With the permission of the instructor, quali
fied students may choose to pursue a topic of
special interest in education through a project
involving classroom or school practice.
Ill
Education
Available as a credit/no credit course only.
Each semester. Staff.
91B. Special Topics.
With the permission of the instructor, stu
dents may choose to pursue a topic of special
interest by designing an independent reading
or project which usually requires a compre
hensive literature review, laboratory work,
and/or field-based research. This may serve
as a thesis for students doing a Special Major
in Education and another department.
Each semester. Staff.
Engineering
H. SEARL DUNN, Professor
NELSON A. MACKEN, Professor’
ERIK CHEEVER, Associate Professor
ARTHUR E. McGARITY, Associate Professor
FREDERICK L. ORTHLIEB, Associate Professor and Chair
FARUQ M.A. SIDDIQUI, Associate Professor
SILVIO P. ESERHARDT, Assistant Professor
ERICH CARR EVERRACH, Assistant Professor
LYNNE A. MOLTER, Assistant Professor of Physics and Engineering
The professional practice of engineering re
quires skill and resourcefulness in applying
scientific knowledge and mathematical meth
ods to the solution of technical problems of
ever-growing complexity. In addition, the role
of engineering in our society demands that the
engineer recognize and take into account the
economic and social factors that bear upon all
important technical problems. The successful
engineer must, therefore, possess a thorough
understanding of social and economic forces,
and have a deep appreciation of the cultural
and humanistic traditions of our society. Our
program supports these needs by offering the
student the opportunity to acquire a broad
technical and liberal education. The structure
of the Department’s curriculum permits engi
neering majors to take almost forty percent of
their course work at the College in the hu
manities and social sciences. With careful
planning it is possible for a student to acquire
a double major with two degrees, the Bachelor
of Science in Engineering and the Bachelor of
Arts in a second academic area in a four-year
course of study.
The Department’s physical facilities include a
wide range of laboratories for general instruc
tion and individual student projects in the
areas of electronics, system control, commun
ications, engineering materials, solid and struc
tural mechanics, fluid mechanics, thermal
energy and environmental diagnostics. Sup
porting these laboratories is a wide range of
modern measurement equipment with the
capability of on-line data acquisition and pro
cess control via microcomputers. A computer
laboratory with high resolution color and
black-and-white graphics capability is also
part of our facilities. An excellent shop for
both metal and woodworking is available for
student use.
The overall plan leading to the degree of
Bachelor of Science with a major in Engineer
ing is accredited by the Engineering Accredi
tation Commission of the Accreditation Board
for Engineering and Technology.
Courses Available to Non-Majors
Students interested in computer engineering
may wish to consider Digital Logic Design
(21), Microprocessors (22), Computer Ar
chitecture (23), or Laboratory Computer Ap
plications (25). Although Mechanics (6 ) is
primarily for prospective majors, other inter
ested students, particularly those interested
in preparing for a career in architecture, are
encouraged to enroll. High Performance Com
posites (1), Exploring Acoustics (2), Prob
lems in Energy Technology (3), and Art and
Science of Structures (7) are designed chiefly
for students not contemplating further work
in engineering. Introduction to Environmental
Protection (32), Operations Research (57),
Solar Energy Systems (35), Water Quality
and Pollution Control (63), Environmental
Systems (66 ), and Environmental Policy ( 68 )
will also appeal to many students majoring in
other departments. Students majoring in the
physical sciences or mathematics may also
enroll in advanced engineering courses.
Students may minor in the External Examina
tion Program in the Engineering Department
by taking appropriately related advanced en
gineering courses as preparation for external
3 Absent on leave, 1992-93.
113
Engineering
examinations. Our department also partici
pates in the concentration in computer science
and in a special major with the Program in
Linguistics.
Program for Engineering Majors
that, in its judgment, meets the student’s edu
cational objectives.
Suggested elective program plans include:
( 1) General electrical engineering: Electronic
Circuit Applications, Physical Electron
ics, Semi-conductor Devices and Circuits,
Electromagnetic Theory I and II, and Con
trol Theory and Design. Students having
an interest in digital systems might replace
one or more of these courses with Digital
Logic Design, Microprocessors, VLSI De
sign, Computer Architecture, or Labora
tory Computer Applications.
The general departmental requirements fall
into three categories: successful completion
of a least (i) twelve engineering courses,
(ii) four courses in the sciences which must
include Physics 3 and 4 (taken in the freshman
year) and Chemistry 10 (or a more advanced
chemistry course), and (iii) four courses in
mathematics, including Math 5 and 6 (to be
taken in the freshman year), Math 18, and (2) General computer engineering: Digital
Math 30 (normally taken in the sophomore
Logic Design, Microprocessors, VLSI
year). The unspecified science course in cate
Design, Computer Architecture, and Lab
gory (ii) may be chosen to complement the
oratory Computer Applications. Stu
student’s overall program of study. Certain
dents with an interest in computer hard
science courses are not acceptable. Students
ware may include Electronic Circuit
should consult their faculty advisors on this
Applications, Semiconductor Devices
issue.
and Circuits, Physical Electronics or Con
trol Theory and Design.
Within the Department, the following core
courses are required of all students: Mechan (3) General mechanical engineering: Mechan
ics, Physical Systems Analysis I and II, Experi
ics of Solids, Engineering Materials, Fluid
mentation for Engineering Design, Thermo
Mechanics, Heat Transfer, Thermal En
fluid Mechanics, and Engineering Design. The
ergy Conversion, Solar Energy Systems,
first four courses are normally taken in the
and Control Theory and Design.
freshman and sophomore years: Mechanics in
the second semester of the freshman year, (4) General civil and environmental engineer
ing: basic preparation includes Mechanics
Physical Systems Analysis I in the first semes
of Solids, Structural Theory and Design
ter of the sophomore year and the remaining
I, Soil and Rock Mechanics, and Water
two in the second semester of the sophomore
Quality and Pollution Control. Addi
year. Thermofluid Mechanics is normally
tional courses include Operations Re
taken in the fall of the junior year, and Engi
search and Environmental Systems for
neering Design, the culminating experience
those interested in the environment or
for engineering majors, is taken in the second
urban planning, or Structural Theory
semester of the senior year.
and Design II for those interested in
Elective Program for Course Majors: In consul
architecture or construction. Other rec
tation with his or her advisor, each student
ommended courses include Solar Energy
constructs a program of advanced work in the
Systems, Fluid Mechanics, and Engineer
Department. These programs, normally con
ing Materials.
sisting of six courses, are submitted to the
External
Examination Program in Engineering:
Department when the student formally applies
for a major in engineering during the spring Students with a B average in courses in engi
neering, science, and mathematics may apply
semester of the sophomore year.
for the external examination program. Each
The program that constitutes the student’s candidate must accumulate 12 units of credit
elected courses may or may not conform in engineering and complete the same mathe
closely to traditional areas of engineering matics and science requirements as course
specialization, e.g., electrical or mechanical. majors. Courses include the same core re
For non-traditional plans for advanced work, quirements as course majors with the excep
the Department requires a coherent program tion of Engineering Design. The remaining
114
seven courses comprise a three examination
program. Two of the areas of examination will
each consist of two courses and a ^-credit
attachment. The attachment will be either a
study of additional material or a research
project in an area related to, but not covered,
in the courses. Areas of examination are
listed following the engineering course de
scriptions. The third examination will cover a
two-credit thesis. A three-credit minor com
prises a fourth area for examination. This
may be chosen in any field outside of engi
neering.
COURSE LISTINGS
1. High Performance Composites.
Introduction to the structure, properties and
performance of modern composites in sports
equipment, automotive and aerospace appli
cations. Simple models of material behavior
are developed and used to examine products
like ski poles, fishing rods, tennis racquets,
radial tires and human-powered aircraft. Labs
include making and testing a number of poly
mer and ceramic composites, plus a research
project of the student’s choice. For students
not majoring in engineering.
High School Physics recommended.
Primary distribution course.
Fall semester.
2. Exploring Acoustics.
(Also listed as Linguistics 2.) A course to
provide students with exposure to basic scien
tific and engineering principles through an
exploration of the acoustics of musical instru
ments, the human voice, structures, and the
environment. Emphasis on hands-on analysis
with a minimum use of mathematics. For
students not majoring in engineering. Includes
laboratory.
Primary distribution course.
Spring semester.
3. Problems in Energy Technology.
For students not majoring in science or engi
neering, this course covers hydropower, windpower, and thermal energy conversion using
fossil fuel, nuclear and direct solar energy.
Technical, political and socioeconomic as
pects are discussed and field trips and labora
tory experiences are included.
Primary distribution course.
Fall semester; not offered 1992.
5. Engineering Methodology.
A fall half-credit course for those interested
in engineering. Techniques and tools that
engineers use to define, analyze, solve, and
report technical problems and an introduction
to the department facilities. Designed for
students who are potential majors as well as
those interested only in an introduction to
engineering. While E5 is not a required course
for engineering majors, it is strongly recom
mended.
Fall semester.
6. Mechanics.
Fundamental areas of statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, beam, tor
sion, and stress transformations. Laboratory
work is related to experiments on deformable
bodies, and includes a FORTRAN workshop.
Prerequisite: Physics 3 or equivalent.
Primary distribution course.
Spring semester.
7. Art and Science of Structures.
An introduction to the basic principles of
structural analysis and design including an
emphasis on the historical development of
modem structural engineering. Suitable for
students planning to study architecture, archi
tectural history, or with an interest in struc
tures. Includes laboratory. For students not
majoring in engineering.
Fall semester; not offered 1992.
11,12. Physical System s Analysis I
and II.
The study of engineering phenomena which
may be represented by a linear, lumpedparameter model. E ll (fall semester) is ori
ented mainly toward electrical devices and the
development of mathematical techniques for
the analysis of their linear behavior. E12
(spring semester) is more concerned with
mechanical, thermal, and fluid systems. In
cludes laboratory. Credit may be given for
either semester, or both.
Prerequisites: Math 6 and Physics 4 (or equiv115
Engineering
alent) or permission of instructor.
E m Fall semester
E 12: Spring semester.
14. Experimentation for Engineering
Design.
Introduction to probability, statistical analy
sis, measurement errors and their use in ex
perimental design, planning, execution, data
reduction and analysis. Techniques of hypoth
esis testing, single and multivariable linear
and nonlinear regression, process simulation
and methods of engineering economics. In
cludes laboratory.
Pre/Co-requisites: E ll and 12.
Spring semester.
21. Digital Logic Design.
Systematic techniques for designing combi
natorial (time-invariant), sequential, and
asynchronous digital circuits. Boolean algebra
as the foundation for logic design. Use of
standard logic gates and complex integrated
circuits such as memories, programmablelogic devices, and analog/digital converters.
Laboratory included.
Prerequisites: none.
Fall semester.
22. Microprocessors.
Principles of modern microprocessors and
microcomputer systems, featuring the Mo
torola 68000 microprocessor. Instruction
sets, addressing modes, assembly language,
and peripherals, with implications for operat
ing systems and compiler design. Advanced
topics include digital signal processors, virtual
memory, and memory mapping techniques.
Laboratory included.
Prerequisite: some experience with computer
programming, or instructor’s approval.
Spring semester, alternate years; not offered 1993.
23. Computer Architecture.
(Also listed as CS23.) The structure of digital
computers is explored at various levels in
cluding user interface, operating system, file
structure, central processing unit, peripherals,
and microprograms. Competing approaches
to architectures (e.g., CISC vs. RISC, Trans
puter, and language-oriented processors) will
be evaluated, leading to state-of-the-art paral
lel processing systems and neural networks.
Laboratory included.
Prerequisite: E22 or CS35.
Fall semester, alternate years; offered 1992.
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24. VLSI Design.
Design of digital CMOS integrated circuits.
Operation of CMOS transistors, CMOS gates
and buffers, design rules for layout of circuits,
chip fabrication, regular logic arrays, scalabil
ity, use of simulation and layout tools, testing
of fabricated circuits. A laboratory involves
design, simulation, layout and testing of a chip
that will be sent out for fabrication.
Prerequisite: E21.
Spring semester, alternate years; offered 1993.
25. Computer Laboratory Applications.
Surveys the use of computers in the labora
tory and of interest to anyone who wants to
use a computer to automate an experiment.
Instrument interfacing methods (serial, paral
lel, A /D , D /A ) and computerized control
(solenoids, relays and motors) are discussed
and rudimentary signal conditioning, real time
processing and data analysis and reduction are
introduced. Laboratory included.
Prerequisite: Physics 4 or 8 and some knowl
edge of programming.
Fall semester, alternate years; not offered 1992.
32. Introduction to Environmental
Protection.
Primarily for those not majoring in engineer
ing, this course focuses on solutions to envir
onmental problems in the areas of water sup
ply, water pollution, air pollution, and energy
supply. Local and global pollution control
and solar energy technologies are examined.
Public policy developments and alternative
perspectives are explored. Methods of com
puter-based systems analysis are introduced
for developing economically effective envir
onmental protection policies.
Spring semester.
35. Solar Energy Systems.
Fundamental physical concepts and system
design techniques of solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis of thermal and photo
voltaic solar collectors, energy storage,
computer simulation of system performance,
computer aided design optimization, and eco
nomic feasibility assessment. Includes labora
tory.
Prerequisites: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; offered 1992.
41. Thermofluid Mechanics.
Introduction to macroscopic thermodynam
ics; first and second laws, properties of pure
substances, applications using system and
control volume formulation. Introduction to
fluid mechanics; development of conservation
theorems, hydrostatics, dynamics of one
dimensional fluid motion with and without
friction. Includes laboratory.
Prerequisites: E12 and E14 (or equivalent
background).
Fall semester.
57. Operations Research.
(Also listed as Economics 32.) Introduces
students to computer based modeling and
optimization for the solution of complex,
multivariable problems such as those relating
to efficient manufacturing, environmental pol
lution control, urban planning, water and
food resources, and arms control. Includes
case study project.
Prerequisites: elementary linear algebra.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester.
58. Control Theory and Design.
Introduction to the control of engineering
systems. Analysis and design of linear control
systems using root locus and frequency re
sponse techniques. Over-driven operation of
first-and second-order controlled systems.
Digital control techniques, including analysis
of A /D and D /A converters, digital filters,
and numerical control algorithms. Includes
laboratory.
Prerequisite: E12 or equivalent.
Spring semester.
59. Mechanics of Solids.
Internal stresses and changes of form that
occur when forces act on solid bodies or when
internal temperature varies. State of stress and
strain, strength theories, stability, deflections,
and photoelasticity. Elastic and Plastic theo
ries. Includes laboratory.
Prerequisite: E6 or equivalent.
Fall semester.
60. Structural Theory and Design I.
Fundamental principles of structural mechan
ics. Statically determinate analysis of frames
and trusses. Approximate analysis of indeter
minate structures. Virtual work principles.
Elements of design of steel and concrete struc
tural members. Includes laboratory.
Prerequisite: E59, or permission of instructor.
Spring semester.
61. Soil and Rock Mechanics: Theory
and Design.
Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and
bearing capacity. Application to engineering
design problems. Includes laboratory.
Prerequisite: E59 or equivalent.
Fall semester, alternate years; offered 1992.
62. Structural Theory and Design II.
Advanced structural analysis. Classical and
matrix methods of analysis. Digital computer
applications. Design of steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester, alternate years; not offered 1992.
63. Water Quality and Pollution
Control.
Elements of water quality management and
treatment of wastewaters. Measurement of
water quality indicators. Analysis of wastewater treatment processes. Sewage treatment
plant design. Computer modeling of the ef
fects of waste discharge on rivers and estu
aries. Environmental impact assessment. Lab
oratory and field studies included.
Prerequisite: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; not offered 1992.
64. Swarthmore and the Biosphere.
An interdisciplinary seminar-style investiga
tion of the role of Swarthmore College and its
community within the biosphere, including
an intensive field-based analysis of one major
aspect of Swarthmore’s interaction with its
environment, such as food procurement,
waste disposal, or energy use. The selected
topic is explored from various perspectives by
student project groups, and the class proposes
and attempts to implement solutions. Faculty
from various departments provide back
ground lectures, lead discussions of ap
proaches outlined in the literature, and coor
dinate project groups. Classes meet once
weekly for lectures, student progress reports,
and project planning. Cross-listed in the in
structors’ departments.
117
Engineering
66. Environmental System s.
Mathematical modeling and systems analysis
of problems in the fields of water resources,
water quality, air pollution, urban planning
and public health. Techniques of optimization
including linear and integer programming are
used as frameworks for modeling such problems. Dynamic systems simulation methods
included. Laboratory included.
Prerequisite: E57, or equivalent.
Spring semester, alternate years, offered 1993.
68. Environmental Policy.
(Also listed as Political Science 68 .) Topics in
environmental analysis, policy formulation
and pollution regulation.
Fall semester, 1992.
71. Discrete Time System s.
Review of mathematical methods and system
models for linear continuous time systems.
Introduction to difference equations and dis
crete-time transform theory; the Z-transform
and Fourier representation of sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design tech
niques. Laboratory included.
Prerequisite: E12.
Fall semester, 1992.
72(a). Electronic Circuit Applications.
O f interest to a broad range of students in the
sciences; E72(a) is a half credit course com
prising only the laboratory section of E72.
The student will learn the fundamentals of
electronic circuit design starting with a brief
survey of semiconductor devices including
diodes, and bipolar and field effect transistors.
The course continues with op-amp applica
tions, including instrumentation and filter
design. The use of digital logic is also explored.
The second half of the course introduces
more advanced topics and more sophisticated
design techniques. Throughout the course
practical considerations of circuit design and
construction are covered, including grounding
and shielding and several construction tech
niques (point-to-point, wire-wrap, printed
circuits). Includes laboratory.
Prerequisite : E ll or Physics 8 .
Fall semester.
73. Physical Electronics.
Physical properties of semiconductor mate
rials, semiconductor devices, and simple cir
cuits. The physics of electron/hole dynamics;
118
band and transport theory; and electrical,
mechanical and optical properties of semicon
ductor crystals. Devices examined include
diodes, transistors, FET’s, LED’s, lasers and
pin photo-detectors. Modeling and fabrica
tion processes. Includes laboratory.
Prerequisites: E ll or Physics 8 .
Spring semester, alternate years; not offered 1993.
74. Semiconductor Devices and
Circuits.
Operation and application of semiconductor
devices, including diodes, transistors (bipolar
and field effect) and other devices such as
CCD’s, SCR’s, and TRIAC’s. The terminal
characteristics of the semiconductor devices
and circuits, including small signal models of
single transistor audio amplifiers, multi-tran
sistor amplifier stages and a transistor-level
understanding of operational amplifiers. A
comparative analysis of the different logic
families, at the transistor level, is given along
with power circuits and problems of stability
and oscillations in electronic circuits. Includes
laboratory.
Prerequisites: E ll or Physics 8 .
Spring semester, alternate years; offered 1993.
75,76. Electromagnetic Theory I and II.
Static and dynamic treatment of engineering
applications of Maxwell’s equations. Macro
scopic field treatment of interactions with
dielectric, conducting and magnetic materials.
Analysis of forces and energy storage as the
basis of circuit theory. Electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation. Polarization,
reflection, refraction, diffraction, and inter
ference. Engineering 76 will include advanced
topics in optics and microwaves, such as laser
operation, resonators, Gaussian beams, inter
ferometry, anisotropic materials, nonlinear
optics, modulation and detection, and current
technologies such as holography. Includes
laboratory. Prerequisite: E12 or equivalent.
E75 or Physics equivalent is a prerequisite for
E76.
E75: Fall semester.
E76: Spring semester; offered when demand and
staffing permit.
78. Communication System s.
Theory and design principles of analog and
digital communication systems. Topics in
clude frequency domain analysis of signals;
signal transmission and filtering; random signais and noise; AM, PM, and FM signais;
sampling and puise modulation; digital signal
transmission; PCM; coding; and information
theory. Applications to practical systems such
as television and data communications. In
cludes laboratory.
Prerequisite: E12 or equivalent.
Spring semester, alternate years; not offered 1993.
81. Thermal Energy Conversion.
Development and application of the principles
of thermal energy analysis to energy conver
sion systems, including cycles and solar energy
systems. The concepts of availability, ideal
and real mixtures, chemical and nuclear reac
tions. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; not offered 1993.
82. Engineering Materials.
Introduction to material structure, properties
and processing. Analysis of microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood and a variety of composites. Material
selection in design, laboratory testing for
quality assurance and performance evaluation
in service are included through labs and a
semester project.
Prerequisite: E59 or permission of instructor.
Fall semester, alternate years; not offered 1992.
83. Fluid Mechanics.
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation of mass, momen
tum and energy. Applications to the study of
inviscid and viscous, incompressible and com
pressible fluids. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; offered 1993.
84. Heat Transfer.
Introduction to the physical phenomena in
volved in heat transfer. Analytical techniques
are presented together with empirical results
to develop tools for solving problems in heat
transfer by conduction, forced and free con
vection and radiation. Numerical techniques
are discussed for the solution of conduction
problems. Includes laboratory.
Prerequisite: E41.
Fall semester, alternate years; not offered 1992.
90. Engineering Design.
Students work on a design project which is the
culminating exercise for all senior Engineering
majors. Under the guidance of a faculty mem
ber, students investigate a problem of their
choice in an area of interest to them. A written
report and an oral presentation is required.
Spring semester.
91. Special Topics.
Subject matter dependent on a group need or
individual interest. Normally restricted to
upperdass students and offered only when
staff interests and availability make it practi
cable to do so.
93. Directed Reading or Project
With the permission of the Department and a
faculty member who is willing to supervise it,
qualified students may do special work with
either theoretical, experimental, or design em
phasis in areas not covered by the regular
courses.
96. Thesis.
With approval, a student may undertake a
thesis project as a part of his or her program
in the senior year. The student is expected to
submit a prospectus of the thesis problem
before the start of the semester in which the
thesis project is carried out.
PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Exami
nations in the following areas to be prepared
for by the combinations of courses indicated.
A Vz-credit attachment must be included with
each group.
Electromagnetic Theory
Environmental System s
Operations Research
Environmental Systems
Thermal Solar System s
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer
Electromagnetic Theory I and II
119
Engineering
Electronics
Digitai System s
Electronic Circuit Applications
Semiconductor Devices and Circuits
Digital Logic Design
Microprocessors or VLSI Design or
Laboratory Computer Applications
Control Theory and Digital Laboratory
Applications
Laboratory Computer Applications
Control Theory and Design
Structural Analysis and Design
Materials Engineering
Mechanics of Solids
Fluid Mechanics
Mechanics of Solids
Engineering Materials
Thermal Energy Conversion
Thermal Energy Conversion
Heat Transfer
Structural Theory and Design I and II
Continuum Mechanics
Communications
Communication Systems
Electromagnetic Theory II
Computer Design
Microprocessors
Computer Architecture
120
English Literature
THOMAS H. BLACKBURN, Professor?
LEE DEVIN, Professor and Director of The Theatre
CHARLES L. JAMES, Professor?
SUSAN SNYDER, Professor
PHILIP M. WEINSTEIN, Professor
CRAIG WILLIAMSON, Professor and Chair
NATHALIE ANDERSON, Associate Professor
ABBE BLUM, Associate Professor
LAURIE LANGBAUER, Associate Professor
PETER J. SCHMIDT, Associate Professor
MARK BREITENBERG, Assistant Professor
ALEXANDRA JUHASZ, Assistant Professor
ALLEN KUHARSKI, Assistant Professor12
WILLIAM MARSHALL, Assistant Professor, Resident Designer of the Theatre 1
EMI LIE PASSOW, Assistant Professor (part-time)
ELIZABETH BOLTON, Instructor
MICHAEL DURKAN, College Librarian, Lecturer
ABIGAIL ADAMS, Visiting Lecturer in Theatre (part-time) 5
TERRENCE HOLT, Visiting Writer (part-time) 5
This Department offers courses in English
literature, American literature, African and
Caribbean literatures, theatre, film and litera
ture, some foreign literatures in translation,
and critical theory. The departmental curric
ulum includes the intensive study of works of
major writers, major periods of literary his
tory, and the development of literary types; it
also provides experience in several critical
approaches to literature and dramatic art and
explores certain theoretical considerations
implicit in literary study, such as the proble
matics of canon formation and the impact of
gender on the creation and reception of liter
ary works. In addition, the Theatre Program
offers both practical and theoretical courses
in performance studies.
ENGLISH LITERATURE
REQUIREMENTS AND RECOMMENDATIONS
Any introductory course—English 2 through
15—is the prerequisite for all other courses in
literature. (Exempted from this prerequisite
are seniors, juniors, and students who wish to
take only studio courses.) Introductory
courses (numbered 2 through 15) attempt in
a variety of ways to reflect the diversity of
interests—with respect to subject matter, the
oretical approach, literary genre, historical
period, race and gender—characteristic of the
departmental offerings as a whole. Introduc
tory courses are characterized by syllabi with
less reading than in advanced courses, by
frequent short papers with some emphasis
upon rewriting, by self-conscious examination
of methodology, and by considerable attention
to class discussion; they are viewed by the
Department as particularly appropriate for
freshmen; they are Primary Distribution
Courses. Enrollment will be limited to 25
students per course; priority is given to fresh
men and sophomores. Students will not nor
mally take a second introductory course.
Only one such course may be counted towards
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
5 Spring semester, 1993.
121
English Literature
the major. The minimum requirement for
admission as a major or as a minor in English
is two semester-courses in the Department—
normally an introductory course and an ad
vanced literature course. (Students with AP
scores of 4-5 in English Literature and/or
English Composition receive credit toward
graduation. This credit, when it is for work in
English Literature, may count toward the
major requirements. AP credit does not satisfy
the prerequisite for upper-level courses.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult
a member of the English Department for
information about courses in other depart
ments complementary to their work in En
glish; work in foreign languages is especially
recommended.
Students who plan to do graduate work, to
follow a course of professional training, or to
seek teacher certification in English, should
see a member of the Department for early help
in planning their programs, as should students
who plan to include work in English literature
in a program with a major in Literature, Black
Studies, Women’s Studies, or Medieval Stud
ies. Students planning to qualify for teacher
certification in English are reminded that
work in American literature, in linguistics or
the history of the English language, and in
theatre or film is required in addition to other
requirements of the major. Non-majors who
wish to be certified in English must meet all
the course requirements noted above (e.g.,
requirements for the major except for the
Comprehensive, plus the additional courses
required for certification) as well as maintain
ing a grade point average of 2.5 or better in
courses taken in the English Department.
Major in the Course Program: The work of a
major in Course consists of a minimum of
eight units of credit in the Department includ
ing at least three units in literature written
before 1830 (such courses are marked with
a *), three in literature written after 1830, and
one unit featuring critical theory (such
courses are marked with a **). Students must
also write a senior essay. Details about the
essay are available in the Department Office.
122
Major in the External Examination (Honors)
Program: Majors in English who seek a degree
with Honors will in the spring of their junior
year propose for external examinations a pro
gram consisting of 4-6 fields, chosen ffom
this and one or more minor departments.
These fields will usually be based upon 12
units of work; some of this work will have
been completed before entry into the Pro
gram. (For a general description of the college
wide External Examination Program, see page
50 of the catalogue.)
O f the 4-6 fields, at least three (constituting
not less than 6 units of credit) must be chosen
ffom those offered by this department. Majors
will apportion their work so as to complete 3
credits in literature written before 1830 (in
cluding at least one Group 1 seminar), and 3
units in literature written after 1830; in addi
tion they must take a course or seminar that
features critical theory. (Courses and semin
ars in literature written before 1830 are
marked with a *; those that feature critical
theory are marked with a **.)
Minor in the External Examination (Honors)
Program: Minors will normally prepare two
fields ffom among those offered by this de
partment.
Students interested in pursuing Honors
within a faculty approved interdisciplinary
major or concentration that draws on ad
vanced English courses or seminars should
see the Chair for early help in planning their
programs.
IA. Crafting Language (Expository
Writing).
Designed for students who want to concen
trate on improving their skills in analysis and
communication. Includes in-class writing,
oral presentations, essay readings, longer writ
ten assignments, regular student-instructor
conferences. Two primary objectives direct
this workshop: a. to help students develop the
writing strategies useful in other courses and
projects; b. to enable students to experience
writing as a means of organization and discov
ery.
Each semester. Passow.
I B. English for Foreign Students.
Individual and group work on an advanced
level for students with non-English back
grounds. Does not meet distribution requirements.
Each semester.
1C. The Writing Process.
This course combines study of theories of
composition and the teaching of writing with
supervised experience applying the skills de
rived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward
major.
Fall semester. Blackburn.
2. Science and the Literary
Imagination.
Not offered 1992-93, Blackburn.
3. Critical Assumptions.
With what assumptions do we approach
literature? How do they determine the sense
we make of it? In this course we will discover
and refine our own assumptions by identifying
some general critical approaches to literature.
We will read short stories, poetry, and a novel
side by side with classical critical responses.
Writers will include Donne, Blake, Words
worth, Gilman, Glaspell, Hemingway, Frost,
Rich, and Achebe. Our emphasis will be on
exploring as well as engaging in the basic
principles of literary analysis.
Primary distribution course.
Fall semester. Langbauer.
5. The Subject in Question.
How do we become who we are? What social/
discursive economies enable and decenter the
shaping of identity? How does reading affect
this process? This course will explore the
ways in which subjectivity and ideology are
mutually implicated within both a range of
texts and our commentary upon them. Writers
will include Shakespeare, Flaubert, Kafka,
Faulkner, Beckett, Rich, Kingston, and Mor
rison. Ancillary theoretical essays may also be
assigned.
Primary distribution course.
Fall semester. Weinstein.
6. Rites of Passage.
The course will focus on various rites of
passage, symbolic actions which chart crucial
changes in the human psyche, as they are
consciously depicted or unconsciously re
flected in different literary modes, and will
examine the shared literary experience itself
as ritual process. Topics will include inno
cence and experience, community and liminality, and the mediation of the sacred and the
profane. Major authors will include Blake,
Shakespeare, Conrad, and Lawrence.
Primary distribution course.
Spring semester. Williamson.
7. Multicultural Literacy.
Focusing on selected works from Africa, Asia,
Europe, and different cultures within the
United States, this course will study their
depiction of what it means to live in several
cultures at once as part of an increasingly
polyglot and interconnected world. Analyses
of cultural conflict, illiteracy, and prejudice
will also be a recurrent topic.
Primary distribution course.
Spring semester. Schmidt.
8. The Ironic S p irit
Not offered 1992-93. James.
9. Literature and the Grotesque.
The grotesque marks a point of intersection
between opposing terms: human and inhu
man; birth and death; sacred and demonic; the
playful and the terrifying. This course tracks
the comic, uncanny and generative elements of
the grotesque through works by GraciaMarquez, Shakespeare, Baudelaire, Browning,
T.S. Eliot, Kafka, Clarice Lispector, Richard
Wright and Flannery O ’Connor, focusing on
the ways the grotesque is used to redefine the
human and dramatize the limits of human
understanding.
Primary distribution course.
Each semester. Bolton.
10. Ways of Seeing.
This course considers the cultural codes by
which "we” "see,” produce, and reproduce
value and meaning by reading, writing about,
and contemplating written, filmed, and
printed works. How do we define, acknowl
edge, ignore, or judge political the properties
of critical, "classic,” and "popular” texts?
Discussion of pedagogy is a regular part of the
class. Primary works include Shakespeare,
Hamlet (and a 15-minute version); Walker,
The Color Purple and Spielberg film; Dick, Do
Androids Dream of Electric Sheep, and Bladerunner; Lee, screenplay and film, Do the Right
Thing; Erdrich, Love Medicine; Lynch, Twin
123
English Literature
Peaks; poems by Herbert, Dickinson, Olds,
Merrill; writings by Berger, Castenda, Haraway, Julian of Norwich, Cixous.
Primary distribution course.
Fall semester. Blum.
11. Body/Image.
prose, and drama from Beowulf to Milton.
Fall semester. Williamson.
17. Survey of English Literature, li.
Not offered 1992-93. Staff.
18. Introduction to American
Culture: History through
Folklore and Literature.
Standards of female beauty are always chang
ing, yet individual women rarely feel good
about their bodies. How do messages about
the look, and particularly the value, of wom
en’s bodies get communicated and internalized
in culture? How do women resist punitive
images and ideas about how they should look?
Examining a variety of images of women’s
bodies in novels, advertising, photography,
poetry, film, and drama, this course will
consider women’s self-image in relation to
bodily phenomena like cross-dressing, "pass
ing” as white, physical disability and eating
disorders.
Primary distribution course.
Each semester. Juhasz.
This year will have a special theme, the great
traditions of American Indian thought from
ancient to contemporary times. Topics include
rethinking Columbus; coming of age; dance
and performance; gender and sexuality; trick
sters; Blacks and Indians; contemporary po
litical action; and the links between religion,
folklore, and creative writing. May be taken as
either a History course or an English course,
with a prerequisite course in either History or
English, respectively. Limited to 25 students.
Preference will be given to sophomores and
juniors.
Cross-listed as History 87.
Fall semester. Morgan and Schmidt.
12. The Other.
21. Chaucer.*
A culture or individual may shape and under
stand itself by constructing an Other: certain
ideas and characteristics that stand outside
what is deemed acceptable or normal. In this
way, the Other serves to define and authorize
the center. At the same time, the voice of the
Other may challenge or subvert the normative
order. In this course, we will consider both
sides of this complex social process in con
temporary social and political issues as well
as in literary works by Euripides, Shakes
peare, Mary Shelley, Toni Morrison, E.M.
Forster, Virginia Woolf, Harriet Jacobs and
others.
Primary distribution course.
Each semester. Breitenberg.
14. Literature of Conscience.
Are poets our "unacknowledged legislators,”
as Shelley believed? What power does art
wield against tyranny and injustice? This
course examines various literary delineations
of conscience—from Shakespeare’s Macbeth
to Spike Lee’s Do the Right Thing—in order to
explore the issue of political effectiveness.
Primary distribution course.
Fall semester. Anderson.
16. Survey of English Literature, I.*
An historical and critical survey of poetry,
124
Reading in Middle English of most of Chau
cer’s major poetry with emphasis on The
Canterbury Tales and Troilus and Criseyde. The
course attempts to place the poetry in a
variety of critical and cultural contexts—-both
medieval and modern—which help to illumi
nate Chaucer’s art.
Spring semester. Williamson.
23. Old English/History of
the Language.*
Not offered 1992-93. Williamson.
25. Shakespeare.*
This semester plays will include Taming of the
Shrew, As You Like It, Much Ado About Nothing,
All’s Well that Ends Well, I Henry IV, Henry V,
Hamlet, Othello, Macbeth, Antony and Cleopa
tra, and The Winter’s Tale. Special focus on
gender, sexuality, and class, both as determi
nants of identity and power relations, and as
sites of conflict in plays.
Fall semester. Snyder.
26. Renaissance Poetry.*
Not offered 1992-93. Snyder.
27. Tudor-Stuart Drama.*
Not offered 1992-93. Breitenberg.
28. Milton.*
Not offered 1992-93. Blackburn.
29. Inscriptions of the Feminine
in 16th-and 17th Century England.*/**
and cultural critique (Tommer).
Fall semester. Bolton.
Not offered. 1992-93. Blum.
30. Technology and the Text.*
41. The Victorian Poets:
Eminence and Decadence.
Not offered 1992-93. Blackburn.
Not offered 1992-93. Anderson.
34. Women Writers 1790-1830.*
42. English Novel, II.
Not all writers during this period practiced
the dominant mode of literary expression we
now call Romanticism. This course will ex
amine those women writers who reacted to
that mode or were outside it; Wollstonecraft,
Wordsworth, Austen, Shelley, Bronte. We’ll
focus on prose works, predominantly the
novel, and organize our investigations in terms
of different feminist approaches. Critics will
include Spivak, Jacobus, Gallop, Homans,
Poovey, Hooks.
Fall semester. Langbauer.
Not offered 1992-93. Staff.
Not offered 1992-93. Durkan.
35. Eighteenth-Century Literature.*
48. The Short Story.
Not offered 1992-93. Staff.
36. English Novel, I.*
Not offered 1992-93. Langbauer.
38. The Romantic Sublime.*
"The essential claim of the sublime is that
man [sic] can, in speech and feeling, transcend
the human.” (Weiskel) What does this trans
cendence look like? How is it achieved? What
resources does it offer us, and at what cost?
We will read both theorists and literary prac
titioners of the multi-faceted Romantic sub
lime, focusing on the poetic, political and
practical uses to which the concept is put.
Authors: Longinus, Burke, Kant, Schiller,
Blake, Wordsworth, Coleridge, Byron, Shel
ley, Keats, Seward, Dorothy Wordsworth,
Charlotte Smith.
Fall semester. Bolton.
40. Gothic Possibilities.
Horace Walpole wanted to write a novel com
bining extraordinary events and ordinary char
acters: "High Gothic” flourished in England
in the 1790’s; "Southern Gothic” adapts those
same conventions to the demands of the
American South and modernist fiction. How
are we to define a form notorious both for its
thematic obsessions (incest, decay, the super
natural, etc.) and its openness to change?
Among the Gothic possibilities we will con
sider: sensationalism (Lewis), domestication
(Radcliffe), parody (Austen), autobiography
(Robinson, Porter), fragmentation (Faulkner)
43. Studies in English Fiction.
Not offered 1992-93. Weinstein.
44. Twentieth-Century Novel.
Not offered 1992-93. Staff.
45. Modern British Poetry.
Not offered 1992-93. Anderson.
46. Introduction to Anglo-Irish
Literature.
Borges claimed that the short story, unlike the
novel, might somehow be "essential;” James
wrote of its "jewel-like compression;” Ben
jamin felt its "chaste compactness” was the
last refuge for unalienated human experience.
As we read widely in the nineteenth- and
twentieth-century short story, we will focus
on technical developments as well as certain
recurring preoccupations of the genre: frag
mentation and reconstruction; the staging of
an encounter between the ordinary and the
extraordinary; the "refutation of time” or
mortality from a perspective at once artistic
and quintessentially human. Authors include:
Hawthorne, Poe, Melville, Gogol, Chekov,
Maupassant, James, Wharton, Kafka, Borges,
Cortazar, Rulfo, Guimaraes Rosa, Lispector,
Faulkner, Hemingway, Welty, O ’Connor,
Carver, Paley.
Spring semester. Bolton.
49. Theories of Multiculturalism.**
A course in comparative cultural studies,
featuring classical and contemporary theories
of colonial and postcolonial cultures in the
U.S., the Americas, and abroad. Topics in
clude the deconstruction of colonialist dis
course; the prospects for creating postcolonial
cultures; strategies for moving beyond an
opposition between "essentialist” vs. "con
structed” or "mixed” identities; current cri
tiques of multiculturalism from the left and
right; and ways of rethinking the "Western”
tradition, particularly arguments for racial
125
English Literature
and cultural superiority. Authors to be read
include Cesaire, Ngugi, Spivak, Minh-ha,
Hooks, Anzaldua, Saldivar, Kondo, Diop,
Hegel, Berlin, and Schlesinger. Students will
test selected theories using cultural works of
their own choosing in class presentations and
research papers.
Spring semester. Schmidt.
50. Theories of Black Studies.
Not offered 1992-93. Pouncy and Schmidt.
51. Fictions in American Naturalism.
Not offered 1992-93. James.
52. The Harlem Renaissance.
Not offered 1992-93. James.
53. Contemporary Women’s Poetry.
A consideration of the great variety of poetic
styles and stances employed by women writing
in English today: Adrienne Rich, Audre
Lorde, Rachel Blau DuPlessis, Ai, Janice Mirikitani, Olga Broumas, Medbh McGuckian,
Joy Harjo, Cherrie Moraga, Cathy Song, Jo
Shapcott, and Cyn Zarco, for example.
Spring semester. Anderson.
54. Studies in American Fiction.
Not offered 1992-93. Schmidt.
55. Modern American Poetry.
Not offered 1992-93. Schmidt.
56. Theory of Intentionality.**
Not offered 1992-93. Anderson.
57. Contemporary American Prose.
Not offered 1992-93. Schmidt.
58. The American Autobiography.
Not offered 1992-93. James.
59. The Afro-American Writer.
Not offered 1992-93. James.
60. The Contemporary
Afro-American Writer.
Not offered 1992-93. James.
65. Poetry Workshop.
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
We will emphasize the discovery and develop
ment of each individual’s distinctive poetic
voice, imagistic motifs, and thematic con
cerns, within the context of contemporary
poetics. Students should submit 3-5 pages of
poetry for admission, at a time announced
during fall semester. The workshop will meet
126
once a week for three hours. Admission and
credit are granted at the discretion of the
instructor. (Studio course)
Spring semester. Schmidt.
66. Fiction Writers’ Workshop.
The course is devoted to the analysis of
stories submitted by students. It meets once a
week for three hours. In addition to receiving
practical help from fellow writers, students
have an opportunity to articulate and explore
theoretical aspects of fiction writing. Students
should submit one story for admission, at a
time announced during the fall semester. Ad
mission and credit are granted at the discretion
of the instructor. (Studio course)
Spring semester. Staff.
67. Advanced Poetry Workshop.
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course, intended as an
advanced workshop for students who have
taken the Poetry Workshop or have com
pleted a substantial body of work on their
own, will examine the implicit logic of selected
volumes of poetry, experiment with poetic
sequences, and culminate in the "publication”
of chapbooks of student work. Limited to 12.
Admission and credit are granted at the dis
cretion of the instructor. (Studio course)
Fall semester. Anderson.
70. Renaissance Comparative
Literature.*
Humanist and "Counter-Renaissance” dynam
ics in works by some major writers of Early
Modem Europe, including two saints, two
runaway monks, a queen, a courtesan, and a
man with one hand: Petrarch, Gaspara
Stampa, Erasmus, Thomas More, Rabelais,
Marguerite de Navarre, St. John of the Cross,
Cervantes. Cross-listed LIT 70.
Spring semester. Snyder.
71. Constructions of the Heroic
in Medieval Literature.*
Not offered 1992-93. Snyder.
72. Proust, Joyce and Faulkner.
Selections from Proust’s Remembrance of
Things Past, Joyce’s Dubliners and Ulysses en
tire, and selected Faulkner novels. Emphasis
on the ideological and formal tenets of mod-
ernism.
Spring semester. Weinstein.
73. Proust and Joyce.
Not offered 1992-93. Weinstein and Roza.
74. Modern Drama.
Not offered 1992-93. Devin.
76. The Black African Writer.
Not offered 1992-93. James.
77. Contemporary Drama.
Not offered 1992-93. Williamson.
79. Studies in Comparative Fiction.
Not offered 1992-93. Weinstein.
80. Satire.
Not offered 1992-93. James.
82. Representations of Women’s
Identity.**
(Cross-listed as Psychology 52.) A study of
the ways in which psychology, literature, and
literary theory illuminate women’s identity
and self-expression. By examining such mate
rial as psychological case studies, fairy tales,
poetry and fiction by male and female authors,
psychological theory and literary criticism,
we will identify some of the ways in which
women have been represented in our culture,
the consequences of this representation, and
possibilities for expanding self-awareness and
creativity.
Prerequisite: an introductory course in En
glish.
Spring semester. Blum and Marecek.
84. Folklore and Folklife Studies.
(See History 84.)
86. Women and Film.
Feminist film theorists have argued that the
representation of women, particularly in the
Hollywood film, has contributed to the op
pression of women by making them the fetishized object of the voyeuristic male gaze. Does
such theory hold true when women watch
film? When women make film? This course
will investigate both the oppressive and oppo
sitional potential of the fiction film, as it
either captures or constructs women’s expe
rience. We will consider the representation of
women in a variety of film genre, as well as
considering how women represent them
selves.
Fall semester. Juhasz.
87. Women’s Sexuality in Literature and
Film: What do women want?
The history of film and literature have, to a
great extent, been devoted to men represent!
ing women’s sexuality as they attempt to
answer the question above. But do women see
their needs and desires represented honestly,
adequately, or erotically in books and movies?
What else gets represented along the way? By
focusing on three areas of concern—porno
graphy, lesbianism, and heterosexual romance
—this course will examine how women artists
use these two, distinct forms of expression to
redress and diversify the (largely male pro
duced) field of images about women’s sexual
ity. Of particular concern will be representa
tions of these sexual arenas in relation to
AIDS.
Spring semester. Juhasz.
88. Women and Documentary.
Not offered 1992-93. Juhasz.
89. History of Criticism and
Interpretation.**
A survey of statements, positions, and con
troversies from the pre-Socratics to poststructuralism about the following issues: the
nature and function of art, language and rep
resentation, the relationship of literature to
history and culture, depictions and interpre
tations of sexuality and gender.
Fall semester. Breitenberg.
90. Colloquium: Faulkner, Morrison,
and the Representation of Race.**
This colloquium has two aims: to explore in
some depth the fiction of two major American
novelists, and to work towards aesthetic cri
teria attentive to both racial dynamics and
formal achievement.
Fall semester. Weinstein.
90A. Colloquium: Shakespeare &
Critical Theory “Our”
Shakespeare(s).*/**
An intensive study of Henry IV part 1, Twelfth
Night, Macbeth, Othello, and The Winter’s Tale,
in the context of current theories and critical
approaches to the plays. Including: Perfor
mance Studies; Feminist Theory; Race, Class,
Homosocial issues; deconstruction; New Historicism. The Colloquium will keep asking:
Who invests in various "Shakespeares”?
What does "real” lived experience have to do
127
English Literature
with the creation—and mutation—of values
associated with those plays and their perfor
mance? The Colloquium will attend at least
one performance of a Shakespeare play.
Students may be admitted to 90A without
taking English 25. This course may satisfy the
major requirements for either pre-1830 or
criticism, but not both.
Fall semester. Blum.
consult with the appropriate instructor and
submit a prospectus to the Department by
way of application for such work before the
beginning of the semester during which the
study is actually done. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and seniors.
Staff.
91. Feminist Literary Criticism.**
98,99. Senior Essay, Senior Thesis.
Readings in current feminist literary criticism
and theory that ask: Just what is/are feminism(s)? How do assumptions about gender
underwrite our structures of knowledge? How
are questions of representation political
issues?
Spring semester. Langbauer.
In the fall semester of the senior year, Course
majors in the Department may pursue a liter
ary project (English 98) of their own choos
ing. The major part of the semester is devoted
to preparing an essay (or essays) under the
supervision of a member of the Department.
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 con
sult with the Department Chairman and with
the Department member who might supervise
the project.
92. Theory of the Novel.**
Not offered 1992-93. Weinstein.
96. Directed Reading.
Students who plan directed reading must
consult with the appropriate instructor and
submit a prospectus to the Department by
way of application for such work before the
beginning of the semester during which the
study is actually done. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and se
niors.
The project, culminating in an essay (or es
says) of 40-50 pages, will be completed in
December of the senior year. Students who do
well on this project and wish to develop it into
a comprehensive thesis will take English 99 in
the spring semester. The work on the thesis
will normally deepen or expand work com
pleted during the fall.
97. Independent Study.
Students who plan an independent study must
SEMINARS: ENGLISH LITERATURE
Group 1
101. Shakespeare.
Study of Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading of the remainder of the
canon. Students are advised to read through
all the plays before entering the seminar.
Fall semester. Blackburn, Blum.
Spring semester. Breitenberg.
102. Chaucer and Medieval Literature.
A survey of English literature, primarily po
etry, from the 8th through the 15th century
with an emphasis upon Chaucer. Texts will
include Beowulf, Sir Gawain and the Green
128
Knight, The Canterbury Tales, Troilus and Criseyde, Piers Plowman, Pearl, selected mystery
plays, and Malory’s LeMorte d’Arthur. Chau
cer will be read in Middle English; other
works will be read in translation.
Fail semester. Williamson.
104. Milton.
Not offered 1992- 93. Blackburn.
105. Tudor-Stuart Drama.
Not offered 1992-93. Blackburn.
106. Renaissance Epic.
Not offered 1992-93. Snyder.
108. Renaissance Poetry.
Not offered 1992-93. Snyder.
109. Eighteenth-Century Literature.
Not offered 1992-93. Staff.
110. Romantic Poetry and Prose.
The great Romantic attempt to salvage both
nature and the autonomy of the imagination
from a world too much with us will be read
in the context of other contemporary devel
opments: the French Revolution; the creation
of the "political novel” to address the rights
of man and the wrongs of woman; the regional
novel and its emphasis on the family as a
means of economic and social security; liter
ary collaboration and the model of the family
business; the spread of literacy—domestic
journals and political broadsides as sources of
(formulaic) self-definition; women poets and
the revision of Romanticism. Possible authors:
Blake, Wollstonecraft, the Wordsworths, Cole
ridge, Austen, Edgeworth, Scott, Byron, the
Shelleys, Keats, Smith, Hemans, Landon, Mitford.
Spring semester. Bolton.
Group II
112. Women and Literature.**
Fall semester: Examination of novelistic real
ism in terms of its hidden assumptions about
gender. Nineteenth-and twentieth-century En
glish fiction, as well as current feminist criti
cism and theory.
Fall semester. Langbauer.
Spring semester: Problems of agency and sub
jectivity as set out in current feminist theory
and (mainly) contemporary fiction, drama,
and film by Western and Third World women.
Some of the topics we will consider are:
narrative agency, body images, popular and
high cultural constructions of Woman as
Other, current theories of maternity and pa
ternity, notions of both gender and sexual
preference, the category of the monstrousfeminine, and utopian and feminist science
fiction, women and spiritualization.
Spring semester. Blum.
115. Modern Comparative Literature.
The fall semester syllabus will focus on fiction
responsive to colonial and postcolonial con
ditions. Writers will include Conrad, Forster,
Faulkner, Morrison, Silko, Erdrich, and oth
ers. The spring semester syllabus will focus
on the major works of Proust, Joyce, and
Woolf. Both syllabi will also feature pertinent
theoretical materials.
Each semester. Weinstein.
116. American Literature.
A study of U.S. modernist poetry and prose
from the turn of the century to World War II,
with particular focus on the work of Dreiser,
Cather, Williams, Stein, H.D. Hughes, and
Hurston, among others, plus selected
theoretical and historical texts.
Fall semester. Schmidt.
118. Modern Poetry.
A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an effort to
define their differences within the practice of
"Modernism,” and to assess their significance
for contemporary poetic practice.
Spring semester. Anderson.
119. Modern Drama.
Not offered 1992-93. Kuharski.
120. Theory of Criticism.**
A course designed to provide a working knowl
edge of the major schools of contemporary
criticism.
Spring semester. Langbauer.
121. Modern Black Fiction.
Not offered 1992-93. James.
180. Thesis.
A major in the Honors Program may elect to
write a thesis as a substitute for one seminar.
The student must select a topic and submit a
plan for Department approval no later than
the end of the junior year. Normally, the
student writes the thesis, under the direction
of a member of the Department, during the
fall of the senior year.
Staff.
183. Independent Study.
Students may prepare for an Honors Exami
nation in a field or major figure comparable in
literary significance to those offered in the
regular seminars. Independent study projects
must be approved by the Department and
supervised by a Department member. Dead
lines for the receipt of written applications are
the second Monday in November and the first
Monday in April.
Staff.
129
English Literature
THEATRE STUDIES
The Theatre Studies major uses the study of
all aspects of dramatic art as one part of a
liberal arts education. It is intended to be of
broad benefit regardless of a student’s profes
sional intentions. The program offers courses
in four main areas: acting, design, directing,
and dramaturgy. Some courses naturally fall
into more than one of these areas.
The focus in' each area is on some aspect of
making dramatic art, a complex of processes
which includes a variety of skills. All courses
in the program address the processes of play
production.
Theatre Studies emphasizes writing as an im
portant means of achieving skills in discursive
thinking and communication. All courses
have a significant writing component, the
nature of which varies from course to course.
Since in practice performance engages theatre
artists for less time and is less complicated
than rehearsal and other preparations, it re
ceives proportionally less attention in this
curriculum. Since all work in theatre eventu
ally issues in a public occasion, classes are
usually open to visitors.
REQUIREMENTS AND RECOMMENDATIONS
Because of the wide variety of courses in the
program, this can be complicated: students
are strongly urged to read these Requirements
and Recommendations closely and to consult
an advisor in the event of any question.
Courses numbered 1 through 10 are intro
ductory and are prerequisite to intermediate
courses.
Courses numbered 11 through 50 are inter
mediate and are prerequisite to advanced
courses numbered 51 through 70.
Seminars carry numbers 100 and above.
Intermediate work in each of the four course
areas requires a beginning course in that area.
Thus, the prerequisite for Theatre 12 (inter
mediate acting) is Theatre 2 (beginning act
ing); for Theatre 14 (intermediate design),
Theatre 4 (beginning design); and so on
throughout the program.
In addition, some advanced classes carry ad
ditional prerequisites which are listed in the
course descriptions.
Students considering a Theatre Studies major
are strongly urged to consult an advisor early
in their first year. Leave schedules, a wide
variety of extern programs, and the large
number of course sequences make long-range
planning essential.
Majors and prospective majors should also
consult Theatre faculty for information about
130
courses in other departments complementary
to their work in Theatre. Students who plan
to do graduate work or to follow a course of
professional training should See a faculty
member for early help in planning their pro
grams.
Major in the Course Program: The course major
in Theatre Studies requires twelve credits of
work including Theatre 1 (Introduction to
Theatre), Theatre 6 A or 6 B (Pre-Modern and
Asian Performance Traditions or Modern Per
formance Traditions, either of which may be
substituted for Theatre 1); Theatre 2 (Acting
I: Work on the Self); Theatre 4 (Design I:
Theatre Technology and Lighting Design);
and four credits in dramaturgy and dramatic
literature, including at least two in drama
turgy. See an advisor for a list of courses in
various departments which meet this require
ment.
At an appropriate time, prospective majors
will choose an area of emphasis from among
five offered in the program. The advisors and
requirements for each emphasis are:
Acting: 12, 52, and 99
Advisor: Mr. Devin
Design: 14, 54, and 99
Advisor: Mr. Marshall
Directing: 12, 15, 55, and 99
Advisor: Mr. Kuharski
Dramaturgy: 6A or 6 B, 15, 56, and 99
Advisor: Mr. Devin
Generalist: 12, 14, 15, and selected advanced
courses
Advisor: Staff
In addition to these curricular requirements,
the major requires a comprehensive examina
tion in two parts: 1 ) an oral exam based on a
reading list of plays and critical works given
to students when they are accepted into the
major; and, 2 ) a take-home essay describing
solutions to problems in production.
Major in the External Examination (Honors)
Program: The honors major in Theatre Studies
requires six or eight credits in preparation for
three or four papers. Prospective majors
should see Mr. Kuharski as soon as possible
to explore the combinations of courses and
seminars that can be offered as a coherent
program for examination. Seminars in dra
matic literature may carry a prerequisite of at
least one upper level course in the appropriate
department. When offered for external exami
nation, production projects will be evaluated
in performance as well as by a paper.
The minor normally requires four credits in
preparation for two papers. One of the papers
offered for the minor will normally be a pro
duction project.
Co- and extra-curricular work in Theatre,
while not specifically required, is strongly
recommended for majors. Opportunities in
clude paid and volunteer staff positions with
The Theatre, in-house class projects for Di
recting and Playwriting, production work for
the Office of Community Space, and Drama
Board production.
For those majors who intend a career in
professional theatre, whether academic, notfor-profit, or commercial, internships in local
theatres are strongly recommended. Positions
are usually available in production, develop
ment, public relations, marketing, box office
and house management. Positions are usually
not available in acting, directing, design, or
stage management.
Because of scheduling difficulties, application
for internships, time spent off campus, and
special projects should be made as far in
advance as possible.
With respect to the twenty course rule,
courses in dramatic literature in the depart
ments of English Literature, Modem Lan
guages and Literature, and Classics will count
as part of the Theatre Studies major; courses
in non-dramatic literature will not.
With respect to the four course limitation on
seminars within a single department, English
and Theatre Studies will be teated as separate
departments.
BEGINNING COURSES
1. Introduction to Theatre.
Sections on dramaturgy, theatre space, and
acting. Theatre professionals meet with the
class as possible. Weekly lab sessions on
theatre exercises, rehearsal process, and writ
ing. Several short papers based on reading,
local rehearsals or performances, and class
projects. This course is a prerequisite for
intermediate Theatre courses and may serve
as a prerequisite for dramatic literature
courses (not seminars) in English Literature.
Primary distribution course.
Fall semester. Devin.
2. Acting I: Work on the Self.
The basic acting course: vocal and physical
warm-up; focus and release; sense and affec
tive memory; improvisation; ensemble; jour
nal. Short papers on local rehearsal and per
formances. This class meets six hours a week.
Spring semester. Devin.
4. Design I: Theatre Technology and
Lighting Design.
Rules and systems for stage craft and lighting
design. Exercises in drafting, tool use, build
ing, basic electronics, and lighting design.
Weekly lab sessions will support curricular
and Drama Board productions. Text: Parker
and Smith, Scene Design and Stage Lighting.
Each semester. Marshall.
Not offered in Fall, 1992.
6A. Pre-Modern and Asian
Performance Traditions.
A survey of European and Asian traditions of
131
English Literature
dramaturgy, acting, scenography, and theatre
architecture. Reading consists of one or two
plays per week; readings from Oscar Brack
ett’s History of the Theatre, A.C. Scott’s The
Theatre in Asia, and Lee Simonson’s The Stage
is Set. Units designed to include work by
contemporary artists employing elements of
the traditions covered. Mid-term, final exam,
and a series of short papers.
This course will alternate with Theatre 6 B
(Modern Performance Traditions). Both may
be taken for credit; both are open without
prerequisite.
Fall semester. Kuharski.
6B. Modern Performance Traditions.
A selective survey of major movements in
world theatre since the beginning of the nine
teenth century.
Not offered 1992-93. Kuharski.
INTERMEDIATE COURSES
12. Acting II: Work on the Playscript.
Acting techniques applied to play analysis,
scene work, rehearsal process: given circum
stances; character biography; objectives; tasks
and behavior; activities and actions; vocal and
physical warm-up; focus, release, and body
awareness. Short papers on local rehearsals
and performances. This course meets nine
hours a week.
Prerequisite: Theatre 2.
Fall semester. Devin.
14. Design il: Scenography.
A study of three dimensional composition in
response to the play’s symbolic expression.
Focus on the development of a design philoso
phy grounded in collaboration and process.
Projects in the application of scenographic
systems and principles. Selected students will
constitute a Design Firm to work with Drama
Board on specified productions. Text: Pectal,
Designing and Painting for the Theatre.
Prerequisite: Theatre 4.
Spring semester. Marshall.
15. Performance Theory and Practice.
This course covers a series of major theoretical
texts, taught in reverse chronological order.
Reading will primarily focus on theoretical
writings by or about such artists as Chaikin,
Grotowski, Mnouchkine, Brook, Suzuki,
Brecht, Artaud, Stanislavsky, and Zeami. Se
lected texts by non-practitioners such as Herrigel, Nietzsche, Plato, and Aristotle are also
considered. The course will include units on
performance traditions and genres outside of
Europe and North America and their relation
ship to various theorists included.
Prerequisite: Theatre 1 or Theatre 6 , A or B.
Fall semester. Kuharski.
132
(Note: Students who wish to include Theatre
21, 23, 27, or 29 as part of a program in
English or Literature should consult with Mr.
Williamson.)
21. Pre-Shakespearean Dramaturgy.
Dramaturgical projects on pre-Shakespearean
plays.
Fall semester. Devin.
Not offered 1992-93.
23. Modern Dramaturgy.
A comparative survey of theatre and drama
from Buchner to the present. Dramatic texts
will be considered both as theatrical artifacts
and points of departure for live performances.
Prerequisite: Theatre 1 or Theatre 6 , A or B.
Spring semester. Kuharski.
Not offered 1992- 93.
27. American Dramaturgy.
Selection and discussion of a bill of plays for
presentation as an American season. Empha
sis on U.S. plays, selected reading in Canadian
and Latin American plays.
Prerequisite: Theatre 1 or Theatre 6 , A or B.
Spring semester. Devin.
Not offered 1992-93.
29. Contemporary Dramaturgy.
A survey of theatre and drama since 1960.
Post-absurdist dramaturgy and the rise of
various post-modern approaches to the per
formance event.
Prerequisite: Theatre 1 or Theatre 6 , A or B.
Fall semester. Kuharski.
Not offered 1992-93.
35. Directing I: Directing Laboratory.
The course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units
cover the director’s relationship with actors,
designers, composers, technicians, choreo
graphers, as well as playwrights and their
playscripts. The student’s directorial self-definition through this collaborative process is
the lab’s ultimate concern. Final project con
sists of an extended scene to be performed as
part of a program presented by the class.
Prerequisite: Theatre 2, 4, and 15.
Spring semester. Kuharski.
ADVANCED COURSES
52. Acting ill: Ensemble Work with
an Audience.
Rehearsal of a full length work for public
performance: ensemble techniques; improvi
sation; using the audience as part of given
circumstances.
Prerequisite: Theatre 12.
Spring semester. Adams.
54. Design ill: Advanced Scenography.
Continuing study of scenography. A semesterlong project creating the scenography for a
play production. The project will include
research, development, testing, and execution
of the project. Text: Burian, The Scenography
of Josef Svoboda.
Prerequisite: Theatre 14.
Each semester. Marshall.
Not offered Fall 1992-93.
55. Directing II: Directing Workshop.
The course requires the student to apply the
exercises done in Directing I (Theatre 35) to
a variety of scene assignments. These will
cover a variety of theatrical genres (comedy,
verse drama, psychological realism, epic thea
tre, etc.) and various approaches to dramatic
text (improvisation, cutting and/or augmen-
tation of playscripts, adaptation of non-dramatic texts for performance, etc.). The culmi
nating exercise will be a one-act play or
cutting of a longer work.
Prerequisite: Theatre 35 or the consent of the
instructor.
Fall semester. Kuharski.
56. Playwriting.
Exercises in making stories and scenarios;
plotting and dialogue. Readings in theory and
selected plays.
Prerequisite: Theatre 12 and 15.
Spring semester. Devin.
92. Off-campus Projects in Theatre.
93. Directed Reading.
94. Special Projects in Theatre.
99. Play Production.
Majors in the second semester of their fourth
year meet with Theatre Studies staff to form
a company and present a series of Senior
Projects. (Students may be attending classes
in 52, 54, 55, or 56 under this number.)
Prerequisite: appropriate preparation in the
major.
Spring semester. Staff.
SEMINARS: THEATRE
(Note: As a general rule, seminars in Theatre
alternate with the course of the same name.
Scheduling varies with demand, however, and
students are urged to make plans with an
advisor. Also, students who wish to include
Theatre 121, 123, 127, or 129 as part of a
program in English or Literature should con
sult with Mr. Williamson.)
for rehearsal. Projects include: script analysis;
author biographies; production history; given
circumstances; translation and comparison of
translations.
Prerequisite: Theatre 1 or Theatre 6 , A or B.
Fall semester. Devin.
123. Modern Dramaturgy.
121. Pre-Shakespearean Dramaturgy.
Spring semester. Kuharski.
Not offered 1992-93.
Selection and discussion of a bill of plays for
presentation as a pre-Shakespearean season.
The selected playscripts will then be prepared
Spring semester. Devin.
Not offered 1992-93.
127. American Dramaturgy.
133
English Literature
129.
Contemporary Dramaturgy.
Fall semester. Kuharski.
Not offered 1002-03.
Environmental Studies
Coordinators: ARTHUR McGARITY (Engineering)
JACOR WEINER (Biology) 1
¡
I Committee:
I
Carr Everbacil (Engineering)
Wendy Horwitz (Psychology)
Asm arom Legesse (Sociology/Anthropology)
Hans Oberdiek (Philosophy)3
Frederick Orthlieb (Engineering)
Leah Smith (Economics)
Don Sw earer (Religion)
M ark Wallace (Religion) 3
Profound, potentially catastrophic, anthropo
genic changes are occurring in the land, water,
and air around us, and education needs to
respond to these changes. Swarthmore’s heri
tage of social concern compels us to educate
students so that they are well informed about
vital, current issues, and capable of full politi
cal participation. The College has a responsi
bility to provide means for the study of en
vironmental problems and to encourage
students to develop their own perspectives on
these problems. The Environmental Studies
Concentration is one way that the College
meets these responsibilities.
Environmental Studies is truly interdisciplin
ary and offers numerous opportunities for
rigorous interdisciplinary work because en
vironmental issues have scientific, engineer
ing, social, political, economic, and philo
sophical dimensions, all of which must be
addressed. The Concentration helps guide
students to the many academic fields that
afford a perspective on environmental prob
lems and enables them to explore questions
most compelling to them from the vantage
point of various disciplines in the natural and
social sciences, engineering, and the humani
ties.
A Concentration in Environmental Studies
consists of an integrated program of five
courses and a capstone seminar that a student
takes in addition to a regular major.
Concentrators must take five courses from
the list below, including at least one course in
Environmental Science/Technology, at least
one course in Environmental Social Science/
Humanities, and a third from either of these
two groups. Students may petition the Faculty
Committee on Environmental Studies to have
courses taken at other institutions fulfill some
of these requirements. At least three of the
five courses must be outside the major. One
of the courses may be independent work
supervised by a member of the Committee
(Environmental Studies 90). In addition to
the five courses, each concentrator will par
ticipate in the Capstone Seminar in Environ
mental Studies (Environmental Studies 91)
during the spring semester of the senior year.
The capstone seminar will involve advanced
interdisciplinary work on one or more issues
or problems in environmental studies. Lead
ership of the Capstone Seminar will rotate
among the members of the Faculty Committee
on Environmental Studies.
Courses in Environmental Science/Technology
The Environmental Science/Technology cate- engineering and whose subject is central to
gory includes courses which emphasize tech- Environmental Studies. Therefore all concenniques and methodologies of the sciences and trators will be familiar with a body of scientific
1 Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
135
Environmental Studies
knowledge and scientific approaches to envir
onmental problems.
Engineering 32: Introduction to
Environmental Protection
Chemistry 1: Chemistry in the Human
Environment
Engineering 63: Water Quality and
Pollution Control
Biology 39: Ecology
Engineering 66: Environmental
System s
Biology 50: Marine Biology
Biology 104: Plant Ecology
Geology 103 (Bryn Mawr College):
Environmental Geology
Courses in Environmental Social Science/Humanities
The Environmental Social Science/Humanities category includes courses which are cen
tral to Environmental Studies and which focus
on values, their social contexts, and their
implementation in policies. Thus, all concen
trators will have studied the social context in
which environmental problems are created
and can be solved.
Economics 76: Economics of
Environment and Natural Resources
Adjunct courses
There are other courses which are relevant to
Environmental Studies and which can be in
cluded in the five courses required for the
concentration, but are not central enough to
justify their inclusion in the groups above.
Astronomy 9: Meteorology
Biology 28: Crop Plants
Education 65: Environmental Education
(not offered currently)
Political Sci/Engineering 68:
Environmental Policy
Political Science 222 (Bryn Mawr
College): Introduction to
Environmental Issu e s
Religion 22: Religion and Ecology
Sociology and Anthropology 33 or 118:
Ecology and Society
Environmental Studies 90: Directed
Reading in Environmental Studies
History 68: Food and Famine
Mathematics 61: Modeling
Philosophy 33: Philosophy and
Technology
Biology 38: Microbiology
Physics 20: Principles of Earth
Science
Engineering 35: Solar Energy System s
Political Science 43: Food Policy
Engineering 64: Swarthmore and the
Biosphere
German Studies
Coordinator: HANS-JAKOB WERLEN (German)
Committee:
George Avery (German)
Richard Eldridge (Philosophy)
Marion Faber (German) 3
Janies Kurth (Political Science)
Michael M arissen (Music) 3
Braillio Munoz (Sociology/Anthropology)
M ark Wallace (Religion) 3
Steven Welch (History)
The concentration in German Studies grows
out of the connection between German
thought and art of the nineteenth and twen
tieth centuries. Figures such as Goethe,
Wagner, Nietzsche, Marx, and Freud, for ex
ample, go beyond the boundaries of particular
disciplines. In addition, the study of German
history and politics enriches and is enriched
by the study of German literature and art. A
combination of approaches to German culture
introduces the student to a field of knowledge
crucial to contemporary society and prepares
the student for graduate work in a good num
ber of academic disciplines, as well as for
various international careers. The Concentra
tion may be undertaken in the Course Pro
gram or in the External Examination Program.
Concentrators should consult the program
coordinator during the sophomore year to
plan their work towards the Concentration.
the equivalent). It is also strongly recom
mended that students study in Germany (for
a summer or, preferably, for a semester) if at
all possible. Students who do not take an
advanced literature course must either use
original German sources in the thesis or add
an attachment in German to one course in the
concentration.
The following courses and seminars may be
offered for a German Studies Concentration:
General Requirements: Students are required
to take five credits from designated courses in
German Studies, three of which must be out
side the student’s major department. To ensure
a common groundwork for all concentrators,
students must take the core course, German
14, Introduction to German Studies. To en
sure work in depth, at least one credit must be
a thesis on an interdisciplinary topic, nor
mally to be proposed at the end of the junior
year and written in the fall semester of the
senior year. An interdisciplinary thesis for
the student’s major department may fulfill
this requirement.
It is required that students do substantial
work in the German language (German 8 or
M u sic 35. Late Romanticism.
Courses (one credit)
History 27. Faith and Culture in Europe.
History 32. Europe of the Bictators.*
History 36. Modern Germany.
M u sic 2 2 .19th Century Music.
M u sic 33. Lieder.
M u sic 34. Bach.
Philosophy 29. Nineteenth-Century
Philosophy.
Philosophy 39. Existentialism.*
Political Science 71. Germany and
Japan.
Sociology-Anthropology 83. Senior
Colloquium on Art and Society.*
German courses numbered 11 and
above.
Courses on German literature or film,
taught in English: Lit 20G, Lit 50G,
etc.
3 Absent on leave, 1992-93.
137
German Studies
---------------------------------a
Seminars (two-credit)
History 122. Revolutionary Europe.*
Sociology-Anthropology 115. Freud and ||
Modern Social Theory.
History 125. Fascist Europe.*
German 104. Goethe.
Philosophy 114. Nineteenth-Century
Philosophy.
German 105. Die Deutsche Romantik.
Philosophy 139. Visions of Cultural
C risis in Contemporary European
Philosophy.
German 108.
Vergangenheitsbewdltigung und
Neubeginn: Deutsche Literatur
1950-1980.
Political Science 108. Comparative
Politics: Europe.*
Religion 106. Contemporary Religious
Thought
Sociology-Anthropology 101. Critical
Modern Social Theory.
Sociology-Anthropology 105. Modern
Social Theory.
German 107. Moderne Prosa.
V
*Cognate course: No more than two may be ■
counted towards the German Studies Concen- 1
tration.
+Cognate seminar: No more than one may be I
counted towards the German Studies Concen- 1
tration.
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138
History
ROBERT C. BANNISTER, Professor2
ROBERT S. DUPLESSIS, Professor and Acting Chairman (Spring semester) 1
LILLIAN M. LI, Professor and Chairman 2
KATHRYN L MORGAN, Professor
JEROME H. WOOD, JR., Professor
HARRISON M. WRIGHT, Professor1
MARJORIE MURPHY, Associate Professor
STEPHEN P. BENSCH, Assistant Professor
ROBERT E. WEINBERG, Assistant Professor
STEVEN R. WELCH, Assistant Professor
COURSE OFFERINGS AND PREREQUISITES
The Department of History offers a range of
courses of value to all students, from surveys
to more specialized courses focusing on a
specific period, theme, or subfield. All courses
attempt to give students a sense of the past, an
acquaintance with the social, cultural, and
institutional developments that have pro
duced the world of today, and an understand
ing of the nature of history as a discipline. The
courses emphasize less the accumulation of
data than the investigation, from various
points of view, of those ideas and institu
tions—political, religious, social, and eco
nomic—by which people have endeavored to
order their world.
Surveys are designed to serve the needs of
students who seek a general education in the
field, as well as to provide preparation for a
range of upper-level courses. Freshman semi
nars explore particular issues or periods in
depth. Although these entry-level courses
vary somewhat in approach, they normally
consider major issues of interpretation, the
analysis of primary sources, and historical
methodology.
Prerequisites: Courses 1-9,11, and 72 are open
to all students without prerequisites. Fresh
man seminars are open only to freshmen on
the same basis. Upper-level courses are gen
erally open to all students who have taken a
survey or who have Advanced Placement
scores of 3 in the same area, or 4-5 in any area,
or by permission of the instructor. Exceptions
are courses "not open to freshmen” or where
specific prerequisites are stated.
REQUIREMENTS FOR THE MAJOR
Prerequisites: The prerequisite for admission
to the Department as a major is normally at
least two History courses taken at Swarthmore and a satisfactory standard of work in all
courses. At least one of these history courses
should be taken within the History Depart
ment. Ideally the preparation of the major
should include at least one survey, and either
a freshman seminar or upper-level course.
Students who intend to continue their studies
after graduation should bear in mind that a
reading knowledge of one or two foreign
languages (particularly French and German)
is now generally assumed for admission to
graduate school.
Major in the Course Program: The work of the
major in course consists of at least eight (and
normally no more than twelve) credits in the
department, chosen so as to fulfill the follow
ing requirements:
(a) Course majors must fulfill certain de
partmental distribution requirements. For
purposes of distribution the Department
has divided its offerings into four groups:
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
139
History
(1) Ancient, Medieval, and Early Modern
Europe through the 18th century; (2)
Modern Europe ( 19th-20th centuries);
(3) the United States; and (4) Africa,
Asia, Latin America, and the Middle East.
Course majors must take at least one
course from each of these areas. Beyond
that, majors are encouraged to concen
trate informally in topics or areas of
special interest to them.
paper and comprehensive examination.
Students choosing this option must write
a research paper that embodies some
work in primary sources. With the permission of the instructor, this may be
done as an expanded term paper for an
upper-level course. The comprehensive
examination, to be given early in the
spring semester of the senior year, will
include both written and oral sections.
(b) Course majors must write either a thesis
(for which they will receive academic
credit) or a research paper and compre
hensive examination. (1) Thesis. Students
who wish to take advantage of this option
must submit a proposal for department
approval by May 1 of their junior year and
will be expected to complete the thesis
(by taking History 92) during the fall of
their senior year. A brief oral examination
will be based on the thesis. (2) Research
Major and minor in the External Examination
(Honors) Program: Candidates for Honors may
elect history as a major or a minor in the
Division of Humanities, in the Division of the
Social Sciences, or in cross-divisional pro
grams. Majors in the Honors Program may
take either three or four seminars in the
Department. They must do work, whether in
courses or in seminars, in three of the four
fields listed above. Minors in the Honors
Program are ordinarily expected to take at
least two seminars.
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ADVANCED PLACEMENT AND ATTACHMENT OPTIONS
Advanced Placement. The Department will au
tomatically grant one credit for incoming
students who have achieved a score of 4 or 5
in Advanced Placement history tests. This
credit may be counted toward the number of
courses required for graduation. It may be
used in partial fulfillment of the college dis
tribution requirements. This credit is available
only as long as the student does not take either
History 3,5, or 6 . For majors, it may serve as
partial fulfillment of the departmental distri
bution requirements listed above. Grades of 3
may serve as prerequisite for advanced
courses in history in the same area (European
or American) as the Advanced Placement I
course. Incoming students with scores of 3 or I
better will be given preference in admission to I
Freshmen Seminars in the same area.
Language Attachment. Certain designated
courses offer the option of a foreign language
attachment, normally for one-half credit. Permission to take this option will be granted to
any student whose reading facility promises
the profitable use of historical sources in the
foreign language. Arrangements for this option should be made with the instructor at the
time of registration.
TEACHER CERTIFICATION
For students who wish to seek secondary
teaching certification in the social sciences
there are two normal routes. One of these is
through a major in one of the social sciences,
plus four to six semesters of courses in other
social sciences. Students majoring in history,
political science, and sociology-anthropology
are required to take at least four courses
140
outside their major; students majoring in
economics and psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in
social sciences, of which six must normally be
in one discipline and at least two more must
be in a single other discipine. All students
seeking social studies certification are re
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quired to take two courses in history, at least
one of which must be in American history.
Students are required to take one social sci
ence course focusing on non-western or non-
Anglo subject matter, a course in comparative
systems, and a course which addresses cross
cultural issues.
COURSES
1. Medieval Europe.
A survey of medieval culture and institutions
from the third to the fifteenth century. Topics
will include the lingering sunset of the ancient
world, the rise of the barbarian North, and the
mergence of a distinctively European civiliza
tion in the central and late Middle Ages.
Primary sources will be stressed. Primary
distribution course.
Spring semester. Bensch.
2. Early Modern Europe.
From the late Middle Ages to the mid-eight
eenth century, focusing on intellectual move
ments, varieties of state formation, and eco
nomic and social change. Primary distribution
course.
Not offered 1992-93. DuPlessis.
3. Modern Europe.
A topical survey from the Old Regime to the
Cold War, with emphasis on the political,
institutional, economic, and social forces that
have shaped modern Europe. Topics include
Enlightenment and religion, revolutions and
reform movements, industrialization and the
rise of the modern nation-states, imperialism,
and world war.
Primary distribution course.
Fall semester. Welch.
Spring semester. Weinberg.
4. Latin America.
The development of the Latin American area
from preconquest times to the present. Em
phasis is on the political, economic, and
social development of Brazil, Mexico, and
Argentina, and on recent attempts at radical
transformation. Primary distribution course.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
5. The United States to 1877.
The colonial experience and the emergence of
an American social order; Revolution and
Constitution; the "first” and "second” party
systems; industrialization, religious revivals,
and antebellum reform; slavery, the Civil
War, and Reconstruction.
Primary distribution course.
Fall semester. Bannister.
6. The United States since 1877.
Industrialism and the American social order;
the welfare state from the Square Deal to the
Great Society; world power and its problems;
the 1960s and its legacy.
Not offered 1992-93.
7. The History of the African
American People.
A topical survey of the historical legacy of
African American people. It begins with an
cient Egypt prior to the immigration of for
eigners to the Nile Valley. It studies the con
nection of ancient Egyptian culture with the
rest of Africa and the impact of African
culture on Asia, Europe, and America. The
struggles of black men and women for liber
ation in the United States are seen as an
"exciting chapter in the history of humanity.”
Topics include: blacks in science, black na
tionalism, black Jews, Pan Africanism, and
Black Power.
Fall semester. Morgan.
8. Modern Africa.
A survey of modern African history, with an
emphasis on tropical Africa, the development
of African nationalism and the achievement of
independence, and on differing perspectives
on the African past.
Spring semester. Wright.
9. Chinese Civilization.
An historical introduction to various aspects
of traditional Chinese civilization and cul
ture—language, literature, philosophy, art, im
perial and bureaucratic institutions. The im
pact of Chinese civilization on other parts of
Asia will be examined briefly.
Not offered 1992-93. Li.
141
History
IOA. Freshman Seminar: Family,
Kinship, and Marriage in
Medieval Europe.
Western family structures, kinship ties, and
sexual mores will be examined as they crystal
lized from Roman, Christian, Germanic, and
Celtic traditions.
Not offered 1992-93. Bensch.
IOB. Freshman Seminar: The Third
Reich and the Holocaust.
An examination of the origins and functioning
of the National Socialist regime in Germany
1933-1945.
Spring semester. Welch.
IOD. Freshman Seminar: The Cold
War Era.
A focused examination of the origins and
persistence of the cold war from the globali
zation of containment to the pressure of do
mestic conflict.
Not offered 1992- 93. Murphy.
IOE. Freshman Seminar: The Invasion of
America.
the British Isles, Northern France, Germany, >
and Scandinavia through an examination of
the institutions, material culture, religion, I
and literature of various barbarian peoples. 1
Primary distribution course.
Not offered 1992- 93. Bensch.
11. The Formation of the Islam ic
Near E a st
An introduction to the history of the Near
East from the seventh to the early fifteenth
century. Emphasis will be placed on the life
of Muhammed, the Arab conquests, the rise
of the caliphate, and the articulation of Islamic
values during an age of political disintegration
and nomadic invasion.
Fall semester. Bensch.
C la ssic s 21. Ancient Greece.
(See listing under Department of Classics.)
C la ssic s 31. History of Greece.
(See listing under Department of Classics.)
C la ssic s 32. The Roman Republic.
(See listing under Department of Classics.)
C lassic s 42. Greece in the Fifth
Century B.C.
A study of pre-Columbian America and a
comparative analysis of interactions between
Indians and Europeans in colonial Spanish
and British America.
Not offered 1992-93. Wood.
(See listing under Department of Classics.)
IOF. Freshman Seminar: Black and
White: South Africa and
the United States.
14. Friars, Heretics, and Female
M ystics: Religious Turmoil in the
Middle Ages.
A comparative historical study of apartheid in
South Africa and racism in the U.S., examin
ing their origins, natures, and the degrees to
which they are alike. Preference given to fresh
men entering with an Advanced Placement
score of 3 or better in either American or
European history.
Spring semester (tentative). Wright.
IOG. Freshman Seminar: Women in
Early African Civilizations.
An exploratory study of the role of women,
primarily but not exclusively leaders in early
African civilizations.
Primary distribution course.
Not offered 1992-93. Morgan.
IOH. Freshman Seminar: The
Barbarian North.
Exploration of the rise of Germanic and Celtic
societies from c. 100 A.D. to c. 1050 A.D. in
142
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C la ssic s 44. The Early Roman Empire.
(See listing under Department of Classics.)
I
From the 12th to the 15th century, the medi
eval Church confronted radically new versions
of Christianity and religious movements in
spired by evangelical poverty, preaching, and
a need to find a place for women in ecclesias II
tical institutions. The course will explore the
aspirations, doctrines, and forms of expres
sion of these religious groups and the Church’s
response to them.
Not offered 1992-93. Bensch.
15. Medieval Towns.
Were medieval towns the "seedbeds of mod
ernity”? The course will explore the historical
and ideological debates surrounding the ques
tion.
Spring semester. Bensch.
17. The Mediterranean World in the
Middle Ages.
The course examines how Christian, Byzan-
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tine, and Islamic worlds emerged from the
unified civilization of the Roman Mediterranean.
Not offered 1992-93. Bensch.
31. Revolutionary Culture and
Transformation in the USSR.
Exploration of the ways in which Russia’s
revolutionary transformation manifested it
self in literature, art, film, and music. By
19. The Italian Renaissance.
studying the arts within the context of Soviet
The emergence of a new culture in the city- history, we shall see how culture and politics
states of Italy (fourteenth-early sixteenth cen- both coincided and conflicted amid social
turies).
upheaval, as well as how they fared under
Not offered 1992-93. DuPlessis.
Stalin, Krushchev, Brezhnev, and Gorbachev.
Prerequisite: a course or seminar in Russian
24.
Field to Factory: the Transformation
Soviet history, or permission of the instruc
of European Economies and Societies.
From the agricultural revolution and proto- tor.
industry to the contemporary period, focus Not offered 1992-93. Weinberg.
ing on contrasting patterns among regions 32. Europe of the Dictators,
and nations.
1914-1945.
Not offered 1992-93. Welch and DuPlessis.
The assault of radical politics, left and right,
on the social and political fabric of Europe;
25. Engendering Women.
Contested (re)constructions of sex and gender the crisis of industrial capitalism; nationalism,
in Europe through work, family, religion, militarism, racism; and terror as means of
sexuality, persecution, ideology, collective ac social control.
tion, and feminism from the late Middle Ages Optional Language Attachment: German.
to the nineteenth century. Emphasis on pri Not offered 1992-93.
mary sources and feminist interpretations.
33. European Workers in Rebellion and
Spring semester. DuPlessis.
Revolution Since 1789.
This course focuses on how artisanal and
26. Early Modern European
factory workers have responded to socio
Social History.
Practices and structures of the quotidian from economic and political change since the late
the mid-fifteenth to the late eighteenth cen- eighteenth century.
Not offered 1992-93. Weinberg.
tury.
Not offered 1992-93. DuPlessis.
34. Eastern Europe.
Introduction to Eastern European history,
27. Faith and Culture in Europe:
with emphasis on the period since 1790.
From Reformation to Enlightenment
(Cross-listed as Religion 27.) Comparative Not offered 1992-93. Steven Sowards.
study of belief and practice (late 15th-18th 35. European Jew ry’s Encounter with
centuries), concentrating on German-speak- Modernity: From Emancipation to
ing areas.
Extermination.
Not offered 1992-93. DuPlessis.
This course focuses on the fate of European
Jewry from the beginning of emancipation in
29. Modern Britain: 1760-1960.
This course will examine the creation of the the late eighteenth century to the Holocaust.
world’s first urban, industrial class society, its Fall semester. Weinberg.
rise to the status of imperial power, and its 36. Modern Germany.
subsequent decline.
German history from 1848 to 1990; unifica
Not offered 1992-93. Welch.
tion and Imperial Germany, World War 1,
Weimar, the Third Reich and the Holocaust,
30. France 1789-1945: Revolutions
divided Germany, and the revolution of 1989.
and Republics.
This course will trace the political, social, Optional Language Attachment: German.
cultural, and economic history of France from Fall semester. Welch.
the French Revolution through the Vichy 37. Muscovite and Imperial Russia.
regime.
Rise of the Russian state in the fifteenth
Not offered 1992-93. Welch.
century to the late nineteenth century when
143
History
social, economic, and political pressures chal
lenged the autocracy.
Spring semester. Weinberg.
38. R ussia in the Age of Revolution.
This course focuses on the revolutionary era
defined broadly as the period from the late
nineteenth century to the consolidation of the
Stalinist system in the 1930s. Attention will
also be paid to the post-Stalin era.
Not offered 1992- 93. Weinberg.
39. Reconquista y Conquista. Iberian
Expansion: Old World and New.
A comparative analysis of dynamics, institu
tions, and processes involved in the Iberian
medieval expansion and the Spanish conquest
of the New World. Themes and topics to be
addressed in the course include: Christians
and Moslems in colonial Valencia; Aragonese
and Castillian expansionism; the emergence
of a Mediterranean-Atlantic economy; the
Columbian voyages; high civilizations of an
cient America; the creation and evolution of
Spain’s New World empire; and cultural as
well as other forms of resistance by native
Americans and African slaves.
Fall semester. Bensch and Wood.
40. Peace Movement in the
United States.
(Does not count toward the major. May be
used for distribution requirement in Social
Sciences only.) (See Religion 25.)
Fall semester. Chmielewski.
41. The American Colonies.
43. Jeffersonianism and the
American Experience.
An interdisciplinary course which focuses
intensively on contrasts between the Jeffersonian view of man and America and other
perspectives in American politics, constitutional law, social theory, religion, literature,
and architecture. Limited enrollment.
Prerequisite: History 5, 6 or equivalent,or the
permission of the instructor.
Not offered 1992- 93. Wood.
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44. America in the Progressive Era,
1896-1920.
Modernization, social control, and the rise of
the corporate state. Topics include national
politics and the control of industry; muckraking and the "new politics”; immigration and
nativism; labor and socialism; the cult of
masculinity and the rise of modern sports;
feminism and the women’s movement; Jim
Crow and the African-American response;
and the impact of World War I. Not open to
freshmen.
Not offered 1992- 93. Bannister.
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45. The United States Since 1945.
The Cold War and McCarthyism; domestic I
politics from Truman to Reagan.
Not offered 1992-93. Murphy.
46. Topics in American Intellectual
History.
Selected themes, varying from year to year.
Not open to freshmen.
Not offered 1992-93. Bannister.
The foundations of American civilization,
1607-1763. Topics treated include: the devel
opment of representative government; denominationalism and religious toleration; the emer
gence of a new social structure; racism and
ethnic relations; and England’s imperial pol
icy.
Not offered 1992-93. Wood.
47. American Culture Since 1880.
42. The American Revolution.
A chronological approach to diplomatic his
tory in the modern world with emphasis
upon the emergence of the U.S. as a world
power. In the period from 1789 to the fall of
Saigon, we will examine conflicting historical
interpretations of foreign policy; influences of
internal politics, culture, and technology in
the making of foreign policy; military and
strategic thought, international conflict, and I
the issues of noninvolvement and intervention I
The conflict between intensive self-govern
ment in the colonies and English ideas and
projects for empire; the revolt against colonial
status and the elaboration of a "republican”
ethos and "republican” institutions, 17631789.
Spring semester. Wood.
A comprehensive survey of the intellectual I
history of the United States with roughly i
equal attention given to the periods 1880s- I
1910s, 1920s-1950s, 1960s-present.
Not offered 1992-93. Bannister.
49. Introduction to American
Diplomatic History.
in a progressively interdependent world.
Fall semester. Murphy.
58. The World of DuBois, Rogers,
and Diop.
50. The Making of the American
Working Class.
This course deals with the impact of the
writings of three black twentieth century in
tellectuals on our knowledge of world history.
Prerequisite: Introductory history course, or
the permission of the instructor.
Not offered 1992-93. Morgan.
A colloquium on the history of the industrial
revolution in America. Includes a comparison
with Great Britain; technology and invention;
concepts of time and work discipline; cultural
expressions of class formation; community
and social change; research methods, new
social history, and cliometrics. The principal
focus is a cooperative research project on
which individual papers are written.
Spring semester. Murphy.
53. Black Culture and Black
Consciousness.
Exploration into the relationship between
black culture and black consciousness with
emphasis placed on twentieth century Africa
and America. Selected themes varying from
year to year.
Prerequisite: Previous work in history, or
permission of the instructor.
Not offered 1992-93. Morgan.
54. Women, Society, and Politics.
Women in American society from the colonial
period to the present, with emphasis on the
changing nature of work and the separation of
spheres, the rise of feminism, and the resis
tance to women’s rights. Not open to fresh
men.
Not offered 1992- 93. Murphy.
57. Oral History.
By examining the living past this course seeks
to emphasize the relevance of history to mod
ern life with special emphasis on American
subject matter. Students will be taught the
skills requisite for the completion of an orig
inal research project that involves the collec
tion, classification, and analysis of data se
lected from both written and oral sources.
General discussion topics include folk reli
gion, the role of the family, local and personal
history, and old ways in the new world. Some
work will be done off campus. Limited enroll
ment.
Prerequisite: Prior work in history, or permis
sion of instructor.
Fall semester. Morgan.
63. South Africa.
A survey of South African history with an
emphasis on Black-White relations and on the
development of contemporary problems. Top
ics include early African-European relations;
the impact of large-scale diamond and gold
mining; the role of African nationalism; the
origins and nature of apartheid; recent events.
No prerequisite. Not open to freshmen.
Spring semester (tentative). Wright.
66. Topics in Latin American History.
Thematic as well as regional and national
approaches varying from year to year.
Topic: Revolutions in 20th century Latin
America.
Prerequisite: History 4, or the permission of
the instructor.
Optional Language Attachment: Spanish or
Portuguese.
Not offered 1992-93. Wood.
67. The Black Experience in
Latin America.
The history of black people in French, Portu
guese, and Spanish America: slavery, emanci
pation, the contemporary scene; comparisons
with U.S. experiences.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
68. Food and Famine: Past and Present.
This course considers how different societies
have fed their populations, how the current
world food problem differs from historical
subsistence crises, and how food affects eco
nomic development and international rela
tions.
Prerequisite: prior work in history, or permis
sion of the instructor. Not open to freshmen.
Not offered 1992-93. Li.
72. The History, Religion, and
Culture of Japan.
(Also listed as Religion 11.) This course
explores the historical dynamics of the religion
145
History
and culture of Japan from its origins to the
early nineteenth century.
Not offered 1992-93. Li.
74. Modern China.
Analysis of social, economic, and political
developments in China from the coming of
the West to the challenges of the 1980s.
Not offered 1992-93. Li.
75. Modern Japan.
The transformation of Japan from a feudal
society to a modern nation-state. Topics in
clude Tokugawa feudalism, the Meiji restora
tion, the Japanese empire, economic develop
ment, Taishodemocracy, Japanese militarism,
the Pacific War, Japan’s postwar growth, and
its contemporary society.
Fall semester. Li.
84. Folklore and Folklife Studies.
(Also listed as English 84.) An introduction
to the major forms of folklore and selected
forms of folklife materials. The course in
cludes the study of myth, legend, folktales,
proverbs, jokes, riddles, and other verbal arts
including folk music. It explores superstition,
witchcraft, magic, and popular beliefs; and
considers the function of folklore in highly
industrialized modem societies as well as in
traditional ones. Learning through discussion
only.
Preference given to sophomores and juniors.
Prerequisite: Prior work in history or litera
ture, or permission of the instructor.
Spring semester. Morgan.
85. African and African-American
Folklore.
An African centric approach to world views
and self-perceptions of Africans and AfricanAmericans as reflected in their folklore. Ex
amples will be selected primarily but not
exclusively from selected twentieth-century
traditional cultures on the Continent and in
the United States. Topics include myth, leg
end, trickster and other folktales, and addi
tional verbal arts including dozens, toasts,
sermons, and music. Themes include images
of women, folklore in written literature, and
beliefs such as magic, witchcraft, and obeah.
Limited enrollment.
Prerequisite: History/English 84, or permis
sion of instructor.
Spring semester. Morgan.
87. Introduction to American Culture:
History Through Folklore and
Literature.
(See English 18.)
Fall semester. Morgan and Schmidt.
92. Thesis.
A single credit thesis, available to all majors,
on a topic approved by the Department by
May 1 of the preceding spring.
Fall semester. Members of the Department.
93. Directed Reading.
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings. The consent of the
chairman and of the instructor is required.
History 93 may be taken for one-half credit as
History 93A.
Members of the Department.
SEMINARS
The following seminars are offered by the
Department to juniors and seniors. Seniors in
the External Examination Program usually
take seminars in preparation for their exami
nations. Some preliminary reading or other
preparation may be required for seminars on
subjects in which no work has previously
been done.
111. Authority and Community in
Medieval Europe.
An historiographical exploration of selected
146
topics in the material foundations and ideo
logical expressions of medieval Europe from
the barbarian invasions through the thirteenth
century.
Spring semester. Bensch.
116. The Italian Renaissance.
Topics in the development of the Renaissance
state, society and culture in Italian communes
between the fourteenth and sixteenth cen
turies.
Not offered 1992-93. DuPlessis.
m
117. State and Society in Early
Modern Europe.
128. Russian Empire in the 19th
and 20th Centuries.
Comparative analysis of state formation, eco
nomic development, and social change in con
tinental Europe and England.
Not offered 1992-93. DuPlessis.
Focus on the social, economic, political, and
intellectual forces leading to the collapse of
the autocracy and the rise of Stalin. Particular
attention is devoted to the dilemmas of change
and reform, and the problematic relationship
between state and society.
Fall semester. Weinberg.
119. Official and Popular Cultures in
Early Modern Europe.
Thought and practice from the Reformation
to the Enlightenment. Emphasis on primary
sources and recent interpretive approaches.
Spring 1993. DuPlessis.
122. Revolutionary Europe 1750 to 1870.
Selected topics in the social, economic, and
political history of France, England, and Ger
many from the ancien regime to German uni
fication. Special emphasis on the origins and
nature of the French Revolution, the Indus
trial Revolution, class structure and conflict,
and the emergence of nationalism and liberal
ism.
Spring semester. Weinberg.
1
123. European Politics and
Society, 1870-1918.
Focus on the political institutions, social and
economic structures, and intellectual and cul
tural developments of Europe at the zenith of
its global dominance. Topics include: democ
racy and autocracy; transformation of agricul
ture; second industrial revolution; emergence
of the radical right; working class and social
ism; feminism, racism, and imperialism; finde-siecle culture and first world war.
Fall semester. Welch.
124. Britain, 1815-1914.
The adjustments of an aristocratic society to
the impact of industrialization.
Not offered 1992-93.
125. Fascist Europe.
In the interwar period fascist movements
emerged in over twenty European countries.
This seminar will undertake a comparative
study of the social origins and political con
sequences of European fascism. The primary
focus will be on the fascist movements and
regimes in Italy, Germany, and Spain, but
some attention will also be given to the French,
Rumanian, and Hungarian varieties of fas
cism.
Spring semester. Welch.
130. Early American History.
Political, economic, social, and cultural as
pects of the period from the explorations to
the early National era.
Not offered 1992-93. Wood.
132. American Political History.
Parties, public policy, and constitutional
issues from 1787 to 1960 in their social,
economic and cultural context.
Not offered 1992-93. Bannister.
134. American Diplomatic History.
The emergence of the United States as a world
power, with emphasis on expansionism, na
tional interest, and global mission.
Fall semester. Murphy.
135. American Social History.
The structures of everyday life in nineteenth
and twentieth century America. Topics in
clude fertility, mortality, and migration; in
dustrialization and the family; slavery and its
aftermath; mechanization and changing pat
terns of work; social mobility, urbanization
and suburbanization; gender, class, and eth
nicity.
Spring semester. Murphy.
136. American Intellectual History.
Political, social, and literary culture in the
United States from the late eighteenth century
through World War 1. Topics include "Re
publicanism” in the 1780s; liberalism, de
mocracy, and the ideologies of early capital
ism; the "feminization” of culture; the Genteel
Tradition and the scientific ideal; and the
emergence of "modernism.” Special attention
is given to the social and institutional context
in which ideas are generated and dissemi
nated.
Fall semester. Bannister.
140. Modern Africa.
Studies in sub-Saharan African history with
emphasis on the period since 1800. Topics
include the impact of the slave trade and its
147
History
end; the European partition and African re
sponses; different colonial systems, the rise
and nature of African nationalism and inde
pendence movements; independent Africa. In
dividual case studies include Ghana, Nigeria,
Senegal, Zaire, Kenya, Tanzania, Angola, Zim
babwe.
Spring semester. Wright.
148. Latin America.
Selected topics in Latin American history,
including the encounter of Europeans, Indi
ans, and Africans; the rise of the great estate;
ideological conflict in the post-independence
era; and autonomy versus dependency in eco
nomic development.
Fall semester. Wood.
141. South Africa.
180. Thesis.
South Africa from the seventeenth century to
the present, with special emphasis on the
interrelatedness of racism and capitalism since
the 1870s, on the rise and nature of apartheid
and of African nationalism; and on general
interpretative issues concerning South Afri
can history.
Not offered 1992- 93. Wright.
With the permission of the Department,
Honors candidates may write a thesis for
either single or double course credit. Double
credit theses will normally be written in the
fall semester of the senior year for submission
as papers to the visiting examiners. Honors
candidates wishing to write a thesis for single
(non-Honors) credit should elect History 92.
144. Modern China.
A schedule of seminar offerings for 1993-94
and 1994-95, will be available from the De
partment office late in the fall semester of
1992.
China from the late eighteenth century to the
present. Topics include: social and intellectual
currents in the late imperial era; Western
imperialism; rebellion, reform, and revolu
tion; political and social transformation in
the People’s Republic of China.
Fall semester. Li.
148
International Relations
Coordinator: JAM ES R. KURTH (Political Science)
Students who plan to enter upon a career in
some field of international affairs may wish to
graduate with a concentration in international
relations. Such students should include in
their programs, during the first two years,
introductory courses in economics, history,
and political science and should complete the
intermediate course in one or more modern
languages.
Advanced courses selected from the groups
listed below may be incorporated in the pro-
grams of students who do their major work in
economics, history, political science, or mod'
em language.
Concentrators are required to have satisfac'
torily completed eight or more courses or
seminars from among those listed below,
including all those listed in Group I, one or
more in Group II, and one or more in Group
III. Where appropriate, work taken abroad is
encouraged and may be counted toward the
concentration requirements.
Group I
Political Science 4.
Political Science 14.
International Politics
American Foreign Policy
Economics 51 or
Economics 151.
The International Economy
Group II
History 4.
History 125.
Latin America
Fascist Europe
History 8.
History 128.
Modern Africa
Russian Empire
History 36.
History 134.
Modern Germany
American Diplomatic History
History 49.
History 140.
Introduction to American Diplomatic History
Modem Africa
History 74.
History 144.
Modern China
Modern China
History 75.
History 148.
Modern Japan
Latin America
Group III
Economics 81.
Economics 185.
Economic Development
Comparative Economic Systems
Economics 85.
Political Science 3.
Comparative. Economic Systems
Comparative Politics
Economics 181.
Political Science 19.
Economic Development
Communist and Post-Communist Politics
149
International Relations
Political Science 20.
Political Science 104.
Greater China
International Politics
Political Science 22.
Political Science 107.
Latin American Politics
Comparative Politics: Communist and
Post-Communist Politics
Political Science 41.
Defense Policy
Political Science 108.
Political Science 43.
Comparative Politics: Europe
Food Policy: National and
International Issues
Comparative Politics: Africa
Political Science 109.
Political Science 71.
Political Science 110.
International Politics: Special Topics
Comparative Politics: Latin America
Political Science 74.
Politics of South and Southeast Asia
150
Interpretation Theory
Coordinators: RICHARD ELDRIDGE (Philosophy)
Committee:
M ark Rreitenberg (English Literature)
Kenneth Bergen (Psychology)
Robin Wagner-Pacifici (Sociology/Anthropology)
Philip Weinstein (English Literature)
Propositions about persons, texts, works of
art, or nature inevitably require acts of inter
pretation. All fields of knowledge, then, are
wedded to interpretive processes. A program
in Interpretation Theory provides students
with the opportunity to explore processes of
interpretation, inquiring into their nature
across the disciplines, forces impinging upon
interpretive acts, and the results of varying
forms of interpretation both within knowl
edge generating communities and the culture
more generally. Focal attention is directed to
the function of language, and to the ways in
which various textual and rhetorical devices,
values, and social processes guide interpreta
tion. Questions of objectivity, cultural utility,
and moral accountability in interpretation are
featured.
Students in any major may add either a con
centration or a focus for External Examination
in Interpretation Theory to their program by
fulfilling the requirements stated below. Stu
dents should submit their proposed program
to the coordinator of the concentration. All
program proposals must be approved by the
Interpretation Studies Committee.
CONCENTRATION REQUIREMENTS
Each concentration must include a minimum
of six credits from the courses and seminars
listed below. In order to provide necessary
historical perspective, and in order to guaran
tee exposure to a sufficient variety of interpre
tive theories and practices, all concentrations
must include at least one course from each of
the two groups of courses that serve to intro
duce the concentration. One such group
(identified by single asterisk) is comprised of
four courses that attend significantly to the
historical development of intepretive practi
ces. The other group (identified by double
asterisks) is comprised of four courses that
attend signficantly to the range of interpretive
strategies currently operative within several
disciplines. Concentrators will choose these
two required courses from different depart
ments, and they will be required to complete
them by the end of the junior year. Three of
the remaining four courses in the concentra
tion are elective, but they must draw on at
least one further department. As part of the
six course requirement, all concentrators will
take a capstone seimnar, team taught by
members of different departments, in their
senior year.
Currently offered courses relevant to the con
centration include:
Art Hist 9. Form and Signification.
Art Hist 61. Built Environment
Art Hist 195. Theory and Methodology.
Education 48. Ethnographic
Perspectives in Education.
English 29. Inscriptions of the
Feminine.
English 50. Theories of Black Studies.
English 56. Theory of Intentionality.
English 82. Representations of
Women’s Identity.
English 89.* History of Criticism and
Interpretation.
English 91. Feminist Literary Criticism.
English 92.** Theory of the Novel.
English 120. Theory of Criticism.
Int Theory 90. Directed Reading.
Int Theory 91. Capstone Seminar in
Interpretation Studies.
151
Interpretation Theory
------------------------------------------ *
Int Theory 92. Thesis.
Mod Lang 68F. Prisons, M adness and
Sexuality: Michel Foucault.
Mod Lang 71F. Constructions of Male
Homosexuality.
Psych 106. Personality Theory and
Interpretation.
Religion 5. Problems of Religious
Thought.
Religion 14.* Philosophy of Religion.
Mod Lang 61. Writing and Reading
A c ro ss Gender Lines.
Religion 109. Feminist Interpretation of
Scripture.
Mod Lang 76. Ecriture feminine.
Religion 112. Postmodern Religious
Thought.
Mod Lang 92. Romantic Subjectivity in
Philosophy and Literature.
Phil 17.* Aesthetics.
Phil 18. Philosophy of Social Science.
Soc-Anthro 6 3 * Power, Authority, and
Conflict.
Phil 26. Language and Meaning.
Soc-Anthro 69. Discourse Analysis.
Phil 78.** Post Modernism /Post
Structuralism.
Soc-Anthro 83. Colloquium: Art and
Society.
Phil 89. Philosophy of Social Sciences.
Phil 106. Aesthetics.
Soc-Anthro 101. Critical Modern Social
Theory.
Phil 116. Language and Meaning.
Soc-Anthro 105. Modern Social Theory.
Psych 37.** Concepts of the Person.
Soc-Anthro 114. Political Sociology.
Psych 52. Representations of Women’s
Identity.
Soc-Anthro 115. Freud and Modern
Social Theory
Psych 62. The Social Construction of
the Mind.
Other courses may be considered upon petition to the Interpretation Studies Committee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.
Psych 68. Reading Culture.
Psych 87. Psychology, Riology and
Economic Rationality.
j
Soc-Anthro 58.** Cultural
Representations.
1
I
1
I
I
1
152
Linguistics
DONNA JO NAPOLI, Professor and Program Director
VIRGINIA BRENNAN, Assistant Professor
Committee: Carr Everbacll (Engineering)
Rosaria Munson (Classics)
Richard Schuldenfrei (Philosophy)
Barry Schwartz (Psychology)
Robin Wagner-Pacifici (Sociology and Anthropology)
The discipline: Linguistics is the study of lan
guage. On the most general level it deals with
the internal structure of language, the history
of the development of language, the informa
tion language can give us about the human
mind, and the roles language plays in influenc
ing the entire spectrum of human activity.
The relevance of linguistics to the disciplines
of psychology, philosophy, sociology, anthro
pology, and language study has been recog
nized for a long time. But recently a knowledge
of linguistics has become important to a much
wider range of activities in today’s world. It is
a basic tool in artificial intelligence. It is
increasingly a valuable tool in literary analysis.
It is fundamental to an understanding of com
munication skills. And, since the very nature
of modern linguistic inquiry is to build argu
ments for particular analyses, the study of
linguistics gives the student finely honed ar
gumentation skills, which stand in good stead
in careers in law, business, and any other
profession where such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work
of any number of types. This is because lan
guage is both the principal medium that
human beings use to communicate with each
other and the bond that links people together
and binds them to their culture. The study of
language is the study of the very fabric of our
humanity.
There are two Special Majors in the course
program administered through the Linguistics
Program in collaboration with the depart
ments mentioned below. These are the Special
Majors: Linguistics (LING); Linguistics and
Languages (LL).
There is one external examination major ad
ministered through the Linguistics Program:
Linguistics.
All LING and LL majors (EEP or Special)
must take one course or seminar from each of
the following three lists:
(a) sounds: Ling. 45, 52, 105, 106
(b) forms: Ling. 50, 108, 109
(c) meanings: Ling. 26, 40, 116
All LING and LL majors (EEP or Special) will
be expected to take the senior conference in
the spring of their junior or senior year.
SPECIAL MAJOR: LINGUISTICS
This special major consists of 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part of the major or not.
Special majors must also pass either the Lan
guage Requirement or the Cognate Require
ment.
Language Requirement: Advanced competence
in at least one foreign language.
This can be demonstrated by successfully
completing Latin 13, Latin 14, or a Latin
seminar in the Dept, of Classics, or a course
numbered 11 or above in the Dept, of Modem
Languages and Literatures, or through an
exam. If the language used to fulfill this
requirement is not presently taught by either
our Department of Modern Languages and
Literatures or our Department of Classics,
this exam will be administered by the Lin
guistics Program. Any natural language, an
cient or modern, may be used to fulfill this
requirement.
153
Linguistics
Cognate Requirement: At least three credits in
a cognate area to linguistics. (Note: All
courses in the chosen cognate that appear on
the list below will count as part of the credits
in the major in the determination of whether
or not a student has adhered to the " 20 course-rule.")
The cognate areas are defined below. The
credits must be gained by taking classes from
a single area list below, except in option 8
(where courses can be chosen from three
different departments and must be chosen
from at least two different departments). The
numbers of the approved courses from the
named department are listed after the depart
ment name. Courses not listed here will not
be accepted for the cognate requirement.
(1) Computer Science: 43, 46, 63, 75
(2) Education: 21, 54, 64, 66 , 68
(3) Mathematics: 9, 23 or 53 (but not
both), 41 or 105 (but not both), 46,61,
65 or 72 (but not both)
(4) Philosophy: 12, 26, 38, 79, 86 , 116
(5) Psychology: 32, 33, 34, 39, 42, 55, 56,
86 , 107
( 6 ) Sociology/Anthropology: 10, 25, 57,
69, 104
(7) Engineering: 2, 71,78
(8 ) Formal systems: A student may choose
to do a cognate in Formal Systems,
taking courses from the approved lists
for Computer Science, Engineering, and
Mathematics.
Special majors in linguistics must pass a
comprehensive requirement. Due to the highly
interdisciplinary nature of Linguistics (with
cognates in all three divisions in the College),
this requirement must be met in a way appro
priate to the individual student’s program of
study. It will typically be met with (a) a senior
paper, or (b) a comprehensive exam in the
senior year (based on the courses taken by the
individual student to satisfy the requirements
in sounds, forms, and meanings listed above,
as well as the language or cognate area), or
(c) a paper plus an exam and/or an oral pre
sentation.
SPECIAL MAJOR: LINGUISTICS AND LANGUAGES
The student may combine the study of lin
guistics with the serious study of two foreign
languages. The languages can be modern or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each of the two
languages, for a total of 12 credits, are re
quired.
Linguistics 108 or 109 is required.
All students will be expected to take the
senior conference.
For a modern language taught by the Dept, of
Modem Languages and Literatures, there
must be one Composition and Diction course
(numbered 5 or above) and two other courses
(numbered 11 or above) or a seminar.
For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both of the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for
one of the foreign languages.
Course majors will be encouraged to write a
senior paper. Those who do not will be
required to take a comprehensive exam in the
senior year based on the courses taken by the
individual student to satisfy the requirements
in sounds, forms, and meanings (listed above),
as well as both languages.
EXTERNAL EXAMINATION MAJOR: LINGUISTICS
Students must pass the Language Requirement, stated above under Special Major in
Linguistics.
154
Students are encouraged to write a thesis in
their senior year.
Students are required to prepare themselves
for at least three external examinations in
Linguistics.
EXTERNAL EXAM INATION M IN O R
Students must take at least one of the courses
or seminars designated above in the areas of
sounds, forms, or meanings.
Students must prepare themselves for an ex
ternal examination over at least two credits of
work in Linguistics.
1. Introduction to Language and
Linguistics.
Introduction to the study and analysis of
human language, including sound systems,
lexical systems, the formation of phrases and
sentences, and meaning, both in modem and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first language acqui
sition, sign languages, poetic metrics, the re
lation between language and the brain, and
sociological effects on language.
Primary distribution course.
Fall, 1992. Brennan.
2. Exploring Acoustics
(See Engineering 2.) Everbach.
16. History of the Russian Language.
(See Russian 16.)
Offered occasionally. Krugovoy.
20. History of the French Language.
(See French 20.)
Offered occasionally.
23. Old English/History of the
English Language.
(See English 23.)
Spring semester, normally every other year.
Williamson.
25. Language, Culture, and Society.
An investigation of the influence of cultural
context and social variables on verbal com
munication.
Prerequisite: Linguistics 1 or 45 or permission
of the instructor. (Cross-listed as Sociology/
Anthropology 25.)
Every other year. Offered next (we hope) in
spring, 1993,
26. Language and Meaning.
(See Philosophy 26.)
Every other year. Eldridge.
27. Comparative Structures of
6ermanic and Romance.
A comparative overview of the linguistic
structures of the major Germanic and Ro
mance languages.
Prerequisite: A knowledge of at least one
Romance or Germanic language other than
English, or a knowledge of Latin.
Offered occasionally.
33. Introduction to C lassical Chinese.
(See Chinese 33.) Berkowitz.
34. Psychology of Language.
(See Psychology 34.)
Spring semester. Brennan.
40. Semantics.
In this course we look at a variety of ways in
which linguists, philosophers, and psycholo
gists have approached meaning in language.
We address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. What this adds up to is
an examination of the meaning of words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40.)
Primary distribution course.
Spring, 1993. Brennan.
43. Morphology and the Lexicon.
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: One of Ling. 1, 40, 45, or 50.
Spring, 1993. Napoli.
45. Phonetics and Phonology.
Phonology is the study of the sounds of
language and the rules that govern the interac
tion of sounds when they are put together in
words and phrases.
Primary distribution course.
Fall, 1992. Napoli
155
Linguistics
50. Syntax.
We study the principles that govern how
words go together to make phrases and sent
ences in natural language. Much time is spent
on learning argumentation skills. The linguis
tic skills gained in this course are applicable
to the study of any natural language, modern
or ancient. The argumentation skills gained in
: this course are applicable to law and business,
as well as academic fields.
Primary distribution course. This course also
falls in the third category of courses approved
as counting toward a computer science con
centration.
Fall, 1992. Napoli.
51. Romance Syntax.
A comparative study of the syntax of modern
Romance languages, including Spanish, French,
Italian, Portuguese, and Romanian.
Prerequisites: Linguistics 50 and a working
knowledge of a Romance language or of Latin.
Offered occasionally.
52. Historical and Comparative
Linguistics.
We study the reconstruction of prehistoric
linguistic stages, the establishment of language
families and their interrelationships, and the
examination of processes of linguistic change.
Prerequisite: Ling. 1 or Ling. 45.
Offered next in 1993-94.
54. Oral and Written Language.
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction writing assignments as
well as research assignments. This course is
for linguists and writers of children’s fiction
and anyone else who is strongly interested in
child development or reading skills. (Crosslisted as Education 54.) (Studio course.)
Prerequisite: One of Ling. 1, 40, 45, or 50.
Fall, 1993. Napoli.
55. Language and Gender.
Reading literature from linguistics and femi
nist theory, we study the part that (social)
gender plays in language use, structure, and
interpretation. A core question is whether and
how to resolve the tension between the scien
tism of sociolinguistics and the context sensi
tivity emphasized in cultural/feminist theory.
Prerequisite: Ling. 1 or Ling. 40 or
Ling/Psych. 34.
Spring, 1994. Brennan.
56. M e ssage System s: Nonverbal
Communication.
(See Psychology 56.)
1
Moore.
|
69. Discourse Analysis.
(See Sociology/Anthropology 69.)
Fall, 1992. Wagner-Pacifici.
79. Colloquium: Language and Meaning.
j
(See Philosophy 79.)
Offered occasionally. Eldridge.
I
93. Directed Reading or Research.
Students may conduct a reading or research
program in consultation with the instructor
(permission of the instructor required).
Every semester. Staff.
96. Senior Paper.
One or two credits.
Every semester. Staff.
99. Senior Conference.
The senior conference will normally be taken
in the senior year by all majors in linguistics.
Qualified juniors are also welcome. In this
course a non-IndoEuropean language or lan
guage family will be examined as thoroughly
as possible (the syntax, semantics, phonology,
history, culture). Problems that cross various
components of the grammar (such as the
phonology-syntax interface, the syntax-semantics interface, etc.) will be discussed in detail.
No prior knowledge of the languages exam
ined will be assumed. A good knowledge of
syntax, semantics, and phonology is essential.
(This course counts toward the Asian Studies
Major. The language for spring 1993 is Japanese.)
Spring, 1993. Napoli.
SEMINARS
104. Culture and Creativity.
(See Sociology/Anthropology 104.)
156
j
Fall semester. Piker.
’
|
j
r
I
|
1
105. Seminar in Phonology: Metrical
Phonology and the A nalysis of Poetry.
This seminar examines metrical phonology
and its application to the metrical analysis of
poetry. There are weekly problem sets. We
will also write original poetry.
Prerequisite: Ling. 45.
Offered occasionally. Napoli.
106. Seminar in Phonology.
This seminar will consider recent developments in the study of the architecture of
linguistic features.
Prerequisite: Ling. 45.
Offered occasionally.
will design and carry out a small original
research project for this part of the course.
Prerequisite: One of the following: Psych/
Ling. 34, Psych. 40, Psych. 68, or the consent
of the instructor.
Fall semester. Brennan.
108. Seminar in Syntax/Semantics.
This seminar will focus on an issue that is
primarily syntactic.
Prerequisite: Ling. 50.
This course falls in the third category of
courses approved as counting for a computer
science concentration.
Offered occasionally.
107. Seminar in Psycholinguistics.
109. Seminar in Semantics/Syntax.
We will be studying the psychology of lan
guage at the level of the discourse. The first
part of the course concerns the automatic
processes of comprehension and production
of speech in discourse settings (monologues,
stories, brief exchanges between two speakers,
conversations); the students will be assigned
weekly problem sets during this part of the
course. In the second half, we’ll study dis
course styles and dialect variation, paying
attention to the role such variation has in the
construction of social categories; the students
This seminar will focus on an issue that is
primarily semantic.
Prerequisite: Ling. 40 and 50.
Offered occasionally.
114. Advanced Topics in Linguistics.
Offered occasionally. Staff.
116. Language and Meaning.
(See Philosophy 116.)
Eldridge.
180. Thesis
Every semester. Staff.
157
Literature
Coordinator: ROBERT ROZA (Modem Languages)
The Literature major is administered by a Lit
erature Committee made up of the Coordina
tor and faculty representing the Departments
of Classics, English Literature, and Modern
Languages and Literatures. The basic require
ment for the major is work in two or more
literatures in the original language. Students
applying for the major will submit to the
Literature Committee a proposal of integrated
study which sets forth the courses and/or
seminars to be taken and the principle of
coherence on which the program of study is
based. The student will also submit a 6-10
page sample of her/his writing from a pre
viously completed course. The Committee
will review the proposal and the essay and
advise the student.
In lieu of a regular course, the Literature
Committee will consider proposals for one or
more research papers written as course at
tachments or for the substitution of an ex
tended research paper for course credit.
Requirements for a Major in Course:
1. A minimum of ten one-credit courses, or,
where appropriate, a combination of onecredit courses and two-credit seminars to
make a minimum of ten credits, in two more
literatures, including a substantial concentra
tion of work—normally not fewer than five
courses—in one of the literatures. Only
courses numbered 11 or above in Classics and
Modem Languages and Literatures are
counted as constituents of the Literature
major. O f English courses numbered 2
through 15, only one may be counted for the
major. Courses in literature in translation
may be counted toward the major, but literary
works which comprise the student’s senior
papers or Honors thesis are to be read in the
original languages.
2. Three senior papers planned in the spring
of the junior year, each of no less than fifteen
pages. The student will submit to the Com
mittee an outline for each of the papers and
propose faculty advisors from appropriate
departments for each paper before the end of
the junior year. The senior papers count for
one credit and should represent serious, pol
158
ished expressions of the student’s program of
study. In some cases the Committee may ask
that the papers be written in whole or in part
in the language of a literature studied other
than English. The three senior papers are to
be submitted to the student’s advisors during
the spring semester of the senior year as
follows: first paper, no later than February 28;
second paper, no later than March 31; third
paper, no later than April 30. Under special
circumstances a single senior paper of consid
erable scope and depth may be permitted by
the Committee in lieu of three papers.
3. An oral comprehensive examination, one
to one and a half hours in length, at the end
of the senior year, based on the courses and
seminars comprising the major and on the
senior papers.
Requirements for a Major in the External Exam
ination Program (Honors):
1. Six seminars (or the equivalent), including
at least three in one department and significant
work in a foreign language, ancient or modem.
Literature majors in the Honors Program
write a thesis which integrates the work of the
major in accordance with the principle of
coherence on which the program of study is
based. The thesis is offered as one of the six
papers (equivalents of seminars) for external
examination.
Procedures for all Majors
1. All majors will meet with members of the
Literature Committee before the end of the
junior year to review and assess the student’s
program under his or her program of study.
As stated above, the student will at this time
submit outlines for the senior essays and
propose faculty advisors with whom they will
work.
2. All majors will submit to the Coordinator
a prospectus of their senior papers or Honors
thesis and the names of proposed faculty
advisors for the same no later than the end of
the junior year.
Note: Prospective majors in Literature are
urged to plan their course work so as to have
acquired the linguistic competence needed
for their program by the junior year.
The courses and seminars that compose the
Literature major’s formal field of study will
naturally differ with each major. Attention is
called, however, to the following comparative
offerings presently listed in the Catalogue:
C lassics 21. Ancient Greece.
C lassics 33. Greek Literature in
Translation.
C lassics 34. Women in Classical
Literature.
C lassics 36. C lassical Mythology.
LIT 68F: Prisons, Madness, and
Sexuality: Michel Foucault and
European Literature.
LIT 70F. Caribbean and French
Civilizations and Cultures.
LIT 71F. “Epistemology of the Closet”:
Literary and Theoretical Constructions
of Male Homosexuality.
LIT 96. Thesis.
LIT 97. Thesis.
LIT 180. Thesis
C lassics 82. The Ancient Theater.
English 70. Renaissance Comparative
Literature.
LIT 14G. Modern European Literature.
English 72. Proust, Joyce, Faulkner.
LIT 16Ch. The C lassical Tradition in
Chinese Literature.
English 73./French 75. Proust/Joyce.
LIT 17Ch. Vernacular, Modern, and
Contemporary Chinese Writings.
LIT 30R. The Petersburg Theme in
Russian Literature.
LIT 50G. 20th Century German Women
in Film and Literature.
LIT 83G. Kafka, Mann, Goblin.
English 74. Modern Drama.
English 76. The Slack African Writer.
English 77. Contemporary Drama.
English 79. Studies in Comparative
Fiction.
English 115. Modern Comparative
Literature.
159
Mathematics
GUDMUND R. IVERSEN, Professor of Statistics
CHARLES F. KELEMEN, Professor of Computer Science and Mathematics
EUGENE A. KLOTZ, Professor
STEPHEN B. MAURER, Professor and Acting Chair
CHARLES M. GRINSTEAD, Associate Professor2
HELENE SHAPIRO, Associate Professor3
DON H. SHIMAMOTO, Associate Professor 3
ALAIN D’AMOUR, Assistant Professor
ELLEN GETHNER, Assistant Professor
THOMAS HUNTER, Assistant Professor
CHRISTOPHER R. STOVER, Assistant Professor
JANET C. TALVACCHIA, Assistant Professor3
PAUL KLINGSRERG, Lecturer
People study mathematics for several rea
sons—some like it, some need it as a tool, and
some simply because they think they should.
The Mathematics Department aims to provide
a selection of courses to meet varying needs—
to offer a program which will both enable
students to develop a firm foundation in the
basic areas of pure mathematics and to see
mathematical methods used to precisely de
fine and solve problems arising in the physical
and social sciences and in operations research.
Mathematics has grown enormously in recent
years, developing an increasing number of
specialities and being used in a tremendous
variety of applications. However, all mathe
matical endeavor is based upon logical argu
ment, abstraction, precise expression, and an
analytical approach to problem solving. Ide
ally, the study of mathematics 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. Hopefully, studying
mathematics will also foster an appreciation
for the beauty and power of its methods,
abstract approach, and rigorous logical struc
ture.
First Year Courses: Mathematics courses avail
able to first semester freshmen with normal
high school preparation include Math 1 (Sta
tistical Thinking), Math 2 (Statistical Meth
ods), Math 3 (Basic Mathematics), Math 5
(Calculus I), and Math 9 (Discrete Mathemat
ics). In the second semester, Math 1
(Statistical Thinking), Math 4 (Calculus Con
cepts), and Math 9 (Discrete Mathematics)
are available, again with only normal high
school preparation. Math 1 and Math 9 are
Primary Distribution Courses. Students with
some calculus background from high school
may take Mathematics 6 A by passing the
departmental Calculus I placement exam,
Mathematics 6B or 6C by passing the Depart
ment Calculus IIA Placement Exam, Mathe
matics 16 by passing the departmental Calcu
lus II placement exam, or Mathematics 16H
by passing the departmental Calculus II place
ment exam and receiving departmental appro
val. All freshmen planning to enroll in Mathe
matics 3, 5, 6 (A, B, or C), 9, 16, 16H, or 18
at some time should consider taking the ap
propriate departmental placement exams given
during freshmen orientation.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
160
Advanced Placement Policy: The department
placement exam is used for placement pur
poses only; credit is not awarded on the basis
of the placement exam. Advanced placement
credit in mathematics (that is, credit in math
ematics that counts towards graduation from
Swarthmore for work done before a student
enters Swarthmore) is awarded as follows.
One credit (for Math 5) will be given for a
score of 4 on the AB or BC Advanced Place
ment Test. One and a half credits (for Math 5
and 6 A) will be given for a score of 5 on the
AB or BC Advanced Placement Test. Other
entering students who have placed into Math
6A, 6B, or 16 can receive one course credit by
| passing the final exam for Math 5. Entering
I students who place into Math 6 B or Math 16
can receive credit for Math 6 A and/or Math
6Bby passing the final exams in those courses.
These exams must normally be taken during
I the student’s first semester at Swarthmore, at
I the time when the final exam is given in the
11 course. Students who wish to take these
' i exams must arrange to do so with the Math
| Department Chair. Advanced Placement
credit will only be given to entering students
I during their first semester at Swarthmore.
1 Students who are eligible for advanced placeI ment credit for a course, but who take the
I course anyway, will not receive the advanced
' placement credit.
] Freshmen seeking advanced placement for
I calculus taken at another college must nor11 mally validate their work by taking the approI priate Swarthmore examination, as described
I above.
1 Freshmen who have done work in mathematI ics beyond the Math 5, 6 level before entering
I Swarthmore should consult the Mathematics
1 1Department Chair to determine which course
I is appropriate for them. However, the depart' | ment will not normally give credit for such
I work.
] Computer Science: The Computer Science Pro11 gram at Swarthmore works in close cooperaI !tion with the Engineering and Mathematics
I Departments to offer a broad spectrum of
courses that may lead to a Concentration in
Computer Science. For details refer to the
I I Computer Science Program portion of this
bulletin.
Secondary Teaching Certification: Whether or
not one majors in Mathematics, the courses
required as part of the accreditation process
for teaching mathematics at the secondary
! level are: a) three semesters of calculus (Math
| 5, 6A, 6B, 18); b) one semester of linear
algebra (Math 16 or 16H); c) at least one of
i discrete mathematics (Math 9, 65 or 72) or
j computer science (CS 10 or 20); d) geometry
(Math 45); e) one semester of modem pure or
applied algebra (Math 37, 48, or 49); f) one
semester of statistics or probability (Math 1,
, 2, 23, 41, 53, or 105). In addition, students
|
are strongly advised to take further mathe
matics courses emphasizing modeling and ap
plications, and/or to take at least one course
in the Natural or Social Sciences in which
mathematics is significantly used. With re
spect to the Mathematics’ Department recom
mendation, we will not allow a student to be
certified who has not received an average
grade of C or better in all mathematics
courses. For further information about certi
fication requirements, consult the Education
Department (see page 109 of this catalog).
Statistics: Students who do not know calculus
can take Math 1 or 2. Math 1 is a primary
distribution course intended to show how
statistics is used to help obtain an under
standing of the world around us. Math 2 is a
more practical course for students who expect
to use statistics in their own work. Students
who know calculus should take Math 23
instead of Math 2. Both Math 2 and 23 lead
to Math 27 on multivariate statistical analysis.
Students with a strong background in mathe
matics can take the more theoretical Math 53
and continue with the one-credit seminar
Math 111. Math 53 and Math 111 can be
combined into a paper for the External Exam
ination Program.
Requirements for a major in Mathematics: The
normal preparation for a major in mathemat
ics is to have obtained credit by the end of the
sophomore year for at least 4 of the following
5 courses: Calculus I (Math 5), Calculus II
(Math 6 A and 6 B), Discrete Mathematics
(Math 9), Linear Algebra (Math 16 or 16H)
and Several Variable Calculus (Math 18 or
18H). In any event, Math 16 and Math 18
must be completed by the first semester of the
junior year. (Incoming students may obtain
advanced placement credit for Math 5 and
Math 6 as described above.)
Students apply for a maj or in the middle of the
second semester of the sophomore year. As
indicated above, potential majors by this time
should normally either have credit for or be
signed up for a total of at least 4 of Math 5,
6 ( 6 A and 6 B), 9, 16, 18. In addition, to be
accepted as a mathematics major in the course
program a candidate should have a grade
point average in mathematics courses to date
of at least C+. This should include at least one
grade at the B level. Marginal applicants may
161
Mathematics
be deferred pending successful work in
courses to be designated by the department.
Requirements for acceptance as a mathematics
major in the External Examination Program
are more stringent and include a grade point
average in Mathematics courses of B+ or
better. Potential math majors may want to
consider including in the sophomore year a
course that emphasizes theory and provides
an opportunity for writing proofs. Interested
students should discuss the advisability of
this and alternatives for doing so with the
department chair at an early date.
By graduation a mathematics major must have
at least 10 credits in mathematics courses; at
most 5 of the credits counted in the 10 may be
for courses numbered under 25. Furthermore,
every major must take the "core analysis”
course, Introduction to Real Analysis (Math
47), and the "core algebra” course, Introduc
tion to Modern Algebra (Math 49). Math 47
and Math 49 will be offered every fall semes
ter. At least one of these courses should be
taken no later than the fall semester of the
junior year. Finally, course majors must also
pass Math 97, the Senior Conference. Prog
ress of majors will be reviewed at the end of
each semester. Students not making satisfac
tory progress may be dropped from the major.
Double majors are reminded that they must
be in good standing with the department at
the outset of their final semester.
A mathematics major in the External Exami
nation Program will normally include the
analysis sequence—Introduction to Real Anal
ysis (Math 47), Real Analysis Seminar (Math
101B)—for one paper and the algebra se
quence—Introduction to Modern Algebra
(Math 49), Modern Algebra Seminar (Math
102B)—for a second paper. Math 101B and
Math 102B are one credit seminars and will be
offered every spring semester. A program that
includes these two papers plus two others
from those seminars listed in the catalog
provides a strong preparation for graduate
work in mathematics and related areas.
Mathematics majors are urged to study in
some depth a discipline which makes use of
mathematics. All mathematics students are
urged to acquire some facility with the com
puter. Students bound for graduate work in
mathematics should obtain a reading knowl
162
edge of French, German, or Russian.
J
o
Special emphases:
I j*
The above requirements allow room to choose I
a special emphasis within the mathematics I 1
major, if one wishes. For instance:
I S
A student may major in Mathematics with an I
emphasis on statistics by taking the following I
courses at the advanced level: a) the core I
analysis course (Math 47); b) Probability I
(Math 41) or the Probability Seminar (Math ■
105); c) Mathematical Statistics I (Math 53) £
and possibly Mathematical Statistics II (Math I
111) for one or two credits; d) Multivariate I
Statistics (Math 27) or, perhaps, Economet- I
rics (Econ 108); e) another mathematics I
course numbered 25 or above. Students are I
encouraged but not required to select the core A
algebra course (Math 49) here.
M
Students interested in mathematics and com- I
puter science should consider a Mathematics I
Major with a Concentration in Computet I
Science or a Special Major in Mathematics I
and Computer Science. Details on these op- I
tions are contained in the current catalog I
under Computer Science.
I
■
Sampleprogram for students thinking of graduate I
work in social or management science, or an
MBA. Basic courses: Mathematics 5, 6 (6A I j
and 6 B), 7, 9, 16, and 18. Advanced courses: . |
a) Modeling (Math 61); b) at least one of I
Probability (Math 41), Mathematical Statis- I
tics I (Math 53), and possibly Mathematical I
Statistics II (Math 111); c) at least one of I
Combinatorics (Math 65) or Operations Re- I
search (Econ 57); d) the two core course ' \
requirements (Math 47 and Math 49); e)
Differential Equations (Math 30). Since this I
is a heavy program (someone hoping to use I
mathematics in another field must have a I
good grasp both of the mathematics and of the I
applications), one of the core course require- I
ments may be waived with permission of the I
department.
I
Sample program for students thinking of graduate I
work in operations research. Basic courses: Math- I
ematics 5, 6 ( 6 A and 6 B), 7, 9, 16, and 18. I
Advanced courses: a) the two core course
requirements (Math 47 and Math 49); b) I
Algorithms (Math 73) and Combinatorics I
(Math 65); c) either Probability (Math 41) or I
Probability Seminar (Math 105); d) at least I
*
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one of Number Theory (Math 37), Mathematical Statistics (Math 53), or Modeling
(Math 61).
1. Statistical Thinking.
Statistics provides methods for how to collect
and analyze data and generalize from the results
:n
of the analysis. Statistics is used in a wide
‘g
variety of fields, and the course provides an
e
understanding of the role of statistics. It is
y
intended for students who want an appreciation of statistics without having the need to
learn how to apply statistical methods. The
course provides an intuitive understanding of
te I
statistical concepts and makes use of modem
t- I statistical software for the Macintosh com
:s |
puter.
re I
Primary distribution course.
Both semesters. Iversen.
1
2. Statistical Methods.
nData on one variable are examined through
cs j graphical methods and the computations of
er I averages and measures of variation. Relation
cs I ships between two variables are studied using
P' I methods such as chi-square, rank correlations,
>g I analysis of variance, and regression analysis.
The course is intended for students who want
a practical introduction to statistical methods
te
and who intend to do statistical analysis them
selves, mainly in the biological and social
sciences. The course does not satisfy any
mathematics prerequisite, except for Math 27,
S ' I nor can it be counted toward a major or minor
:al I in the Department.
of I Fall semester. Iversen.
3. Basic Mathematics.
iis I
se I
aI
he I
e- I
he I
ite I
:h8se I
■
b)
or I
ist I
LCS I
For students with fewer than four years of
high school mathematics or whose previous
experience with mathematics has not been
entirely prosperous. The course focuses on
( 1 ) review and remedial work and (2 ) prepa
ration for calculus or discrete mathematics.
All enrollees must take the Basic Skills Test,
preferably at Math Exam time during Orien
tation Week. (The results will be used for
placement and to help determine classroom
topics and individualized work.) This course
cannot be counted toward a major in Mathe
matics.
Fall semester. Staff.
Not offered 1992-93.
4. Calculus Concepts.
Introduction to the concepts, methods, and
applications of calculus. Intended primarily
for students whose preparation is limited or
weak, Math 4 proceeds more gently than
Math 5. For most students Math 4 is a termi
nal calculus course, but those who do quite
well may consult the instructor about con
tinuing with Math 6 . Students who have had
calculus in high school may not take Math 4
without permission of the instructor. Credit
is not granted for both Math 4 and Math 5.
Prerequisite: Math 3 or four years of high
school mathematics not including calculus.
Interested students should take the Math place
ment exam in the fall.
Primary distribution course.
Spring semester, if staffing permits. Staff.
Not offered 1992-93.
5. Calculus I.
This first semester calculus course will cover
topics in the differentiation and integration of
functions of one variable. These topics in
clude: limits, derivatives, continuity, tech
niques of differentiation, applications to
graphing and extreme value problems, the
integral, the fundamental theorem of calculus,
and applications of the integral.
Fall semester.
5-1. Intensive Calculus.
This course is intended for students who are
considering a major in a quantitative field (the
Natural Sciences and Economics) and whose
backgrounds in mathematics may be less ex
tensive than those o f their peers. The course
is designed to help students excel in Calculus
and to allow them to continue in Mathematics
and the Sciences. The course must be taken in
conjunction with Math 5; students will receive
one credit for each of Math 5 and Math 5-1.
Students will work on problems which are
challenging, rather than remedial. The writing
and presentation of mathematics will be
strongly emphasized. The course is taught in
a seminar format. In addition to the regular
class times, there is one laboratory session
each week.
Primary distribution course.
Fall semester. Grinstead.
6. Calculus II.
The second semester of calculus, Math 6 , is
divided into three half-credit courses, 6 A, 6 B,
163
Mathematics
and 6 C. Each course will run full time for onehalf semester. Students may take one, two, or
all three of these courses. Normally, however,
students will take 6 A and either 6 B or 6 C.
6A. Calculus IIA.
This course is a continuation of the material
of the calculus begun in first semester calculus
(Math 5) and is the prerequisite for Math 16
(Linear Algebra) and Math 18 (Several Vari
able Calculus) as well as for 6 B and 6 C. Topics
will include exponential and logarithmic func
tions, inverse trigonometric functions and
their deriviatives, methods of integration,
improper integrals and Taylor polynomials,
e.g., quadratic and cubic approximations to
functions like e \ Math 6 A is a one-half credit
course.
First half: fall semester.
First half: spring semester.
6B. Calculus IIB.
This course continues the topic of approxi
mation begun in Math 6 A. It will include
further material on Taylor polynomials as
well as material on infinite series, convergence
tests, and power series solutions to differential
equations. Math 6 B should be taken by anyone
planning to take mathematics courses beyond
the freshman-sophomore level. Math 6 B is
required of all mathematics majors and is
required for students majoring in Chemistry,
Physics, and Engineering.
Prerequisite: Math 6 A or a passing grade on
the departmental Calculus IIA placement
exam. Math 6 B is a one-half credit course.
First half and second half: fall semester.
Second half: spring semester.
6C. Calculus IIC.
This course provides an introduction to the
differential aspects of several variable calcu
lus. Topics will include geometry in 3-space,
vectors, lines, planes, dot products, functions
of several variables, partial derivatives, chain
rule, gradient, tangent planes, directional de
rivatives, extreme values, Lagrange multipli
ers. The material in this course overlaps with
the first half of Math 18 (Several Variable
Calculus). Math 6 C is intended primarily for
students in the biological and social sciences
who look upon Math 6 as one of their “last”
mathematics courses and who do not plan to
go on to take Math 18. Math 6 C is recom
mended for students planning to go on in
Economics. Students may (but normally will
not) take both Math 6 C and Math 18. This
course cannot be counted toward a major in
mathematics.
Prerequisite: Math 6A or a passing grade on
the departmental Calculus IIA placement
exam. Math 6 C is a one-half credit course.
Second half: fall semester.
Second half: spring semester.
9. Discrete Mathematics.
An introduction to noncontinuous mathe
matics. The key theme is how induction,
iteration, and recursion can help one discover,
compute, and prove solutions to various prob
lems—often problems of interest in computer
science, social science, or management. Topics
include algorithms, graph theory, counting,
difference equations, and finite probability.
Special emphasis on how to write Mathemat
ics.
Prerequisite: 4 years of high school mathemat
ics. The level of sophistication is similar to
that in Math 16 or 18, but no calculus is used
or assumed. Familiarity with some computer
language is helpful but not necessary.
Primary distribution course.
Each semester. Fall semester. Klingsberg.
16. Linear Algebra.
The subject matter of this course consists of
vector spaces, matrices, and linear transfor
mations with applications to solutions of
systems of linear equations, determinants,
and the eigenvalue problem.
Prerequisite: A grade of C or better in Math
6 A or Math 9 or a passing grade on the depart
mental Calculus II placement exam.
Each semester. Fall semester. D’Amour.
16H. Linear Algebra Honors Course.
This honors version of Mathematics 16 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situa
tions, but applications will not be dwelt
upon). It is intended for students with excep
tionally strong mathematical skills, and pri
marily for students who enter with BC Ad
vanced Placement calculus courses.
Prerequisite: A grade of B or better in Math
6 A or Math 9 or a passing grade on the
departmental Calculus II placement exam.
Fall semester. Hunter.
18. Several Variable Calculus.
This course considers differentiation and in
tegration of functions of several variables
with special emphasis on two and three di
mensions. Topics include partial differentia
tion, extreme value problems, LaGrange multi
pliers, multiple integrals, line and surface
integrals, Stokes’ and Green’s Theorems.
Prerequisite: Math 6A or equivalent.
Recommended: Math 16.
Each semester. Fall semester. Grinstead, Stover.
18H. Several Variable Calculus
Honors Course.
This honors version of Mathematics 18 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situa
tions, but applications will not be dwelt
upon). It is intended for students with excep
tionally strong mathematical skills, and pri
marily for students who have successfully
completed Math 16H.
Prerequisite: A grade of C or better in Math
16H or permission of the instructor.
Spring semester.
23. Statistics.
This calculus-based introduction to statistics
covers most of the same methods examined in
Math 2, but the course is taught on a higher
mathematical level. The course is intended for
anyone who wants an introduction to the
application of statistical methods.
Prerequisite: Math 5.
Every year.
Spring semester. Staff.
27. Multivariate Statistical Methods.
Given as a continuation of Math 2 or Math 23,
the course deals mainly with the study of
relationships between three or more variables.
Included are such topics as multiple regression
analysis, with partial and multiple correla
tions, several variable analysis of variance,
and the analysis of multidimensional contin
gency tables. The course ends with an intro
duction to Bayesian statistical inference.
Prerequisite: Math 2 or 23 or 53 or Econ. 30
or Soc/Anth. 19 or 20.
Alternate years. Spring semester. Iversen.
Not offered 1992-93.
30. Differential Equations.
An introduction to differential equations that
includes such topics as: first order equations,
linear differential equations, approximation
methods, some partial differential equations.
Prerequisites: Math 18 and 16 or permission
of the instructor.
Spring semester.
37. Number Theory.
The theory of primes, divisibility concepts,
and the theory of multiplicative number the
ory will be developed. Students are also ex
pected to learn how to construct a mathemati
cal proof.
Prerequisite: permission of the instructor.
Primary distribution course.
Alternate years. Fall semester. Gethner.
41. Probability.
This course considers both discrete and con
tinuous probability theory. The classical dis
tributions—Binomial, Poisson, and Normal
—are studied. Other topics to be discussed
are the Central Limit Theorem, the laws of
large numbers, and generating functions.
Prerequisite: Math 6 , and 9 or 18, or permis
sion.
Alternate years. Spring semester.
Not offered 1992-93.
45. Topics in Geometry.
Course content varies from year to year and
is dependent on student and faculty interest.
Normally, a portion of the course will be
devoted to projective geometry and to noneuclidean geometries. Among topics which
may be included are: euclidean geometry in
three (and higher) dimensions, transforma
tion geometry, dissections, tesselations, and
modern geometry arising from computer sci
ence and discrete mathematics (such as com
putational geometry and covexity).
Prerequisites: None, but some college mathe
matics is advised. See the instructor if in
doubt.
Primary distribution course.
Alternate years. Fall semester.
Not offered 1992-93.
46. Theory of Computation.
(Cross-listed as Computer Science 46. Please
see Computer Science for description.)
47. Introduction to Real Analysis.
This course concentrates on the careful study
of the principles underlying the calculus of
real valued functions of real variables. Topics
165
Mathematics
will include point set topology, compactness,
connectedness, and uniform convergence. Can
be taken with Math 101B for an external
examination paper.
Prerequisite: Math 6 A, 6 B, and Math 18 or
permission of instructor.
Primary distribution course.
Fall semester. Maurer.
48. Topics in Algebra.
Course content varies from year to year and
is dependent on student and faculty interest.
Recent offerings have included Algebraic
Coding Theory, Groups and Representations,
Finite Reflection Groups.
Prerequisite: Math 16 and possibly Math 49.
Alternate years. Spring semester.
Not offered 1992-93.
49. Introduction to Modern Algebra.
This course is an introduction to abstract
algebra and will survey basic algebraic sys
tems—groups, rings, fields. While these con
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems and
proofs, and rigorous, mathematical reasoning.
Can be taken with Math 102B for an external
examination paper.
Prerequisite: Math 16 or permission of in
structor.
Primary distribution course.
Fail semester. Hunter.
53. Mathematical Statistics I.
Based on probability theory, this course ex
amines the statistical theory for the estimation
of parameters and tests of hypotheses. Both
small and large sample properties of the esti
mators are studied. The course concludes
with the study of models dealing with rela
tionships between variables including chisquare and regression analysis. Can be taken
with Math 111 for an External Examination
paper.
Prerequisites: Math 16 and 18 or permission.
Alternate years. Fall semester. Iversen.
61. Modeling.
An introduction to the methods and attitudes
of mathematical modeling. Since modeling in
natural science and engineering is already
taught in courses in those disciplines, appli
cations in this course will be primarily to
social and biological sciences. Various stan
dard methods used in modeling will be intro
duced: differential equations, Markov chains,
game theory, graph theory, computer simula
tion. However, the emphasis will be on how
to apply these subjects to specific modeling
problems, not on their systematic theory. The
format of the course will include projects as
well as lectures and problem sets.
Prerequisites: Math 16 and 18, or instructor’s
permission.
Alternate years. Fall semester. Klingsberg.
65. Combinatorics.
This course continues the study of noncontinuous mathematics begun in Math 9. The
topics covered include three broad areas:
Counting Theory, Graph Theory, and Design
Theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations be
tween certain graphical invariants. Certain
areas such as Extremal Graph Theory and
Ramsey Theory may be introduced. The third
area introduces combinatorial structures such
as matroids, design, codes, and Latin squares.
Prerequisites: Math 9 and at least one other
course in Mathematics.
Alternate years. Spring semester.
72. Topics in Combinatorial
Optimization.
Topics vary from offering to offering and will
be chosen from such things as linear pro
gramming, network flows, game theory, graph
theory algorithms, number theory algorithms,
complexity theory^ Overlap with Combina
torics (Math 65) and Data Structures and
Algorithms (CS 41) will be minimized. This
year the topic will be primality and factoring
algorithms.
Prerequisites: Math 7 and 9 and at least one
other course in mathematics.
Alternate years. Fall semester.
Not offered 1992-93.
81. Partial Differential Equations.
The first part of the course consists of an
introduction to linear partial differential
equations of elliptic, parabolic, and hyperbolic
type via the Laplace equation, the heat equa
tion, and the wave equation. Topics include
boundary value problems, Fourier series, or
thogonal functions, Fourier transform, Duhamel’s principle, Green’s function. The sec
ond part of the course is an introduction to
the calculus of variations. Additional topics
depend on the interests of the students and
instructor.
Prerequisites: Math 18 and either Math 30, or
Physics 50, or permission of the instructor.
Alternate years, fall semester.
Not offered 1992-93.
of the Mandelbrot set, stability, turbulence
and chaos.
Prerequisites: Math 16 and Math 18.
Alternate years. Spring semester. Hunter.
82. Functions of a Complex Variable.
Course content varies from year to year.
Either Math 86 or Math 106 will be offered.
Alternate years. Spring semester. Stover.
Topics include: analytic functions, integration
and Cauchy’s Theorem, power series, residue
calculus, conformal mapping, and harmonic
functions. Applications to the physical sci
ences will be considered. May be taken with
Applied Analysis I for an external examina
tion paper. Either Math 82 or Math 103 will
be offered in the fall semester of even num
bered years.
Prerequisite: Math 18.
Alternate years. Fall semester.
Not offered 1992-93.
85. Topics in Analysis.
Course content varies from year to year; in
spring, 93 the course will be An Introduction
to Dynamical Systems. This course will begin
the study of the mathematics of continuous
and discrete dynamical systems. Such systems
underlie models for population fluctuation,
celestial mechanics, and chemical kinetics.
They also provide a framework for a mathe
matical understanding of the fractal structure
86. Advanced Topics in Geometry.
93. Directed Reading.
96. Thesis.
97. Senior Conference.
This half course provides senior majors an
opportunity to delve more deeply and on their
own into a particular topic in mathematics.
This is accomplished by way of a written
paper and an oral presentation on a mathemat
ical topic agreed upon by the student and the
instructor. This course is required of all
senior course mathematics majors. The work
is spread throughout the year, with the talks
and normally papers presented in the Spring.
Students register for this course for the spring
semester but must also sign up with the de
partment chair for the fall semester.
One half credit.
Spring semester. Klotz.
SEMINARS
1016. Real Analysis II.
This seminar is a continuation of the material
in Introduction to Real Analysis (Math 47).
Topics include the inverse and implicit func
tion theorems, differential forms, and Lebesgue integration.
One credit.
Prerequisite: Math 47.
Spring semester.
1026. Modern Algebra II.
This is a continuation of Introduction to
Modem Algebra (Math 47). Topics covered
usually include field theory, Galois theory
(including the insolvability of the quintic),
the structure theorem for modules over prin
cipal ideal domains, and a theoretical devel
opment of linear algebra. However, other
topics may be studied, depending on the
interests of students and instructor.
One credit.
Prerequisite: Math 49.
Spring semester.
103. Complex Analysis.
A brief study of the geometry of complex
numbers is followed by a detailed treatment
of the Cauchy theory of analytic functions of
a complex variable. Various applications are
given and some special classes of functions,
such as elliptic functions, are studied. Ana
lytic continuation and the theory of Weierstrass are also discussed. A two-credit seminar
which may be offered in place of Math 82, if
there is sufficient interest.
Fall semester. Grinstead.
104. Topology.
Introduction to point-set, combinatorial, and
algebraic topology: topological spaces, conti
nuity, classification of surfaces, elementary
homotopy theory, the fundamental group,
167
Mathematics
simplicial complexes and homology (includ
ing related algebra). The seminar builds upon
the students’ background in analysis and alge
bra.
Prerequisites: Math 47 and 49.
Two credits.
Alternate years. Spring semester,
blot offered 1992-93.
105. Probability.
This seminar concentrates on discrete proba
bility theory. The ideas of sample space and
probability distribution are introduced. The
binomial and Poisson distributions are stud
ied, and the normal distribution is intro
duced. Laws of large numbers and the Central
Limit Theorem are discussed. Other topics
include the idea of randomness, generating
functions, random walk problems, and Mar
kov chains.
Offered alternate years if staffing permits.
Not offered 1992-93.
106. Advanced Topics in Geometry.
A two-credit seminar version of Math 86,
which may be offered in place of Math 86 if
there is sufficient interest.
Alternate years. Spring semester.
111. Mathematical Statistics II.
This one-credit seminar is offered as a con
tinuation of Math 53. It deals mainly with
statistical models for the relationships be
tween variables. The general linear model,
which includes regression, variance, and covariance analysis, is examined in detail. Topics
also include nonparametric statistics, sam
pling theory, and Bayesian statistical infer
ence.
Prerequisite: Math 53.
One credit.
Alternate years. Spring semester. Iversen.
Medieval Studies
Coordinator: STEPHEN P. BENSCH (History)
Committee:
Michael W. Cothren (Art History)
Michael M arissen (Music) 3
Ellen R oss (Religion) 3
William N. Turpin (Classics)
Craig Williamson (English)
This program offers an opportunity for a
comprehensive study of European and Medi
terranean civilization from the fourth century
to the fifteenth. The period, which has a
critical importance for the understanding of
Western culture, can be approached best
through a combination of several disciplines.
Hence eight Departments (Art, Classics, En
glish Literature, History, Modern Languages,
Music, Religion, and Philosophy) cooperate
to provide a course of study which may be
offered as a major in either the course Program
or the External Examination (Honors) Pro
gram.
For a major in the Course Program the re
quirements are as follows:
1. Latin 14, Mediaeval Latin
1 course in Medieval History (History 11,
14-17)
Either Religion 17 or Philosophy 19
The prerequisites for the courses listed above
are:
Latin 1-2 or the equivalent; an introductory
history course; Philosophy 1; an introductory
religion course.
2. Five other medieval courses or seminars
chosen from three or four of the following
fields:
1) Art History
2) History
3) Literature (Classics, English, CEL,
French, Spanish)
4) Music
5) Philosophy
6 ) Religion
Other courses appropriate to Medieval
Studies that are from time to time included
in departmental offerings.
Directed readings in medieval subjects.
3. A student may write a thesis as a substitute
for a course during the first semester of
the senior year.
4. The student must pass a comprehensive
examination in the senior year based on
courses taken in the medieval field. The
examination includes a section of Latin
translation.
For a major in the Honors Program the re
quirements are as follows:
1. The student must satisfy the language and
distribution requirements of the program,
as listed above, by appropriate courses or
seminars. Some work in one or more of
the fields included in the program must be
done before admission to the Program.
2. Seminars may be chosen from the follow
ing fields: Art History, History, Literature
(Classics, English, Modem Languages),
Music, Philosophy, Religion.
3. By attachments to the courses listed above,
and by writing a thesis, the student may
expand the possibilty of work in the Ho
nors Program beyond these five seminars.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart
ments to determine specific offerings in 199293.)
Art History 14. Medieval Survey.
Art History 47. Late Antique, Early
Christian, and Byzantine A r t
English 16. Survey of English
Literature, I.
English 21. Chaucer.
English 23. Old English/History of the
Language.
3 Absent on leave, 1992-93.
169
B
Medieval Studies
1
French 20. History of the French
Language.
History 10H. The Barbarian North.
History 11. The Formation of the
Islam ic Near East.
Religion 23. Catholic Traditions.
Spanish 30. Literature Medieval.
Spanish 41. Obras m aestras de la Edad I
Media y del Renacimiento.
Medieval Studies 96. Thesis.
History 14. Heretics, Friars, and
Female M ystics: Religious Turmoil
in the Middle Ages.
Seminars currently offered in Medieval
Studies:
History 15. Medieval Towns.
Art History 145: Gothic Art and
Architecture.
History 17. The Mediterranean World
in the Middle Ages.
Latin 14. Medieval Latin.
M u sic 20. Medieval and Renaissance
Music.
M u sic 45. Performance (early m usic
ensemble).
Religion 17. Western Religious Thought
from 325 to 1500.
I
English 102: Chaucer and Medieval
Literature.
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History 111: Authority and Community I
in Medieval Europe.
Religion 111: Medieval Theology and
Contemporary Feminism.
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170
Modera Languages and Literatures
GEORGE C. AVERY (German), Professor
THOMPSON RRADLEY (Russian), Professor1
MARION J. FARER (German), Professor3
JOHN J. HASSETT (Spanish), Professor
GEORGE KRUGOVOY (Russian), Professor
PHILIP METZIDAKIS (Spanish), Professor13
ROBERT ROZA (French), Professor
FRANCIS P. TAFOYA (French and Spanish), Professor
GEORGE MOSKOS (French), Associate Professor and Chair, 1992-95
JOHN BAKER (German), Visiting Assistant Professor
ALAN BERKOWITZ (Chinese), Assistant Professor3
AURORA CAMACHO de SCHMIDT (Spanish), Assistant Professor
WENWEI DU (Chinese), Assistant Professor
LIAN SHU LI (Russian), Visiting Assistant-Professor4
LI-CHING CHANG MAIR (Chinese), Assistant Professor (part-time)
ANNE MENKE (French), Assistant Professor11
MICHELINE RICE-MAXIMIN (French), Assistant Professor10 12
HANS-JAKOB WERLEN (German), Assistant Professor
SIDNEY DONNELL (Spanish), Instructor
ELKE PLAXTON (German), Instructor (part-time) 1
EDWARD DIXON (German), Lecturer
JOAN FRIEDMAN (Spanish), Lecturer
QIAN HE (Chinese), Lecturer
EVGENIYA L KATSENELINBOIGEN (Russian), Lecturer
MARY K. KENNEY (Spanish), Lecturer
PAUL RONG UOU (Chinese), Lecturer
CAROLE NETTER (French), Lecturer
ELSA CROZIER (French), Assistant
The purpose of the major is to acquaint
students with important periods and principal
figures of the literatures taught in the Depart
ment, to develop an appreciation of literary
values, to provide training in critical analysis,
and to foster an understanding of the relation
ship between literary phenomena and the
historical and cultural forces underlying the
various literary traditions. In addition to dem
onstrated competence in the language, a for
eign literature major will normally complete
a minimum of eight credits in advanced lan
guage, literature courses or seminars (includ
ing Special Topics), and pass a comprehensive
examination. One of the required courses for
the foreign literature major may be taken in
English from among those courses listed
under Literatures in Translation provided that
it is a course pertinent to the student’s specific
major. Students whose interests lie primarily
in language are advised to consider the possi
bility of a major in Linguistics and Foreign
Languages. Students interested in studying
literature in more than one language are en-
in Grenoble, fall semester, 1992.
I Absent on leave, fall semester, 1992.
12 Program Director, Swarthmore Program
3 Absent on leave, 1992-93.
in Grenoble, spring semester, 1993.
4 Fall semester,. 1992.
10 Campus coordinator, Swarthmore Program 13 Program Director, Hamilton College
Academic Year in Spain (Madrid),
in Grenoble.
1992-93.
II Program Director, Swarthmore Program
171
Modem Languages and Literatures
couraged to consider a Literature major.
Courses numbered IB through 8 are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary stud
ies in a foreign language through work with
the language and selected texts of literary or
general interest.
For a detailed description of the orientation in
these courses see the Explanatory Note on
these language courses below. Courses num
bered 11 or above emphasize the study of
literature as a humanistic discipline as well as
competence in the spoken and written lan
guage.
Students who plan to major in a foreign
language and its literature are advised to pre
sent sufficient credits on admission to enable
them to enroll in courses numbered 11 and 12
in their freshman year. Students who enter
with no previous knowledge of the language
and who are interested in majoring in a foreign
literature should register for the intensive
language courses (1B-2B) in the freshman
year. Language courses numbered IB through
3B and conversation courses do not count
toward the minimum of eight credits required
for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score in the College Entrance Examina
tion or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing of each of the literatures taught. Excep
tions to course requirements are made for
those who show competence in the language
of specialization. Students who speak French,
German, Russian or Spanish fluently should
consult with the Department before electing
courses.
Majors are urged to select supporting courses
in other literatures, in history, philosophy,
linguistics, or art history. The Department
also recommends participation for a minimum
of a summer and a semester in an academic
program abroad. Linguistically qualified stu
dents may apply to the Swarthmore Program
in Grenoble at the University of Grenoble, for
one or two semesters in the sophomore or
junior year. This program is particularly I
suited for majors in the humanities and the I
social sciences. Students competent in Span- I
ish should consider the Hamilton College ]
Program in Madrid, Spain, which is coopéra- I
tively sponsored by Swarthmore. Other rec- I
ommended programs include Rice UniversityChile; the University of Kansas-Costa Rica;
and CEUCA in Columbia. (The Spanish sec- I
tion requires that its majors spend a minimum
of one semester of study abroad in a program
approved by the Section). Students of German
have the opportunity to join the Wesleyan
University Program in Regensburg during the
spring semester of each year. Participants of |
the program can simultaneously enroll at the
University of Regensburg. Other programs
students should consider are the Wayne State
Junior Year in Germany (at the University of
Munich or the University of Freiburg) or the
Duke Program in Berlin. Students in Russian
are strongly encouraged to spend at least one
semester in the A.C.T.R. or C.I.E.E. language
programs amongst others in Russia. Study
abroad is particularly encouraged for students
of Chinese; academic credit (full or partial) is
generally approved for participation in the
several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section. Stu
dents on scholarship may apply scholarship
monies to designated programs of study
abroad, in addition to the Hamilton College
Program in Madrid and the Swarthmore Pro
gram in Grenoble (see Education Abroad, pp.
56-58).
Students wishing to receive a Teaching Certifi
cate in French, German, Russian or Spanish
should plan on taking the regular program of
language and literature courses required for
the major or show proof of the equivalent. In
addition, they should take Linguistics 1 or a
course in the history of the language offered
in the Department. Appropriate supporting
courses which broaden knowledge and under
standing of the foreign culture being studied
are also recommended. Prospective teachers
of a foreign language must include a minimum
of a semester abroad in their academic pro
gram.
Students planning to do graduate work are
reminded that, in addition to the language of
I
specialization, a reading knowledge of other
I languages is often required for admission to
advanced studies.
I Literatures in Translation
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Students acquainted with a particular foreign
language are urged to elect an appropriate
literature course taught in the original Ianguage. LIT courses provide students with the
opportunity to study a literature which they
cannot read in the original. These courses
may be used to satisfy the distribution re
quirements, but cannot be substituted for the
11 or 12 level courses to satisfy the depart
mental prerequisites for a major or minor in
the original languages. A student, however,
may take one of these courses to satisfy the
eight-credit requirement of a foreign literature
major provided that the course is pertinent to
the specific literature of the major. Students
planning programs where such considerations
might apply should consult with the Depart
ment.
Normally, at least one LIT course is offered
each semester; these courses are announced
before fall and spring registration. Other,
cross-listed courses in foreign literature in
translation are listed after LIT 50.
13R. The Russian Novel.
, I 13. Medieval Comparative Literature.
I 14. Modern European Literature.
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Seminal contributions in theme and form to
a European tradition of modern fiction will
be examined and compared in seminar format
(presentation and critical discussion of student papers). Authors will include Dostoevsky, Rilke, Conrad, Thomas Mann, Joyce,
Kafka, Virginia Woolf, and Malraux. Intended
especially for freshmen and sophomores contemplating a Literature major. Limited enrollment.
Primary distribution course.
Spring semester 1993. Avery.
20G. The Contemporary German Novel.
Representative works of prose fiction from
Germany, Austria, and Switzerland since the
end of World War II against the background
of literary, intellectual and politico-sociologi
cal currents in German-speaking Europe.
Authors include Bachmann, Boll, Frisch,
Handke, Grass, and Wolf.
Not offered 1992-93. Avery.
30R. The Petersburg!! Theme in
Russian Literature.
Literary and historical perspectives of the
urbanistic theme in Russia. Petersburg as a
social reality, demonic delusion, and myth.
Alienation in the modern city, individual
search for self-identification, and personal
reintegration in a meaningful cosmos. Read
ings and discussions based on works by Push
kin, Gogol, Chernyshevsky, Dostoevsky, Tol
stoy, and Bely. This course is not a regular
offering and may not be repeated in the
foreseeable future.
Not offered 1992-93. Krugovoy.
31R. Popular Politics in Russia,
1861 to the Present: Life and Struggle
at the Bottom.
The role of the lower classes in social and
political movements since the mid-nineteenth
century. The course will focus on the follow
ing issues and problems as reflected in a
variety of historical and literary texts: the
origins and nature of peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and the
intelligentsia; peasants, workers, and the build
ing of Soviet power; women and politics;
society and contemporary Soviet politics.
(See History 31.)
Not offered 1992- 93. Bradley and Weinberg.
I 16CH. The C lassical Tradition in
I Chinese Literature.
50G. Twentieth Century German Women
in Film and Literature.
J (See Chinese 16.)
An examination of early 20th century theories
and representations of women and the femi
nine or feminist response, especially after
World War II. Film-makers include von Stem-
I 17CH. Vernacular, Modern and
; I Contemporary Writings.
I (See Chinese 17)
Modem Languages and Literatures
Iberg, von Trotta, Sander; writers include
Freud, Bachmann, and Wolf.
Not offered 1992-93. Faber.
fictional texts.
(Cross-listed as French 70.)
Spring semester 1994. Rice-Maximin.
50R. Russian Literature and
Revolutionary Thought
70SA. “The Others” in Contemporary
I 91
Latin American Literature: Women,
| Li1
Indigenous People and Afro-Caribbeans. I (&
A study of continuity and change in the
relationship between the major political and
social movements and the writers before and
after 1917.
Spring semester 1993. Bradley.
50S. Spanish Thought and Literature
of the Twentieth Century.
Not offered 1992-93.
50SA. Contemporary SpanishAmerican Literature.
Not offered 1992-93.
55G. The Holocaust and German Culture.
This course focuses on the Holocaust of the
Jews in Nazi Germany, working backward to
discover possible origins in German culture
and forward to consider the continuing impact
of the Holocaust in contemporary German
society. Texts include work of Romantic ar
tists, Nietzsche, Musil, poetry and memoirs of
survivors; Habermas; relevant films, etc.
Not offered 1992-93. Faber.
55SA. The Fiction of Contemporary
Spanish-American Women Writers.
Not offered 1992-93.
60SA. Spanish American Society
Through Its Novel.
Primary distribution course.
Not offered 1992-93.
66G. Goethe’s Faust
Not offered 1992- 93. Werlen.
68F. Prisons, Madness, and
Sexuality: Michel Foucault and
European Literature.
(Cross-listed as French 68 .)
Menke.
70. Renaissance Comparative
Literature.
(See English Literature 70.)
70F. Caribbean and French
Civilizations and Cultures.
A study of the political, social and literary
history of the French speaking Caribbean
with a focus on Guadeloupe, Haiti and Mar
tinique. Collateral reading in historical and
174
Three centuries of colonial rule in Latin America created a particular way of seeing women
and non-Europeans. As the new republics
emerged, elites sought to perpetuate the inferior status of indigenous people and the
descendants of African slaves, while women’s
subordination was complicated by race and
class. How does contemporary literature represent women, "Indians” and Affo-Caribbeans? When and how do women and "the
others” claim the power to represent themselves? Readings include poetry and fiction.
Fall semester 1992. Camacho de Schmidt.
I rec
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71F. “Epistemology of the Closet”:
I SP
Literary and Theoretical Constructions I de
of Male Homosexuality.
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Readings in European and American fiction
and contemporary gay theory will focus on
the problematics of dichotomous (homo/
hetero) sexual representations. The course
aims to provide frameworks for a specifically
anti-homophobic analysis of literature.
(Cross-listed as French 71.)
Spring semester 1993. Moskos.
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This course surveys the manifestations of the
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uncanny in the grotesque, the absurd, and the
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metaphysical. Texts range from E.T.A. Hoff
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man to Kafka and Sigmund Freud.
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(Cross-listed as German 73.)
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Fall semester. Baker.
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74. Modern Drama.
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(See English Literature 74.)
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79. Studies in Comparative Fiction.
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(See English Literature 79.)
73G. The Literature of the Uncanny.
83G. Kafka, Mann, and Doblin.
Thomas Mann’s The Magic Mountain, Death
in Venice; Kafka’s The Trial, Amerika, Doblin’s
Alexanderplatz, Berlin; representative shorter
fiction along with selected theoretical and
poetological writings by each of the authors,
with the aim of assessing their respective
contributions to European modernism. Stu
dents who read a portion of the works in the
original and write papers in German will
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I receive credit for German 83.
I (Cross'listed as German 83.)
I Not offered 1992-93. Avery.
] 91CH. Special Topics in Chinese
I Literature in Translation.
916. Special Topics.
Rethinking Representation: Idealist Philosophy
and Early German Romanticism.
(See German 91/Philosophy 91.)
Spring semester. Eldridge and Werlen.
I (See Chinese 91.)
EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES:
I
I
I
I
I
*
Courses numbered 1B-2B, 3B, 5B carry one
and one-half credits per semester. Three semesters in this sequence are equivalent to two
years of work at the college level. Designed to
impart an active command of the language and
combine the study or review of grammar
essentials and readings of varied texts with
intensive practice to develop the ability to
speak the language. Recommended for students who want to progress rapidly and espedally for those with no previous knowledge of
the language and who are interested in preparing for intermediate or advanced courses in
S
I
1
I
I
I
|
literature taught in the original language. Stu
dents who start in this orientation can major
in a foreign language and literature not studied
previously. These courses (a) meet as one
section for grammar presentation and in small
groups for oral practice, and (b) may require
periodic work in the language laboratory.
Students who start in the 1B-2B sequence
must complete 2B in order to receive credit
for IB. However, students placing directly in
2B can receive one and one-half credit semes
ter credits. Course numbered 3B may be
taken singly for one and one-half semester
credits.
I Chinese
I Although no major exists currently in Chinese
in either the Course Program or the External
Examination Program, qualified students are
urged to consider the possibility of a major in
Asian Studies (all Chinese language courses
above the first-year level as well as all Chinese
literature courses may be counted toward the
major), or a Special Major in combination
with other departments. It is possible to pre
pare for two external examinations, and thus
a minor in Chinese in the external examina
tion program, in Chinese Language and Chi
nese Literature in Translation. Interested stu
dents should consult with the Section Head in
Chinese.
Introductory and intermediate Chinese lan
guage courses are intensive and carry one and
one-half credits per semester. Students should
plan to take these courses as early as possible
so that studying in China, which is strongly
encouraged, can be incorporated into their
curriculum. First through third-year Chinese
language courses are offered each year, and an
advanced fourth-year class is offered each
spring. A special introduction to Classical
Chinese is offered every other year and is
open both to students of modern Chinese and
to interested students with no previous prep
aration in Chinese. Literature courses in
translation are offered regularly each year and
are open to the entire student community.
Students of Chinese are particularly urged to
take these classes as a means of gaining per
spective on the literary tradition, as well as
familiarity with a large number of works.
COURSES
1B-2B. Introduction to Mandarin
Chinese.
An 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
175
Modern Languages and Literatures
read and write in simple modem Chinese.
Mair.
3B, 4B. Second-year Mandarin Chinese.
Designed for students who have mastered
basic grammar and 350 to 400 characters.
Combines intensive oral practice with writing
and reading in the modern language. Emphasis
is on rapid expansion of vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Mair, Du, and Liou.
11. Third-year Chinese.
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modern Chinese, through a diversity
of materials and media. Classes conducted in
Chinese, with precise oral translation also a
component. To be taken in conjunction with
Chinese 11A.
Prerequisite: Chinese 4B or equivalent lan
guage skills.
Primary distribution course.
Fall semester 1992. Du.
11A. Third-year Chinese Conversation.
A half-credit course concentrating on the
further development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 11.
Fall semester 1992. Liou.
12. Advanced Chinese.
Sequel to Chinese 11. Concentrates on greatly
expanding skills in reading, writing, and speak
ing modem Chinese, through a diversity of
materials and media. Class conducted in Chi
nese, with precise oral translation also a com
ponent. To be taken in conjunction with
Chinese 12A.
Prerequisite: Chinese 11 or equivalent lan
guage skills.
Primary distribution course.
Spring semester 1993. Du.
12A. Advanced Chinese Conversation.
A half-credit course concentrating on the
further development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 12.
Spring semester 1993. He.
16. The Classical Tradition in
Chinese Literature.
Exploration of major themes, ideas, writings,
176
and literary forms that have contributed to
the development of traditional Chinese civili
zation, through directed readings and dis
cussions of English translations of original
sources from early through medieval times.
No prerequisites, and no knowledge of Chi
nese or of China required.
(Cross-listed as LIT 16CH.)
Primary distribution course.
Not offered 1992-93. Berkowitz.
17. Vernacular, Modern, and
Contemporary Chinese Writings.
Exploration of innovative literary forms,
styles, and themes from late medieval through
contemporary China, through directed read
ings and discussions of English translations of
original works, including poetry, expository
prose, vernacular fiction, drama, and the short
story.
No prerequisites, and no knowledge of Chi
nese or of China required.
(Cross-listed as LIT 17CH.)
Not offered 1992-93. Berkowitz.
20. Beadings in Modern Chinese.
This course aims to perfect the student’s
Mandarin Chinese skills, and at the same time
to introduce a few major topics concerning
Chinese literature and other types of writing 1
since the May Fourth Movement.
Prerequisite: Three years of Chinese or its
equivalent.
Spring semester 1993. Du.
20A. Modern Chinese Conversation.
A half-credit course open to students of Chi
nese who have completed at least through the
third-year, or have equivalent proficiency (not
open to native speakers of Chinese). The
course will concentrate on the development of
the students’ speaking ability in Chinese,
broadening active vocabulary and idiomatic
usages, but will also require appropriate read
ing ability.
Fall semester 1992. He.
33. Introduction to C lassical Chinese.
This course imparts the principal structures
of the classical language through an analytical
presentation of the rudiments of the language
and close readings of original texts.
No prerequisites, and no previous knowledge
of Chinese required.
(Cross-listed with Linguistics 33.)
Not offered 1992-93. Berkowitz.
91. Special Topics in Chinese
Literature in Translation.
Open to the entire student body, with all
readings in English translation. No previous
preparation in Chinese or literature is re
quired or expected. Students of Chinese are
encouraged to take the class as a means of
gaining perspective on Chinese literature not
available in language classes, and as an en
hancement of their understanding of Chinese
civilization. The course will concentrate on
selected themes, genres, authors, time peri
ods, or critical problems in Chinese literature;
topic for 1992: Traditional and Modern
Drama and Film.
(Cross-listed as LIT 91CH.)
Fall semester 1992. Du.
93. Directed Reading.
French
French may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program. Pre
requisites for both Course students and Ho
nors candidates are as follows: Any course
numbered 12, 12A, 12B, or 12C and 16, the
equivalent, or evidence of special compe
tence.
Recommended supporting subjects: see the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are required to
spend at least one semester abroad in the
Grenoble Program. Programs of study in
France or other French-speaking countries
may be substituted upon request and with the
approval of the French section.
Majors in the Course and Honors Programs,
as well as minors in the Honors Program, are
expected to be sufficiently proficient in spo
ken and written French to do all of their work
in French, i.e., discussions and papers in
courses and seminars, and all oral and written
examinations, including comprehensive and
Honors examinations.
Course majors are required to (a) take eight
advanced courses numbered 12; 12A, B, C; or
above, of which one must be French 16 or the
equivalent, such as study abroad; (b) take at
least one course in literature before 1800;
(c) take one course with a Francophone com
ponent; and (d) complete a comprehensive
examination in the spring semester of their
Senior year.
The Comprehensive Examination will be
based on ( 1 ) the student’s program of study
in the last two years ( 2 ) a specific area of
concentration chosen by the student in con
sultation with the French section. This area of
concentration may be defined in terms of
genre, critical approach, theme, century, etc,.
The French section will provide a number of
suggested general areas, accompanied by basic
reading-lists. Each student will be expected to
complete an expanded bibliography appropri
ate to the specific concentration.
The French Major emphasizes work in litera
ture; those non-literary courses taught in the
Department are also designed to complement
work in literature, but no more than two may
count to satisfy the requirements in the major.
The Department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require
ments in the major. The French Section is also
working to establish either a major or a
Concentration in French Studies in coopera
tion with other departments and programs
abroad.
COURSES
NOTE: Not all advanced courses are offered
every year. Students wishing to major or
minor in French should plan their program in
consultation with the Department.
1B-2B, 3B. Intensive French.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study of grammar
with intensive oral practice, writing, and read
ings in literary or expository prose. Prepares
for intermediate and advanced courses in
language or literature taught exclusively in
French. Recommended for students who wish
177
Modem Languages and Literatures
to acquire minimal linguistic competence for
study abroad in the Swarthmore Program in
France. See the explanatory note on language
courses above as well as the description of the
Swarthmore program at the University of
Grenoble under Education Abroad.
5. Composition and Diction.
This course satisfies the prerequisites for
intermediate and advanced courses taught in
the original language, such as 12; 12A, B, C;
or 16. Emphasis is on the consolidation of
grammatical principles with an aim to in
creasing the facility to write and speak the
language through work with formal grammar,
selected readings of literary or general interest,
newspaper and magazine articles, radio pro
grams, films, etc. Recommended for students
who wish to study abroad at the university
level.
Prerequisite: French 3B or the equivalent.
Each semester.
5A. French Conversation.
A half-credit conversation course concentrat
ing on the development of the students’ ability
to speak French.
Prerequisite: For students presently or pre
viously in French 5 or the equivalent Place
ment Test score.
Each semester. Crozier.
12A. Im ages de ia France.
Salient aspects of French civilization in the
age-long struggle for human values. Based on
literary works which depict life or events in a
given period, but emphasis is on historical,
political, and social questions rather than
belles lettres as such. The historical periods
treated will vary from time to time. The topic
for 92-93 is "La France des Années Trente.”
Prerequisite: French 5, a score of 675 on the
College Entrance Examination, or the equiv
alent with special permission.
Primary distribution course.
Fall semester 1992. Tafoya.
12B. Introduction à l’expérience
littéraire.
Close reading of various texts (prose fiction,
plays, poetry, song) from and beyond the
Hexagon as an introduction to the central
concepts and modes of literature.
Prerequisite: French 5, a score of 675 on the
College Entrance Examination, or 5 on the
178
AP Exam, or the equivalent with special per
mission.
Primary distribution course.
Fall semester 1992. Rice-Maximin.
12C. La France d’outre-mer
à travers la littérature.
16. Studies in Style and Media.
Models for self-expression taken from a vari
ety of sources, both written (including liter
ature, magazines, etc.) and film, radio, or
television.
Prerequisite: French 5, 12, 12A,B,C, or the
equivalent with special permission.
Primary distribution course.
Spring semester 1993. Roza.
20. History of the French Language.
22. Le Cinéma français.
Roza.
33. Femmes écrivains.
35. Le Roman avant Balzac.
36. La Poésie avant Baudelaire.
42. Littérature du 17e Siècle.
60. Le Roman du 19e Siècle.
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great socio-political change. Based pri
marily on novels of Stendhal, Balzac, Flaubert
and Zola.
Spring semester 1993. Roza.
61. Odd Couplings: Writing and
Reading A c ro ss Gender Lines.
This comparative study of 19th century texts
by men and 20th century texts by women will
interrogate the role played by gendered iden
tity construction in writing and reading. The
play of mirrored-pairings will allow us to
reflect on the many surprising similarities
between these works as the very sign of their
difference(s). Some topics to be discussed:
the relationship between male homo-social
desire, homophobia, and misogyny; meton
ymy and metaphor as gendered tropes; mad
ness as gendered malady; writing, reading, and
criticism as voyeuristic activities.
Fall semester 1992. Moskos.
65. Baudelaire and Symbolism.
The main poets of the most influential move
ment of poetic expression in the second half
of the 19th century. Texts studied will come
primarily from the works of Baudelaire, Rim
baud, Mallarmé and Apollinaire.
Fall semester 1992. Roza.
(Cross-listed with Black Studies.)
Rice-Maximin.
68. Prisons, Madness, and Sexuality:
Michel Foucault and European
Literature.
(Cross-listed with Black Studies.)
Rice-Maximin.
(See LIT 68F.)
70.
Théâtre Moderne.
Roza.
70F. Caribbean and French Civilizations
and Cultures.
(See LIT 70F.)
71F. “Epistemology of the Closet”:
Literary and Theoretical Constructions
of Male Homosexuality.
(See LIT 71F.)
Spring semester 1993. Moskos.
72. Le Roman du 20e Siècle.
77. Prose Francophone: Littérature et
Société.
78. Théâtre d’écritures françaises.
91. Special Topics.
Study of individual authors, selected themes,
or critical problems.
Topic for 1993: Theories and Fictions of the
Erotic. We will investigate this sub-genre of
literature by combining a survey of French
erotic fiction from the seventeenth through
the twentieth centuries with analyses of eroti
cism by Foucault, Kristeva, Bataille, Lacan,
and Freud.
Spring semester 1993. Menke.
92. Colloquium.
Roza.
93. Directed Reading.
75. Proust and Joyce.
94. Thesis.
76. Ecriture féminine.
SEMINARS
Preparation of topics for External Examina
tions (Honors) may be done by appropriate
courses plus attachments only when seminars
are not available. Students preparing for Ex
ternal Examinations should consult with the
Department on the suitability and availability
of attachments.
101. La Renaissance.
102. Le Théâtre Classique.
Reading of the plays of Corneille, Racine, and
Molière in the context of a male gendered,
public, institutional space (Versailles, la
Comédie Française), and the female-gendered
private space of the salons and the novel.
(Cross-listed with Women’s Studies)
Spring semester 1993. Menke.
104. Stendhal et Flaubert
105. Proust.
Style and vision in La Recherche du Temps
perdu.
Fall semester 1993. Roza.
106. Poésie Symboliste.
From Baudelaire to Apollinaire.
Roza.
107. Le Roman du 18e Siècle: thèmes
et techniques.
108. Le Roman du 20e Siècle.
Roza.
109. Le Romantisme.
Spring semester 1994. Moskos.
110. Ecritures françaises: hors
de France: Fiction et réel.
We will explore the relationships between
fiction, History, and the real as well as their
ideological implications, in a selection of texts
from the French Antilles and Guyana and
from Haiti.
Fall semester 1992. Rice-Maximin.
180. Thesis.
Modern Languages and Literatures
German
German may be offered as a Major in Course
¡or as a Major or Minor in the External
Examination Program (Honors).
See the introductory departmental statement
for recommended supporting subjects.
Courses and seminars in literature are con
ducted in German. Students are expected to
be sufficiently proficient in German to do
written and oral work in German. To this end
we strongly advise students to spend an adademic semester in a German-speaking country
before their senior year.
Requirements for the Major in Course:
1 . completion of a minimum of eight credits
in courses numbered 8 and above; inclusion
of German 8 (or German 8 and 8A) in the
Major applies to the class of ’93 and beyond;
2 . one of the eight credits may be taken in
English from among the courses on German
literature listed in the College Bulletin under
Literature in Translation (e.g., LIT 73G).
Alternatively, the student may count German
14, Introduction to German Studies, toward
the Major;
3. Seniors in Course are required to (a) do
German 91: Senior Topics; (b) write a Com
prehensive Examination based on the stu
dent’s course work and the "Reading List for
German Majors;” (c) submit an extended,
integrative paper (no less than 15 double
spaced pages in length, exclusive of bibliogra
phy) on a general literary topic agreed to by
the Section. This paper, due before the date
for the Comprehensive Examination, is com
plemented by a discussion of the paper with
members of the Section, in German;
4. Majors in Course are encouraged to enroll
for at least one seminar in the Junior or Senior
year.
Requirements for Major or Minor in the
External Examination Program:
Majors: German 11 or 12 and one course
numbered 50 or above; a minimum of three
seminars or the equivalent;
Minors: German 11 or 12 and at least one
course numbered 50 or above.
180
COURSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in German should plan their
program in consultation with the Department.
All courses numbered 50 and above are open
to students after either German 11 or 12. (See
note on enrolling in Seminars.)
1-2. German Reading and Translation.
For students who wish to acquire the funda
mentals of German grammar and a reading
knowledge of the language. This two-semester
course is a terminal sequence. See the explan
atory note on language courses above.
Not offered 1992-93.
1B-2B, 3B. Intensive German.
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar
with intensive oral practice, writing, and read
ings in expository and literary prose. See the
explanatory note on language courses above.
Normally followed by 8 , 11, or 12.
IB. Fall semester. Werlen and Dixon;
2B. Spring semester. Plaxton and Dixon;
3B. Fall semester. Avery, Dixon and Staff.
8. Writing and Speaking German.
Development of communicative skills in speak
ing and writing through study of expository
prose on contemporary topics of general in
terest. Recommended for German Majors and
for those planning to study in Germany. Can
be taken concurrently with German 11 or 12.
Prerequisite: German 3B or the equivalent
Placement Test score. May be counted toward
the Major.
Spring semester. Werlen.
8A. German Conversation.
A half-credit conversation course concentrat
ing on the development of the students’ speak
ing skills, based largely, but not exclusively,
on readings for German 8 .
Prerequisite: German 8 in current or a previ
ous semester or the equivalent Placement Test
score. May be counted toward the Major if
taken concurrently with German 8 .
Spring semester. Plaxton.
11. Introduction to German Literature
(Early 20th Century).
51. Deutsche Lyrik von Goethe
bis zur Spätmoderne.
An introductory course which emphasizes
critical and analytical reading of literature.
Representative poetry, drama, and prose fic
tion from the turn of the century through the
twenties, including works by Schnitzler, Rilke,
R. Walser, Th. Mann, Kafka, and Brecht.
Prerequisite: German 3B, 8 , or equivalent
work.
Primary distribution course.
Spring semester. Avery.
Common influences and consistency of motif
in German poetry from the late eighteenth
century to Bachmann and Celan, emphasizing
lyrics by Goethe, Hölderlin, and Rilke.
Spring semester. Baker.
12. Introduction to German Literature
(The Age of Goethe).
An introduction to German literature through
close reading of selections from the second
half of the 18th and the early part of the 19th
century. Authors include Lessing, Goethe,
Schiller, Kleist, and the Romantics.
Primary distribution course.
Fall semester. Werlen.
13. Translation: Theory and Practice.
This course aims at exploring the act of
translation, theoretically, and through practice
in translating texts from various fields within
the humanities from German into English.
Prerequisite: German 2 ,3B, or the equivalent.
Not offered 1992- 93. Faber.
14. Introduction to German Studies:
Culture and Society in Early
20th-Century Vienna and Berlin.
Readings in the original German reflecting
the shared or distinctively separate socio
cultural life in Austria and in Germany
through World War I, emphasizing the central
role of Vienna and Berlin. Texts selected from
established or burgeoning fields (sociology,
psychoanalysis, theology, aesthetics) and from
writings on contemporary issues (Zionism,
Women’s rights, Pan-Germanism, industrial
urbanization, colonialism, and cultural re
form). Supplements: documentary and feature
films. Class discussions in English.
Prerequisite: German 3B. A core course in the
German Studies Concentration.
Fall semester. Avery.
50. Die deutsche Lyrik.
Readings in the major German poets.
Not offered 1992-93.
52. Das deutsche Drama.
The development of German dramatic litera
ture from the Enlightenment to the present
(playwrights include Lessing, Schiller, Büch
ner, Brecht, and Handke).
Not offered 1992-93.
60. Aufklaerung und Sturm und Drang.
The German Enlightenment and various reac
tions to it. Authors read include Lessing,
Klopstock, Wieland, Herder, the early
Goethe, and the early Schiller.
Not offered 1992-93.
72. Literatur des neunzehnten
Jahrhunderts.
Representative prose fiction, drama, and lyric
poetry from the end of Romanticism through
the beginnings of Modernism. Readings in
clude selections from essayistic writings re
flecting contemporary thought.
Not offered 1992- 93.
73. Das Unheimliche in der Literatur.
(See LIT 73G.)
Fall semester. Baker.
83. Kafka, Mann, and Döblin.
(See LIT 83G.)
Not offered 1992-93. Avery.
91. Special Topics.
Study of individual authors, selected themes,
or critical problems. The topic for Spring
1993 will be Rethinking Representation: Idealist
Philosophy and Early German Romanticism. In
the wake of Kant’s writings and the emergence
of historical and anthropological forms of
human understanding, the period from 17901806 (e.g., from The Critique of Judgment to
Hegel’s Phenomenology) witnessed a prolifera
tion of new forms of philosophical writing,
cultural criticism, and literary expression.
Prefiguring current cultural debates, the early
Romantics provided new paradigms of under
standing by redefining the conditions and
limits of philosophy and literature. The course
will explore this formative moment of modem
criticism by close readings of the contribu181
Modern Languages and Literatures
tions of Kant, Fichte, Schiller, Friedrich
Schlegel, Novalis, and Hölderlin.
(Cross-listed as LIT 91G/Philosophy 91.)
Spring semester. Eldridge and Werlen.
SEMINARS
Four German seminars are normally sche
duled on a regular two-year cycle. Preparation
of topics for External Examinations (Honors)
may be done by particular courses plus att
achments only when seminars are not avail
able. Students preparing for External Exami
nations should consult with the German
Section on the appropriateness and availabil
ity of such attachments.
NOTE: Students enrolling in a seminar are
expected to have done the equivalent of at
least one course beyond the German 11-12
level.
104. Goethe.
A study of Goethe’s major works in the
context of his life and times.
Fall semester 1993. Werlen.
105. Die Deutsche Romantik.
Romanticism as the dominant movement in
German literature, thought, and the arts in the
first third of the 19th century. Authors in
clude Tieck, Novalis, Hölderlin, Kleist, Brentano, Eichendorff, the early Büchner, and
Heine.
Not offered 1992-93.
H
107. Moderne Prosa.
j
The development of German prose narrative
from the turn of the century through the end
of the 1920’s as reflected in works by
Nietzsche, Schnitzler, Hofmannsthal, Rilke,
Mann, Kafka, and Musil.
Fall semester. Avery.
108. Vergangenheitsbewältigung und
Neubeginn: Deutsche Literatur
1950-1980.
■
J
The emergence of distinctive works of narra
tive fiction, lyric poetry, and drama in Ger
many, in Austria, and in Switzerland following
the defeat of Germany under Nationalist So
cialism. Emphasis on works by major au
thors.
Spring semester 1994. Avery.
Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program. Pre
requisites for both Course students and Hon
ors candidates are: Russian 4B, 11,12, and 13,
or equivalent work.
Recommended supporting subjects: see the
introductory department statement.
Russian is the language of instruction in all
courses and seminars numbered 3B and above
(except Russian 13). Course majors are re
quired to take Special Topics (Russian 91)
and are expected to take at least two seminars.
One inter-disciplinary or cross-departmental
course might be offered toward the Course
major requirements. The Comprehensive Ex
amination is based on work completed in
courses and seminars numbered 11 and
above.
COURSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.
’
j
1-2. Russian Reading and Translation.
For students who wish to acquire the funda
mentals of Russian grammar and a reading
knowledge of the language. This course is
designed especially for those students in the
Social and Natural Sciences who seek to read
and translate scholarly, scientific materials in
the original.
1B-2B, 3B. Intensive Russian.
For students who begin Russian in college.
Designed to impart an active command of the
language. Combines the study of grammar
I
with intensive oral practice, writing, and read
ings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 4B, 11, and 12.
IB. Li and Katsenelinboigen;
2B. Bradley and Katsenelinboigen;
3B. Li and Katsenelinboigen.
two decades of the 20th century. Turgenev,
Dostoevsky, Tolstoy, Chekhov, Bunin, Bely.
Silver Age of Russian poetry. Lectures and
discussions in Russian.
Primary distribution course.
Spring semester. Krugovoy.
4B. Advanced Intensive Russian.
Continuity and change in the development of
the novel in the 19th century and in the post
revolutionary period. Lectures and readings
in English. Russian majors will be required to
read a part of the material in Russian.
No prerequisite.
Primary distribution course.
Fail semester. Li.
For majors and those primarily interested in
perfecting their command of language. Ad
vanced conversation, composition, transla
tion, and stylistics. Considerable attention
paid to writing skills and speaking. Readings
include short stories and newspapers. Con
ducted in Russian.
Spring semester. Krugovoy and
Katsenelinboigen.
11. Introduction to Russian Literature.
Old Russian literature and its place within
European literature. 18th century: Classicism
and Sentimentalism. 19th century: Romanti
cism and Golden Age of Russian poetry.
Pushkin, Lermontov, Gogol. Lectures and
discussions in Russian.
Primary distribution course.
Fall semester. Krugovoy.
12. Introduction to Russian Literature.
19th and 20th century Russian literature to
1918, and its place within European literature.
Realism and literary tendencies in the first
13. The Russian Novel.
16. History of the Russian Language.
An introductory course. A study of the origin
of the Russian language and its place among
the other modern Indo-European and Slavic
languages. The uses of philology and linguis
tics for the ideological and stylistic analysis of
literary texts.
Satisfies the linguistics requirement for
teacher certification.
Krugovoy.
91. Special Topics.
(For senior majors.) Study of individual au
thors, selected themes, or critical problems.
Spring semester 1993. Krugovoy.
93. Directed Reading.
SEMINARS
101. Tolstoy.
106. Russian Drama
Fall semester. Krugovoy
Spring semester. Bradley.
102. Russian Short Story.
107. Russian Lyrical Poetry.
103. Pushkin and Lermontov.
106. Modern Russian Poetry.
104. Dostoevsky.
109. Chekhov.
105. Literature of the Soviet Period.
110. Bulgakov.
Spanish
Requirements for the major are the following:
( 1 ) the completion of at least one semester of
study in a Spanish-speaking country in a
program approved by the Spanish Section;
( 2 ) the completion of a minimum of 8 credits
of advanced work in courses numbered 5B
and above; (3) one of these courses must be
11 or 13; (4) one of the eight credits of
advanced work may be taken in English from
among those courses listed in the College
183
Modern Languages and Literatures
Bulletin under Literatures in Translation, pro
vided that it is a course pertinent to the
student’s major; (5) all majors are strongly
encouraged to take at least one seminar of
fered by the Section.
COURSES
NOTE: Not all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consul
tation with the Department.
1B-2B, 3B. Intensive Spanish.
For students who begin Spanish in college.
Designed to impart an active command of the
language. Combines the study of grammar
with intensive oral practice, writing, and read
ings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 5B, 11, or 13.
5B. Intensive Spanish.
For majors and others who wish an advanced
language course. Much attention paid to pro
nunciation, writing skills, speaking, and the
most difficult concepts of Spanish grammar.
An ideal course prior to study abroad.
Each semester. Hassett, Metzidakis, Friedman.
6A. Spanish Conversation.
A id-credit conversation course which meets
once a week for lid hours. The class will be
divided into small groups to facilitate discus
sion. Students are required to read newspapers
and other contemporary journals, see movies,
read plays which might be performed for and
by the class, and prepare assignments which
will generate conversation among the group.
Prerequisite: 5B or its equivalent, or permis
sion of instructor.
Each semester. Friedman.
11. Introduction to Spanish Literature.
A study of representative fiction, poetry, and
drama of the 19th and 20th centuries (works
by authors such as Espronceda, Zorrilla,
Bécquer, Pérez Galdós, Unamuno, Baroja,
Lorca, etc.). Discussions, papers.
Prerequisite: Spanish 5B, the equivalent, or
special permission.
Primary distribution course.
Fall semester. Donnell.
13. Introduction to Spanish American
Literature.
A selective study of major works of fiction, I
poetry and essay of the 19th and 20th centur- I
ies. Works by Echeverría, Gómez de Avel
laneda, Martí, Darío, Mistral, Storni, Reyes,
Neruda, Vallejo, Borges, Asturias, Rulfo, Bombal, Cortázar, García Márquez, Ferré, and
others. Discussions, papers.
Prerequisite: Spanish 5B, the equivalent, or
special permission.
Primary distribution course.
Spring semester. Camacho de Schmidt.
NOTE: Spanish 11 or 13, the equivalent, or
consent of instructor is prerequisite for the
courses in literature that follow:
70. La Generación del 98.
A study of the most characteristic stylistic and I
thematic concerns of Spain’s most important
generation of writers since the Golden Age. |
Readings include works by Unamuno, I
Azorín, Baroj a, Valle-Inclán, and Antonio Ma
chado.
Fall semester 1992. Donnell.
71. Literatura Española
Contemporánea.
Major figures of the 20th century not covered
in Spanish 70: Juan Ramón Jiménez, García
Lorca, Alberti, Salinas, Guillén, Hernández,
and Aleixandre among the poets; novels by
Cela and Goytisolo; the theater of Buero
Vallejo and Sastre.
Spring semester 1993. Donnell.
74. Literatura Española de Posguerra.
From dictatorship to democracy. Writers
studied may include Ayala, Cela, Delibes,
Matute, Marsé, Martín Gaite, D. Alonso, Bias
de Otero, Casona and Buero Vallejo.
Spring semester 1994. Staff.
78. La Novela Mexicana Social del
Siglo XX.
An examination of the principal problems
confronting Mexican society from the end of
the "Porfiriato” through the revolutionary
and post-revolutionary periods as reflected in
the novels of Azuela, Guzmán, Yáñez, Rulfo,
Fuentes, Poniatowska, Castellanos and oth
ers.
Fall semester 1993. Camacho de Schmidt.
79. El Cuento Hispanoamericano.
The short story from mid-19th century to the I
present with special emphasis on technical I
innovations of the past thirty years. Authors I
include Echeverría, Carrasquilla, Lillo, Quiroga, Borges, Cortázar, García Márquez, Al
lende, Valenzuela, Rulfo, Giardinelli.
Fall semester 1992. Hassett.
85. Narrativa Hispánica Contemporánea
de los Estados Unidos.
A study of the fiction of leading Hispanic
American writers with particular emphasis
upon the contributions of Mexican-Americans, Cuban-Americans and Puerto RicanAmericans to this literature. Writers include
Anaya, Villasenor, Rivera, Cisneros, Castillo,
Hijuelos, Garcia and others.
Spring semester 1994. Hassett.
Courses to be offered in subsequent years:
7. Fonética española y composición.
30. La Literatura Medieval.
40. El Teatro del Renacimiento y
del Siglo de Oro.
42. La Poesía del Renacimiento
y del Siglo de Oro.
45. La tradición picaresca.
60. La Novela en el Siglo XIX.
66. La Escritora Española en los
Siglo s XIX y XX.
68. Federico García Lorca.
72. La Novela Española de Posguerra.
73. Unamuno: El hambre de Dios.
75. Teatro hispanoamericano
contemporáneo.
76. La Poesía hispanoamericana
del siglo XX.
80. La narrativa chilena desde
el golpe militar 1973-1992.
81. Invención y redescubrimiento
de América.
41. Obras m aestras de la Edad Media
y del Renacimiento.
SEMINARS
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 30 or above or obtained permis
sion from the instructor.
101. La Novela Hispanoamericana del
siglo XX.
102. Cervantes.
An in-depth study of Don Quijote. Also in
cluded are selections from his shorter fiction
and theater.
Fall semester 1993. Metzidakis.
103. La Guerra Civil Española.
104. La Narrativa de Mario
Vargas Llosa.
A study of the narrative of one of Latin
America’s most controversial literary and po
litical figures. A representative sampling of
the author’s essays will abo be included.
Great attention given to Vargas Llosa’s evolu
tion as a writer and thinker and his impact on
the resurgence of Latin American fiction dur
ing the second half of this century.
Spring semester 1993. Hassett.
185
Music and Dance
PETER GRAM SWING, Professor Emeritus of Music
PATRICIA W. BOYER, Professor Emerita of Dance
JAM ES FREEMAN, Professor of Music
SHARON E. FRIEDLER, Associate Professor of Dance and Director of the Dance Program 2
GERALD LEVINSON, Associate Professor of Music
ANN K. McNAMEE, Associate Professor of Music and Chair
MICHAEL MARISSEN, Assistant Professor of Music3
JOHN ALSTON, Instructor of Music
THOMAS WHITMAN, Instructor of Music
KIM 0. ARROW, Associate in Performance (Dance)
DOROTHY K. FREEMAN, Associate in Performance (Music)
SALLY HESS, Associate in Performance (Dance)
A M M A HOUTMAN, Associate in Performance (Dance)
MICHAEL JOHNS, Associate in Performance (Music)
ARNE RUNNING, Associate in Performance (Music)
PAULA SEPINUCK, Adjunct Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
MUSIC
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding of music
as an artistic and intellectual achievement.
Theory courses train the student to work
with musical material, to understand modes
of organization in composition and to evolve
methods of musical analysis. History courses
introduce students to methods of studying
the development of musical styles and genres,
and the relationship of music to other arts and
areas of thought. The Department encourages
students to develop performing skills through
private study and through participation in the
wind ensemble, chorus, early music ensemble,
orchestra, and chamber music coaching pro
gram which it staffs and administers. Each
year during the fall semester the Swarthmore
Music and Dance Festival brings together
guest artists, faculty members, and students
in a series of performances and symposia
focused on specific themes. The Department
also assists instrumentalists or singers to fi
nance the cost of private instruction. Up to 16
half-credits may be granted toward gradua
tion.
Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 15,16, or
17), four semester courses in history (includ
ing Music 20 and either 21 or 22), meet the
basic piano requirement, pass four repertory
exams, and pass the comprehensive exam.
Majors are expected to participate in at least
one of the Department’s performing organiza
tions.
Major in the External Examination (Honors)
Program: A student intending to major in the
Honors Program will fulfill the same prereq
uisites as listed above, will pass four repertory
exams, will meet the basic piano requirement,
and will normally stand for four papers in
music. The Department strongly recommends
that one paper be a thesis or research project.
Any Theory/Composition course numbered
15 or higher, also all history courses, can be
used as the basis of a paper when augmented
by a concurrent or subsequent attached unit
of additional research, or by directed reading,
or by a tutorial.
Minor in the External Examination (Honors)
Program: A student intending to minor in the
Honors Program will normally stand for two
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
106
papers in music. Two semester courses in
theory and one semester course in history are
prerequisite for a minor. At least four semes
ter courses in theory and two in history
should eventually be taken.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge of French
and German. A reading knowledge of Latin is
also desirable for students planning to do
graduate work in musicology.
Proficiency on an instrument: All majors in music
will be expected to play a keyboard instru
ment well enough by their senior year to
perform a two-part invention of J.S. Bach and
a first movement of an easy late 18th or early
19th century sonata. In addition, they must
demonstrate skill in score reading and in
realizing figured basses. The Department re
commends that majors take one or two semes
ters of Music 42 to develop these skills.
The basic piano program: This program is de
signed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study, also to help students
meet the keyboard requirements outlined
above. It is open to any student enrolled in a
course numbered 11 or higher. No academic
credit is given for basic piano.
Special scholarships and awards in music
include:
The Boyd Barnard Music Awards: See p. 64.
The Garrigues Music Awards: See p. 65
The Fetter String Quartet Scholarships: See p. 26.
The Arthur Fennimore Award: See p. 65.
The Anna May Courtney Award: See p. 65.
The Renee Gaddie Award: See p. 65.
Music 48 Special Awards: See p. 66.
Friends of Music and Dance Summer Awards:
See p. 65.
The Boyd Barnard Prize: See p. 64.
The Peter Gram Swing Prize: See p. 67.
The Melvin B. Troy Prize: See p. 67.
CREDIT FOR PERFORMANCE
NOTE: All performance courses are for half
course credit per semester. A total of not
more than eight full credits (16 half-credit
courses) in Music and Dance may be counted
toward the degrees of Bachelor of Arts and
Bachelor of Science. No retroactive credit is
given for performance courses.
are not enrolled in a History or Theory/
Composition course offered by the Depart
ment may qualify for Music 48 by taking part
in the Department’s Program for Accompa
nists. The Department expects these pianists
to give at least three hours a week to the Pro
gram.
Individual Instruction (Music 48)
Music Majors and members of the Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, and Orchestra may, if they
wish, take lessons for credit. Members of the
Chorus, Early Music Ensemble, and Gospel
Choir are eligible for voice lessons; members
of the Wind Ensemble, Early Music Ensem
ble, and Orchestra are eligible for lessons on
their primary instrument. Students who are
not majoring in music and are not in any of the
performing organizations listed above may
take lessons for credit if they are concurrently
enrolled in a History or Theory/Composition
course offered by the Music Department.
Pianists who are not Music Majors and who
Students who wish to take Music 48 (Individ
ual Instruction) must register for the course
and submit an application to the department
at the beginning of each semester. Forms are
available in the department office.
A student applying for Individual Instruction
should be at least at an intermediate level of
performance. The student will arrange to work
with a teacher of her/his choice, subject to the
approval of the Department, which will then
supervise the course of study and grade it on
a credit/no credit basis. Teacher and student
will submit written evaluations, and the stu
dent will perform for a jury at the end of the
semester. The Department will then decide if
the student should receive credit, and if the
187
Music and Dance
student can re-enroll for the next semester.
For students enrolled in lessons for credit
(Individual Instruction), one-third of the cost
of ten lessons will be paid by the Department
to the teacher. Section leaders in the Chorus
and Orchestra and Majors receive subsidies
that cover two-thirds the cost of ten lessons
through Music Department Grants. Addi
tional scholarships such as the Barnard, Gar
rigues, Fetter, Fennimore, Courtney, and Gaddie Scholarships may subsidize the entire cost
of private lessons with the teacher of their
choice for the most musically advanced stu
dents at the College.
All students enrolled in Music 48 are strongly
encouraged to perform in student chamber
music concerts and to try out for concertos
with the Orchestra and solos with the Chorus.
Orchestra, Chorus, Wind Ensenble,
Early Music Ensemble, Chamber Music,
and Keyboard Workshop
Students may take Performance Chorus
(Music 44), Performance Orchestra (Music
43), Performance Wind Ensemble (Music
46), Performance Early Music Ensemble
(Music 45), Chamber Music (Music 47), or
Keyboard Workshop (Music 49) for credit
with the permission of the Department mem
ber who has the responsibility for that perfor
mance group. The amount of credit received
will be a half-course in any one semester.
Students applying for credit will fulfill re
quirements established for each activity, i.e.,
regular attendance at rehearsals and perfor
mances and participation in any supplemen
tary rehearsals held in connection with the
activity. Students will be graded on a credit/
no credit basis.
Students taking Music 47 (Chamber Music)
for credit should submit to the Department at
the beginning of the semester a repertory of
works to be rehearsed, coached, and per
formed during the semester. They should
include the names of all students who have
agreed to work on the repertoire, the names
of all coaches who have agreed to work with
them, and the proposed dates for performance
in a student chamber music concert.
A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach
at least every other week. All members of the
group should be capable of working well both
independently and under the guidance of a
coach, also capable of giving a performance of
high quality. It is not necessary for every
person in the group to be taking Music 47 for
credit, but the Department assumes that those
taking the course for credit will assume re
sponsibility for the group, making sure that
the full group is present for regular rehearsals
and coaching sessions.
Students taking the Keyboard Workshop
(Music 49) will develop and refine skills in
accompanying and sight-reading through
work with the chamber, song, and four-hand
repertoire.
COURSES AND SEMINARS
1. 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 folk music and various nonWestern repertories, the course focusses pri
marily on the art musics of Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1992-93.
2. Introduction to Music: Beethoven.
188
An introduction to listening and musical
fundamentals (reading notation and develop
ing aural perception of pitch, rhythm, struc
ture, and instrumentation) through a study of
selected works by Ludwig Van Beethoven.
The course assumes no prior training in
music.
Open to all students without prerequisite.
Primary distribution course.
Fall semester. J. Freeman.
3. Jazz History.
This course traces the development of jazz
from its roots in West Africa to the free styles
of the 1960s. Included are the delineation of
the various styles and detailed analysis of
seminal figures. Emphasis is on developing
the student’s ability to identify both style and
significant musicians aurally.
Open to all students without prerequisite.
Primary distribution course.
Fall semester. Alston.
7. W. A. Mozart.
Study of Mozart’s compositions in various
genres and of the peculiar interpretive prob
lems in Mozart biography.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1992-93.
8. The M u sic of Asia and Africa.
An introduction to selected musical traditions
from the vast diversity of non-western cul
tures. The music will be studied in terms of
both its purely sonic qualities and its cultural/
philosophical backgrounds.
Open to all students without prerequisite.
Primary distribution course.
Spring semester. Levinson.
THEORY AND COMPOSITION
Students who anticipate taking further courses
in the Department or majoring in Music are
urged to take Music 11,12 as early as possible.
Placement exams are given each year at the
first meeting of that course for students who
feel they may be able to place out of it. Majors
will normally take Music 11, 12, 13, 14, and
one of 15, 16, or 17 in successive years.
11,12. Harmony and Counterpoint I.
Written musical exercises include composi
tion of original materials as well as commen
tary on excerpts from the tonal literature.
Prerequisite: knowledge of traditional nota
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass
clef.
One section of Music 40 per week is required.
Fall semester. McNamee.
Spring semester. Whitman.
13,14. Harmony and Counterpoint II.
Continued work with tonal harmony and
counterpoint at an intermediate level. Detailed
study of selected works with assignments
derived from these works, as well as original
compositions.
Prerequisite: Music 11,12 (or the equivalent).
Fall semester: Whitman.
Spring semester. McNamee.
15. Harmony and Counterpoint III.
Detailed study of a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 13, 14 (or equivalent).
Fall semester. McNamee.
16. Schenker.
An introduction to Schenkerian analysis. An
extension of traditional analytical techniques,
incorporating Schenker’s principles of voice
leading, counterpoint, and harmony.
Prerequisite: Music 13-14 (or equivalent).
Not offered 1992-93.
17. History of M usic Theory.
A survey of primary sources (in translation)
from Boethius, Tinctoris, and Zarlino through
Rameau, Riemann, and Schoenberg.
Prerequisite: Music 13-14 (or equivalent).
Not offered 1992- 93.
18. Conducting and Orchestration.
A study of orchestration and instrumentation
in selected works of various composers and
through written exercises, in combination
with practical experience in conducting, score
reading, and preparing a score for rehearsal
and performance.
Not offered 1992-93.
19. Composition.
Fail and spring semesters. Levinson.
189
Music and Dance
HISTORY OF MUSIC
20. Medieval and Renaissance Music.
A survey of European art music from the late
Middle Ages to the sixteenth century. Rele
vant extra-musical contexts will be consid
ered.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
21. Baroque and Classical Music.
A survey of European art music from the
sixteenth-century Italian madrigal to Beeth
oven’s Eroica symphony. Relevant extra-mu
sical contexts will be considered.
Prerequisite: a knowledge of traditional nota
tion.
Spring semester. Freeman.
22. Nineteenth-Century Music.
The development of the "Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
23. Twentieth-Century Music.
A study of the various stylistic directions in
music of the 20th Century. Representative
works by composers from Debussy, Stra
vinsky, and Schoenberg, through Copland,
Messiaen, and post-war composers such as
Boulez and Crumb, to the younger generation,
will be examined in detail.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
24. Armstrong, Parker, and Coltrane.
This course examines the lives and music of
Louis Armstrong, Charlie Parker, and John
Coltrane. Major biographies and detailed
analysis of solo transcriptions, as well as the
historical impact of the music in shaping their
respective eras, are considered.
Prerequisite: a knowledge of traditional nota
tion.
Spring semester. Alston.
31. Opera.
A survey of the history of opera, with special
emphasis on and study of scenes from selected
works. For those with vocal abilities, the
course will include preparation of specific
190
scenes, but it is open as well to students with
no particular performance skills.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
32. History of the String Quartet
This course traces the development of the
string quartet from the middle of the 18th
century to the present through study and
(wherever possible) performance of selected
works.
Open to students with permission of the
instructor.
Not offered 1992- 93.
33. Lieder.
A study, through performance and analysis, of
various solutions by various composers to the
problems of relating text and music. Students
should be moderately proficient either as sin
gers or as pianists. A knowledge of German is
desirable.
Spring semester. Freeman.
34. J.S. Bach.
Study of Bach’s compositions in various
genres. For the instrumental music this in
volves close consideration of style and signi
fication. For the vocal music it also involves
study of ways Bach’s music interprets, not
merely expresses, his texts.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
35. Late Romanticism in Germany
and Austria.
A study of selected large works by Wagner
(Walkiire, Tristan) Brahms (Haydn Variations,
Violin Concerto), Mahler (4th symphony), J.
Strauss (Fledermaus), R. Strauss (Till Eulenspiegel, Salome), and Schoenberg (Verklaerte
Nadit, Pierrot Lunaire).
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1992-93.
36. M u sic Since 1945.
A study of contemporary concert music, in
cluding such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski,
Ligeti. Electronic music, collage, chance and
improvisation, and minimalism will also be
examined, as well as the current trends toward
Neo-Romanticism and stylistic pluralism.
Not offered 1992-93.
37. Contemporary American
Composers.
A study of the works and thought of six im
portant American composers. The course will
stress intensive listening and will include dis
cussion meetings with each of the composers.
Prerequisite: a knowledge of traditional nota
tion.
Fall semester. Freeman and Levinson.
38. Women Com posers and
Choreographers.
A survey of women composers and chore
ographers. Choreographers range from Dun
can through Bausch; composers from Hildegard through Zwilich. Topics include: form,
phrasing, text, and social/political comment.
Open to all students without prerequisite.
One credit.
Not offered 1992-93.
39. M u sic and Dance: Criticism and
Reviewing.
This course, to be administered by the de
partment and taught by guest lecturers who
are prominent in the field of reviewing, will
cover various aspects of writing about the
performance of music and dance: previewing,
reviewing, the critic’s role and responsibilities,
and the special problems of relating perfor
mance to the written word.
Not offered 1992-93.
60. Projects in Performance.
A study of chamber repertoire. Performance
practice and problems in music of varioifs
styles will be examined in terms of analyst,
research, and rehearsal. Ability to perfori6
instrumentally or vocally is required.
Not offered 1992-93.
61. Jazz Improvisation.
A systematic approach that develops the abili
ty to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music of Charlie Parker and Cifford Brown.
Students will memorize jazz compositions,
various scales and their applications, as well
as one transcription and many idiomatic for
mulae. Daily practice is expected.
Maximum enrollment: 2 sections, 20 students
each.
Prerequisite: proficiency on a musical instru
ment.
Not offered 1992-93.
92. Independent Study.
93. Directed Reading.
95. Tutorial.
Special work in composition, theory, or his
tory.
One or two credits.
96. Senior Thesis.
One or two credits.
PERFORMANCE (M USIC)
NOTE: All performance courses are for halfcourse credit per semester. See p. 187 for
general provisions governing work in perfor
mance for credit toward graduation.
40. Elements of Musicianship.
Sight-singing, rhythmic and melodic dicta
tion.
Required for all Music 11-12 students without
credit. Also open to other students for halfcredit.
Both semesters. McNamee and Whitman.
42. Figured D ass and Score Reading.
Both semesters.
43. Performance (Chorus).
Both semesters. Alston.
44. Performance (Orchestra).
Both semesters. Running, J. Freeman.
45. Performance (Early M usic
Ensemble).
Both semesters. Whitman.
46. Performance (Wind Ensemble).
Both semesters. Johns.
47. Performance (Chamber Music).
(See guidelines for this course on page 188.)
Both semesters. D. Freeman and J. Freeman.
191
Music and Dance
48. Performance (Individual
Instruction).
(See the guidelines for this course on page 187.)
Both semesters.
49. Keyboard Workshop.
Developing and refining skills in accompany
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.
Not offered 1992-93.
DANCE
Dance, a program within the Department of
Music and Dance, shares the Department
philosophy that courses in theory and history
should be integrated with performance. By
offering a balance of cognitive, creative, and
kinesthetic classes in dance we present a
program which stands firmly within the tra
dition of Swarthmore’s liberal arts orientation.
The instructors strive to create an atmosphere
of cooperative learning; one which affirms
group process and fosters comradery.
Serious dance students are urged to supple
ment their study with appropriate courses in
anatomy, art, Asian studies, black studies,
history, music, sociology/anthropology, thea
tre, religion, women’s studies, and other re
lated disciplines.
In a typical semester over twenty hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 40 through 47
and 49, receive no academic credit, but may
be taken to fulfill physical education require
ments. Advanced dancers are encouraged to
audition for level III technique classes and for
Performance class (Dance 48). Performance
dance and improvisation (Dance 15) each
receive a half-course credit. A total of not
more than eight full credits (16 half-credit
courses) in these performance classes and in
music performance classes may be counted
toward the degrees of Bachelor of Arts and
Bachelor of Science. No retroactive credit is
given for performance classes. All interested
dancers are encouraged to audition for student
and faculty works. These auditions take place
several times each semester; dates are an
nounced in classes and in the College An
nouncements.
Each year during the fall semester the Swarthmore Music and Dance Festival brings to
gether guest artists, faculty members, and
students in a series of performances and sym
192
posia focused on specific themes.
Scholarships for summer study in dance are
available through funds provided by The
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and The Melvin B.
Troy Award for Composition are also awarded
annually by the Department.
1. Introduction to Dance.
A survey course that approaches dance view
ing and analysis of dance performance through
an introduction to elements of dance compo
sition and history. The roles of choreographer,
performer, and audience in various cultures
are compared. This is a lecture course in
which no prior dance training is assumed; it
is open to all students without prerequisite.
Two lectures and one video viewing session
per week. One credit.
Primary distribution course.
Fall semester 1992. Friedler.
2. World Dance Forms.
A survey course which introduces students to
theoretical and practical experiences in dance
forms from various cultures and time periods
through a combination of lectures, readings,
video and film viewings, and workshops with
a wide variety of guest artists from the field.
The particular forms will vary each semester
but may include such styles as: various Afri
can, Asian, and Native American forms,
Capoeira, Flamenco, and European court
dancing. Open to all students; no prior dance
training required. One credit.
Spring 1993. Staff.
fl. Dance Composition I.
A study of the basic principles of dance
composition through exploration of the ele
ments of dance movement, invention, and
movement themes, to the end of developing an
understanding of various choreographic struc
tures. Considerable reading, video and live
concert viewing, movement studies, journals,
and a final piece for public performance are
required. A course in dance technique must
be taken concurrently. One credit.
Fall semester 1992. Arrow.
12. Dance Composition II.
An elaboration and extension of the material
studied in Dance 11. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Read
ing, video and live concert viewing, movement
studies, journals, and a final piece for public
performance are required. A course in dance
technique must be taken concurrently. Stu
dents must have previously taken Dance 11 or
its equivalent. One credit.
Spring semester 1993. Staff.
12a. Dance Composition.
Designed as a tutorial for students who have
previously taken Dance 11 and 12, or the
equivalent. Choreography of a final piece for
public performance is required. Weekly meet
ings with the instructor and directed readings,
video and concert viewings, and a journal will
be required. A course in dance technique
must be taken concurrently. One half credit.
Offered every semester. Arrow, Friedler, Hess.
15. Dance Improvisation.
Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form. Members of the class will
explore improvisation as a performance tech
nique and as a tool for dance composition.
Individuals work on a personal vocabulary
and on developing a sense of ensemble. A
journal is required, and a course in dance
technique must be taken concurrently. One
half credit. Three hours per week.
Spring semester 1993. Staff.
21. History of Dance: Early Cultures.
A study of the scope of dance in various
societies. Particular attention is given to the
use of dance as an instrument of ritual, enter
tainment, social interaction, and education.
Emphasizes a cross-cultural analysis of those
uses.
Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. One credit.
Not offered 1992-93.
22. History of Dance: Europe’s
Renaissance Through 1900.
A study of social and theatrical dance forms
in the context of various societies from the
Renaissance through the nineteenth century.
Influential choreographers, dancers, and the
orists representative of the periods will be
discussed.
Prerequisite: Dance 1 or 2; Dance 21 strongly
recommended. Two lectures and one hour
video viewing per week. One credit.
Not offered 1992-93.
23. Twentieth Century Dance.
A study of social and theatrical dance forms
in the context of Western societies with an
emphasis on America. Influential choreog
raphers, dancers, and theorists will be dis
cussed.
Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Not offered 1992-93.
36. Dance and Gender.
This course explores ways that gender has
informed dance, particularly performance
dance, since 1960. The impact of various
cultural and social contexts will be consid
ered. Lectures, readings, and video/concert
viewings will all be included. Open to all
students without prerequisite. One credit.
Fail 1992. Friedler.
37. The Politics of Dance Performance.
An investigation of the aesthetic principles of
perception, symbolism, abstraction, and crea
tivity in relation to the viewing and interpre
tation of dance performance. Emphasis will
be placed on political interpolation and rami
fications of the act of public performance.
Topics of discussion will include the "politi
cally correct” paradox, censorship in govern
ment funding, and various historical perspec
tives. Open to all students without pre
requisite. One credit.
Spring 1993. Arrow.
38. Women Com posers and
Choreographers.
A survey of women composers and chore
ographers. Choreographers range from Dun
can through Bausch; composers from Hildegard through Zwilich. Topics include: form,
phrasing, text, and social/political comment.
Open to all students without prerequisite.
One credit.
Not offered 1992-93.
193
Music and Dance
39. M u sic and Dance: Criticism and
Reviewing.
taken Jazz I or its equivalent.
Not offered 1992-93.
NOTE: All technique classes meet for two 114
hour meetings per week. Technique courses,
numbered 40 through 47, and 49 receive no
academic credit, but may be taken to fulfill
physical education requirements.
The study of repertory, basics of production,
and performance. Students are required to
perform in at least one scheduled dance con
cert during the semester. Placement by audi
tion or permission of the instructor. One half
credit. Three hours per week. A course in
dance technique must be taken concurrently.
Offered every semester.
Fall 1992. Hess.
Spring 1993. Staff.
40. Modern I.
An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, basic locomotion. No
previous dance experience necessary.
41. Modern II.
An elaboration and extension of the principles
addressed in Modern I. For students who
have taken Modern I or the equivalent.
42. Modern III.
Continued practice in technical movement
skills in the modern idiom; including ap
proaches to various styles. Placement by audi
tion or permission of the instructor.
43. African Dance.
An introduction to the classic dances of west
ern and southern Africa. Analysis, study, and
performance of Umfandalai technique in Af
rican dance.
Houtman.
44. Rallet I.
An introduction to fundamentals of classical
ballet vocabulary: correct body placement,
positions of the feet, head and arms, basic
locomotion in the form. No previous experi
ence necessary.
Sherman.
45. Rallet ll/lll.
An elaboration and extension of the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
Arrow.
48. Performance (Dance).
49. Topics in Dance.
Intensive study of special topics falling outside
the usual dance courses. Topics can include:
Alexander work, injury prevention and reha
bilitation, Pilates, Musical Theatre Dance,
and Tap.
Staff.
70. The Arts as Community
Service/Social Change.
An experiential course exploring how the arts
can impact and reflect on issues of community,
service, education, and social/political
change. The course includes several aspects:
readings and discussions on the meaning of
community, service, art, and educational pol
icy and methodology; personal reflections;
classes led by guest activists and artists dis
cussing their work with a variety of commu
nities and from a wide range of approaches.
Three on site visits to community arts organi
zations in the area, a short internship with an
approved organization, group practice ses
sions, and three papers are also required.
Open to all students with prior permission of
the instructor. Limited enrollment. One credit.
Spring 1993. Sepinuck.
92. Independent Study.
47. Jazz ll/lll.
Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or compositional em
phasis in areas not covered by the regular
curriculum. Students will present perfor
mances and/or written reports to the faculty
supervisor, as appropriate. Permission must
be obtained from the program director and
from the supervising faculty.
Offered every semester. Staff.
An elaboration and extension of the principles
addressed in Jazz I. For students who have
Available on an individual or group basis, this
46. Jazz I.
An introduction to basic principles of jazz
dance: body isolations, polyrhythms, synco
pation, basic locomotion. No previous dance
experience necessary.
Sherman.
194
93. Directed Reading.
course offers the student an opportunity to
do special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written re
ports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty.
Offered every semester. Staff.
195
Peace and Conflict Studies
Convenor: J.W. FROST (Friends Historical Library)
Committee: Wendy E. Chmielewski (Peace Collection)
Raymond F. Hopkins (Political Science)
Hugh M. Lacey (Philosophy)
Marjorie Murphy (History)
The program on Peace and Conflict Studies at
Swarthmore College is designed to teach stu
dents to understand the causes, practices, and
consequences of collective violence (war),
terrorism, and peaceful or non-violent meth
ods of conflict management and resolution.
The curriculum offers instruction in the fol
lowing areas: ( 1 ) alternatives to fighting as a
way of settling disputes: conflict resolution,
rituals, non-violence, mediation, peace-keep
ing forces, private peace fostering organi
zations (NGOs), arms control, economic
sanctions, international law, international
organizations; ( 2 ) causes of collective vio
lence: aggression and human nature, the state
system and international anarchy, systemic
injustice, balance of power diplomacy, com
petition for scarce resources, diplomacy, ethnocentrism, ideological and religious differ
ences, insecure boundaries, minorities within
states, and the relationship between internal
weakness and aggression, arms races, game
theory; (3) nature of war: civilian and military
objectives, strategy and tactics, draft and con
scientious objectors, deterrence theory, lowintensity conflict, psychology of battle, pris
oners of war, neutral rights, the experience of
war by soldiers and civilians, conventional,
nuclear, and guerilla wars, how to end a war,
and effects of winning/losing a war on pop
ulation; (4) the evaluation of war: morality of
war, just war theory, pacifism, the war men
tality, the utility of war, war novels, respon
sibilities of citizens in countries engaged (di
rectly or indirectly) in warfare, how to build
a lasting peace.
Student programs can include an internship
or field work, e.g., in a peace or conflict man
agement organization such as the United Na-
tions or Suburban Dispute Settlement. An
internship is highly recommended. Normally
field work or internship will not be for college
credit, but for special projects—to be worked
out with an instructor and approved by the
Peace Studies Committee in advance—stu
dents can earn up to one credit.
Students intending a Peace and Conflict Stud
ies concentration should submit a plan of
study to the coordinator of the program during the spring of the sophomore year, after
consultation with faculty members who teach
in the program. The plan will outline the
student’s program of study and the nature of
the final project. Applications will then be
reviewed by the committee.
The Concentration in Peace and Conflict
Studies is not a major. It may be taken
together with a course or external examination
in any field. Each concentration must include
a minimum of six credits of Peace and Conflict
Studies courses, of which four must be outside
the student’s major. The Introduction to Peace
Studies is required and should be taken not
later than the junior year. A thesis or final
exercise is required. The final project must be
interdisciplinary, but can be integrated into a
thesis or other project done for the student’s
major department. For seminar students, the
external examination or the thesis can serve
as the final exercise. These courses, either
currently listed in the College catalogue or
planned, will constitute the foundation for a
Peace and Conflict Studies Concentration.
Certain courses offered at Haverford and
Bryn Mawr as noted below can be included in
the Concentration.
PEACE STUDIES
15. Introduction to Peace Studies.
The course begins with an examination of
196
perspectives on the causes of war in many
disciplines, then considers various govern-
J
,
i
mental and private organizations and methods
supposed to alleviate the causes of war. Topics
to be discussed include the United Nations,
international law, arms control, disarmament,
and the work of private groups. Students will
be expected to write term papers using the
archives and manuscripts in the Swarthmore
College Peace Collection.
Prerequisite: courses in history or political
science dealing with foreign policy and/or
courses in religion or philosophy discussing
the ethics of war.
This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course. It may not be normally
used to fulfill any department’s major require
ments.
Fall semester. Frost.
History 40. Religion 25. Peace
Movement in the United States.
This course will examine the organized peace
movement in the United States from the
founding of the first peace group to the present
multitude of peace organizations. Connections
between the peace movement, abolitionism,
the women’s rights movement, temperance,
internationalism, socialism, feminism, and
environmentalism will be explored. Students
will have the opportunity to utilize the re
sources of the Peace Collection as part of their
course work.
This course does not count for either History
or Religion major.
Fall semester. Chmielewski.
Sociology/Anthropology 41.
Community and Conflict Managem ent
A cross-cultural examination of the condi
tions and consequences of various strategies
of conflict management. Cases will include
conflicts within traditional societies as well as
in neighborhoods, towns, retirement residen
ces, communes, and squatter settlements. A
central issue will be the contrast between law
and other means of managing conflict.
Spring semester. Keith.
70. Research Internship/Field Work.
90. Thesis.
History 49. Introduction to American
Diplomatic History.
History 134. American Diplomatic
History.
Political Science 4. international Politics.
Political Science 41. Defense Policy.
Political Science 104. international
Politics.
Political Science 105. American Foreign
Policy.
Religion 6. War and Peace.
Sociology/Anthropology 46,103. Political
Anthropology.
Sociology/Anthropology 63. Power,
Authority and Conflict
Philosophy 10. Contemporary Moral
Issues.
Haverford College:
Political Science 241. Politics of
International Law and Institutions.
Political Science 245a. international
Political Systems.
Political Science 246b. International
Organizations.
Political Science 248b. Nuclear Weapons
and Arms Control.
Bryn Mawr College:
Economics 237. The Political Economy of
Military Spending.
Political Science 360. Imperialism and
International Conflict.
Recommended courses at Swarthmore con
taining some material pertaining to Peace and
Conflict Studies:
Political Science 43. Food Policy.
Religion 19. Quakerism.
Religion 107. Liberation Theology.
Philosophy 59. Catholic Social Thought
Psychology 65. Political Psychology.
197
Philosophy
HUGH M. LACEY, Professor1
HANS OBERDIEK, Professor and Chair 3
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor
RICHARD ELDRIDGE, Associate Professor, Acting Chair
CATHERINE CULVER, Visiting Assistant Professor
JOHN HAWTHORN, Visiting Assistant Professor
TAMSIN LORRAINE, Assistant Professor
Philosophy addresses fundamental issues,
views that tend to be presupposed in the
activity of other disciplines and in daily life:
the nature of knowledge, meaning, reasoning,
morality, the character of the world, God,
freedom, human nature, and history. The
study of philosophy thus impinges on issues
of significance for everyone who wishes to live
and act in a reflective and critical manner.
COURSE OFFERINGS A N D PREREQUISITES
The Philosophy Department offers several
kinds of courses, all designed to engage stu
dents in philosophical practice. First, there
are courses and seminars to introduce stu
dents to the major classics of the history of
Western philosophy: works by Plato and Aris
totle (Ancient Philosophy); Descartes, Hume,
and Kant (Modern Philosophy); Hegel and
Marx (Nineteenth Century Philosophy); Rus
sell and Wittgenstein (Contemporary Philos
ophy). Second, there are courses and seminars
which systematically present arguments and
conclusions in specific areas of philosophy:
Theory of Knowledge, Logic, Ethics, Meta
physics, Social and Political Philosophy.
Third, there are courses and seminars con
cerned with the foundations of various other
disciplines: Aesthetics, Philosophy of Science,
Philosophy of Language, Philosophy of Law,
Philosophy of the Social Sciences, Philosophy
of Psychology, Philosophy of Mathematics,
and Philosophy of Religion. Fourth, from
time to time, courses are offered on philo
sophical aspects of contemporary public
issues: Values and Ethics in Science and Tech
nology, Catholic Social and Political Thought.
Courses and seminars in the third and fourth
categories are frequently offered in collabora
tion with instructors from other relevant de
partments; several of these courses are crosslisted in other departments.
The Department of Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Pro
gram.
Students majoring in philosophy must com
plete at least one course or seminar in ( 1 )
Logic and (2) Ancient or Modern Philosophy
and earn a total of eight credits. In addition,
students majoring in philosophy are strongly
urged to take courses and seminars in areas
of: moral, social, and political philosophy;
epistemology; and metaphysics. Prospective
majors should complete the logic requirement
as early as possible. Course majors are en
couraged to enroll in seminars. Mastery of at
least one foreign language is recommended.
All course students will be required to take
Philosophy 97 or meet another requirement
set by the Department that is equivalent to a
comprehensive examination.
I Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
198
INTRODUCTORY COURSES
The Department provides several avenues into
philosophical study. All courses numbered
1-9 serve as prerequisites to further work in
philosophy, with one exception: Students may
do further work in philosophy after taking
Logic alone. Additionally, 8 or 9 may be taken
after 1-7; after taking either 8 or 9, however,
one may not take any course numbered 1-7.
Further, any student taking 1 may not take 7,
and conversely. All and only courses num
bered 1-9 fulfill primary distribution require
ments in the Humanities.
1. Introduction to Philosophy.
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these ques
tions to introduce a range of sharply contrast
ing positions. Readings are typically drawn
from the works of both traditional and con
temporary thinkers with distinctive, carefully
argued, and influential views regarding knowl
edge, morality, mind, and meaning. Close
attention is paid to formulating questions
precisely and to the technique of analyzing
arguments, through careful consideration of
texts.
Introduction to Philosophy is a primary dis
tribution course in the Humanities, and it (or
Philosophy 9) is prerequisite for all other
philosophy courses except Logic.
Each semester. Staff.
7. Philosophy, Criticism, and Culture.
Philosophers, poets and novelists, and literary
critics have often both generated and presup
posed visions of a reformed and renovated
culture. Beginning from the example of Words
worth’s vision of a transfigured human culture
(and his vision of himself as a visionary), we
will consider how such plots of the transfigu
ration of culture are generated, how they may
be embodied in narratives, how they may be
supported by argumentative considerations,
and how they may be assessed. Close attention
will be paid to the systematic views of mind,
nature, and human practice of Wordsworth,
Descartes, Hume, Kant, Marx, and Althusser.
Primary distribution course in the Humani
ties. (See "Course Offerings and Prerequi
sites.” )
Fail semester. Eldridge.
8. Individual and Society.
This course will be organized around the
examination of political philosophies as views
of how the individual and the society should
be related. This issue will be approached from
the point of view of traditional (e.g., Plato)
and contemporary (e.g., Rawls) overall politi
cal thought, as well as from the point of view
of traditional problems (e.g., in what sense
should all members of a political unit be
treated equally), and contemporary problems
(e.g., feminism).
Primary distribution course in the Humani
ties. (See "Course Offerings and Prerequi
sites.”)
Fall semester. Schuldenfrei.
9. Introduction to Philosophy of Science.
An examination of the nature of science
through investigation of the early history of
physics, as well as the study of selected con
temporary writers. What are scientific theo
ries? Has their character changed in the course
of history? How are theories evaluated? What
is the nature of scientific evidence and infer
ence? Is science value-free? Are there social
influences not only upon the development of
science, but also upon the assessment of theo
ries? What is the feminist critique of scientific
practice?
Primary distribution course in the Humani
ties. Serves as a prerequisite for further work
in Philosophy.
(See "Course Offerings and Prerequisites.” )
Spring semester. Lacey.
10. Contemporary Moral Issues.
Careful consideration will be given to concrete
moral issues, especially as they arise out of
technological innovations.
Not offered 1992-93.
11. Moral Philosophy.
See Philosophy 101.
Not offered 1992- 93.
12. Logic.
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
Fall semester. Hawthorn.
199
Philosophy
I
13. Modern Philosophy.
17th and 18th-century sources of Modernity
in philosophical problems of knowledge, free
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Raff.
15. Philosophical Problems of
Judaism and Modernity.
By considering philosophical (especially po
litical and ethical) aspects of the confrontation
between Judaism and Modernity, this course
will attempt to deepen understanding of both
Judaism and Modernity, and to shed some
light on the conflict between other traditional
cultures and modernity.
Not offered 1992- 93.
16. Philosophy of Religion.
See Religion 14.
17. Aesthetics.
Not offered 1992-93.
18. Philosophy of the Social Sciences.
See 89. Colloquium: Philosophy of Social
Sciences.
Not offered 1992- 93.
25. Three Dualisms: Mind/Body, Free
Will/Determinism, Fact/Value.
A study of three clusters of metaphysical
problems, with readings drawn mainly from
contemporary sources.
Not offered 1992-93.
26. Language and Meaning.
Behaviorist theories of meaning, cognitivist I
theories of meaning, and conceptions of lan
guage as a social practice will be surveyed and
criticized.
Not offered 1992- 93.
33. Philosophy and Technology.
Technology not only affects how we think and
live, but is itself a product of human thought
and activity, of the acquisition and use of
scientific knowledge. It therefore intersects
with, and has an impact on, many areas of
traditional philosophical concern.
Not offered 1992-93.
38. Philosophy of Science.
Not offered 1992-93.
39. Existentialism.
Not offered 1992-93.
In this course we will examine existentialist
thinkers such as Nietzshe, Heidegger, Sartre,
and Camus as background for exploring
themes of contemporary European philoso
phy including the self, responsibility and
authenticity, and the relationship of mind and
body.
Spring semester. Lorraine.
23. Contemporary Philosophy.
40. Semantics.
Classical texts by 20th-century authors frame
one current philosophical issue and illustrate
the Revolt Against Idealism (Frege, Moore,
Russell), Logical Positivism (Carnap, Schlick,
Quine), Ordinary Language Philosophy (Aus
tin, Ryle), and the philosophy of the later
Wittgenstein (Kripke, Clarke). The single
topic selected for intensive treatment: Philo
sophical Scepticism.
Fall semester. Raff.
See Linguistics 40.
Fall semester. Brennan.
21. Social and Political Philosophy.
See Philosophy 121.
Not offered 1992-93.
22. American Philosophy.
24. Theory of Knowledge.
Perplexities about the nature, limits, and vari
eties of rationality, knowledge, meaning, and
understanding. Readings from current and
traditional sources.
Not offered 1992-93.
200
45. Philosophical Approaches
to the Question of Woman.
We will examine definitions of woman in
Western philosophy, explore how women are
currently defining themselves in various
forms of feminist thought, and examine the
implications of differing conceptions of
woman for countless ethical issues. Forms of
feminist thought explored include radical,
Marxist, socialist, and/or postmodernist femi
nism. Ethical issues examined include sexual
ity, family arrangements, the connection be
tween sexism and other oppressions (e.g.,
racism, classicism, and heterosexism) and the
relationship of women to art, law, and reli
gion.
Fall semester. Lorraine.
59. Catholic Social Thought
A study of the Catholic tradition of social
thought, its recent theoretical developments,
and its growing influence on social and politi
cal movements in Latin America.
Cross-listed as Religion 59.
Not offered 1992-93.
78. Post-Modernism /
Post-Structuralism.
This course will survey and evaluate 1) artistic
modernism, Dada, and post-modernism and
2 ) scientific structuralism and post-structu
ralism.
Not offered 1992-93,
79. Colloquium: Language and Meaning.
This colloquium will concentrate on Wit
tgenstein’s Philosophical Investigations, taking
up leading themes such as the nature of self
understanding, the possibility of scientific
semantics, the role of rules in human action,
the relation between consciousness and lan
guage, and the relation between consciousness
and practice.
Not offered 1992-93.
86. Topics in Philosophy and
Psychology.
Cross-listed as Psychology 86 .
Not offered 1992-93.
89. Colloquium: Philosophy of
Social Sciences.
This colloquium will explore the issues in the
study and understanding of human beings.
The nature and role of interpretation will be
considered, as will the contrast between nat
ural and social "sciences.” The question of
truth and of values in the study of human
beings will also be discussed.
Spring semester. Schuldenfrei.
91. Rethinking Representation:
Idealist Philosophy and Early
German Romanticism.
In the wake of Kant’s writings and the emer
gence of historical and anthropological forms
of human understanding, the period from
1790-1806 (from The Critique of Judgment to
Hegel’s Phenomenology) witnessed a prolifera
tion of new forms of philosophical writing,
cultural criticism, and literary expression.
Prefiguring current cultural debates, the early
Romantics provided new paradigms of under
standing by redefining the conditions and
limits of philosophy and literature. The course
will explore this formative moment of modern
criticism by closely reading through the con
tributions of Kant, Fichte, Schiller, Friedrich
Schlegel, Novalis, and Hölderlin.
Spring semester. Eldridge and Werlen.
93. Directed Reading.
Each semester. Staff.
96. Thesis.
Fall semester. Staff.
97. Senior Conference.
Fall semester. Staff.
SEMINARS
101. Moral Philosophy.
An examination of the principal theories of
value, virtue, and moral obligation, and of
their justification. The focus will be primarily
on contemporary treatments of moral phi
losophy. A central question of seminar will
be the possibility and desirability of moral
theory.
Spring semester. Schuldenfrei.
will focus especially on the development of
ethics, psyuchology, theory of knowledge,
and the emergence of science.
Fall semester. Culver.
103. Selected Modern Philosophers.
Two or more philosophical systems of Des
cartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
Spring semester. Raff.
102. Ancient Philosophy.
104. Contemporary Philosophy.
A study of the major representatives of Greek
philosophy from the Presocratics to Hellenis
tic philosophy, with the emphasis on the
works of Plato and Aristotle as they shaped
subsequent Western culture. The discussion
20th Century classics by Frege, Moore, Rus
sell, Wittgenstein selected for intensive treat
ment and as ground for one or more current
philosophical issues.
Fall semester. Raff.
201
Philosophy
105. Hermeneutics and Contemporary
Theories of Interpretation.
Not offered 1992-93.
the computer as a model of the mind, the role
of values in psychological research.
Not offered 1992-93.
106. Aesthetics.
119. Philosophy of Science.
How can we tell which things are worth the
special attention we often devote to works of
art? What does "art” mean? Can criticism of
the arts be objective? We will address these
questions by considering views about the
nature and function of art held by Aristotle,
Hume, Collingwood, Goodman, and Danto.
We will pay some attention to twentiethcentury painting, modernist and post-mod
ernist conception of art and to issues in the
theory of criticism.
Spring semester. Eldridge.
Selected issues, e.g., the nature of scientific
explanation and evidence, the relationship
between theory and observation, the rational
ity of science, the alleged value-freedom of
science.
Spring semester. Lacey.
110. Medieval Philosophy.
Not offered 1992-93.
111. Philosophy of Religion.
See Religion Department Preparation by course
and attachment.
113. Theory of Knowledge.
Traditional and current theories of knowledge
and their alternatives. Topics include selfdeception, dreaming, perception, and theoriz
ing.
Not offered 1992-93.
114. Nineteenth-Century Philosophy.
See Philosophy 29.
Fall semester. Eldridge.
116. Language and Meaning.
See Philosophy 26.
Not offered 1992-93.
117. Philosophy of the Social Sciences.
This course will consider different approaches
to the study of human beings. The appropri
ateness of a scientific attitude towards the
study of people will be considered, as will the
possibility of alternative approaches. The
meaning of "truth” in the study of human
beings, and its legitimacy as a goal will also be
discussed.
Not offered 1992-93.
118. Philosophy of Psychology.
The seminar will address issues such as: the
nature and motivation of scientific psychol
ogy, problems of intentionality, current philo
sophical controversies about cognitive science,
202
121. Social and Political Philosophy.
Sources for this seminar will range from
Ancient to Contemporary. Among the theor
ists who may be considered are Plato, Hobbes,
Locke, Rousseau, Rawls, MacIntyre, Taylor,
Shklar, Rorty, and Habermas. In addition to
classic issues, such as the nature and founda
tion of justice, considerable attention wil be
paid to the question of whether modern
thought can or should provide a philosophical
basis for political and social theorizing and, if
not, what such theorizing might look like in
the absence of a philosophical basis.
Fall semester. Schuldenfrei.
122. Philosophy of Law.
Not offered 1992-93.
139. Visions of Cultural C risis in
Contemporary European Philosophy.
Is contemporary society facing a cultural crisis
in the form of the death of the self? Have
human beings become so alienated from them
selves and one another that they have lost the
capacity for moral vision? In this course we
will examine the themes of alienation, authen
ticity, death, and desire as they emerge in
contemporary European philosophy. We will
consider thinkers such as Heidegger, Fou
cault, Derrida, Lacan, Kristeva, and Irigaray,
and the background of phenomenological,
existential, and structuralist thought out of
which they emerge, in order to access their
relevance to the problems confronting us
today.
Spring semester. Lorraine.
180. Thesis.
A thesis may be submitted by majors in the
department in place of one Honors paper,
upon application by the student and at the
discretion of the department.
Physical Education and
Athletics
ERNEST J. PRUDENTE, Professor
DOUGLAS M. WEISS, Professor
RORERT E. WILLIAMS, Professor and Chair
SUSAN P. DAVIS, Associate Professor
MICHAEL L MULLAN, Associate Professor
CHERI GOETCHEUS, Assistant Professor
LEE WIMRERLY, Assistant Professor
KAREN YOHANNAN, Assistant Professor
LAWRENCE EHMER, Assistant
ELEANOR K. HESS, Assistant
WAYNE MCKINNEY, Assistant«
MARC PETERSON, Assistant
DALE STRAWRRIDGE, Assistant«
RONALD A. TIRPAK, Assistant
The aim of the Department is to contribute to
the total education of all students through the
medium of physical activity. We believe this
contribution can best be achieved through
encouraging participation in a broad program
of individual and team sports, dance, aquatics,
and physical conditioning. The program pro
vides an opportunity for instruction and ex
perience in a variety of these activities on all
levels. It is our hope that participation in this
program will foster an understanding of move
ment and the pleasure of exercise, and will
enhance, by practice, qualities of good sports
manship, leadership, and cooperation in team
play. Students are also encouraged to develop
skill and interest in a variety of activities
which can be enjoyed after graduation.
The intercollegiate athletic program is com
prehensive, including varsity teams in twentythree different sports, twelve for men and
eleven for women. During many of these ac
tivities contests are arranged for junior varsity
teams.
Ample opportunities exist for large numbers
of students to engage in intercollegiate compe
tition, and those who qualify may be encour
aged to participate in regional and national
championship contests. Several club teams in
various sports are also organized and a pro
gram of intramural activities is sponsored.
Students are encouraged to enjoy the instruc
tional and recreational opportunities offered
by the Department throughout their college
careers. In the freshman and sophomore years
all students not excused for medical reasons
are required to complete a four quarter (two
semester) program in physical education. All
students must pass a survival swimming test
or take up to one quarter of swimming in
struction; classes for this purpose are offered
in the fall quarter.
Courses offered by the Department are listed
below. Credit toward completion of the Phys
ical Education requirement will also be given
for participation in intercollegiate athletics, as
well as the listed Dance courses, which are
semester-long courses. To receive credit for
any part of the program students must par
ticipate in their chosen activity a minimum of
three hours a week. Faculty regulations stipu
late that students who have not fulfilled the
Physical Education requirement will not be
allowed to enter the junior year.
4 Fall semester, 1992.
203
Physical Education and Athletics
Fall Activities
Advanced Life Saving
Aerobics
Aquatics I, II, III
Archery
Badminton
Ballet I, II, III
Beginning African Dance
**** Cross Country
Ij. Field Hockey
Fitness Walking
Folk &. Square Dance
*** Football
Modern Dance I, II, III
Nautilus I
Advanced Nautilus
Scuba
Self-Defense
**** Soccer
Squash
Swimming for Fitness
**** Tennis
Touch Football
** Volleyball
Weight Training
Winter Activities
Aerobics
Aquatics I, II, III
** Badminton
Ballet I, II, III
**** Basketball
Beginning African Dance
Fencing
Fitness Walkling
Folk & Square Dance
**** Indoor Track
Lifeguard Training
Modern Dance I, II, III
Nautilus 1
Advanced Nautilus
Scuba
Self-Defense
* Squash
**** Swimming
Swimming for Fitness
Tennis
Volleyball
Weight Training
*** Wrestling
Spring Activities
Aerobics
Archery
Aquatics I, II, III
Badminton
Ballet I, II, III continued
*** Baseball
Beginning African Dance continued
Fitness Walking
Folk & Square Dance continued
*Golf
**** Lacrosse
Modern Dance I, II, III continued
Nautilus I
Advanced Nautilus
* Softball
Squash
Swimming for Fitness
**** Tennis
**** Track and Field
Volleyball
Weight Training
ij. Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
** Intercollegiate competition for women,
course instruction for men and women.
*** Intercollegiate competition for men.
**** intercollegiate competition for men and
women.
204
Physics and Astronomy
■
I
I
1
I
JOHN R. BOCCIO, Professor and Associate Provost for Academic Computing 6
PETER J. COLLINGS, Professor
JOHN E. GAUSTAD, Professor of Astronomy
WULFF D. HEINTZ, Professor of Astronomy
FRANK A. MOSCATELLI, Associate Professor and Chair
AMY R. BUG, Assistant Professor1
ANDRÉS CORRADA-EMMANUEL, Assistant Professor
CARL H. GROSSMAN, Assistant Professor
LYNNE A. MOLTER, Assistant Professor of Physics and Engineering
TERJE G. VOLD, Assistant Professor
LYNN A. WESTLING, Assistant Professor*3
The program of the Physics and Astronomy
Department stresses the concepts and meth
ods that have led to an understanding of the
fundamental laws explaining the physical uni
verse.
Throughout the work of the Department, em
phasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisi
tion of facts and skills. Particular importance
is also attached to laboratory work, because
physics and astronomy are primarily experi
mental and observational sciences.
With the awareness that involvement in re
search is a major component in the education
of scientists, the department offers a number
of opportunities for students to participate in
original research projects, conducted by mem
bers of the faculty, on (or off) campus.
Several research laboratories are maintained
by the Department to support faculty interests
in the areas of laser physics, propogation of
light in guided media, high-resolution atomic
spectroscopy, scanning tunneling microscopy,
computer simulation, computer graphics, liq
uid crystals, and infrared astronomy.
The Department maintains two major tele
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam
era, and a 61-cm refractor, equipped for pho
tographic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly
visitors’ night at the Observatory is an
nounced in the College calendar.
Two calculus-based introductory courses are
offered. Physics 3, 4 covers both classical and
modern physics and is an appropriate intro
ductory physics course for those students
majoring in engineering, chemistry, and biol
ogy. Physics 7, 8 , on the other hand, which is
normally preceeded by Physics 6 , is at a higher
level. It is aimed towards students planning to
do further work in physics or astronomy and
is also appropriate for engineering or chemis
try. The four-course sequence 6 , 7, 8 , 14 is
designed to provide a comprehensive intro
duction to all major areas of physics.
REQUIREMENTS A N D RECOMMENDATIONS
Degree Requirements: The minimum program
in Physics is intended for students not plan
ning to pursue graduate work. It includes
Physics 6 , 7, 8 , 14, and 50 in the first two
years followed by Physics 111, 112, 113, and
114 in the last two years. In addition, the
advanced laboratory courses Engineering 72A
and Physics 82 and Mathematics 6A, 6 B, 16,
and 18 must be taken.
The standard programs listed below provide
strong preparation for graduate study.
1 Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
6 On administrative assignment, 1992-93.
209
Physics and Astronomy
The standard program in Physics is Physics 6 ,
7,8,14, and 50 in the first two years followed
by Physics 111, 112,113,114,115, and 116 in
the last two years. In addition, the advanced
laboratory courses Engineering 72A, Physics
82, and 83, and Mathematics 5, 6A, 6B, 16,
and 18 must be taken. Chemistry 10 is
strongly recommended.
The standard program in Astronomy is Phys
ics 6 ,7 ,8 ,1 4 , and Astronomy 5 ,6 in the first
two years followed by Astronomy 59, 117,
118, and three other Astronomy courses in
the last two years. In addition, Mathematics 5,
6A, 6 B, 16, and 18 must be taken.
A special major in Astrophysics normally
consists of Physics 6,7 ,8 ,1 4 , and Astronomy
5, 6 in the first two years followed by Physics
111, 112, 113, 114, and Astronomy 117, 118
in the last two years. In addition, Mathematics
5, 6 A, 6 B, 16, 18 must be taken. Engineering
72 A, Chemistry 10 and Physics 50,82, and 83
are strongly recommended.
Students wishing an even stronger background
for graduate work may take an extended
program by adding senior seminars (num
bered greater than 130) or a research project
to the standard program.
Seniors not taking the external examinations
must take a comprehensive examination,
which is not only intended to encourage re
view and synthesis, but also requires students
to demonstrate mastery of fundamentals stud
ied during all four years.
Criteria for Acceptance as a Major: A student
applying to become a Physics major should
have completed or be completing Physics 14,
Physics 50, and Math 18. If applying for
an Astrophysics or Astronomy major, they
should also have completed Astronomy 5 and
6 . The applicant must normally have an aver
age grade in all Physics and/or Astronomy
courses, as well as in Math 16, 18, of C+ or
better.
Since almost all advanced work in Physics and
Astronomy at Swarthmore is taught in semi
nars, where the pedagogical responsibility is
shared by the student participants, an addi
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) abil
ity of the students not only to benefit from
this mode of instruction but also to contribute
positively to the seminars.
Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a full laboratory
program, namely Engineering 72A (electron
ics lab, credit), Physics 82, 83 (each onehalf credit) requiring approximately one after
noon a week. Students enrolled in these se
minars must arrange their programs so that
they can schedule an afternoon for lab each
week free of conflicts with other classes,
extracurricular activities, and sports.
Independent Work: Physics and Astronomy
majors are encouraged to undertake indepen
dent research projects, especially in the senior
year, either in conjunction with one of the
senior seminars, or as a special project for
separate credit (Physics/Astronomy 94).
There are usually several opportunities for
students to work with faculty members on
research projects during the summer. In prepration for independent experimental work,
prospective majors are strongly urged to take
Physics 63, Procedures in Experimental Phys
ics, during the fall semester of their sopho
more year, which will qualify them to work in
the departmental shops.
EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
program in the Department, the applicant
must normaly have an average grade in all
Physics and/or Astronomy courses of B or
better.
External examinations, based on the topics
covered in seminars, will be possible in the
206
ffollowing fields:
j
Every
Year: Classical Physics (based on 111,
j
112),
Quantum Physics (based on 113, 115),
jStatistical Physics (based on 114, 115), Phys
j,ical Optics (based on 112,116), and Research
IProject (based on Physics 94 or Astronomy
S94).
»
il
Every Other Year beginning with 1992/93:
Astrophysics (based on Astronomy 117,118).
Additional fields subject to faculty availability
and students’ interests: 1992- 93: Solid State
Physics (based on 115, 135), Modem and
Quantum Optics (based on 116, 136): 199394: General Relativity (based on 111, 130),
Quantum Theory (based on 113, 134).
PHYSICS
3. General Physics I.
1
■
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, rigid body rotation, special rela
tivity, and thermodynamics. Includes one lab
oratory weekly.
Prerequisite: Mathematics 5 (can be taken
concurrently).
Fall semester. Moscatelli.
4. General Physics II.
Topics include wave phenomena, geometrical
and physical optics, electicity and magnetism,
direct and alternating-current circuits, and
introductory quantum physics. Includes one
laboratory weekly.
Prerequisite: Mathematics 6A (can be taken
concurrently).
Spring semester. Void.
|l
6. The Character of Physical Law.
I
An introduction to the concepts of physics
and the thought processes inherent to the
discipline. The primary emphasis of the
course will be on the accepted principles of
physics and their application to specific areas.
Attention will be given to philosophical aspects of physics, discussions of what kind of
problems physicists address and how they go
about addressing them. The course includes a
substantial writing component. Three lecture/
discussion sections per week and a labora
tory.
Primary distribution course.
Fall semester. Corrada, Void.
I
I
7. Introductory Mechanics.
I
I
I
An introduction to classical mechanics and
special relativity. Includes the study of the
kinematics and dynamics of point particles;
conservation principles involving energy, momentum, and angular momentum; rotational
motion of rigid bodies; oscillatory motion;
and relativistic kinematics and dynamics. In
cludes one laboratory and an optional prob
lem session weekly.
Prerequisite (can also be taken concurrently):
Mathematics 6A.
Spring semester. Bug.
8. Electricity, Magnetism, and Waves.
A sophisticated introductory treatment of
wave and electric and magnetic phenomena,
such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis of pro
gressive waves, boundary effects and interfer
ence, the electrostatic field and potential,
electrical work and energy, D.C. and A.C.
circuits, the relativistic basis of magnetism,
and Maxwell’s equations. The laboratory cur
riculum includes geometrical optics. Includes
one laboratory weekly.
Prerequisites: Physics 7. Mathematics 6 A, 6 C;
18 (can be taken concurrently).
Fall semester. Collings.
14. Thermodynamics and Modern Phys
ics.
An introduction to thermodynamics and tem
perature, heat, work, entropy, modem phys
ics, including relativistic dynamics, wave me
chanics, Schrodinger equation applied to one
dimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary par
ticles. The quantum aspects of the interaction
of photons with matter. Includes one labora
tory weekly.
Prerequisites: Physics 8 with Physics 50 taken
concurrently.
Spring semester. Staff.
20. Principles of the Earth Sciences.
An analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Not offered 1992-93.
21. Principles of Aeronautics.
Principles of flight, elements of aircraft struc
ture and performance, flight instruments, navi
gation aids and methods, flight meteorology,
207
Physics and Astronomy
airspace utilization.
Not offered 1992-93.
23. Relativity.
A non-mathematical introduction to the spe
cial and general theories of relativity as devel
oped by Einstein and others during the 20th
century.
Primary distribution course.
Not offered 1992-93.
50. Mathematical Methods of Physics.
A survey of analytical and numerical tech
niques useful in physics, including multivari
able calculus, optimization, ordinary differ
ential equations, partial differential equations
and Sturm-Liouville systems, orthogonal func
tions, Fourier series, Fourier and Laplace
transforms, and numerical methods.
Prerequisites: Mathematics 16 and either 6 C
or 18; a knowledge of some programming
language.
Spring semester. Corrada-Emmanuel.
63. Procedures in Experimental Physics,
Techniques, materials, and the design of ex
perimental apparatus. Shop practice. Printed
circuit design and construction. Half-credit
course. Open only to majors in Physics or
Astronomy.
Fall semester. Technical staff.
93. Directed Reading.
This course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis,
in fields not covered by the regular courses
and seminars. The student will present oral
and written reports to the instructor.
Each semester. Staff.
94. Research Project.
Initiative for a research project may come
from the student, or the work may involve
collaboration with on-going faculty research.
The student will present a written and an oral
report to the Department.
One-half, one, or two credits.
Each semester. Staff.
SEMINARS
111. Analytical Dynamics.
113. Quantum Theory.
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 parti
cles; collisions and cross sections. Motion of
a rigid body. Euler’s equations. Rotating
frames of reference. Small oscillations and
normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Grossman.
Postulates of quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; bra-ket nota
tion. Superposition and observables. Time
development, conservation theorems, and
parity. Angular momentum. Three-dimen
sional systems. Matrix mechanics and spin.
Coupled angular momenta. Time-independent
and time-dependent perturbation theory. Tran
sition rates.
Prerequisites: Physics 111, 112, and Mathe
matics 16.
One credit.
Spring semester. Staff.
112. Electrodynamics.
Electricity and magnetism using vector calcu
lus. Electric and magnetic fields. Dielectric
and magnetic materials. Electromagnetic in
duction. Maxwell’s field equations in differ
ential form. Displacement current. Poynting
theorem and electromagnetic waves. Bound
ary-value problems. Radiation. Four vector
formulation of relativistic electrodynamics.
Prerequisite: Physics 14, 50; Math 18.
One credit.
Fall semester. Molter.
208
114. Statistical Physics.
The statistical behavior of classical and quan
tum systems. Temperature and entropy,
equations of state, engines and refrigerators,
statistical basis of thermodynamics, microcanonical, canonical and grand canonical dis
tributions, phase transitions, statistics of
bosons and fermions, black body radiation,
electronic and thermal properties of quantum
liquids and solids.
j
1
Prerequisites: Mathematics 6 C or 18, Physics
133. Atomic Physics and
Spectroscopy.
One credit.
Spring semester. Staff.
Review of quantum theory. Hydrogen atom.
Multi-electron atoms. Atoms in external
fields. Optical transitions and selection rules.
Hyperfine structure. Lasers. Atomic spec
troscopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, level crossing spectroscopy.
Prerequisites: Physics 113, 115, and 116.
One credit.
Not offered 1992-93.
I 14-
I
I
115. Quantum Applications.
I Applications of theory developed in Physics
113 and 114. Topics selected from: Atomic
I physics. Solid-state physics. Nuclear physics.
I Particle physics. Molecular physics.
I Prerequisites: Physics 113 and 114.
■ One credit.
■ Fall semester. Boccio.
116. Modern Optics.
I
I
I
1
9
I
I
I
I
I
I
I
I
Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polarization. Optical instruments: spectrometers,
interferometers, etalons. Propagation in fibers, Fourier optics, spatial and temporal
coherence, lasers, elements of nonlinear optics. Quantum theory of light: blackbody
radiation, modes, quantization of the electromagnetic field, photons, intensity fluctuations.
Prerequisites: Physics 113.
One credit.
Fall semester. Void.
130. General Relativity.
Newton’s gravitational theory. Special rela
tivity. Linear field theory. Gravitational
waves. Measurement of spacetime. Riemannian geometry. Geometrodynamics and Ein
stein’s equations. The Schwarzschild solution.
Black holes and gravitational collapse. Cos
mology.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1992-93.
131. Particle Physics.
Prerequisites: Physics 113 and 115.
One credit.
I Not offered 1992-93.
132. Non-Linear Dynamics and Chaos.
I
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1992-93.
134. Advanced Quantum Mechanics.
Photon polarization. Quantum interference
effects. Measurement theory. Potential scat
tering. Time-independent and time-dependent
perturbation theory. Interaction of the quan
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera
tors. Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. The
Dirac equation.
Prerequisites: Physics 113 and 115.
One credit.
Not offered 1992-93.
135. Solid State Physics.
Crystal structure and diffraction. The recip
rocal lattice and Brillouin zones. Lattice vibra
tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Elec
trons in periodic structures. The Bloch theo
rem. Band structure. Semidassical electron
dynamics. Semiconductors. Magnetic and op
tical properties of solids. Superconductivity.
Prerequisites: Physics 113, 114, and 115.
One credit.
Spring semester. Collings.
136. Quantum Optics and Lasers.
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, non-linear
effects, coherent transients and squeezed
states. Pulsed lasers and superradience.
Prerequisites: Physics 113 and 116.
One credit.
Spring semester. Staff.
Physics and Astronomy
UPPERCLASS LABORATORY PROGRAM
72a. Electronic Circuit Applications.
83. Advanced Laboratory/Research.
(See Engineering for description.)
Experiments in modern optics, lasers (con
tinuous and pulsed), atomic spectroscopy
using tunable lasers and advanced nuclear
physics.
(Upon consultation with a faculty member, a
research project may be substituted.)
Fall semester. Void, Westling.
82.
Advanced Laboratory.
Experiments in mechanics, electricity and
magnetism, waves, thermal and statistical phys
ics, atomic and nuclear physics.
One-half credit.
Spring semester. Void, Westling.
ASTRONOMY
1. Introductory Astronomy.
The 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 ori
gin and evolution of the universe. Includes
some evening labs.
Primary distribution course.
Fall semester. Gaustad, Heintz.
Spring semester. Heintz.
5. General Astronomy I.
Celestial coordinates. Astronomical instru
ments. Laws of physics relevant to astronomy.
Observed properties of the sun and stars.
Stellar structure evolution. Star clusters. Ce
lestial mechanics. Binary stars.
Prerequisite: Mathematics 5.
Fall semester. Heintz.
6. General Astronomy II.
Interstellar matter. The Milky Way Galaxy.
Galaxies and quasars. Cosmology. The solar
system.
Prerequisite: Mathematics 5.
Spring semester. Gaustad.
9. Meteorology.
The elements of weather, its recording and
prediction. Structure and dynamics of the
atmosphere. Includes regular weather obser
vations and comparison with maps.
Prerequisites: Mathematics 5, 6 A.
Not offered 1992-93.
52. Concepts of the Cosmos.
Historical survey of astronomical thought.
210
Includes oriental astrology, hellenistic geom
etry and cosmology, and the development of
observation and astrophysics in the 200 years
from Halley to Einstein.
Prerequisite: Astronomy 1.
Not offered 1992-93. Heintz.
55. Planetary Science.
Methods and results of the exploration of the
solar system.
Prerequisite: Astronomy 6 .
Not offered 1992-93. Heintz.
56. Cosmology.
General relativity and the theoretical frame
work of cosmology. World models. Optical
and radio results on galaxies and quasars.
Prerequisites: Astronomy 5, 6 ; Mathematics
6 A, 6 B.
Fall semester. Heintz.
59. Positional Astronomy.
Coordinate systems and transformations; fun
damental and apparent positions; proper mo
tion and binary-star analysis.
Prerequisite: Astronomy 6 .
Spring semester. Heintz.
61. Current Problems in Astronomy
and Astrophysics.
Reading and discussion of selected research
papers from the astronomical literature. Tech
niques of journal reading, use of abstract
services and other aids for the efficient main
tenance of awareness in a technical field. May
be repeated for credit. Credit/no credit only.
One-half credit.
Each semester. Gaustad.
64. Galactic Structure.
Observational and theoretical results on the
Milky Way Galaxy, including stellar popula
tions, H-R diagram, luminosity function, stel
lar dynamics, spiral structure, and mass dis
tribution.
Prerequisites: Astronomy 6 , Mathematics 6A.
Not offered. 1992-93. Heintz.
93. Directed Reading.
94. Research Project
117,118. Theoretical Astrophysics.
The physical interpretation of astronomical
phenomena. Topics include electromagnetic
processes in space, fluid dynamics and shock
waves, the interstellar medium, radiative trans
fer, stellar atmospheres, interpretation of stel
lar spectra, stellar structure and evolution,
and star formation.
Prerequisites: Astronomy 5, 6 ; Physics 14.
Spring semester. Gaustad.
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Political Science
NADINNE CRUZ, Lang Visiting Professor5
CHARLES E. GILBERT, Professor Emeritus
RAYMOND F. HOPKINS, Professor
JAM ES R. KURTH, Professor
RICHARD L. RUBIN, Professor (part-time)
KENNETH E. SHARPE, Professor and Chair
DAVID G. SMITH, Professor Emeritus5
CAROL NACKENOFF, Associate Professor
HILLARD POUNCY, Associate Professor2
RICHARD VALELLY, Associate Professor3
META MENDEL-REYES, Assistant Professor
DEEPA M. OLLAPALLY, Assistant Professor
LEE PERLMAN, Assistant Professor
MITCHELL P. SMITH, Assistant Professor
TYRENE WHITE, Assistant Professor
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COURSE OFFERINGS A ND PREREQUISITES
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an under
standing of the purposes, organization, and
operation of political institutions, domestic
and international. The Department offers
courses in all four of the major subfields of the
discipline—American politics, comparative
politics, international politics, and political
theory. Questions about the causes and con
sequences of political action, and normative
concerns regarding freedom, authority, and
human dignity, power, justice, and social
responsibility are addressed throughout the I
curriculum.
Prerequisites: Students planning to study
political science are advised to start with two
of the following introductory courses: Elements of Politics, Introduction to American
Politics, Comparative Politics, and International Politics (Political Science 1, 2, 3, and
4), or the Freshman Seminar (Political Science
10). Normally any two of these courses constitute the prerequisite for further work in the
Department.
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Prerequisites and general recommendations: Stu
dents who intend to major in Political Science
should begin their work in their first year at
college if possible. Completion of at least two
courses at the introductory level (Political
Science 1, 2, 3, 4, or 10) is required for
admission to the major. Supporting courses
strongly recommended for all majors are Sta
tistical Thinking or Statistical Methods (Math
ematics 1 or 2) and Introduction to Economics
(Economics 1). Students interested in doing
computer-based analyses are encouraged to
take Computing in the Social Sciences (Economics 39 and Sociology/Anthropology 39).
Course requirements for majors: To graduate
with a major in Political Science, a student
must complete the equivalent of at least eight
courses in the Department.
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2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
5 Spring semester, 1993.
REQUIREMENTS FOR THE MAJOR
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One course or seminar in political theory is I
required of all majors. Completion of any of I
the following will satisfy this requirement: I
Political Science 54, 55, 56, 57, and the two
political theory seminars, Political Science
100 and 101. Three or four of these are offered
each year.
The Department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at
least three of the four major subfields of
political science (listed in the introductory
paragraph above). The comprehensive re
quirement makes it especially important for
Course majors to observe this recommenda
tion in planning their work in the Depart
ment.
The comprehensive requirement (Qualifying
Papers): In 1992-1993, majors in the Course
program can fulfill the College comprehensive
requirement in one of three ways. Option one
is the satisfactory completion of three Quali
fying Papers, one each in three of the four
subfields of the discipline. Option two is the
oral thesis. Students are examined orally on a
body of literature that best captures their
interests and range of preparation within the
discipline. Under the third option, the Writ
ten Thesis, students are required to complete
a written thesis based on in-depth research
into a topic of their choice. To be eligible for
this option, students must demonstrate the
merit and rigor of their proposal and secure
the approval of a faculty advisor. Detailed
information about both of these options are
made available at the beginning of the junior
year.
CONCENTRATIONS IN INTERNATIONAL
RELATIONS A N D PUBLIC POLICY
Students have the option of pursuing inter
disciplinary work as an adjunct to a major in
Political Science in the concentrations in In
ternational Relations and Public Policy. In
each case, comprehensive requirements (for
Course majors) or the external examination
requirements (for candidates for Honors) will
be adjusted to allow students to demonstrate
their accomplishments in the concentration.
For further information, consult the separate
Catalog listings for International Relations
(page 149) and Public Policy (page 228).
PILOT PROJECT IN DEMOCRATIC PRACTICE
In 1992-93 the Department is initiating a fiveyear pilot project in Democratic Practice. The
purpose of this program is to deepen students’
understanding of and commitment to citizen
ship and community service. A centerpiece of
the program will be community involvement
in the form of internship work concurrent
with course work. Students interested in this
project are encouraged to take the three core
courses: Multicultural Politics (Political Sci
ence 46), Democratic Theory and Practice
(Political Science 59), and Social Responsi
bility and Public Service (Political Science
61). In addition there are four other support
ing courses. A list and description of the
courses will be available, along with details of
the project, at the Political Science Depart
ment office.
ADVANCED PLACEMENT
The Department grants one unit of college
credit to students who have achieved a score
of 5 on the College Board Advanced Place
ment examination in Government and Politics
(either United States or Comparative, but not
both). This credit may be counted toward the
major and toward satisfaction of the College
distribution requirement in the Social Sci
ences. Normally, students awarded A.P. credit
will still be expected to complete at least two
introductory courses at Swarthmore as a pre
requisite for more advanced work in the
Department.
2t3
Political Science
TEACHER CERTIFICATION
Occasionally, majors in Political Science wish
to pursue certification for secondary school
teaching. For such students, there are two
normal routes to Social Studies Certification.
One of these is through a major in the social
sciences, plus four to six semesters of courses
in other social sciences. Students majoring in
History, Political Science, and Sociology-An
thropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in
social sciences, of which six must normally be
in one discipline, and at least two more must
be in a single other discipline. All students
seeking social studies certification are re
quired to take two courses in history. At least
one course in American history and one social
science course focusing on Third World or
non-Anglo subject matter are required. For
further information, see the listing for the
Program in Education.
1. Elements of Politics.
This course probes some critical questions of
politics, such as: Who governs in the interests
of whom? What are the sources of political
stability and change? How is political power
created, maintained, or challenged? What
makes a state "legitimate” or "good”? An
swering these questions will involve a study of
the basic institutions, concepts, and moving
forces of politics. Materials will be drawn
from the United States as well as other coun
tries.
Primary distribution course.
Fall semester. M. Smith, Perlman.
2. Introduction to American Politics.
This course introduces students to American
National Government. It covers key issues in
American politics and the development of
national institutions. The issues surveyed in
clude democracy (How democratic is our
democracy?); power (Who has it; who doesn’t
and how do we account for inequality?); be
liefs (How do our individual views about
human nature and society become national,
aggregate choices?) and other contemporary
matters. The course contrasts theories of how
key institutions should function—parties,
214
Congress, the executive branch, and courts
with studies of how they actually work—non
voting, divided government, deadlock, and
judicial incapacity.
Primary distribution course.
Fall semester. Mendel-Reyes, Nackenoff,
Pouncy.
3. Comparative Politics.
An introduction to the logic of comparative
inquiry and its application to the study of
political systems. Major attention will be
given to the political systems of Western
Europe. The course will focus on (1) the
historical evolution and character of state
institutions, ( 2 ) the range and nature of polit
ical parties, (3) the rise of the welfare state,
and (4) the political role of labor movements.
Primary distribution course.
Spring semester. M. Smith.
4. International Politics.
An introduction to the analysis of the con
temporary international system and its evolu
tion in the twentieth century. The course will
examine various approaches to explaining
wars, military defense, and international eco
nomic problems.
Primary distribution course.
Spring semester. Hopkins, Kurth.
10. Freshman Seminar: The Collapse
of Communism: Did Democracy Win?
Did the collapse of communism mean the
triumph of democracy? Through an examina
tion of 1 ) the forces that led to political crises
in the communist world, and 2 ) the problems
of reconstruction in the post-communist era,
we will consider the extent to which political
ideas and political practice in the former
communist world are converging with the
liberal democratic vision of the West. Read
ings will cover East Central Europe, the exSoviet Union, and China.
Fall semester. White.
14. American Foreign Policy.
An examination of the making of American
foreign policy and of the major problems
faced by the United States in the modern
world. The course will focus on the influence
of political, bureaucratic, and economic forces
and on the problems of war, intervention, and
economic conflict.
Prerequisite: Political Science 4 or the equiva
lent.
Fall semester. Ollapally.
seas Chinese community.
Fall semester. White.
16. Liberal Individualism.
This introduction to Latin American politics
will explore such topics as the colonial legacy
of Latin America; the difficulties of creating
viable political institutions; contemporary
sources of instability, revolution, and military
intervention; the different meaning of politics
for various groups (Indians, peasants, work
ers, middle-class groups, industrialists, landowners, etc.); and the economic and political
difficulties raised by U.S.-Latin American
relations. These topics will be approached
through a comparative study of such countries
as Mexico, Chile, Guatemala, El Salvador, and
Nicaragua.
Spring semester. Sharpe.
(Cross-listed as Psychology 16.) This course
will explore the conceptions of human nature
that underlie liberalism in modern society,
with attention to what current research and
theory in psychology have to say about these
assumptions. We will examine the dynamic
relation that exists between the shape of po
litical and economic institutions and assump
tions about human nature. Finally, the course
will examine social institutions that do not
necessarily embody many of the assumptions
of liberalism (e.g., family, church, university)
to determine whether these institutions can
provide compelling alternatives to liberalism
that may be extended to the organization of
the state.
This course is a Social Science Division pri
mary distribution course.
Prerequisites: Two of: Philosophy 1, Political
Science 1, and Psychology 1 or permission of
the instructors.
Fall semester. Sharpe, Schwartz.
19. Communist and Post-Communist
Politics.
A comparative study of the ex-Soviet Union,
East Central Europe, and China. Topics will
include the origins and evolution of commu
nist regimes, competing explanations for the
collapse of communism in the USSR and East
Central Europe, and the prospects for con
tinuing Communist Party rule in China. Spe
cial attention will be given to the political and
economic problems faced by post-communist
regimes in transition.
Spring semester. White.
20. Greater China.
A comparative examination of the three Chi
na’s in Asia—mainland China, Taiwan, and
Hong Kong, and the prospects for reunifica
tion. Topics will include: 1) historical patterns
of development for each regime; 2 ) current
patterns of economic cooperation and con
flict; 3) the implications of Hong Kong’s
return to mainland rule in 1997; 4) political
protest movements and trends toward demo
cratization; 5) regional and global implications
of the emergence of a "Greater China”;
6 ) links between greater China and the over
22. Latin American Politics.
23. Urban Politics.
An investigation into the politicalization of
Afro-American communities in urban areas
over the past 100 years. The course covers the
following topics: leadership recruitment; lead
ership styles; black access to city machines;
paradoxical effects of 1960’s militancy; the
impact of a new post-1960’s political class;
and the dilemmas of increasing diversity. Case
examples are drawn from Boston, Chicago,
Cleveland, New York, Philadelphia, and the
South.
Not offered 1992-93.
26. The New Europe.
Europe is undergoing four transformations
simultaneously: economic and political inte
gration of the European Community; incor
poration of the former East Germany into a
united Germany; reformation of the economic
and political systems of the East European
countries and their potential integration into
capitalist, democratic Europe; and the trans
formation of Europe’s place in the interna
tional order as the U.S. security role on the
European continent subsides. This course
will consider the historical context and larger
meanings of these transformations for the
politics of the emerging Europe.
Spring semester. M. Smith.
31. Feminist Political Thought.
A study of central political and theoretical
issues such as citizenship, political participa
tion, obligation, authority, justice, freedom
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Political Science
and the state, as they relate to women.
Not offered 1992-93.
32. Gender, Politics, and Policy
in America.
Gender issues and women’s issues in contem
porary American politics. The course explores
1 ) gender and political participation; 2 ) move
ment politics and empowerment; and 3)
gender, policy, and law. Policy issues include:
feminization of poverty; employment discrim
ination; affirmative action; divorce, custody,
child care, surrogate parentage; privacy rights
and sexual practices; abortion; violence
against women; sexual harassment; pornog
raphy; workplace hazards and fetal protec
tion.
Spring semester. Nackenoff.
40. The Vietnam War.
An exploration of the reasons for U.S. mili
tary involvement in Vietnam in the 1950s and
1960s and for the military withdrawal in the
1970s.
Not offered 1992-93.
41. Defense Policy.
Analysis of the history and structure of Ameri
can defense policy since World War II, with
particular emphasis on the choice of weapons
systems and military strategies. Political, eco
nomic, bureaucratic, and other explanations
of past and present policies will be explored.
Prerequisite: Political Science 4 or the equiva
lent.
Fall semester. Kurth.
42. Health Policy.
(Also listed as Economics 75.) Analysis of
governmental policy toward health care and
public health, its impact upon institutions
and resource allocation, and major alterna
tives for action. Central topics are the organi
zation of health care delivery (roles and views
of physicians, nurses, administrators, patients
and insurers); the interplay of federal, state,
and local governments, quasi-public authori
ties, and interest groups; technical and politi
cal aspects of health insurance alternatives;
health manpower (medical and nursing
schools, para-professionals); biomedical re
search programs. Students wishing to take
this course should consult in advance with
the instructors. Prior work in at least two of
the following will be helpful: Economics 1-2,
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4, 26; Political Science 2, 51; Mathematics 1; 1
Engineering 4, 32.
Spring semester. D. Smith.
43. Food Policy: National and
International Issues.
The causes and possible solutions to major I
food problems: hunger, rural poverty, and 1
food insecurity are examined. The role of I
government policy in production, proper dis- I
tribution, and consumption of food is consid- 1
ered. Principal focus will be upon the Amer- 1
ican agricultural experience, food systems in I
less developed countries, international trade I
and aid as solutions, and international mea- I
sures to improve food security. A field trip, an 1
early final exam, and a substantial paper are 1
features of the course. Students with little 1
work in political science may be admitted I
with the consent of the instructor.
Not offered 1992-93.
44. Race, Ethnicity and Public Policy.
An analysis of important policy questions I
with direct and indirect bearing on racial and I
ethnic groups.
Fall semester. Rubin.
46. Multicultural Politics.
An exploration of the ways in which race and
ethnicity have shaped American politics and
of the efforts of racial and ethnic minorities to
empower themselves. Topics include: 1) the
culture of racism; 2 ) the historical politics of
excluding and including racial and ethnic minorities; 3) the politics of empowerment at
the local and national level; 4) contemporary
issues of race and class, focusing on AfricanAmerican, Latino, and Asian-American politics, and the Philadelphia area.
Spring semester. Mendel-Reyes.
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50. The Formation of the Western
Legal Tradition.
(Also listed as Classics 45.) This course will
examine the Roman Law and the Common
Law traditions that have shaped most modern
legal systems. Its purpose is to compare the
legal system of Rome with that developed in
England after the Norman invasion and to
explore the connections between each of those
systems and the societies and governments
from which they emerged. Topics will include
1 ) the two legal traditions and their sources;
2 ) law enforcement and legal procedures;
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3 ) the law of persons and property in the two Locke, Kant, Rouseau, Hegel, Nietzsche,
traditions; 4) the functions of law in the
Roman Empire and in Medieval England.
Fall semester. Turpin.
Rawls, Habermas.
Spring semester. Perlman.
52. American Constitutional Law.
A study of participatory politics in the United
States today, focusing on the efforts of
workers, women, and people of color to em
power themselves. Topics include: 1) Ameri
can political movements of the 20th century;
2 ) local participatory politics, focusing on the
Philadelphia area; 3) theoretical and practical
issues, including obstacles to participation,
the role of leadership, balancing local auton
omy and coalition-building, sustaining par
ticipation.
Spring semester. Mendel-Reyes.
The Supreme Court in the American political
life, with emphasis on case law and constitu
tional development. The course examines the
Court’s role in political agenda-setting in
arenas including economic policy; property
rights; separation of powers; federalism; presi
dential powers and war powers; interpreting
the equal protection and due process clauses
as they bear on race and gender equality.
Exploration of individual rights and civil lib
erties; judicial review, judicial activism and
restraint, and doctrines of constitutional in
terpretation.
Spring semester. Nackenoff.
53. Presidential Elections: Historical
Perspectives on 1992.
The course considers the role that policy
issues, candidate image, media, and political
parties play in the American electoral process.
With recent campaign emphasis on marketing
and polling, we will learn to interpret and use
opinion surveys. Focusing on 1992 players
and events, the course asks: Do elections
matter? Do they serve as mechanisms for
resolving issues about what values will govern?
Could reforms generate more interest, better
candidates, and better government?
Fall semester. Nackenoff.
54. Ancient Political Theory.
The prime focus will be the implication of
concepts of the soul and human virtues for the
proper organization of political life. Starting
with Homer and the virtues of excess, we will
tract the rise of calculation and moderation
and their embodiment in the ethical polis.
Authors: Homer, Sophocles, Aristophanes,
Theognis, Plato, Aristotle, MacIntyre.
Fall semester. Perlman.
55. Modern Political Theory.
The theme of this course is the connection
between the conceptions of, on the one hand,
self, human nature, human vitality, human
essence, and basic human drives and, on the
other hand, a legitimate or ideal political and
social order, political obligation, rights, and
the common good. Possible authors: Hobbes,
59. Democratic Theory and Practice.
60. Special Topics in Political
Science.
Open to senior Course majors in Political
Science. Devoted to the preparation of three
qualifying papers in the senior year.
Each semester. Members of the Department.
61. The Politics of Social Responsibility
and Public Service.
This course will examine competing perspec
tives on social responsibility and public ser
vice as a foundation for choosing our life
commitments. We will ask: what assumptions
of value and of fact about social realities are
embedded in various notions of social re
sponsibility? of public service? how are these
differences reflected in multicultural politics?
how might we apply this knowledge to make
a difference in the world? We will draw from
and integrate four sources: ( 1 ) our own on
going community involvement experiences;
( 2 ) the lived experiences of veteran public
actors with whom we will dialogue "in the
field” ; (3) readings that connect voices from
the "field” with theoretical discourses; and
(4) our own internal voices shared in discus
sion, papers and presentations.
Spring semester. Cruz.
62. Colloquium and Research Project on
Presidential Elections.
The presidential election system, the dynamics
of shifting groups in coalitions, and the role of
the mass media. The principal requirement is
the successful completion of an independent
research project that examines a single pres
idential election campaign.
Not offered 1992-93. Rubin.
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Political Science
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63. The Politics and Political Culture of
American Jews.
An analysis of the actual political behavior of
American Jews, and the attitudinal substruc
tures and cultural underpinnings that shape
that behavior. A colloquium-seminar format
will be used to explore the relative influence
of ethnic socio-religious values and experi
ence, group social and political objectives,
and the impact of American culture and ide
ology on contemporary American Jewish po
litical thinking.
Not offered 1992- 94. Rubin.
64. Political Socialization and Schools.
(Also listed as Education 64. See course
description under Program in Education.)
Not offered 1992-93. Travers.
65. Political Psychology.
(Also listed as Psychology 65. See course de
scription under Psychology.)
Fall semester. Peabody.
68. Environmental Policy.
(Also listed as Engineering 68 . See course de
scription under Engineering.)
Fall semester. Feiveson.
71. International Politics:
Special Topics.
Each year this course will study a major topic
in international politics, with different topics
being studied in different years. The course
will examine development of the topic from
historical origins to contemporary issues,
with particular attention being given to ( 1 )
the rise, decline, and restoration of great powers;
( 2 ) military conflicts and economic competi
tion; and (3) the interaction between interna
tional politics and internal politics. During
Fall 1992, the topic will be a comparison of
the roles of (1) Germany and Central Europe
and (2) Japan and East Asia in international
politics.
Prerequisite; Political Science 4 or the equiva
lent.
Fall semester. Kurth.
72. International Political Economy.
(Also listed as Economics 53.) This course
uses political and economic perspectives to
analyze the historical development and the
contemporary issues of the international po
litical economy. It examines the interrelations
between the international economy and eco-
218
nomic development, national security, and
social welfare. Major topics are; competing
liberal, national, and social perspectives; the
successive rise and decline of British and U.S.
economic power; contemporary U.S.-Japanese relations; the free trade versus "fair”
trade debate; international financial relations;
the IMF and the World Bank; and the reform
of Eastern bloc economics.
Prerequisites: Economics 1 and Political Science 4.
Spring semester. Golub and Kurth.
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74. Politics of South and Southeast Asia.
This course will survey the domestic and
international politics of South and Southeast
Asian countries in the contemporary period.
We will consider political economy, ideologi
cal and security issues in national, regional, )
and international contexts. Course will in
clude such topics as patterns of political
power; political identities and ethnonationalism; economic development; and the func
tioning of these countries in the global liberal
economic order. Other topics are civil-mili
tary relations; regional conflicts such as the
Indo-Pakistan conflict; and the evolution of
security policy. In addition, we will consider
emerging issues and trends of the current
Asian "diaspora” in the United States.
Fall semester. Ollapally.
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93. Directed Readings in Political
Science.
Available on an individual or group basis,
subject to the approval of the chairman and
the instructor.
96. Thesis.
]
With the permission of the chairman and a
supervising instructor, any major in Course
may substitute a thesis for one course, nor
mally during either semester of the senior
year.
97,98. Public Policy Thesis.
(Also listed with Economics 97 and 98.) A
thesis preparation on a public policy topic.
The thesis will be supported by relevant fac
ulty and presented to a student/faculty semi
nar. See public policy concentration pages for
further information. For a two-credit thesis,
enrollment in both 97 and 98 is required.
Fall semester. Hopkins, others.
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SEMINARS
The following seminars prepare for examination for a degree with Honors:
100. Political Theory: Ancient
The development of political thought in the
ancient and medieval periods, and the emer
gence of a distinctively modern political out
look. Special attention to the differences be
tween the way the Ancients and the Moderns
thought about ethics, politics, democracy,
law, knowledge, power, justice, the individual,
and the community. Key philosophers include
Plato, Aristotle, Augustine, and Hobbes.
Fall semester. Sharpe.
101. Political Theory: Modern.
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The theme of this course is the connection
between the conceptions of, on the one hand,
self, human nature, human vitality, human
essence, and basic human drives and, on the
other hand, a legitimate or ideal political and
social order, political obligation, rights, and
the common good. Possible authors: Hobbes,
Locke, Kant, Rouseau, Hegel, Nietzsche,
Rawls, Habermas.
Spring semester. Perlman.
102. Politics and Legislation.
I
The study of political parties, interest groups,
public opinion and voting behavior, electoral
systems and representation, the legislative
process. Emphasis is on American politics,
with some comparative material; and, ulti
mately, on politics from the standpoint of
theories of political democracy.
Not offered 1992-93.
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103. Problems in Government and
Administration.
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Problems of administrative organization, pol
icymaking and responsibility, with primary
reference to the United States and to selected
fields of policy.
Not offered 1992-93.
104. International Politics.
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An inquiry into problems in international
politics. Topics will include (1) competing
theories of international politics, ( 2 ) war and
the uses of force, and (3) the management of
various global economic issues.
Prerequisite: Political Science 4 or the equivalent.
Spring semester. Hopkins.
105. American Foreign Policy.
A study of key problems faced by the United
States in the modern world together with a
critical investigation of the making and imple
menting of American foreign policy. A variety
of explanations of American foreign policy
will be discussed and evaluated, and the po
litical, economic, and social influences upon
it will be considered. Key assumptions of
United States policy-makers will be subjected
to scrutiny, and alternate assumptions and
policies wil be analyzed.
Fall semester. Ollapally.
106. Public Law and Jurisprudence.
A study of the sources and nature of law;
historical, sociological, philosophic, "realis
tic,” and behavioral approaches to jurispru
dence; the nature of the judicial process and
other problems of jurisprudence, illustrated
by judicial decisions and other legal materials
relating to selected areas of law.
Spring 1993. D. Smith.
107. Communist and Post-Communist
Politics.
A comparative study of the ex-Soviet Union,
East Central Europe, and China. Topics will
include the origins and evolution of commu
nist regimes, competing explanations for the
collapse of communism in the USSR and East
Central Europe, and the prospects for con
tinuing Communist Party rule in China. Spe
cial attention will be given to the political and
economic problems faced by post-communist
regimes in transition.
Spring semester. White.
108. Comparative Politics: Europe.
Application of methods of comparative analy
sis to the study of European political systems.
The seminar will focus on the historical devel
opment of social democracy from the Indus
trial Revolution to the present and relations
between reformist and revolutionary political
movements, especially in Britain, France, Ger
many, and Sweden. A central theme will be
the exploration of a social democratic "third
way” between capitalism and socialism fol
lowing the collapse of the East European re
gimes.
Fall semester. M. Smith.
219
Political Science
109. Comparative Politics: Africa.
A comparative study of the politics of subSarahan African societies undergoing change
and pursuing economic development. Various
theories, approaches, and methods of expla
nation are examined. Reasons for political
instability and eaconomic decline will be as
sessed and ways for sustainable improvement
considered.
Fall semester. Hopkins.
110. Comparative Politics: Latin
America.
A comparative study of the politics of several
Latin American countries: Chile, Mexico, Gua
temala, El Salvador, and Nicaragua. The
course will focus on important differences in
major institutions, class structures and social
values, and the sources of political stability
and change. Problems will include: difficulties
of creating stable democratic institutions;
causes and results of revolutions, coups, and
military interventions; different meanings of
politics for various classes in socialist, corporatist, and (formally) democratic regimes;
and the utility of dependency theory in ex
plaining U.S.-Latin American relations.
Spring semester. Sharpe.
and create as many public problems as they
solve? The seminar explores the historical and
social basis for city politics within the larger
American political framework.
Not offered 1992-93. Pouncy.
112. Urban Underclass.
An examination of policy-making and politics
in American cities. What has been the impact
on cities and city politics of a communications
revolution that decentralizes society; of cor
porate structures that de-nationalize capital
and of new fiscal policies that shift social
welfare costs and responsibilities to state and
local government? Have these changes re
versed the traditional roles of city govern
ments? Do cities now widen economic in
equality, increase political inequality within
and among racial and ethnic groups, thwart
equitable environmental and land use settle
ments and, generally, create as many public
problems as they solve? The seminar explores
the historical and social basis for city politics
within the larger American political frame
work.
Fall semester. Pouncy.
113. American Politics.
111. Urban Politics.
Description to be announced.
Spring semester. Nackenoff.
An examination of policy-making and politics
in American cities. The impact on cities and
city politics of a communications revolution
that decentralizes society; of corporate struc
tures that de-nationalize capital; and of new
fiscal policies that shift social welfare costs
and responsibilities to state and local govern
ment. Do cities now widen economic inequal
ity, increase political inequality within and
among racial and ethnic groups, thwart equi
table environmental and land use settlements,
A comparative examination of the three Chi
na’s in Asis—mainland China, Taiwan and
Hong Kong, the prospects for reunification,
and the regional and global implications of the
emergence of a "Greater Chinese” political
and economic entity in Asia.
Not offered 1992-93. White.
220
114. Greater China.
180. Thesis.
All members of the Department.
Psychology
ALFRED H. BLOOM, Professor*
KENNETH J. GERGEN, Professor1
2
DEBORAH G. KEMLER NELSON, Professor and Chair
JEANNE MARECEK, Professor1
DEAN PEABODY, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
PHILIP J. KELLMAN, Associate Professor1
VIRGINIA BRENNAN, Assistant Professor8
SARA N. DAVIS, Visiting Assistant Professor4
WENDY HORWITZ, Assistant Professor
CHRISTINE M. MASSEY, Assistant Professor
ETHEL D. MOORE, Assistant Professor3
HANS WALLACH, Research Psychologist
The work of the Department of Psychology
concerns the systematic study of human behavior and experience; processes of percep
tion, learning, thinking, and motivation are
considered in their relation to the develop
ment of the individual. The relations of the
individual to other persons are also a topic of
study.
The courses and seminars of the Department
are designed to provide a sound understanding
of psychological principles and a grasp of
research methods. Students learn the nature
of psychological inquiry and psychological
approaches to various problems encountered
in the humanities, the social sciences, and the
life sciences.
A special major in Psycholinguistics is offered
in conjunction with the Program in Linguis
tics. A full description of this major, which
emphasizes fundamental issues in human cog
nitive organization, may be found under Lin
guistics. Psychology also participates in the
Special Major in Linguistics. Consult the
Linguistics Program.
A special major in Psychobiology is offered in
cooperation with the Department of Biology.
Consult either Department Chair.
REQUIREMENTS A N D RECOMMENDATIONS
Psychology 1, Introduction to Psychology, is
normally a prerequisite for further work in
the Department. Psychology 6, Critical Issues
in Psychology, can also serve as prerequisite
for further work.
A Course major consists of at least eight
credits, excluding courses cross-listed in psy
chology that are taught by members of other
departments, and normally including four of
the core courses (with course numbers in the
30’s): Physiological Psychology, Learning and
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
Motivation, Perception, Cognitive Psychol
ogy, Psychology of Language, Social Psychol
ogy, Personality, Concepts of the Person,
Abnormal Psychology, and Developmental Psy
chology. Students may not take both Psychol
ogy 36, Personality, and Psychology 37, Con
cepts of the Person. Students who think they
may want to take a seminar in a particular area
should be careful to check whether the sem
inar is two credits (in which case the core
course covering related material should not be
4 Fall semester, 1992.
8 Joint appointment with Linguistics.
* President of the College
221
Psychology
taken) or one credit (in which case the core
course covering related material is required as
prerequisite). See the departmental informa
tion packet.
Those wishing to substitute more individual
ized programs should present their reasons in
writing. Majors should take at least one course
providing them with experience in research.
In addition, majors in Course are encouraged
to enroll in Psychology 98 during their senior
year. This course is intended to provide inte
gration of different fields of psychology. Suc
cessful completion of Psychology 98 substi
tutes for the comprehensive examination.
Completion of a senior thesis (Psychology 96
and 97) is another substitute. Students in
tending to pursue graduate work in psychol
ogy will also find it useful to take one of the
statistics courses offered by the Department
of Mathematics.
TEACHER CERTIFICATION
Occasionally, majors in psychology wish to
pursue certification for secondary school
teaching. For such students, there are two
normal routes to Social Studies Certification.
One of these requires a major in the social
sciences, plus four to six courses in social
sciences outside the major field. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major;
students majoring in Economics or Psychol
ogy are required to take six. The other route
to certification requires taking at least twelve
semester courses in social sciences, of which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As of 1987, at least one course in
American history and one social science
course focusing on Third World or nonAnglo subject matter are required. For further
information, see the listing for the Program in
Education.
1. Introduction to Psychology.
An introduction to the basic processes under
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor
mal and abnormal behavior are determined
by learning, motivation, neural, cognitive,
and social processes.
Each semester. Staff.
6. Critical Issu e s in Psychology.
An exploration of selected issues in psycholo
gy. Emphasis is on how one tries to answer
theoretical questions, especially by analyzing
222
the relation between psychological theories
and the evidence testing them. The topics
covered vary from year to year; the depart
ment can supply information on the coverage
in a particular year.
Primary distribution course.
Not offered 1992-93. Staff.
8. Identity and Community.
Explores the cultural tensions between needs
for self exploration and expression on the one
hand, and social responsibility and interde
pendence on the other. Parallel issues of group
identity vs. the melting pot mentality, and
ethical pluralism vs. universalism are consid
ered. Discussions will center on key texts,
from existential works on social conflict and
social psychological sources through contem
porary multi-culturalism, including Buber’s
Acts of Meaning, Min-ha’s Woman Native
Other, and Connolly’s Identity/Difference.
No prerequisite.
Primary distribution course.
Not offered 1992-93. Gergen.
16. Liberal Individualism.
This course explores the conceptions of
human nature that underlie liberalism in mod
ern society, with attention to what current
research and theory in psychology have to say
about these assumptions. We examine the
dynamic relation that exists between the shape
of political and economic institutions and
assumptions about human nature. Finally, we
examine social institutions that do not neces
sarily embody many of the assumptions of
liberalism (e.g., family, church, university) to
determine whether these institutions can pro
vide compelling alternatives to liberalism that
may be extended to the organization of the
state.
Prerequisites: Two among: Philosophy 1,
Political Science 1, and Psychology 1, or per
mission of the instructors.
(Cross-listed as Political Science 16.)
Primary distribution course.
Fall semester. Schwartz and Sharpe.
21. Educational Psychology.
(See Education 21.)
Not offered 1992-93. Renninger.
22. Counseling.
(See Education 25.)
Not offered 1992-93.
23. Adolescence.
(See Education 23.)
Spring semester. Smulyan.
30. Physiological Psychology.
A survey of the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning,
and memory. Both experimental analyses and
clinical implications are considered.
Spring semester. Schneider.
31. Learning and Motivation.
This course explores the ways in which expe
rience interacts with biological predisposition
to influence how action is organized and when
it occurs. We study the processes of condi
tioning and explore how conditioning com
bines with complex cognitive and social fac
tors,to influence what organisms do.
Fall semester. Schwartz.
32. Perception.
How is knowledge obtained through our
senses? The study of perception addresses
this question by seeking lawful relations be
tween the physical world, experience, and
physiology. (See Psychology 132.)
Not offered 1992-93. Kellman.
33. Cognitive Psychology.
A broad overview of the psychology of knowl
edge, including thinking, problem solving,
memory, attention, conceptual structure.
Fall semester. Massey.
34. The Psychology of Language.
An introduction to the central psychological
processes at work in the use of language. The
focus is on the structural features of spoken
languages, with some attention paid to sign
languages. Particular topics include language
acquisition, speech production and process
ing, and language in its social setting.
Spring semester. Brennan.
35. Social Psychology.
An examination of theory and research rele
vant to social relationships between people.
Topics include social influence, person per
ception, cognitive consistency theories, ag
gression and group conflict, performing with
"rules,” the achieving society, attraction and
love.
Spring semester. Peabody.
36. Personality.
An integration of the theory and research on
human personality including a sampling of
personality assessment techniques. Tradi
tional theories (psychoanalytic, trait theories)
as well as humanistic and cognitive approaches
will be examined. Not open to students who
have taken Psychology 37.
Not offered 1992-93. Moore.
37. Concepts of the Person.
An analysis of central conceptions of psycho
logical functioning from both an historical
and cultural prespective. 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
attention, as well as more recent cognitive and
trait formulations. Special attention is given
to the conception of the person emerging
within the post-modern period. Not open to
students who have taken Psychology 36.
Fall semester. Gergen.
38. Abnormal Psychology.
A survey of major forms of psychological
disorder in adults and children. Biogenetic,
socio-cultural, and psychological bases of ab
normality are examined, along with their cor
responding modes of treatment.
Spring semester. Horwitz.
39. Developmental Psychology.
A selective survey of cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature
of developmental change are examined, in
cluding those of Piaget and his critics. Topics
include the formation of social attachments,
the foundations and growth of perceptual,
cognitive, and social skills, gender typing,
223
Psychology
moral development, and the impact of parents
and other social agents on the development of
the child.
Fall semester. Kemler Nelson.
41. Children at Risk.
Troubles such as chronic illness (their own or
that of a family member), parents’ divorce and
remarriages, war, homelessness and chronic
poverty form the backdrop of many children’s
lives. This course considers children’s re
sponses to such occurrences from a variety of
standpoints—clinical, social, and developmen
tal. Special emphasis is placed on the contri
butions of family and the social environment
to the child’s well-being or distress. We study
therapeutic approaches to helping children
and families who cannot adapt, and also ways
to strengthen the coping abilities of all chil
dren and families faced with distressing oc
currences.
Fall semester. Horwitz.
42. Human Intelligence.
This course adopts a broad view of its topic,
Human Intelligence. One major set of subtopics is drawn from the intelligence-testing
(IQ) tradition. Other concerns include cogni
tive theories of intelligence, developmental
theories of intelligence, everyday conceptions
of intelligence, the relation between infant
and adult intelligence, and the relation be
tween human and animal intelligence.
Spring semester. Kemler Nelson.
44. Psychology and Women.
An examination of psychological theory and
research on women and gender. We study
representations of women and men in tradi
tional and feminist writings. We compare tra
ditional and feminist psychologies of women,
and examine the critical assumptions found in
feminist conceptions of gender.
Fall semester. Davis.
45. Life Transitions: Psychological
Perspectives.
An exploration of developmental theory and
research relevant to adult lives and personali
ty. Life histories of women and men are
examined, focusing on normative and nonnormative life transitions across the span of
adulthood. The course emphasizes the particu
lar ways in which individuals anticipate new
roles and construe appropriate life tasks.
Not offered 1992-93. Moore.
224
46. Human Factors.
This course explores perceiving and thinking
in applied contexts, emphasizing 1) Aviation
and automobile safety, 2) Decisionmaking
under uncertainty, and 3) Product safety.
Not offered 1992-93. Kellman.
50. Research in Naturalistic Settings.
Students in this course conduct original re
search using the Please Touch Museum in
Philadelphia as the field setting. Research
questions having to do with learning and
development, social interaction in peer or
family groups, and interaction with the physi
cal environment can be readily investigated in
this context. Class will be conducted as a re
search methods workshop. By permission of
the instructor.
Spring semester. Massey.
52. Representations of Women’s
Identity.
(See English 82). Satisfies distribution re
quirement in group 1 not group 3.
Spring semester. Marecek and Blum.
54. Children’s Thinking and Learning.
The course examines theory and research on
selected current topics in the development of
children’s thinking and learning, including
the development of representational abilities,
and of concepts and categories; the acquisition
of complex knowledge (theories); and metacognitive development. Students have oppor
tunities to conduct small-scale observational
or experimental studies of children’s thinking
and learning as part of the course. By permis
sion. Limited to 15 students.
Fall semester. Massey.
55. Language and Gender.
(See Linguistics 55.)
Not offered 1992-93. Brennan.
56. M e ssage System s: Nonverbal
Communication.
The course is designed to explore the role of
nonverbal communication and nonverbal be
havior in social interaction and to examine
some of the media through which messages are
systematically transmitted and decoded. We
define the components of nonverbal commu
nication and their functions, drawing upon
theoretical and empirical literature. Topics
include facial expression, body language, ges
tures, paralanguage, proxemics, kinesics, gen-
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der differences, color, and design. Applied
aspects of nonverbal communication are intraduced through direct observation, print
media, and films/videos.
(Cross-listed as Ling 56.)
Not offered 1992-93. Moore.
I
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I
J 62. The Social Construction of the Mind.
How are beliefs about the mind generated and
sustained; what are the effects of current be
liefs on social life; can these beliefs be
changed? The course explores various social,
rhetorical, and ideological processes that inI fluence current constructions of the mental
n world.
Not offered 1992-93. Gergen.
j 63. Special Topics in Cognitive
1 Psychology.
Selected problems from the current literature
on human information processing and cogni
tive psychology are considered in detail. Em
phasis is placed on the relationship between
theories of cognition and current experimental
findings. Also, the development of cognitive
11 skills receives attention.
Not offered 1992-93.
64. Research Issu e s in Clinical
Child Psychology.
individuals. Personality differences and psy
chological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies of presi
dents and other leaders; psychological distor
tion in political decisions; personality types
among the public; psychological factors in
public opinion and revolution. A class project
may be included. (Cross-listed as Political
Science 65.)
Fall semester. Peabody.
68. Reading Culture.
A course in seminar format that focusses on
the interpretation of cultural artifacts and rep
resentations, including news reporting, film,
television, advertising, and architecture. Spe
cial attention is given to the psychological,
social, rhetorical and ideological processes at
play in their production.
Fall semester. Gergen.
86. Topics in Philosophy and
Psychology.
In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them.
In contrast, in experimental science, we at
tempt to explain behavior by finding laws in
accordance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con
strain or limit the scope of scientific explana
tions. The course is open to students who
have had at least the introductory course in
both philosophy and psychology. (Crosslisted as Philosophy 86 .)
Not offered 1992-93. Schwartz and Lacey.
This class addresses several clinical topics
(e.g., pervasive developmental disorder, anxi
ety, pain, chronic illness, sexual abuse), while
considering specific problems of research
(e.g., sampling strategies, internal validity,
cross-sectional vs. longitudinal studies, quali
tative analysis) as they pertain to clinical child
87. Colloquium: Psychology, Biology
and pediatric psychology. Students learn to
and Economic Rationality.
locate and evaluate current empirical studies
This course offers a critical examination of
■ as they discuss the diagnosis and treatment of the notion of economic rationality, exploring
I these childhood problems. Emphasis is on the role it plays in economics, in evolutionary
I learning to use library resources, improving biology (sociobiology), and in psychology.
I reading and evaluation of research, and expo- The implications of this notion for thinking
I sure to representative topics in clinical child about morality and about social organization
I and pediatric psychology.
are also considered.
I Prerequisite: Introduction to Psychology and Prerequisites: The course is open, by applica
I one of the following: Abnormal or Develop- tion, to advanced students in either biology,
I mental Psychology, Research in Naturalisticeconomics, philosophy, or psychology.
I Settings, or Children at Risk.
Spring semester. Schwartz.
Spring semester. Horwitz.
65. Political Psychology.
A psychological examination of individuals’
participation in and impact upon politics and
the effect of various political systems on
90. Practicum in Clinical Psychology.
An opportunity for advanced psychology stu-
Psychology
dents to gain supervised experience working
in off-campus clinical settings. Course re
quirements and evaluations are tailored to in
dividual projects. Advance arrangements for
placements should be made in consultation
with a member of the psychology department.
Each semester. Staff.
91. Research Practicum in
Physiological Psychology.
-----------------------------95. Tutorial.
V
Any student may, under the supervision of a I
member of the psychology department, work
in a tutorial arrangement for a single semester.
The student is thus allowed to select a topic
of particular interest, and in consultation with
a faculty member, prepare a reading list and
work plan. Tutorial work may include field re- |
search outside Swarthmore.
Each semester. Staff.
I ,
An examination of current issues in physio
logical psychology with emphasis on how
lower animal research is used to understand
the physiological basis of normal and abnor
mal human behavior. Topics include learning
and memory, drug addiction and tolerance,
obsessive-compulsive disorder, Alzheimer’s
disease, and cerebral lateralization. Students
have the opportunity to learn laboratory tech
niques used in behavioral neuropharmacology.
Prerequisite: Psychology 30. By permission of
the instructor.
Not offered 1992- 93. Schneider.
96,97. Senior Thesis.
1 <
With the permission of the Department, students may conduct a year-long 2 -credit research project in the senior year as one way to
meet the comprehensive requirement. Such
theses must be supervised by a member of the
psychology department. The final product is
evaluated by the supervisor and an additional
reader. Students should develop a general plan
by the end of the junior year and apply for
departmental approval. By application. One
credit each semester.
Both semesters. Staff.
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94. Independent Research.
98. History and System s of Psychology. I
Students conduct independent research proj
ects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report of their work. Registration for Inde
pendent Research requires the sponsorship of
a faculty member in the psychology depart
ment who agrees to supervise the work.
Each semester. Staff.
Intended to provide integration of different
fields of psychology and to offer majors one
way to meet the comprehensive requirement.
Historical treatment concentrates on the
major systematic points of view. Special
consideration is given to problems overlapping several areas of psychology.
Spring semester. Peabody.
■
SEMINARS
103. Personality and Social Cognition:
Perspectives in Adult Development.
An examination in depth of the course of
adult personality development, emphasizing
how particular needs and experiences influ
ence growth and change in individuals. Cur
rent theoretical approaches are considered
with a focus on how gender issues are ad
dressed. By permission. Two credits.
Not offered 1992-93. Moore.
104. Individual in Society.
An analysis of the relationship between people
and their society. Basic social processes are
discussed, including the understanding of
other persons, theories of cognitive consis
226
tency, group influence and conformity. Ap
plications to political attitudes, group preju
dices, the relation of attitudes and personality,
and the relation of psychology to the social
sciences are also considered. By permission.
Two credits.
Fall semester. Peabody.
106. Personality Theory and
Interpretation.
An exploration of major theories of human
psychological functioning, with special em
phasis on the process of exploration itself.
Thus, critical inquiry is made into the theories
of Freud, Jung, the neo-Freudians, Existential
theory, and trait methods. At the same time
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a variety of readings in literary theory, rhet
oric, hermeneutics, and related realms are
used to elucidate the process by which views
of the human personality are developed and
sustained. Preliminary background in relevant
areas of study recommended. By permission.
Two credits.
Not offered 1992- 93. Gergen.
107. Psycholinguistics.
(See Linguistics 107.) One credit.
Fall semester. Brennan.
108. Abnormal Psychology.
A study in depth of various theoretical per
spectives on psychological disorders, includ
ing schizophrenia, depression, anxiety, and
eating disorders of childhood. Underlying
assumptions of each theory will be consid
ered, as well as empirical evidence supporting
the theory. Approaches to treatment are stud
ied. By permission. Two credits.
Fail semester. Horwitz.
109. Physiological Psychology.
An analysis of the neural bases of motivation,
emotion, learning, memory and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
By permission. Two credits.
Spring semester. Schneider.
131. Learning and Motivation.
See description of Psychology 31. The seminar
considers in depth special topics of interest
discussed in the Learning and Motivation
course.
Prerequisite: Psychology 31. By permission.
One credit.
Not offered 1992- 93. Schwartz.
132. Perception.
See description of Psychology 32. Advanced
work in human perception, emphasizing vi
sual perception of objects, space, motion, and
their interrelations. By permission.
In Spring, 1993, two credits, without Psychol
ogy 32 as prerequisite. Two credits.
Spring semester. Kellman.
133. Cognitive Psychology.
See description of Psychology 33. An inten
sive study of higher mental processes, includ
ing mental representation, memory organiza
tion, imagery, expertise, thinking, concept
formation, and problem solving. By permis
sion. One credit.
Prerequisite: Psychology 33.
Spring semester. Massey.
139. Developmental Psychology.
See description of Psychology 39. The semi
nar considers in depth special topics of inter
est within the field. A research component is
frequently included.
Prerequisite: Psychology 39. By permission.
One credit.
Not offered 1992-93. Kemler Nelson.
180. Thesis.
May be presented as a substitute for one semi
nar. A thesis must be supervised by a member
of the Department. May be taken either as a
2 -credit, 1-semester course or as a 2 -semester
course for one credit each semester.
Both semesters. Staff.
227
Public Policy
Coordinator: RAYMOND F. HOPKINS (Political Science)
Committee: John Caskey (Economics)
Robinson Hollister (Economics) 3
Gudmund Iversen (Mathematics)
Ellen Magenheim (Economics)
Arthur McGarity (Engineering)
Carol Nackenoff (Political Science)
Hillard Pouncy (Political Science) 12
Frederic Pryor (Economics)
Richard Rubin (Political Science) 2
Leah Smith (Economics)
David Smith (Political Science) 1
Eva Travers (Education)
Public policy is an increasingly important in
fluence on people’s private lives. It consists of
the array of government decisions and acts,
born of private and public sector interactions,
that shape a nation’s political, economic, and
moral structures, and consequently, its citi
zens’ private lives. Growing state intervention
during the twentieth century means that today
all citizens have a stake in understanding pub
lic policy—its origins, rationale, and moral
basis.
The concentration in Public Policy enables
students to combine work in several depart
ments toward both critical and practical un
derstanding of public policy issues, including
those in the realm of social welfare, health,
energy, environment, food and agriculture,
and national and global security. These issues
may be within domestic, foreign, or interna
tional governmental domains. Courses in the
concentration encompass the development,
formulation, implementation, and evaluation
of policy. Those departments primarily con
cerned with the concentration are Political
Science, Economics, and Engineering; but
work in other departments may be pertinent
to the concentration. Faculty members from
other departments may be involved in the
concentration, and course or seminar offer
ings from other departments may, in certain
circumstances, meet requirements for the con
centration. Work in the concentration equally
emphasizes historical, institutional, and nor
mative analysis. Nonetheless, basic compe
tence in formal or quantitative methods is
required for students concentrating in Public
Policy.
REQUIREMENTS A N D RECOMMENDATIONS
The concentration in Public Policy is not a
major. It may be taken together with a Course
or External Examination (Honors) major in
any field. At a minimum, the concentration
consists of certain course requirements, total
ling six credits (some of which may also be
counted toward one’s department major), and
an internship. The program of each concen
trator should be worked out in consultation
with the Coordinator of the Public Policy
Program and approved by the Coordinator,
preferably at the same time as majors in the
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
228
Course and Honors Programs are planned.
Academic requirements for the concentration
cover three basic areas: ( 1 ) economic analysis,
(2) political analysis, and (3) quantitative
analysis. These may each normally be met by
taking one course or seminar. The economic
analysis requirement can be met by Economics
11 (Intermediate Economics), Economics 41
(Public Finance), or Economics 141 (Public
Finance). The political analysis requirement
can be met by Political Science 2 (American
Politics), or (for international-oriented stu
3 Absent on leave, 1992-93.
dents) Political Science 14 (American Foreign
Policy), or by other approved course or
courses for individual cases. The quantitative
analysis requirement can be met by Mathe
matics 1 (Statistical Thinking), Mathematics
2 (Statistical Methods), Mathematics 23
(Statistics), Mathematics 53 (Mathematical
Statistics), Economics 31 (Statistics for Econo
mists), Engineering 5 7/Economics 32 (Opera
tions Research), Economics 35, or Economics
135 (Econometrics). Equivalent work at other
institutions may be substituted for any of the
above.
In addition to the three preparatory or prereq
uisite courses, three credits must be taken
from among the substantive policy courses
listed below, one of which should be Public
Policy Thesis. These courses deal with sub
stantive sectors and institutional aspects of
public policy analysis. Many of the courses
will be offered for one credit. Seminars may
be taken as units in the External Examination
program (but count only one credit each
toward the concentration requirements). With
approval of the Coordinator and the seminar
instructor, some seminars with substantial
policy content may be approved for onecredit work in the concentration.
In special circumstances, students with ade
quate and appropriate alternative preparation
(as might be the case for some natural science
students or others with work done at other
institutions) may request that such prepara
tion be substituted for courses normally re
quired in the concentration. Approval of such
requests, as for approval of internships, will
be determined by the director of the Public
Policy Program, who acts as the coordinator
of the concentration, and the interdisciplinary
committee on public policy studies.
Economic and political assessments of policy
should be complemented by an understanding
of the broad ethical issues that inform or are
raised by public policy. While no specific
courses on ethics, values, or moral reasoning
are required for the concentration, students
are strongly urged to incorporate curricular
work in literature, philosophy, psychology,
political theory, or religion into their studies
in order to strengthen their ability to evaluate
policy from a perspective of humane values.
INTERNSHIP
Some direct experience or practical responsi
bility in the field, through work in a public,
private, or voluntary agency, is required for
graduation with a concentration in public
policy. This requirement may be met by com
pleting an internship during either a semester
or a summer or both. Normally, students will
hold internships between their junior and
senior years. The internship program is su
pervised by the director of the Public Policy
Program, who also serves as coordinator for
the concentration. Planning for the internship
experience should begin six to eight months
before the time it might commence. The Col
lege has developed a network of contacts in
Washington and overseas and would like to
have qualified students each year to fill posi
tions already identified. Funding for an in
ternship is occasionally provided by the
agency in which a person serves. Typically,
however, students require support to cover
their travel and maintenance costs during the
ten to twelve weeks of a summer internship.
Even more funding would be required for a
semester’s internship. In certain cases, stu
dents undertaking policy relevant research at
appropriate locations can also meet the in
ternship requirements without formal affilia
tion with an organization.
For students whp are concentrators in the
program, the College has sought to assure
those unable to fund themselves of sufficient
funding to cover their basic expenses. Grants
from the Sloan, Kellogg, and Hewlett founda
tions have been helpful. Other possible sour
ces of support for the work and learning
expected of an intern include the James H.
Scheuer Summer Internships in Environmen
tal and Population Studies and the J. Roland
Pennock Fellowship in Public Affairs, a
summer research opportunity awarded each
March under the direction of the Public Policy
program and in coordination with the chairs
of the departments of Economic and Political
229
Public Policy
Science. In addition, general College summer
research funding is occasionally available to
students on a competitive basis.
The Program also seeks to facilitate internship
opportunities for students not concentrating
in Public Policy but, in general, cannot assist
with funding or giving such students priority.
9
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PUBLIC POLICY THESIS
One of the requirements of the concentration,
providing one of the three units of substantive
policy work, is a senior thesis. To complete
the concentration, a student will normally
sign up for Economics 97 or Political Science
97 offered each fall semester. In special cases,
a student may fulfill the thesis requirement
with comparable analytic, focused work in a
policy field as part of other work in the pro
gram.
The thesis requirement is designed to provide
a structured opportunity to write a substantial
paper on a public policy issue. It is especially
aimed to allow those who have cultivated
(through internships or other preparation) a
well-developed understanding of some policy
question to complete research and analysis
under the supervision of the director of the
public policy program and one or more other
core faculty. Paper topics may focus on na
tional or international policy issues and may
range widely within areas of competence.
Each student will refine a topic early in the fall
semester and will work on a draft to be
presented to a student/faculty seminar that
will meet periodically. Topics may be varied
but should reflect clear prior preparation and
interest. Students wishing to complete twocredit work, especially as a thesis under the
external examination program, may do so by
signing up for Economics or Political Science
97 and 98, and thereby getting double course
credit. Such a thesis must receive prior appro
val by the relevant department and will count
no more than one credit toward the six credits
required by the concentration.
AREAS OF POLICY FOCUS
Some students may wish to focus their sub
stantive work in policy in a particular field,
e.g., environmental studies, food studies, wel
fare issues, health, or education. The College
generally does not offer interdisciplinary ma
jors; rather it urges students to undertake
interdisciplinary work in concentrations in
addition to their major field. It is possible,
however, under the Public Policy program to
do broad work in some interdisciplinary areas
taking courses that fit the Public Policy pro
gram as well as additional courses that sup
port the culminating policy thesis. For some,
this may be an alternative to a special major.
Given the size and interests of the faculty, not
every area of public policy is well represented
in courses and faculty. Nevertheless, there are
a number of policy areas in which a student
can take one, two, or perhaps three policy
courses and then several other courses which
relate to the issue area. Several of the current
opportunities are listed below.
230
Development Policy
Policy Courses
Political Science 109. Africa and the Third
World (one credit in the Concentration
although it is a seminar)
Economics 81 or 181. Economic
Development (one credit in the
Concentration although it is a seminar)
Related and Supporting Courses
Economics 51 or 151. International
Economics
Education Policy
Policy Courses
Education 66 . Child Development and
Social Policy
Education 68 . Urban Education
Related and Supporting Courses
Education 31. Women and Education
Education 47. School and Society
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Environmental Studies
Policy Courses
Political Science/Engineering 68 .
Environmental Policy
Engineering 32. Introduction to
Environmental Protection
Economics 76. Economics of the
Environment and Natural Resources
Related and Supporting Courses
Biology 39. Ecology
Biology 50. Marine Biology
Engineering 66 . Environmental Systems
Sociology/Anthropology 33. Ecology and
Society
Food Policy
Policy Courses
Political Science 43. Food Policy
Related and Supporting Courses
Biology 28. Crop Plants
History 68 . Food and Famine
Sociology/Anthropology 33. Ecology and
Society
Social Policy
Policy Courses
Political Science 32. Gender, Politics, and
Policy in America
Political Science 44. Race, Ethnicity, and
Public Policy
Political Science 42/Economics 75. Health
Policy
Related and Supporting Courses
Biology 43. History of Biology
Sociology/Anthropology 55. Age in Society
Security Policy
Policy Courses
Political Science 41. Defense Policy
Related and Supporting Courses
Political Science 58. International Political
Theory
Religion 6 . War and Peace
Peace Studies 15. Introduction to Peace
Studies
Welfare Policy
Policy Courses
Economics 72. Social Economics
Economics 172/Political Science 112.
Research Seminar on the Urban Underclass
(one credit in the Concentration although it
is a seminar)
Related and Supporting Courses
Economics 42. Law and Economics
Education 68 . Urban Education
Other policy courses include:
Economics 10. Current Issues in Economic
Policy
Economics 161. Industrial Organization and
Public Policy
231
Religion
J. WILLIAM FROST, Professor and Director of the Friends Historical Library
DONALD K. SWEARER, Professor and Acting Chair
P. LIN WOOD UROAN, JR., Professor Emeritus4
AMY-JILL LEVINE, Associate Professor and Chair 3
VERA B. MOREEN, Visiting Associate Professor4
JACQUELINE PASTIS, Visiting Assistant Professor
ELLEN M. ROSS, Assistant Professor3
MARTIN SRAJEK, Visiting Assistant Professor
MARK I. WALLACE, Assistant Professor3
YVONNE P. CHIREAU, Instructor 3
SO M M AI PREMCHIT, Fulbright Scholar in Residence
H U iS *
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Any course numbered 1 through 10 may be
taken as introductory to other courses in the
Department. Successful completion of Reli
gion 1 or another of the introductory courses
(2 through 10 ) is normally required for ad
mission to courses numbered 11 and above.
Completion of two courses is usually prereq
uisite for admission to a major in Course or
an External Examination major or minor.
The major in Religion is planned through
consultation with faculty members in the
Department. Majors in both the Course and
the External Examination Programs are re
quired to complete a primary distribution
course and course or seminar work inclusive
of several religious traditions as well as three
areas of analysis and interpretation: historicalcritical, philosophical-theological, and socio
cultural. Majors in both Course and the Ex
ternal Examination Program are expected to
have taken the background courses required
for work in specific seminars. Minors in the
External Examination Program are required
to take at least two courses in the Department
in addition to seminar(s).
Senior Comprehensive Paper and on courses I
taken within the major.
T
1. Religion and Human Experience.
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This course introduces the nature of religious 1
worldviews, their cultural manifestations, and I
their influence on personal and social self- I
understanding and action. The course explores I
various themes and structures seminal to the I
nature of religion and its study: sacred scrip- I
ture; visions of ultimate reality and their I
various manifestations; religious experience |l
and its expression in systems of thought; I
ritual behavior and moral action. Members of I
the Department will lecture and lead weekly I
discussion sections.
Primary distribution course.
Fall semester. Staff.
2. Religion and Literature.
This course examines models for religious I
transformation in a variety of literary genres. |
Not offered 1992- 93. Ross.
3. Introduction to the Hebrew
Scriptures.
Only one course cross-listed from another
department can be counted toward the major.
Majors in Course will take Religion 95, the
Senior Comprehensive Paper, normally in the
first semester of their senior year. Majors
with a qualifying grade point average who
wish to be considered for graduation with
Distinction are required to write a Senior
Thesis. All majors in Course will also take an
oral comprehensive examination based on the
A comprehensive introduction to the history I
of ancient Israel and biblical Judaism as known j
primarily, although not exclusively, through
the literature produced and preserved by ]
those communities. Special attention will be
given to the cultural contexts, both national
and international, in which the texts were
composed, and to the various approaches—
historical, literary, sociological, etc.—by |
which the texts have been interpreted.
Fall semester. Pastis.
3 Absent on leave, 1992-93.
4
232
Fall semester, 1992.
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4. Introduction to the Christian
Scriptures.
Primary distribution course.
Spring semester. Swearer.
This course examines the Christian canonical
writings in their historical and cultural con
texts, introduces the tools—from the histori
cal critical method to newer disciplines such
as rhetorical criticism and sociological analy
sis— employed to discover the original meaning(s) of the documents, and investigates the
continuities and the transformations of Chris
tianity from Jewish movement to independent
religion.
Spring semester. Pastis.
9. The Ruddhist Tradition.
5. Problems of Religious Thought
This course investigates the problems con
fronting contemporary religious self-under
standing. Based on a preliminary attempt
towards defining religion it will explore the
religious issues that could be called problem
atic from different perspectives (epistemology,
ethics, aesthetics). Readings include some
traditional material by Kant, Kierkegaard,
Nietzsche, and Buber, as well as more recent
literature by Mark Taylor, Jeffrey Stout, Edith
Wyschogrod, and Richard Rorty.
Fall semester. Srajek.
6. War and Peace.
An analysis of the moral issues posed by war,
with consideration of the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
of major ideas of war from the Bible to the
present. A study of America’s wars since 1940
will show the application of these ideas in this
nation’s response to organized violence.
Fall semester. Frost.
7. Introduction to Formative Judaism.
A survey of the varieties of institutional struc
tures and beliefs of Judaism from the encoun
ter with Hellenism to the codification of the
Talmud.
Primary distribution course.
Not offered 1992-93. Levine.
8. Patterns of Asian Religions.
An introduction to the study of religion
through an examination of selected teachings
and practices of the religious traditions of
India and China structured as patterns of
religious life. Material is taken primarily from
Hinduism, Islam, and Buddhism in India, and
Confucianism and Taoism in China.
This course explores the unity and variety of
the Buddhist tradition within its historical
development in South, Central, and East Asia.
In particular it focuses on the meditation
tradition in China (Ch’an), the esoteric tradi
tion in Tibet ( Vajrayana), and the faith tradi
tion in Japan (Jodo Shin Shu).
Not offered 1992-93. Swearer.
10. Saints and the Quest for Nirvana.
This course will explore images of the saint in
various Buddhist traditions in both classical
and modem periods, canonical and commentarial literature, ritual and cult.
Prerequisite: Religion 8 , 9, 12, or permission
of the instructor.
Spring semester. Swearer and Premchit.
11. The History, Religion, and
Culture of Japan.
This course explores the historical dynamics
of the religion and culture of Japan from their
origins to the early nineteenth century. It em
phasizes the interaction between indigenous
Japanese cultural patterns and foreign, domi
nantly Chinese, influences in the context of
political and social changes over the centur
ies.
Not offered 1992-93. Swearer.
12. Religions of India.
This course will survey the doctrinal and cul
tural development of Hinduism and other
religious systems of India. Topics will include
the ritual system of the Vedas, the speculative
philosophy of the Upanishads, the mythic
tales of the Epics and Puranas, the devotionalism of Bhakti, and the challenges to the
tradition by Buddhism, Jainism, Islam, and
modern reform movements.
Not offered 1992-93. Swearer.
14. Philosophy of Religion.
Both critics and advocates of religious faith
will be considered, as well as resources from
Anglo-American and Continental philosophi
cal traditions.
(Cross-listed as Philosophy 16.)
Not offered 1992-93. Wallace.
15. Introduction to islam.
The historical origins and development of
Islam will be studied in light of the sources
233
Religion
1
that have shaped it. Themes to be explored
include the central doctrines of Islam as de
rived from the Qur’an and traditions (sunna),
the development of Islamic law (shari'ah), the
Shi'i alternative, the growth of Muslim theol
ogy, philosophy, and mysticism (Sufism), and
controversial issues among contemporary
Muslims.
Fall semester. Moreen.
16. The Apostolic Age.
An investigation of the origin and expansion
of the Christian Church from the later writ
ings of the Christian canon until the Edict of
Constantine. (Cross-listed as Classics 38.)
Not offered 1992-93. Levine.
17. Western Religious Thought
from 325 to 1500.
Survey of western religious culture and thought
from the early to the late Middle Ages.
Not offered 1992-93. Ross.
18. Western Religious Thought
from 1500 to 1900.
Beginning with Luther and Spinoza, this
course sketches the development of Western
religions (especially Judaism and Christianity)
and the increasing awareness of the epistemo
logical impossibility of religious thought, on
the one hand, and the quest for religious
certitude, on the other. We will analyze at
tempts either to make religions palatable or to
dismiss them altogether. Readings may in
clude texts by Descartes, Hume, Kant, Less
ing, Feuerbach, Marx, Weber, Cohen, Men
delssohn, Tillich, and Barth.
Spring semester. Srajek.
19. Quakerism.
The history of the distinctive religious and
social ideas of the Friends from the time of
George Fox until the present.
Not offered 1992- 93. Frost.
21. Early Christian Gospels.
The four canonical Christian gospels are but
a small representation of the gospel literature
that developed in Christian antiquity. Many
"apocryphal” gospels were also written such
as the Gnostic Gospel of Thomas, the "Jewish-Christian” Gospel of the Ebionites, the
Infancy Gospel of James, and the Gospel of
Mary. This course will introduce this diverse
literary corpus with the following foci: 1 ) the
development of gospels as a literary genre;
2) the social function of early Christian gos
pels; and 3) early Christian controversy con
cerning "orthodox” and "heretical” gospels.
"Christian Scriptures,” Religion 4, is a pre
requisite for this class.
Fall semester. Pastis.
22. Religion and Ecology.
An examination of the relationship of reli
gious thought and life to the global ecological
and nuclear crises of our day.
Not offered 1992-93. Wallace and Swearer.
)
23. Catholic Traditions.
Topics in the history, thought, and practice of
various Catholic traditions.
Not offered 1992-93. Ross.
24. Women and Religion.
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A study of feminist and womanist scholars on 1
thealogy/theology, language for the Divine,
ethics, and ritual.
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Not offered 1992-93. Ross.
25. Peace Movement in the
United States.
May be used for distribution requirement in
Social Sciences only.
(See Peace Studies.)
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26. Gender and Religion.
J
The relationship between gentier and religion is
1
not necessarily an explicit one. This course
/
addresses the construction of gender, sexual,
and gay/lesbian identity vis-à-vis questions
F
of gender essentialism and evaluates its impli
1
cations for religion, especially for the question
of whether religion can do without gender. I s
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The possibilities and limitations of feminist
studies, cultural criticism, and general theory f E
will be discussed, as well as works by Fou
(
cault, Sedgwick, Faludi, Fuss, Rich, Spivak,
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Blye, and Daly.
I t
Srajek.
t
27. Faith and Culture in Europe:
From Reformation to Enlightenment
(See History 27.)
28. Modern Jew ish Thought
This course investigates whether the claim to
a modem Jewish philosophy can be corrobo
rated. Since the expulsion from Spain Juda
ism, finding itself in dialogue with Christian
ity and Islam, has been forced to address the
problems of a specifically Jewish identity.
Ultimately, the claim will be made that Juda-
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ism’s distinctness lies in its radical prioritizing
of ethics before all other philosophical enter
prises. Readings include Spinoza, Geiger,
Graetz, Cohen, Rosenzweig, Benjamin,
Arendt, Kaplan, Soloveitchik, and Levinas.
Spring semester. Srajek.
95. Senior Comprehensive Paper.
(See Classics 37.)
Majors in Course are required to write the
Senior Comprehensive Paper, normally in the
fall semester of the senior year. The paper will
be in the nature of extended take-home essays
on topic areas stipulated by the Department.
The topics will be designed around areas of
study in the field of religion. A student’s
preparation for the Senior Comprehensive
Paper will include course work as well as
special syllabus reading for each essay.
59. Catholic Social Thought.
96. Thesis.
(See Philosophy 59.)
Majors with a qualifying grade point average
who wish to be considered for graduation
with Distinction must write the Senior Thesis.
30. Religion a s a Cultural Institution.
(See Sociology and Anthropology 30.)
37.
Greek and Roman Religion.
93. Directed Reading.
Staff.
94. Tutorial.
Staff.
PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Examina
tions in the following areas, to be prepared for
in the ways indicated.
Preparation by seminar:
Jesus in History, Literature, and
Theology (Seminar: 101).
A study of images of Jesus through history,
art, film, fiction, and popular cultrure.
Prerequisite: Religion 2,4,16,17,18,23,24,
106, 108, or 109, or permission of the in
structors.
Not offered 1992-93. Ross.
Ruddha in History, Myth & Cult
(Seminar: 103).
In the Buddhist tradition representations of
the Buddha have ranged from an enlightened
teacher to a mythologized supernatural being.
This seminar will explore various representa
tions of the Buddha as constructed in canoni
cal and non-canonical texts as well as popular
religious belief and practice.
Fall semester. Swearer and Premchit.
Buddhism in Southeast Asia
(Seminar: 104).
An analysis of Theravada Buddhism as a part
of the cultural traditions of Sri Lanka, Burma,
and Thailand. The seminar focuses on three
major themes: Buddhism and the legitimation
of the state, the syncretic character of popular
Buddhist thought and practice, and the vari
ous responses of Buddhism to the challenges
of the modern period.
Prerequisite: Religion 8 , 12, or permission of
the instructor.
Not offered 1992-93. Swearer.
Religion and Society (Seminar: 105).
How have religious ideas and institutions
shaped and been influenced by American
culture? Topics include the varieties of Protes
tantism, the adaptation of Roman Catholicism
and Judaism to the American context, the
encounter of the traditional religions of the
Indians and Blacks with Christianity, the pat
terns of contemporary religious practices,
church and state, and the role of women.
Not offered 1992-93. Frost.
Contemporary Religious Thought
(Seminar: 106).
An analysis of the important movements and
thinkers that define the development of twen
tieth-century religious thought.
Prerequisite: Religion 2,5, 14, 18, or permis
sion of the instructor.
Fall semester. Urban.
Liberation Theology
(Seminar: 107).
A study of the principal themes of liberation
235
Religion
theology as it has developed in Latin America
during recent decades.
Prerequisite: Religion 4, 6 , 29, or permission
of the instructor.
Spring semester. Lacey.
Jew ish and Christian Self-Definition
(Seminar: 108).
A study of the various options facing both
Judaism and Christianity in thé first three
centuries C.E. and of the processes by which
each religion narrowed those options in the
attempt to establish a normative identity.
Prerequisite: Religion 4, 7, 16, 21, or permis
sion of the instructor.
Spring semester. Pastis.
for ethics, and the hunger for God. Readings
may include Kant, Hegel, Nietzsche, Kierke
gaard, Cohen, Derrida, Foucault, Cixous, Le
vinas, Deleuze, Lyotard and others.
Spring semester. Srajek.
Preparation by course and attachment:
Indian Religion
Religions Of India (Swearer)
Ruddhism
The Ruddhist Tradition (Swearer)
Medieval Religious Thought
Western Religious Thought
from 325 to 1500 (Ross)
Feminist Interpretations of Scripture
(Seminar: 109).
Philosophy of Religion
Using various methodological approaches,
this seminar explores representations of
women and sexuality in canonical, pseudepigraphical, rabbinic, patristic, and Gnostic writ
ings, and the recovery of women’s history.
Prerequisite: Religion 3, 4, 7, 16, 21, or
permission of the instructor.
Not offered 1992-93. Levine.
Modem Religious Thought
Medieval Theology and Contemporary
Feminism (Seminar: 111).
Introduction to the Hebrew Scriptures
This course explores the integration of recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1992-93. Ross.
Postmodern Religious Thought
(Seminar: 112).
It has generally been said that postmodernism
does away with religious thought in favor of
relativism. In this course we will explore the
religious dimensions of postmodernism. We
will emphasize postmodernism’s radical dif
ference from the Enlightenment and its at
tempt to address the problematic of trans
cendence, the quest for truth, the possibility
236
Philosophy of Religion (Wallace)
Western Religious Thought
from 1500 to 1900 (Srajek)
Formative Judaism
Introduction to Formative Judaism
(Levine)
Hebrew Scriptures
(Pastis)
Preparation by combinations of courses:
Early Christianity
The Christian Scriptures (Levine)
The Apostolic Age (Levine)
Early Christian Gospels (Pastis)
Preparation by Thesis:
Students who declare a major in Religion in
their External Examination Program may, with
permission of the Department, offer a thesis as
one of their External Examination papers.
Sociology and
Anthropology
HAROLD BERSHADY, Visiting Professor3
ARLIE HOCHSCHILD, Lang Visiting Professor4
ASMAROM LEGESSE, Professor
BRAUUO MUNOZ, Professor
STEVEN I. PIKER, Professor
JOY CHARLTON, Associate Professor and Chair
ROBIN E. WAGNER-PACIFICI, Associate Professor
MIGUEL DIAZ-BARRIGA, Assistant Professor
MARTIN SCHOENHALS, Assistant Professor
. MICHAEL SPEIRS, Lecturer4
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The program of this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
department are directed toward understanding
the order, meaning, and coherence of life in
human societies and cultures, as well as the
pressures and contradictions that produce
patterns of conflict and change. Courses variously emphasize the comparative study of
societies and cultures; the conditions of social
organization as well as disorganization; evolution and the bases of human adaptation;
change as well as continuity; gender and culture; the human life course; the symbolic
aspects of human social life.
Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
modern and, particularly, American society,
and to the social problems of the modern age.
The department strongly encourages students
to carry out their own research and offers
internship opportunities as well as an ad
vanced colloquium in research design.
In addition to exploring the mutuality of
Sociology and Anthropology, members of the
department and their courses have many links
to neighboring disciplines such as Biology,
Education, English, History, Literature, Phi
losophy, Psychology, and Religion. The de
partment also participates in a Special Major
in Linguistics.
I REQUIREMENTS A N D RECOMMENDATIONS
Courses numbered 1 through 12, as well as
24, may serve as points of entry for students
wishing to begin work in the department.
Enrollment in these courses is unrestricted,
and completion of one of them will normally
serve as prerequisite to all other work in the
department (Course 30 may, however, with
I permission of the instructor, be taken without
I prerequisite.)
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Applicants for major will normally be expected to have completed at least two courses
in the department. Course majors will complete a minimum of eight units of work in the
Department, including a double-credit thesis
tutorial to be taken during the fall and spring
I 4 Fall semester, 1992.
semesters of the senior year. The Research
Design Colloquium, SA 21, is strongly re
commended for majors, and spring semester
of the junior year is the ideal time to take it,
as it offers important preparation for the
senior thesis project.
Students contemplating student teaching
would normally schedule their program so it
does not conflict with their senior thesis. It is
recommended that such programs be devel
oped in close consultation with advisors in
the Sociology/Anthropology department and
the Education Program.
The department emphasizes the importance
5 Spring semester, 1993.
Sociology and Anthropology
of familiarity with appropriate elementary
statistics as well as computer literacy, both for
work taken at the College and for subsequent
career development. Toward underlining this,
the Department crosslists Mathematics courses
1, 2, and 23 (listed as, respectively Sociology
and Anthropology 18,19, and 20), any one of
which may be taken as one of the eight units
of work required for completion of a major in
Sociology and Anthropology.
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AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY A N D ANTHROPOLOGY
(5) Religion and Culture (Charlton and
Piker)
( 6 ) Psychology and Culture (Charlton,
Hochschild, Piker, Schoenhals)
(7) Sociology of Art and Intellectuál Life
(Muñoz, Wagner-Pacifici)
( 8 ) Modernization and Development (DiazSocial Theory and Social Philosophy
Barriga, Legesse)
(Munoz, Piker, Wagner-Pacifici)
(9)
Modern America (Charlton, Bershady,
Human Adaptation, Cultural Ecology,
Diaz-Barriga, Legesse, Wagner-Pacifici)
and Human Evolution (Legesse, Piker,
(10) The Life Course (Legesse, Piker)
Speirs)
(11) Inequality (Charlton, Diaz-Barriga, Le
Post-Industrial Society (Charlton, Diazgesse, Wagner-Pacifici)
Barriga, Wagner-Pacifici)
(12) Political Behavior and Culture (DiazCultural and Ethnic Pluralism (Charl
Barriga, Legesse, Schoenhals, Wagnerton, Diaz-Barriga, Legesse, Schoenhals)
Pacifici)
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter
ested in one of these are encouraged to meet
with the indicated department members to
plan a program of study.
(1)
(2)
(3)
(4)
CERTIFICATION FOR SECONDARY SCHOOL TEACHING
There are two normal routes to Social Studies
certification. One of these is through a major
in the social sciences, plus four to six semes
ters of courses in other social sciences. Stu
dents majoring in History, Political Science,
and Sociology-Anthropology are required to
take at least four courses outside their major;
students majoring in Economics and Psychol
ogy are required to take six. The other route
to certification is by taking at least twelve
semester courses in social sciences, of which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As of 1987, at least one course in
American history and one social science
course focusing on Third World or non-Anglo
subject matter are required.
1. Modern America: Culture, Society,
and State.
This course will explore central themes and
238
points of conflict in American life, authority,
community, sexuality, work, personal iden
tity, politics, and heroism. This exploration
will proceed by way of an analysis both of the
institutional representations of these central
issues and their cultural expressions.
Primary distribution course.
Spring semester. Wagner-Pacifici.
2. Introduction to Social and Cultural
Change.
This course has two themes. First, it examines
how simpler societies maintain an intimate
and stable relationship with the natural world,
whereas modern societies are faced with major
upheavals associated with rapid population
growth, economic development, and ecologi
cal degradation. Second, the course focuses
on social movements, prophetism, communalism, anarchism, and alienation as re
sponses to economic and ecological crisis and
as forces of social transformation. Students
will participate in an ethnographic encounter
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session as an experiment in cross-cultural
communication.
Primary distribution course.
I Fall semester. Legesse.
3. Culture, Cognition, and Emotion.
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This course, in the broadest sense, addresses
a fundamental question: How does culture
affect the way we think and feel, and in what
ways are the cognitive and emotional lives of
people in other cultures different from our
own? The course will cover such issues as
ethnopsychology and native therapies, the
cultural construction of mourning, the rela
tion between kinship systems and sentiments
of romantic love, and the shame/honor com
plex and its relation to issues of gender and
sexuality.
Primary distribution course.
Spring semester. Schoenhals.
cultural and historical materials. Primary em
phasis will be on developments in contempo
rary America.
Primary distribution course.
Fall semester. Charlton.
9. Introduction to Latinos in the U.S.
(Course name change.)
The course is an introduction to anthropo
logical, sociological, and literary writing on
Chicano and Puerto Rican culture. The course
focuses on ethnic identity, covering such top
ics as border ballads and folklore, inner-city
life, and Chicana/Riquena feminism. Authors
studied in the course include Cisneros, Garza,
Limon, Moraga, Paredes, Rodriguez, NegronMuntaner and Rosaldo. (All materials avail
able in English.)
Fall semester. Diaz-Barriga.
10. Human Evolution.
This course surveys both the fossil record of
human evolution and the evidence which has
A general introduction to major theoretical contributed to its interpretation. It evaluates
developments in the study of social life since the interpretive frameworks in which the data
the 19th century. Selected readings will be have historically been placed and assesses
drawn from the work of such modern social how these schemes have been influenced by
theorists as Marx, Weber, Durkheim, Freud, ideological and scientific biases. The course
and Simmel. Readings from contemporary assumes no prior knowledge of paleoanthro
authors such as Geertz, Goffman, Giddens, pology, but integrates information and per
Lukes, and Rieff will also be included. These spectives from anatomy, primatology, evolu
developments will be studied against the back- tionary biology and the geosciences.
ground of the socio-philosophical climate of Primary distribution course.
Fall semester. Speirs.
the 19th century. Limited enrollment.
Fall semester. Munoz.
18. Statistical Thinking.
(Cross-listed as Math 1. Please see Mathe
6. Cultural Borderlands.
This course focuses on the anthropology and matics entry for description.)
sociology of gender, ethnic, and class relations
19. Statistical Methods.
in the United States. The course emphasizes (Cross-listed as Math 2. Please see Mathe
current discussions of inequality and multi- matics entry for description.)
culturalism as well as case studies, including
Chicano feminism, working-class sexuality, 20. Statistics.
gendered "backtalking,” survival strategies (Cross-listed as Math 23. Please see Mathe
for the African-American family, etc. The matics entry for description.)
course is designed to introduce the student to
21. Research Design Colloquium.
the basic concepts of both anthropology and Introduction to the process of research on
cultural studies for understanding cultural human social life: creation of research ques
"borderlands” in the United States.
tions, strategies for obtaining evidence, tech
Primary distribution course.
niques of evaluating hypotheses, and generat
Fall semester. Diaz-Barriga.
ing theory. The roles of theory, ethical issues,
and cultural and historical context in the
7. Gender, Power, and Identity.
An exploration of the social and political research enterprise will be addressed. Stu
implications of gender, drawing on cross dents will design and undertake individual
5. Freshman Seminar: Introduction to
Contemporary Social Thought.
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Sociology and Anthropology
research projects, and members of the depart
ment will visit the class to discuss their own
research experience.
Spring semester. Charlton.
24. Psychological Anthropology.
Sometimes called culture and personality,
this field explores the relationship between
the individual and his or her culture. The
course treats the following issues: a) the
psychological, or symbolic, capacities pre
supposed by culture; b) socialization, or the
transmission of culture from generation to
generation; c) the psychological functions of
culture. Case materials will be principally, but
not exclusively, non-Western, and the crosscultural study of child rearing will receive
particular emphasis.
Primary distribution course.
Spring semester. Piker.
25. Language, Culture, and Society.
(Cross-listed as Linguistics 25. See listing
under Program in Linguistics.)
26. Introduction to Latin American
Anthropology.
The course examines the history of the
anthropology of Latin America focusing on
indigenismo, functionalism, cultural ecology,
and structuralism. Readings for the course
include ethnographies on rural and urban
culture as well as more general works on
anthropological theory.
Spring semester. Diaz-Barriga.
27. African-American Culture and
Society.
Black culture examined at several stages of its
development in the 20th century as a culture
of survival, assimilation, pan-Afficanism,
prophetism, nationalism, and revolution.
Not offered 1992-93. Legesse.
29. The Anthropology of Rebellion
and Revolution.
The last few years have witnessed protest
movements in diverse parts of the world. This
course seeks to understand how these events
were shaped by the respective cultures in
which they occurred. Case studies will include
ethnic conflicts in the former Soviet Union
and the Chinese Democracy Movement, with
readings drawn from ethnographies and per
sonal narrative accounts.
Fall semester. Schoenhals.
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30. Religion as a Cultural Institution.
(Cross-listed as Religion 30.) The focus is
primarily cross-cultural, and religion case
materials will be drawn from both pre-literate
and civilized traditions, including the modern
West. The following topics will be empha
sized: religious symbolism; religious evolution; religion as a force for both social stability
and social change; psychological aspects of
religious belief; and religious change in modern America, with particular emphasis on
both Fundamentalism and the "cults.” May
be taken without prerequisites with permission of instructor.
Spring semester. Piker.
31. The Sociology of the Rich
and the Poor.
This course is to acquaint students with a
basic feature of social life: the phenomenon of
social classes. Two extremes among classes,
the rich and the poor, will be examined. We
will consider some of the characteristics of the
larger society of which they are a part. The
primary emphasis will be on the American
setting, although some comparisons will be
made to Europe.
Spring semester. Bershady.
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33. Ecology and Society.
Examination of different types of ecological 1
conditions and how they influence pastoral, y
agricultural, peri-urban, and urban social sys
tems. Special attention will be given to the I
world food crisis, to climatic change, demo
graphic pressures, environmental degradation,
and a wide range of adaptive strategies that |
have developed in response to ecological J
stress.
Spring semester. Legesse.
36. Peoples and Cultures of Africa.
An introduction to traditional and modern
Africa with emphasis on representative socie
ties from East and West Africa. The course
examines pre-colonial political and social
institutions, African responses to colonial
domination, and the impact of urbanization
and economic development during the post
colonial period. The cultural links between
Africa and Black America will be examined.
Not offered 1992-93. Legesse.
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38. The Family in Multi-cultural
Perspective.
43. Society and Culture in Spanish
America.
This course takes a fresh look at a traditional
anthropological topic. The course will analyze
how conceptions of age, gender, and sexuality
influence kinship systems, as well as the influence of kinship on individuals’ life expe
riences. Topics discussed will include kinship
economies, various forms of marriage and
marriage ceremony, lineages, fictive kin and
kin metaphors, and transformations in kin
ship over time.
Spring semester. Schoenhals.
The relationship between society and culture
in Spanish America. Recent and historical
developments in social research, literature,
philosophy, and theology will be treated.
Not offered 1992-93. Munoz.
39. Computing in the Social Sciences.
Surveys methods for solving research prob
lems using computers. Theory and practical
applications will be emphasized through the
use of available computing resources. Topics
include: data acquisition and pre-analysis;
statistical and graphical analysis; functions of
programming languages; intelligent use of
software manuals. Familiarity with Macintosh
Operating System is assumed. Enrollment in
Spring semester limited to students working
on a faculty-directed research project. (Crosslisted as Econ 39.)
Prerequisite: Econ 31 or Math 2 or permission
of the instructor.
Class size limit: 15. One-half credit.
Spring and fall semester. Fry.
41. Sexuality and Culture.
This course explores the diversity of sexual
attitudes and practices worldwide and their
relation to such cultural issues as kinship
patterns, gender and age values, and the di
chotomy between insiders/community mem
bers and outsiders. Topics discussed will in
clude the Native American berdache, beliefs
about sexual pollution, ritual homosexuality,
and sexual conflicts and their relationship to
ethnic and gender conflicts.
Spring semester. Schoenhals.
42. Topics in Social Theory.
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development of modern social theory. Works
by Marx, Weber, Durkheim, Freud, and criti
cal theorists, neo-conservatives, and post
modernists will also be discussed.
Spring semester. Munoz.
44. Social Inequality.
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the
nature and representations of work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is pheomenological: How are inequalities made social
and how are they disrupted?
Spring semester. Wagner-Pacifici.
45. Field Studies in Primate Behavior.
(Cross-listed. Please see Bio 45 for descrip
tion.)
Fall semester, alternate years. Williams.
51. An Introduction to Archaeology.
(See listing under Department of Classics.)
54. Gender, Culture & Society:
What We Can Tell from Advice Books.
In this course, we explore advice books as a
window on society. We read advice books for
women (and some for men) from the turn of
the century to the present. From the concerns
that preoccupy the advice givers, we infer
certain dilemmas that may face the readers
they imagine. Finally, we trace links between
these inferred personal dilemmas and larger
social trends of the day. Readings will include
advice books (e.g., Marabel Morgan’s Total
Woman, Helen Gurley Brown’s Having It All,
and Robin Norwood’s Women Who Love Too
Much) as well as social history.
Fall 1992. Hochschild.
58. Cultural Representations.
The course looks at models used by anthropologist/sociologists to analyze culture.
Readings for the course will focus on sym
bolic analysis, practice and meaning, experi
mental ethnography, structuralism, and post
modernism. The majority of readings center
on current debate in theories about culture.
Not offered 1992-93. Diaz-Barriga.
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Sociology and Anthropology
60. Spanish American Society
Through Its Novel.
(Also listed as SAL 60. See Modem Lan
guages.) This course will explore the relation
ship between society and the novel in Spanish
America. Works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel García Márquez, Miguel
Angel Asturias.
Not offered 1992-93. Hassett and Muñoz.
62. Latin American Urbanization.
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview of the
processes behind the urbanization of Latin
America and explores housing policy options.
Members of the class will be introduced to
concepts such as dependency, underdevelop
ment, the informal sector, marginality, the
culture of poverty, self-construction, and selfhelp. The role of the informal sector in urban
development, housing, and the dependent
economy is a particular focus.
Not offered 1992-93. Diaz-Barriga.
63. Power, Authority, and Conflict.
This course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question of state autonomy,
political legitimacy, and the interpenetration
of the personal and the political.
Not offered 1992-93. Wagner-Pacifici.
65. The Anthropology of China.
This course explores a variety of issues in the
anthropological study of China. The course
will discuss some of the hallmarks of pre
revolutionary Chinese culture—Confucian
ism, ancestor worship, filial piety, lineages,
arranged marriage—and will analyze their re
lationship to such revolutionary experiences
as small group criticism, mass struggle ses
sions, and the cult of Mao Zedong. Readings
will include classic village studies, revolution
ary autobiographies, and ethnographies of
contemporary China.
Fall semester. Schoenhals.
68. Urban Education.
(See Education 68 .)
69. Discourse Analysis.
We are what we speak—or largely so. This is
the premise of "Discourse Analysis.” This
course will concentrate on language in a vari
ety of social contexts: conversations, media
reports, legal settings, etc. We will analyze
these speech and writing interventions via the
tools of socio-linguistics, ethnomethodology,
critical legal studies, and discourse analysis.
The essential issue of the course can be boiled
down to the question: who gets to say what to
whom? (Cross-listed as Ling 69.)
Fall semester. Wagner-Pacifici.
81. Colloquium: Human Responses
to Technology.
Explores reciprocal influences between hu
man culture, society, and technological sys
tems. Focuses on social history of the Third
World and the developed world.
Not offered 1992-93. Legesse.
82. Colloquium: Development and
Urbanization in the Third World.
An examination of the post-colonial social
transformation that occurred in the Third
World. This process will be considered in the
context of demographic and ecological change,
the green revolution, and the rural-urban
exodus. The problem of urban poverty will
receive special attention. Case material will be
drawn from Africa, Asia, and Latin America.
Spring semester. Legesse.
83. Colloquium: Art and Society.
The course examines the relationship between
art and society from a sociological perspective.
This semester we shall use hermeneutics as a
sociological method for the interpretation of
literature. Selected works by Borges, Mann,
Dostoevski, Neitzsche, and Plato will be ex
amined.
Prerequisite: permission of the instructor.
Spring semester. Munoz.
86. Culture, Illness, and Health.
This course will treat, 1) evolved human
adaptations, with reference to health and ill
ness; 2 ) cultural constructions of and re
sponses to illness, and 3) the intersection of
non-Western and Western medical systems.
Cross-cultural as well as evolutionary mate
rials will be featured.
Not offered 1992-93. Piker.
90. Research Internship.
Interns receive research experience through
placements in professional research settings.
Juniors and seniors with a B average willing to
commit 6 to 12 hours of work on their project
per week are eligible. Credit is normally
awarded on a CR/NC basis, for a half to one
credit. Since available projects change, inter
ested students should see the instructor before
registration. Interested students are also
strongly encouraged to take SA 21.
Fall and spring semesters. Charlton.
93. Directed Reading.
Individual or group study in fields of special
interest to the students not dealt with in the
regular course offerings. Consent of the de
partment chair and of the instructor is re
quired.
Members of the Department.
96-97. Thesis. Theses will be required
of all Course majors.
Seniors in the Course program will normally
take two consecutive semesters of thesis tu
torial. Students are urged to discuss their
thesis proposals with faculty during the spring
semester of their junior year, especially if they
are interested in the possibility of field work.
Members of the Department.
The following courses, with attachment,
can be taken in preparation for External Ex
aminations: S&A 30, 33, 44, 55, 63, 82.
SEMINARS
101. Critical Modern Social Theory.
The development of critical theory from Marx
to Habermas. Works by Lukács, Adorno,
Marcuse, Lyotard will be examined.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political Sci
ence; or permission of the instructor.
Spring semester. Munoz.
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 lifeways argues
that such creative construction is a—perhaps
the—hallmark of human adaptation. Specific
topics: human evolution; foraging band as the
basic human pattern; human intelligence; hu
man emotion; gender; biography; history.
Readings include ethnographies, novels, na
tive narratives.
Fall semester. Piker.
105. Modern Social Theory.
An analysis of selected works by the founders
of modem social theory and contemporary
social theorists. Works by Marx, Weber, Durkheim, and Freud will be discussed.
Fall semester. Munoz.
107. Religion a s a Cultural Institution.
The following specific topics will be treated:
religious evolution; religion as a force for
both social stability and social change; the
psychological bases for religious belief. Major
theories to be considered include those of
Max Weber, Emile Durkheim, and Sigmund
Freud. A cross-cultural perspective will be
emphasized, and attention will be paid to
religious change in modem America.
Not offered 1992-93. Piker.
108. Social Inequality.
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the na
ture and representations of work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is partly
phenomenological: how are inequalities made
social and how are they disrupted?
Spring semester. Wagner-Pacifici.
109. Social and Cultural Change.
This seminar will examine the theories of
social movements, modernization, Westerni
zation, cultural diffusion, and stages of devel
opment as they apply to the process of social
change in non-Western societies. Case studies
will be drawn from China, India, Indonesia,
Pern, Brazil, Mexico, Nigeria, Kenya, and
South Africa.
Prerequisites: Entry-level course in Sociology/
Anthropology or permission of the instructor.
Not offered 1992-93. Legesse.
243
110. Work and the Workplace.
Examines theory and research pertaining to
the social organization and meaning of work
experience in modern societies. Discussed are
classic statements on the division of labor,
theories of "post- industrial” society, occu
pational structure, labor market stratification,
occupational choice and recruitment, occupa
tional socialization, ideology and identity, ca
reer patterns, work and social relationships,
work and family. Particular case studies in
clude various types of blue and pink collar
work, business and the corporate world, pro
fessions and semi-professions.
Spring semester. Charlton.
114. Political Sociology.
This seminar analyzes the ways in which
power emerges, circulates, is augmented, and
resisted in diverse political contexts. Readings
include Marx, Weber, Gramsci, Arendt, Par
sons, and Foucault.
Not offered 1992-93. Wagner-Pacifici.
115. Freud and Modern Social Theory.
The seminar divides into two parts. The first
part is devoted to a close reading of selected
items from the Freudian canon. The second
part will examine Freud’s contribution to
current social and cultural analysis. Besides
works by Freud, works by Mitchell, Rieff,
Habermas, and Foucault will be examined.
Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political Sci
ence; or permission of the instructor.
Not offered 1992-93. Munoz.
117. Liberation Theology & Social
Movement in Latin America.
This course looks at the concepts, practices,
and history of liberation theology and new
social movements in Latin America. The
course focuses on the ways in which Christian
Base Communities (CEBs) and social move
ments (including human rights, women’s,
urban and ecological) have articulated their
demands and sought to empower local com
munities. The relations between popular reli
gion in Latin America and liberation theology
will also be explored.
Spring semester. Diaz-Barriga, Lacey.
118. Ecology and Society.
Emphasis on theories of human ecology,
world food crisis, demographic pressures,
environmental degradation, adaptive strate
gies that have developed in response to eco
logical stress.
Not offered 1992-93. Legesse.
120. Gender and Culture.
A comparative exploration of the social con
struction of gender utilizing diverse theoreti
cal and empirical perspectives.
Not offered 1992-93. Charlton.
180. Thesis.
Candidates for External Examination who
choose to write theses will usually do this
during the senior year. Students are urged to
have their thesis proposals approved as early
as possible during the junior year.
Members of the Department.
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Women’s Studies
Coordinators: NATHALIE F. ANDERSON (English Literature)
Committee:
E. Carr Everbach (Engineering)
Sharon E. Friedler (Music and Dance)
Alexandra Juhasz (English Literature)
Anne Menke (Modem Languages) 5
Micheline Rice-Maximin (Modem Languages) 4
Lisa Smulyan (Education)
The program in Women’s Studies provides
students with the opportunity to learn the
contributions of women to society, science,
and the arts; to study gender and gender roles
in a variety of social and historical contexts;
to relate issues of gender to those of race,
class, and sexual preference; and to explore
new methods and theories arising from inter
disciplinary study. Women’s Studies encour
ages students to examine critically the repre
sentations of women in religion, in the arts
and literature, in social and political theory,
and in the sciences.
Students in any major, whether in Course or
in the External Examination Program, may
add a concentration in Women’s Studies to
their program by fulfilling the requirements
stated below. Students in the External Exami
nation Program may design a focus in consul
tation with the Women’s Studies Coordinator,
following the guidelines outlined below. All
students intending to pursue Women’s Studies
should submit their proposed program to the
coordinator of the concentration at the time
they submit their sophomore papers. All pro
gram proposals must be approved by the
Women’s Studies Committee.
The Jean Brosius Walton ’35 Fund contributes
to the support of activities sponsored by the
Women’s Studies Committee.
CONCENTRATION
Each concentration must include a minimum
of five credits in Women’s Studies. One course
must be the Capstone Colloquium. At least
two other courses (or seminars) must be
outside the student’s major or home depart
ment. Students may elect, with the approval of
the coordinator, to write a one-credit thesis or
pursue an independent study as a substitute
for regular course work. Students may further
elect, with the approval of the coordinator, to
include in their programs courses on women
and gender offered at Bryn Mawr, Haverford,
and the University of Pennsylvania. Wé en
courage those students interested in receiving
credit for applied or practical work—in par
ticular, service learning projects—to consult
the regulations on p. 54 of the 1992-93
College Bulletin. Students will normally take
the Capstone Colloquium in the spring se
mester of the senior year. Concentrators must
complete the equivalent of a comprehensive
examination devised by the colloquium in
structor.
A FOCUS FOR EXTERNAL EXAMINATION
Each focus for External Examination must
include 12 credits, after completing which the
student may take the appropriate external
examinations and may, at the discretion of the
4 Fall semester, 1992.
external examiners, receive honors in Wom
en’s Studies.
A focus must include 1) three fields as defined
by the student’s departmental major, one field
5 Spring semester, 1993.
245
Women’s Studies
of which must also be a Women’s Studies field
as defined by the Women’s Studies committee;
and 2 ) three fields in Women’s Studies outside
the student’s departmental major, fields as
-defined by the Women’s Studies committee.
One of the Women’s Studies fields outside the
departmental major must comprise the Wom
en’s Studies Capstone Colloquium and a onecredit Attachment.
English 87. Women’s Sexuality in
Literature and Film: What do Women
Want? Spring semester. Juhasz.
English 88. Women and Documentary.
English 91. Feminist Literary Criticism.
Spring semester. Langbauer.
English 112. Women and Literature.
Fall, Langbauer. Spring, Anderson.
Fields in Women’s Studies may include com
binations of courses as well as seminars and
theses. Students should remember that
courses and seminars may have prerequisites
for which they will be responsible. More
information is available from the Women’s
Studies Coordinator, who will also assist a
student in designing a focus.
History 106. Freshman Seminar:
Women in Early African
Civilizations.
Courses on women and gender regularly of
fered for the concentration include:
Literature 70SA. “The Others” in
Contemporary Latin American
Literature: Women, Indigenous
People and Afro-Caribbeans.
Biology 43. History of Biology.
Spring semester. Gilbert.
Biology 93. Directed Beading in
Feminist Critiques of Biology.
C la ssic s 34. Women in C lassical
Literature. Fall semester. Rose.
Economics 73. Women and Minorities
in the Economy. Spring semester. Smith.
Education 31. Women and Education.
Fall semester. Smulyan.
English 10. W ays of Seeing. Fall semester.
Blum.
English 11. Body/lmage. Fall semester.
Juhasz.
English 12. The Other. Fall semester.
Breitenberg.
English 29. Inscriptions of the
Feminine in 16th- and 17th-Century
England.
English 34. Women Writers 1790-1830.
Fall semester. Langbauer.
English 53. Contemporary Women’s
Poetry. Spring semester. Anderson.
English 82/Psychology 52.
Representations of Women’s
Identity. Spring semester. Blum, Marecek.
English 86. Women and Film.
Fall semester. Juhasz.
246
History 25. Engendering Women.
Spring semester. DuPlessis.
History 54. Women, Society, and
Politics.
Fall, semester. Camacho de Schmidt.
Modern Languages 15. Freshman
Seminar: Francophone Women
Writers.
Modern Languages 50G. Twentieth
Century German Women in Film and
Literature.
Modern Languages 61. Odd Couplings:
Writings and Readings A cross
Gender Lines.
Fall semester. Moskos.
Modern Languages 68F. Prisons,
Madness, and Sexuality: Michel
Foucault and European Literature.
Modern Languages 91. Special Topics:
Theories and Fictions of the Erotic.
Spring semester. Menke.
Modern Languages 102. Théâtre
Classique. Spring semester. Menke.
M u sic and Dance 36. Dance and
Gender. Fall semester. Friedlet.
Philosophy 45. Philosophical
Approaches to the Question of
Woman. Fall semester. Lorraine.
Political Science 32. Gender, Politics
and Policy in America, spring semester.
Nackenoff.
Psychology 44. Psychology and
Women. Fall semester. Vanderslice.
Psychology/Linguistics 55. Languages
and Gender.
Religion 24. Women and Religion.
Religion 26. Gender and Religion.
Fall semester. Srajek.
Religion 109. Feminist Interpretation of
Scripture.
Sociology and Anthropology 54.
Gender, Culture and Society:
Women’s Advice Books.
Fall semester. Hochschild.
Sociology and Anthropology 120.
Gender and Culture.
Women’s Studies 91. Capstone
Colloquium in Women’s Studies.
Advanced study of gender within the various
academic disciplines, and across disciplines
of topical issues as they relate to women’s
studies. Theoretical and methodological questions that arise when women are placed at the
center of study are emphasized. The class is
required of, and normally limited to, Women’s
Studies concentrators and students com
pleting a Focus for External Examination. It
must be taken in the senior year and cannot
be used to fulfill distribution requirements.
Spring semester. Juhasz.
Women’s Studies 92. Thesis.
A research project for students majoring in
Course. One credit.
Either semester. Staff.
Women’s Studies 192. Thesis.
A research project for students participating
in a Focus for External Examination. Two
credits.
Either semester. Staff.
247
VI
The Corporation
Board o f Managers
Alumni Association
Officers & Alumni
Council
The Faculty
248
Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics
The Corporation
Neil R. Austrian, Chairman
22 Ballwood Road
Old Greenwich, CT 06870
J. Lawrence Shane, Vice Chairman
21 College Avenue
Swarthmore, PA 19081
Elise F. Jones, Secretary
108 Beaumont Drive
Newtown, PA 18940
Harry D. Gotwals, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081
Louisa C. Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081
Board of Managers
Ex officio
Alfred H. Bloom
Emeriti
Boyd X Barnard
Dunwoody Village CH105
3500 West Chester Pike
Newtown Square, PA 19073
Eleanor Stabler Clarke
#100 Kendal at Longwood
Kennett Square, PA 19348
George B. Clothier
The Quadrangle
3300 Darby Road (#3326)
Haverford, PA 19041
Julien Cornell
Central Valley, NY 10917
John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105
Clark Kerr
8300 Buckingham Drive
El Cerrito, CA 94530
Term Expires December, 1992
Neil R. Austrian
22 Ballwood Drive
Old Greenwich, CT 06870
Dulany Ogden Bennett
3527 S.E. Ankeny Street
Portland, OR 97214
Frederick A. Hargadon
295 Harrison Street
Princeton, NJ 08540
Jerome Kohlberg, Jr.
Kohlberg & Company
116 Radio Circle
Mt. Kisco, NY 10549
Chairman of the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Walter Lamb
147 Tannery Run Circle
Berwyn, PA 19312
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York, NY 10112
Charles C. Price III
Quadrangle C-301
3300 Darby Road
Haverford, PA 19041-1061
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. Willis
Foulkeways, Apt. N17
Gwynedd, PA 19436
William F. Lee, Jr.
10 Ogden Avenue
Swarthmore, PA 19081
*Susan Willis Ruff
3521 Ordway Street, N.W.
Washington, DC 20016
*Marc J. Sonnenfeld
Morgan, Lewis & Bockius
2000 One Logan Square
Philadelphia, PA 19103
*Nominated by the Alumni Association
249
Board of M anagers
Term Expires December, 1993
Nancy Y. Bekavac
Scripps College
1030 Columbia Avenue
Claremont, CA 91711
Ann Lubin Buttenwieser
1080 Fifth Avenue
New York, NY 10128
Christopher F. Edley, Jr.
Griswold Hall, Room 403
Harvard Law School
Cambridge, MA 02138
*M. Jane Holding
2420 Damascus Church Road
Chapel Hill, NC 27516
**Barbara L. Klock
44 The Knoll
South Port, CT 06490
Lloyd W. Lewis
Kendal Communities
Development Company
610 Willowbrook Lane
West Chester, PA 19382
James W. Noyes
300 W. State Street
Media, PA 19063
Barbara Hall Partee
50 Hobart Lane
Amherst, MA 01002
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Edward J. Steiner
Clover Yarns, Inc.
Cedar Beach Road
P.O. Box 354
Milford, DE 19963
‘ George M. Wohlreich
The Psychiatric Institute
171 Ashley Avenue
Charleston, SC 29425-0742
Term Expires December, 1994
**Alex D. Curtis
113 McCormick Hall
Dept, of Art & Archeology
Princeton University
Princeton, NJ 08544
Samuel L. Hayes, IQ
345 Nahatan Street
Westwood, MA 02090
Richard M. Hurd
167 Wharton Lane
Bethlehem, PA 18017
Barbara Weber Mather
Pepper, Hamilton & Scheetz
3000 Two Logan Square
18th and Arch Streets
Philadelphia, PA 19103
‘ Victor S. Navasky
The Nation
72 Fifth Avenue
New York, NY 10011
‘ Diana Judd Stevens
12 Crestfield Road
Wilmington, DE 19810
Term Expires December, 1995
**David K. Arthur
1921 19th Street, N.W., Apt. 31
Washington, DC 20009
Mary Schmidt Campbell
457 W. 144th Street
New York, NY 10031
Neil Grabois
Office of the President
Colgate University
13 Oak Drive
Hamilton, NY 13346
Graham O. Harrison
Howard Hughes Medical Institute
6701 Rockledge Drive
Bethesda, MD 20817
James C. Hormel
Equidex, Inc.
1546 Market Street
San Francisco, CA 94102-6007
Elise F. Jones
108 Beaumont Drive
Newtown, PA 18940
‘ Nominated by the Alumni Association
“ Young Alumni Manager
250
,
‘Christopher B. Leinberger
Robert Charles Lesser &. Co.
Route 4, Box 48
Santa Fe, NM 87501
‘Wilma A. Lewis
4301 Massachusetts Ave., N.W., #6012
Washington, DC 20016
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023
Committees O f The Board
The Chairman of the Board is ex officio a member of every Committee.
Executive
Neil R. Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Dulany Ogden Bennett
Ann Lubin Buttenwieser
Mary Schmidt Campbell
Graham O. Harrison
Richard M. Hurd
Elise F. Jones
Eugene M. Lang
William F. Lee, Jr.
Barbara Weber Mather
Elizabeth J. McCormack
Finance and Trusts Administration
J. Lawrence Shane, Chair
Barbara Weber Mather, Vice Chair
Eleanor D. Craig
Christopher F. Edley, Jr.
Richard M. Hurd
Walter Lamb
James W. Noyes
Marc J. Sonnenfeld
Edward J. Steiner
Richard B. Willis
George M. Wohlreich
Instruction and Libraries
Dulany Ogden Bennett, Chair
M. Jane Holding, Vice Chair
Nancy Y. Bekavac
Julien Cornell
Alex D. Curtis
Christopher F. Edley, Jr.
Neil Grabois
Frederick A. Hargadon
Elise F. Jones
Clark Kerr
Barbara Weber Mather
Elizabeth J. McCormack
Victor S. Navasky
Barbara H. Partee
Charles C. Price III
Marge Pearlman Scheuer
Sue Thomas Turner
George M. Wohlreich
Investment
Graham O. Harrison, Chair
Samuel L. Hayes, III, Vice Chair
Terry Glenn
Jerome Kohlberg, Jr.
Donald Lloyd-Jones
J. Lawrence Shane
Ann Brownell Sloane
Ira Wender
Richard B. Willis
Property
Richard M. Hurd, Chair
Lloyd W. Lewis, Vice Chair
Boyd T. Barnard
Ann Lubin Buttenwieser
Mary Schmidt Campbell
John C. Crowley
Alex D. Curtis
James C. Hormel
Barbara L. Klock
Walter Lamb
William F. Lee, Jr.
Susan Willis Ruff
Marge Pearlman Scheuer
Diana Judd Stevens
Two faculty members
Two student members
Student Life
Mary Schmidt Campbell, Chair
Barbara H. Partee, Vice Chair
‘Nominated by the Alumni Association
251
Board of Managers
Nancy Y. Bekavac
Dulany Ogden Bennett
Ann Lubin Buttenwieser
Christopher F. Edley, Jr.
Neil Grabois
Frederick A. Hargadon
M. Jane Holding
James C. Hormel
Elise F. Jones
Barbara L. Klock
Eugene M. Lang
Victor S. Navasky
James W. Noyes
Marc J. Sonnenfeld
Sue Thomas Turner
Three faculty members
Five student members
Nominating
Ann Lubin Buttenwieser, Chair
252
Fred A. Hargadon
Samuel L. Hayes, III
Elise F. Jones
Jerome Kohlberg, Jr.
Susan Willis Ruff
Development
William F. Lee, Jr., Chair
Marc J. Sonnenfeld, Vice Chair
Neil R. Austrian
James C. Hormel
Eugene M. Lang
Elizabeth J. McCormack
James W. Noyes
C. William Steelman, ex officio
Edward J. Steiner
Diana Judd Stevens
Frank James, ex officio
Thomas Henderer, ex officio
Alumni Association
Officers & Alumni Council
President
Frank M. James III ’57
President Designate
Gretchen Mann Handwerger ’56
Vice Presidents
Alan A. Symonette ’76
Lee Smith Ingram ’66
Secretary
Bonny M. Cochran ’61
Terms Expire in June
Lucy Hoisington Carver ’4 8 1
Lincolnville, ME
Miriam Jorgensen ’87 2
Cambridge, MA
Joan Bond Sax ’603
Brookline, MA
Stephen C. Schoenbaum ’6 2 1
Brookline, MA
Howard L. Vickery ’703
Westport, CT
Zone A
Zone D
Delaware, Pennsylvania
District of Columbia, Maryland, Virginia
Martha Salzmann Gay ’79 3
Fort Washington, PA
Gretchen Gayle Ellsworth ’6 1 1
Washington, DC
Michael A. Gross ’6 4 1
Hughesville, PA
Robert Forster ’49 2
Baltimore, MD
Adalyn Purdy Jones ’40 12
Swarthmore, PA
Peter C. Maloney ’633
Baltimore, MD
Deborah Carey Lyons ’7 0 1
West Chester, PA
Sally Pattullo McGarry ’563
Potomac, MD
Peter Pompetti, Jr. ’77 3
Strafford, PA
Thomas E. Simkin ’5 5 1
Arlington, VA
William A. Raich ’63 2
Lancaster, PA
Stephanie Ross van Reigersberg ’62 2
McLean, VA
Zone B
Zone E
New Jersey, New York
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North
Dakota, Ohio, Oklahoma, South Dakota,
Texas, West Virginia, Wisconsin
Adrienne Asch ’6 9 1
New York, NY
John M. Darley ’602
Princeton, NJ
Andrea Hoff Knox ’64 2
Collingswood, NJ
Henry O. Leichter ’4 8 1
New York, NY
Anne R. Lloyd-Jones ’79 3
New York, NY
Sean F. Thompson ’53 3
Mountainside, NJ
ZoneC
Mary Bartlett Caskey ’53 3
Rockford, IL
Marilee Roberg ’73 3
Evanston, IL
Nancy Roberts ’7 6 1
Minneapolis, MN
E. Bruce Robertson ’762
Cleveland Heights, OH
Peter J. Schoenbach ’6 2 1
Detroit, MI
Connecticut, Maine, Massachusetts,
New Hampshire, Rhode Island, Vermont
Anne Davis Shullenberger ’412
Indianapolis, IN
1 term ends 1993
2 term ends 1994
3 term ends 1995
253
Alumni Association
Officers & Alumni Council
ZoneF
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign
countries
Peter Calingaert ’5 2 1
Chapel Hill, NC
Jacqueline Edmonds Clark ’74 12
Charlotte, NC
Sara Guthrie Geers ’5 6 1
Cuba, AL
Marcia Montin Grant ’602
Madrid, Spain
William R. Kem ’633
Gainesville, FL
Donald L. Kimmel, Jr. ’562
Davidson, NC
Anne Schuchat ’803
Atlanta, GA
Zone6
Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New
Mexico, Oregon, Utah, Washington,
Wyoming
William T. Carpenter ’6 4 1
Simi Valley, CA
Russell D. Femald ’63 2
Stanford, CA
Catherine Kapp ’6 6 1
Seattle, WA
Clara Pope ’803
Los Angeles, CA
Catherine A. Rivlin ’79 3
Menlo Park, CA
Lynne A. Molter ’79
Swarthmore, PA
Gloria Thomas Walker ’85
Concordville, PA
Connection Representatives
Boston
Virginia Mussari Bates ’73
Melrose, MA
Amanda Orr Harmeling ’73
North Reading, MA
Boulder
Diana Royce Smith ’68
Boulder, CO
Chicago
Mary Schless Roach ’81
Chicago, IL
Hartford
Brendan F. Flynn ’86
Wethersfield, CT
Los Angeles
Walter Cochran-Bond ’70
Altadena, CA
New Haven
Rikki Abzug ’86
Rego Park, NY
New York
Rachel Weinberger ’80
New York, NY
North Carolina
Peter Calingaert ’52
Chapel Hill, NC
Philadelphia
Judith McConnell Sondheimer ’66 2
Denver, CO
Chalmers Stroup ’49
Gwynedd Valley, PA
Mem bers at Large
San Francisco
Bruce E. Levin ’83
Philadelphia, PA
Sohail Bengali ’79
Redwood City, CA
Gloria Martinez ’90
Tacoma Park, MD
1 term ends 1993
2 term ends 1994
254
3 term ends 1995
Seattle
South Florida
Constance Gayl Pious ’53
Seattle, WA
Mark Shapiro ’88
Miami, FL
Lisa Nicholas ’81
Seattle, WA
Washington, D.C.
Dorita Sewell ’65
Washington, DC
%
12
x>
255
The Faculty
Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics. 324 Cedar Lane.
Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology. 612 Ogden Avenue.
Ngina Lythcott, A.B., Simmons College;
M.S.W., Smith College; M.P.H. and
Dr.P.H., University of California at Los
Angeles, Dean. Swarthmore College.
Harry D. Gotwals, B.A. and M.A.S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.
550 Elm Avenue.
William T. Spock, B.A., Swarthmore
College, Vice President—Business and
Finance. 10 Kershaw Road, Wallingford, PA
19086
Robert A. Barr, Jr., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean of Admissions. 401 Rogers Lane,
Wallingford, PA 19086.
Jane H. Mullins, B.A., Swarthmore
College, Registrar. 11 S. Princeton Avenue.
Michael Durkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, Librarian. 201 West Rose Valley
Road, Wallingford, PA 19086.
Wendy E. Chmielewski, B.A., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator
of the Swarthmore.College Peace Collection.
Emi K. Horikawa, B.S., University of
Nevada; M.A., University of Utah, Science
Librarian. 309 Rutgers Avenue.
Steven W. Sowards, B.A., Stanford
University; M.A., M.L.S., Ph.D., Indiana
University, Humanities Librarian. 3 Crum
Ledge.
Kathryn M. Cleland, b .a . and M.A.,
SUNY, Albany; M.A., University of
Chicago, Social Sciences Librarian.
1295 North Providence Road, E102,
Media, PA 19063.
Leighton C. Whitaker, B.A., Swarthmore
College; M.A., University of Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology of the American
Board of Professional Psychology, Director,
Psychological Services. 220 Turner Road,
Wallingford, PA 19086.
EMERITI
Elisa Asensio, M.A., Middlebury College,
Professor Emerita of Spanish. 510 Panmure
Road, Haverford, PA 19041.
Lydia Baer, B.A., Oberlin College; M.A.
and Ph.D., University of Pennsylvania,
Professor Emerita of German. Manatee
River Hotel, Bradenton, FL 33505.
Paul H. Beik, B.A., Union College, M.A.
and Ph.D., Columbia University, Centennial
Professor Emeritus of History. 2461
Venetian Way, Winter Park, FL 32789.
Oleksa-Myron Bilaniuk, Cand. Ingénieur,
Université de Louvain; B.S.E., B.S., M.S.,
M.A., and Ph.D., University of Michigan,
Centennial Professor Emeritus of Physics.
100 Plush Mill Road, Wallingford, PA
19086.
256
Bavid L Bowler, B.S. in E.E., Bucknell
University; M.S. in E.E., Massachusetts
Institute of Technology; M.A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus of Electrical
Engineering. 505 Yale Avenue.
Alice Brodhead, B.S. and M.A., University
of Pennsylvania, Professor Emerita of
Education. 110 Alapocas Drive,
Wilmington, DE 19803.
Hilde D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German.
Strath Haven Condominiums.
Tatiana M. Cosman, b .a . and M.A.,
Middlebury College; M.A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. 306 S. Chester Road.
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.
William C. Elmore, B.S., Lehigh
University; Ph.D., Yale University, Morris
L. Clothier Professor Emeritus of Physics.
288 Paxon Hollow Road, Media, PA 19063.
Lew is H. ElverSOII, B.S., University of
Pennsylvania, Professor Emeritus of Physical
Education for Men. 535 Cornell Avenue.
Edward A. Fehnel, B.S., M.S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus of Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
James A. Field, Jr., B.S., M.A., and
Ph.D., Harvard University, Isaac H.
Clothier Professor Emeritus of History.
605 Hillborn Avenue.
Launce J. Flemister, B.A., m .a . and
Ph.D., Duke University, Professor Emeritus
of Zoology. P.O. Box F, Swarthmore, PA
19081.
Charles E. Gilbert, B.A., Haverford
College; Ph.D., Northwestern University,
Provost Emeritus and Professor Emeritus of
Political Science. 223 Kenyon Avenue.
Barbara Lange Godfrey, Dean Emerita of
Women. Strath Haven Condominiums.
Mark A. Heald, B.A., Oberlin College;
M.S. and Ph.D., Yale University, Morris L.
Clothier Professor Emeritus of Physics.
420 Rutgers Avenue.
Eleanor K. Hess, B.S. and M.S., University
of Pennsylvania, Professor Emerita of
Physical Education. 5 Plush Mill Road,
Wallingford, PA 19086.
Olga Lang, Graduate, University of
Moscow; Ph.D., Columbia University,
Professor Emerita of Russian.
Sarah Lee Lippincott, B.A., University of
Pennsylvania; M.A., Swarthmore College;
D.Sc., Villanova University, Professor
Emerita of Astronomy and Director
Emerita of the Sproul Observatory. 507
Cedar Lane.
Paul C. Mangelsdorf, Jr., B.A.,
Swarthmore College; Ph.D., Harvard
University, Morris L. Clothier Professor
Emeritus of Physics. 110 Cornell Avenue.
Franz H. Mautner, Dr. Phil., University of
Vienna, Professor Emeritus of German. Apt.
E106, Martin’s Run Life Center, Marple
Township, PA 19063.
John D. McCrumm, B.A. and M.S.,
University of Colorado, Howard N. and Ada
J. Eavenson Professor Emeritus of
Engineering. 606 Ogden Avenue.
IranO Moll, B.S. in Ed., University of
Kansas; M.A., Texas University for Women,
Associate Professor Emerita of Physical
Education for Women. 805 Illinois Street,
Lawrence, KS 66044.
John M. Moore, B.A., Park College; B.D.,
Union Theological Seminary; M.A.,
Harvard University; Ph.D., Columbia
University, Professor Emeritus of
Philosophy and Religion. Friends Home,
400 N. Walnut Street, West Chester, PA
19380.
Bernard Morrill, B.S. in m .e .,
Massachusetts Institute of Technology;
M.M.E., University of Delaware; Ph.D.,
University of Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 1014 Strath Haven
Condominiums.
Helen F. North, B.A., M.A., and Ph.D.,
Cornell University, Centennial Professor
Emerita of Classics. 604 Ogden Avenue.
Martin Ostwald, B.A., University of
Toronto; M.A., University of Chicago;
Ph.D., Columbia University, William R.
Kenan, Jr., Professor Emeritus of Classics.
408 Walnut Lane.
Harold E. Pagliaro, A.B., M.A., Ph.D.,
Columbia University, Provost Emeritus and
Alexander Griswold Cummins Professor
Emeritus of English Literature. 536 Ogden
Avenue.
J. Roland Pennock, B.A., Swarthmore
College; M.A. and Ph.D., Harvard
University, Richter Professor Emeritus of
Political Science. 3300 Darby Road,
Elm 3210, Haverford, PA 19041.
257
Faculty
Jean Ashmead Perkins, B.A.,
Swarthmore College; M.A. and PK.D.,
Columbia University, Susan W. Lippincott
Professor Emerita of French. 913 Strath
Haven Avenue.
Frank C. Pierson, B.A., Swarthmore
College; Ph.D., Columbia University,
Joseph Wharton Professor Emeritus of
Political Economy. 740 Ogden Avenue.
David Rosen,*4B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Professor Emeritus of Mathematics.
394 Riverview Road.
Alburt M. Rosenberg, B.A., Harvard
University; M.S.,University of Florida;
Ph.D., University of Pennsylvania, Associate
Professor Emeritus of Natural Science.
39F Windsor Court, Keene, NH 03431.
Bernard S. Smith, B.A. and M.A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus of History.
David G. Smith,5 B.A., and M.A.,
University of Oklahoma; Ph.D., The
Johns Hopkins University, Richter
Professor Emeritus of Political Science.
448 S. Jackson Street, Media, PA 19063,
Simone Voisin Smith, Licence et Lettres,
University of Grenoble, Professor Emerita
of French. 125 Forest Lane.
Gilmore Stott, B.A. and M.A., University
of Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College Emeritus.
318 Dartmouth Avenue.
Peter Gram Swing, B.A. and M.A.,
Harvard University; Ph.D., University of
Chicago, Daniel Underhill Professor
Emeritus of Music and Director Emeritus of
the Chorus. 614 Hillbom Avenue.
Derek Traversi, b .a . and M.A.,
University of Oxford, Alexander Griswold
Cummins Professor Emeritus of English.
12 Richmond Mansions, Denton Road,
Twickinham, Midd, TW 1, 2HH, England.
Peter van de Kamp, Cand. and Docts.,
University of Utrecht; Ph.D., University of
California; D. Phil., University of
Groningen, Edward Hicks Magill Professor
Emeritus of Astronomy and Director
Emeritus of the Sproul Observatory,
c/o Peter Rademacher, R.D. 2, Salem,
New York 12865.
P. Linwood Urban, Jr.,4 B.A., Princeton
University; S.T.B., S.T.M., and Th.D.,
General Theological Seminary, Charles and
Harriet Cox McDowell Professor Emeritus
of Religion. 20 South Princeton Avenue.
Hans Wallach, Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. 510 Bryn Mawr Avenue.
Neal A. Weber, B.A., M.S., and D.Sc.,
University of North Dakota; M.A. and
Ph.D., Harvard University, Professor
Emeritus of Zoology. 1805 Aaron Drive,
Tallahassee, FL 32303.
M. Joseph Willis, B.C.E., University of
Washington; M.S., Cornell University;
Ph.D., The Johns Hopkins University,
Professor Emeritus of Engineering. Box 397,
103 Jefferson Street, Oxford, MD 21654.
PROFESSORS
George C. Avery, B.A., M.A., and Ph.D.,
University of Pennsylvania, Professor of
German. 230 Haverford Avenue.
Robert C. Bannister,2 B.A. and Ph.D., Yale
University; B.A. and M.A., University of
Oxford, Scheuer Professor of History.
737 Harvard Avenue.
2 Absent on leave, spring semester, 1993.
4 Fall semester, 1992.
5 Spring semester, 1993.
258
—
Harold Bershady,5 b .a . and M.A.,
University of Buffalo; Ph.D., University of
Wisconsin, Visiting Professor of Sociology
and Anthropology. Swarthmore College.
Thomas H. Blackburn,1
2 b .a ., Amherst;
B.A. and M.A., University of Oxford;
Ph.D., Stanford University, Professor of
English. 609 Elm Avenue.
Jam es D. Freeman, B.A., M.A., and
Ph.D., Harvard University, Daniel Underhill
Professor of Music and Director of the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.
J. William Frost, B.A., DePauw
of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 14 Park Avenue.
University; M.A. and Ph.D., University of
Wisconsin, Howard M. and Charles F.
Jenkins Professor of Quaker History and
Research, and Director of the Friends
Historical Library. 3 Whittier Place.
Thompson Bradley,1B.A., Yale
John E. Gaustad, A.B., Harvard
John B. Boccio,6 B.S., Polytechnic Institute
University; M.A., Columbia University,
Professor of Russian. Price’s Lane, Moylan,
PA 19065.
University; Ph.D., Princeton University,
Edward Hicks Magill Professor of
Astronomy. 430 S. Chester Road.
Peter J. Codings, B.A., Amherst College;
Kenneth J. Gergen, B.A., Yale University;
Ph.D., Duke University, Professor of
Psychology. 331 Rogers Lane, Wallingford,
PA 19086.
Jam es K. Hammons, b .a ., Amherst
College; M.A. and Ph.D., The Johns
Hopkins University, Professor of
Chemistry. 17 Furness Lane, Wallingford,
PA 19086.
M.Ph. and Ph.D., Yale University, Professor
of Physics. 123 Locust Lane, Media, PA
19063.
Michael W. Cothren, B.A., Vanderbilt
University; M.A. and Ph.D., Columbia
University, Professor of Art History.
611 Strath Haven Avenue.
Nadinne Cruz, B.A., University of San
Francisco; M.A., Marquette University,
Lang Visiting Professor. 401 Walnut Lane.
Lee Bevin, B.A., San Jose College; M.A.
and Ph.D., Indiana University, Professor of
English Literature and Director of the
Theatre. 603 Hillborn Avenue.
H. Searl Bunn, B.S.E. and M.S.E.,
Princeton University; Ph.D., Brown
University, Henry C. and J. Archer Turner
Professor of Engineering. 603 Elm Avenue.
Robert S. Bu Plessis, B.A., Williams
College; M.A. and Ph.D., Columbia
University, Professor of History.
211 Rutgers Avenue.
Marion J. Faber,3 b .a . and M.A.,
University of California, Berkeley; Ph.D.,
Harvard University, Professor of German.
234 Benjamin West Avenue.
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
John J. Hassett, B.A., St. Francis College;
M.A., University of Iowa; Ph.D., University
of Wisconsin, Professor of Spanish. 514 S.
Providence Road, Wallingford, PA 19086.
Wulff D. HeintZ, Dr. rer. nat. Miinchen
University, Professor of Astronomy.
540 Riverview Avenue.
Arlie Hochschild,4 B.A., Swarthmore
College; M.A. and Ph.D., University of
California, Berkeley, Lang Visiting Professor
of Sociology and Anthropology.
Swarthmore College.
Robinson G. Hollister, Jr.,3 B.A.,
Amherst College; Ph.D., Stanford
University, Professor of Economics. 1
Whittier Place.
Raymond F. Hopkins, B.A., Ohio
Wesleyan University; M.A., Ohio State
University; M.A. and Ph.D., Yale University,
4 Fall semester, 1992.
5 Spring semester, 1993.
6 On administrative assignment, 1992-93.
259
Faculty
Professor of Political Science. 308 Ogden
Avenue.
Constance Cain Hungerford,3 B.A.,
Wellesley College; M.A., Ph.D., University
of California, Berkeley, Professor of Art
History. 410 Dickinson Avenue.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University,
Professor of Statistics, and Director, Center
for Social and Policy Studies.
212 Elm Avenue.
Mark Jacobs, B.A., Harvard University;
Ph.D., Stanford University, Centennial
Professor of Biology. 606 North Chester
Road.
Charles L. James,3 B.S., State University
of New York at New Paltz; M.S., State
University of New York at Albany, Professor
of English Literature. 402 Laurel Lane,
Wallingford, PA 19086.
John B. Jenkins, B.S. and M.S., Utah
State University; Ph.D., University of
California, Los Angeles, Professor of
Biology. 330 Cornell Avenue.
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.
Deborah G. Kemler Nelson, B.A., M.A.,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin West Avenue.
T. Kaori Kitao, B.A. and M.A., University
of California, Berkeley; Ph.D., Harvard
University, Professor of Art History.
540 Westminster Avenue.
Eugene A. Klotz, B.S., Antioch College;
Ph.D., Yale University, Professor of
Mathematics. 735 Yale Avenue.
George Krugovoy, B.A., M.A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor of Russian. 562 Juniata Avenue.
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
260
Jam es R. Kurth, B.A., Stanford
University; M.A. and Ph.D., Harvard
University, Professor of Political Science.
100 Rutgers Avenue.
Hugh M. Lacey,1B.A. and M.A.,
University of Melbourne; Ph.D., Indiana
University, Professor of Philosophy.
4 Whittier Place.
Asm arom Legesse, B.A., University
College of Addis Ababa; Ed.M. and Ph.D.,
Harvard University, Professor of
Anthropology. 407 Vassar Avenue.
Lillian M. LI,1
23A.B., Radcliffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 8B Whittier Place.
Nelson A. Macken,3B.S., Case Institute of
Technology; M.S., Ph.D., University of
Delaware, Professor of Engineering.
250 Haverford Avenue.
Jeanne Marecek,1B.S., Loyola
University; Ph.D., Yale University, Professor
of Psychology. 325 S. Monroe Street,
Media, PA 19063.
Stephen B. Maurer, B.A., Swarthmore
College; M.A. and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjamin West Avenue.
Philip Metzidakis,13B.A., Dartmouth
College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.
Kathryn L. Morgan, B.A., Virginia State
College; M.A., Howard University; M.A.
and Ph.D., University of Pennsylvania,
Professor of History. Apt. 710, Strath
Haven Condominiums.
BrauliO MunOZ, B.A., University of Rhode
Island; M.A. and Ph.D., University of
Pennsylvania, Professor of Sociology.
500 Harvard Avenue.
Donna Jo Napoli, b .a ., m .a ., and Ph.D.,
Harvard University, Professor of
Linguistics. 226 Park Avenue.
13 Program Director, Hamilton College
Academic Year in Spain (Madrid),
1992-93.
Hans F. Oberdiek. B.S. and Ph.D.,
University of Wisconsin, Professor of
Philosophy. 410 Dickinson Avenue.
Allen M. Schneider, B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 608 Elm Avenue.
Robert F. Pasternack, b .a . and Ph.D.,
Cornell University, Edmund Allen Professor
of Chemistry. 404 Park Avenue.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor of
Psychology. 405 Rogers Lane, Wallingford,
PA 19086.
Richard Schuldenfrei, b .a . and M.A.,
University of Pennsylvania; Ph.D.,
University of Pittsburgh, Professor of
Philosophy. 2 Furness Lane, Wallingford,
PA 19086.
Barry Schwartz, B.A., New York
University; M.A. and Ph.D., University of
Pennsylvania, Professor of Psychology.
210 Garrett Avenue.
Kenneth E. Sharpe, b .a ., Dartmouth
College; M.S., London School of Economics
and Political Science; Ph.D., Yale
University, Professor of Political Science.
521 Elm Avenue.
Steven I. Piker, B.A., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology. 125 Rutgers Avenue.
Ernest J. Prudente, B.S. and M.S.,
University of Pennsylvania, Professor of
Physical Education. 914 Surrey Road,
Media, PA 19063.
Frederic L. Pryor, B.A., Oberlin College;
M.A. and Ph.D., Yale University, Professor
of Economics (part-time). 740 Harvard
Avenue.
Charles Raff, B.A., University of
Rochester; M.A. and Ph.D., Brown
University, Professor of Philosophy.
214 Rutgers Avenue.
Gilbert P. Rose, B.A. and Ph.D.,
University of California, Berkeley, Professor
of Classics. 551 Marietta Avenue.
Robert Roza, B.A., University of Toronto;
M.A. and Ph.D., Princeton University,
Professor of French. 233 Cornell Avenue.
Richard L. Rubin, A.B., Brown University;
M.A. and Ph.D., Columbia University,
Professor of Political Science and Public
Policy (part-time). 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.
Robert E. Savage, B.A., Oberlin College;
M.S. and Ph.D., University of Wisconsin,
Isaac H. Clothier, Jr., Professor of Biology.
411 Vassar Avenue.
Susan Snyder, B.A., Hunter College; M.A.
and Ph.D., Columbia University, Gil and
Frank Mustin Professor of English
Literature. 524 Westminster Avenue.
Donald K. Swearer, B.A., M.A., and
Ph.D., Princeton University; B.D. and
S.T.M., Yale Divinity School, Lang Research
Professor of Religion. 109 Columbia
Avenue.
Francis P. Tafoya, B.S. and M.A.,
University of Colorado; Ph.D., Yale
University, Professor of French and Spanish.
620 North Chester Road.
Peter T. Thompson, b .a ., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor of Chemistry.
203 College Avenue.
Jacob Weiner,3 B.A., Antioch College;
M.S., University of Michigan; Ph.D.,
University of Oregon, Professor of Biology.
16 S. Princeton Avenue.
Philip M. Weinstein, A.B., Princeton
University; A.M. and Ph.D., Harvard
University, Professor of English Literature.
510 Ogden Avenue.
Douglas M. Weiss, A.T.C., Professor of
Physical Education. 117 S. Chester Road.
3 Absent on leave, 1992-93.
261
Faculty
Larry E. Westphal, 8 .A., Occidental
College; Ph.D., Harvard University,
Professor of Economics. Swarthmore
College.
Robert E. Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor of Physical
Education and Athletics. 507 Oak Crest
Lane, Wallingford, PA 19086.
Timothy C. Williams,3B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor of Biology.
314 Rutgers Avenue.
Craig Williamson, B.A., Stanford
University; M.A., Harvard University;
Ph.D., University of Pennsylvania, Professor
of English Literature. 602 Elm Avenue.
Jerome H. Wood, Jr., B.A., Howard
University; Ph.D., Brown University,
Professor of History. 103 E. Providence Rd.,
Aldan, PA 19018.
Harrison M. Wright,1B.A., M.A., and
Ph.D, Harvard University, Isaac H. Clothier
Professor of History. 319 Cedar Lane.
ASSOCIATE PROFESSORS
Nathalie F. Anderson, B.A., Agnes Scott
College; M.A., Georgia State University;
Ph.D., Emory University, Associate
Professor of English Literature.
302 N. Chester Road.
Abbe Blum, B.A., University of California,
Berkeley; B.A. and M.A., Cambridge
University; Ph.D., Yale University, Associate
Professor of English Literature. 400 Walnut
Lane.
John P. Caskey,1B.A., Harvard
University; Ph.D., Stanford University,
Associate Professor of Economics.
318 North Chester Road.
Joy Charlton, B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Associate Professor of Sociology. 503 North
Chester Road.
Erik Cheever, B.S., Swarthmore College;
M.S.E. and Ph.D., University of
Pennsylvania, Associate Professor of
Engineering. 732 Yale Avenue.
Susan P. DaviS, B.S., Springfield College;
M.S., Smith College, Associate Professor of
Physical Education. 2411 Whitehouse Road,
Berwyn, PA 19312.
Richard Eldridge, A.B., Middlebury
College; M.A. and Ph.D., University of
Chicago, Associate Professor of Philosophy.
423 Harvard Avenue.
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
3 Absent on leave, 1992-93.
262
Randall L. Exon, B.F.A., Washburn
University; M.A. and M.F.A., University of
Iowa, Associate Professor of Studio Arts.
431 Rogers Lane, Wallingford, PA 19086.
Sharon Friedler,1
2B.A., Colby College;
M.F.A., Southern Methodist University,
Associate Professor of Dance and Director
of the Dance Program. 220 Vassar Avenue.
Scott F. Gilbert, B.A., Wesleyan
University; M.A. and Ph.D., The Johns
Hopkins University, Associate Professor of
Biology. 224 Cornell Avenue.
Stephen S. Golub, B.A., Williams College;
M.A. and Ph.D., Yale University, Associate
Professor of Economics. 600 Elm Avenue.
Maribeth Graybill, B.A., College of
Wooster; M.A. and Ph.D., University of
Michigan, Associate Professor of Art
History. 515 Elm Avenue.
Charles M. Grinstead,2B.A., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Associate Professor
of Mathematics. 8 Whittier Place.
Philip J. Kellman. b •A., Georgetown
University; M.A. and Ph.D., University of
Pennsylvania, Associate Professor of
Psychology. 1021 Stewart Avenue,
Springfield, PA 19064.
Frank A. Moscatelli, B.S., C. w . Post
College; M.S. and Ph.D., New York
University, Associate Professor of Physics.
302 Avondale Road, Wallingford, PA
19086.
Mark Kuperberg, B.A., Amherst College;
M.A. and Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. 147 Park Avenue.
George Moskos, b .a ., Davidson College;
M.A. and Ph.D., University of Wisconsin,
Madison, Associate Professor of French.
730 Yale Avenue.
Laurie Langbauer, b .a ., Wesleyan
University; M.A. and Ph.D., Cornell
University, Associate Professor of English
Literature. Swarthmore College.
Michael L. Mullan, B.A., University of
California, Berkeley; M.Ed., Temple
University, Associate Professor of Physical
Education. 511 Harvard Aveue.
Amy-Jiil Levine, B.A., Smith College;
Rosaria V. Munson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor of Classics. Swarthmore College.
M.A. and Ph.D., Duke University, Associate
Professor of Religion. Swarthmore College.
Gerald Levinson, B.A., University of
Pennsylvania; M.A. and Ph.D., University of
Chicago, Associate Professor of Music.
307 Maple Avenue.
Ann Kosakow ski McNamee, b .a .,
Wellesley College; M.Phil. and Ph.D., Yale
University, Associate Professor of Music.
6 Whittier Place.
Arthur E. McGarity, b .a ., Trinity
University; M.S.E., Ph.D., The Johns
Hopkins University, Associate Professor of
Engineering. 135 Rutgers Avenue.
Rachel Merz, B.A., Western New Mexico
University; M.S., University of Florida;
Ph.D., University of Chicago, Associate
Professor of Biology. 515 Elm Avenue.
Brian A. Meunier, B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler
School of Art, Temple University, Associate
Professor of Studio Arts. 5 Whittier Place.
Vera B. Moreen,4 B.A., Princeton
University; M.A. and Ph.D., Harvard
University, Visiting Associate Professor of
Religion. 332 Llandrillo Road,
Bala Cynwyd, PA 19004.
1 Absent on leave, fall semester, 1992.
2 Absent on leave, spring semester, 1993.
Marjorie Murphy, b .a ., jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Associate Professor of History.
723 Yale Avenue.
Carol Nackenoff, A.B., Smith College;
M.A. and Ph.D., University of Chicago,
Associate Professor of Political Science.
222 Vassar Avenue.
Stephen A. O’Connell, A.B., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. Swarthmore College.
Frederick L. Orthlieb, b .s . and M.S.,
Massachusetts Institute of Technology;
Ph.D., Carnegie-Mellon University,
Associate Professor of Engineering. 13
Green Valley Road, Wallingford, PA 19086.
Hillard Pouncy,1
2B.S., Boston College;
M.A., Columbia University, Ph.D.,
Massachusetts Institute of Technology,
Associate Professor of Political Science.
Swarthmore College.
K. Ann Renninger,3 b .a ., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Associate Professor of Education.
20 President Avenue, Rutledge, PA 19070.
3 Absent on leave, 1992-93.
4 Fall semester, 1992.
263
Faculty
Peter J. Schmidt, 6 .A., Oberlin College;
M.A. and Ph.D., University of Virginia,
Associate Professor of English Literature.
606 Elm Avenue.
Barbara Yost Stewart,1B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Associate Professor of Biology. 238
Copper Beech Drive, Blue Bell, PA 19422.
Helene Shapiro,3 B.A., Kenyon College;
M.A. Princeton University; Ph.D.,
California Institute of Technology, Associate
Professor of Mathematics. Swarthmore
College.
Eva F. Travers, B.A., Connecticut College;
M.A. and Ed.D., Harvard University,
Associate Professor of Education. 416 Park
Avenue.
Don Shimamoto,3 B.S., Stanford
University; M.A. and Ph.D., Brandeis
University, Associate Professor of
Mathematics. Swarthmore College.
Faruq M. A. Siddiqui, B.S., Bangladesh
Unversity of Engineering and Technology;
M.S. and Ph.D., University of Pittsburgh,
Associate Professor of Engineering.
636 Yale Avenue.
Lisa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Professor of Education. 115 College Avenue.
Thomas Stephenson, B.S., Furman
University; Ph.D., The University of
Chicago, Associate Professor of Chemistry.
221 Woodward Road, Moylan, PA 19065.
William N. Turpin, M.A., University of St.
Andrews; M.A., University of Toronto;
Ph.D., Cambridge University, Associate
Professor of Classics. Swarthmore College.
Richard Valelly,3 B.A., Swarthmore
College; Ph.D., Harvard University,
Associate Professor of Political Science.
Swarthmore College.
Judith G. VOCt,3 B.S., Antioch College;
Ph.D., Brandeis University, Associate
Professor of Chemistry. 368 Trevor Lane,
Bala Cynwyd, PA 19004.
Robin E. Wagner-Pacifici, B.A., Brown
University; M.A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 330 North Princeton Avenue.
ASSISTANT PROFESSORS
John Baker, A.B., Washington University;
S.T.B., Gregorian University; Ph.D., Brown
University, Visiting Assistant Professor of
German. Swarthmore College.
Dave Barker-Plummer, B.A., Lancaster
University; Ph.D., University of Edinburgh,
Assistant Professor of Computer Science.
2227 DelanCy Place, #4, Philadelphia, PA
19103.
Amanda Bayer, B.A., Williams College;
Ph.D., Yale University, Assistant Professor
of Economics. 548 Westminster Avenue.
Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
1 Absent on leave, fall semester, 1992.
3 Absent on leave, 1992-93.
264
Berkeley, Assistant Professor of History.
614 Yale Avenue.
Alan Rerkowitz,3 M.A. and Ph.D.,
University of Washington, Assistant
Professor of Chinese. Swarthmore College.
M ark Breitenberg, B.A., William and
Mary College; M.A. and Ph.D., University
of California at San Diego, Assistant
Professor of English Literature. 8 Crum
Ledge Lane.
Virginia Brennan,8 B.A., Yale University;
M.A., Columbia University; Ph.D.,
University of Massachusetts at Amherst,
Assistant Professor of Linguistics.
Swarthmore College.
8 Joint appointment with Linguistics.
Amy R. Bug,1B.A., Williams College;
Ph.D., Massachusetts Institute of
Technology, Assistant Professor of Physics.
915 Harvard Avenue.
Erich Carr Everbach, a .b ., Harvard
College; M.S. in M.E., and Ph.D., Yale
University, Assistant Professor of
Engineering. Swarthmore College.
Syd Carpenter, B.F.A. and M.F.A., Tyler
School of Art, Assistant Professor of Studio
Arts. Swarthmore College.
Larry M. Frolich, B.A., University of
California, Berkeley; Ph.D., University of
Chicago, Assistant Professor of Biology.
Swarthmore College.
Catherine Culver, B.S., Jacksonville
University; M.A. and Ph.D., Florida State
University, Visiting Assistant Professor of
Philosophy. Swarthmore College.
Andrés Corrada-Emmanuel, B.A.,
Harvard University; Ph.D., University of
Massachusetts, Assistant Professor of
Physics. Swarthmore College.
Alain D’AmOUr, B.S., University of
Montreal; M.S., University of Ottawa;
Ph.D., University of Virginia, Assistant
Professor of Mathematics. Swarthmore
College.
Sara N. Davis, B.S., University of
Pennsylvania; M.A., Columbia University;
Ph.D., Rutgers University, Visiting
Assistant Professor of Psychology.
150 Guernsey Road.
Aurora Camacho de Schm idt B.A.,
Universidad Iberoamericana; M.A. and
Ph.D., Temple University, Assistant
Professor of Spanish. 232 W. Highland
Avenue, Philadelphia, PA 19118.
Miguel Diaz-Barriga, B.A., University of
Chicago; M.A. and Ph.D., Stanford
University, Assistant Professor of Sociology.
Swarthmore College.
Wenwei Du, Ph.D., Washington University,
Assistant Professor of Chinese. Swarthmore
College.
Silvio P. Eberhardt, B.S. and B.S.E.E.,
Lehigh University; M.S. and Ph.D., Johns
Hopkins University, Assistant Professor of
Engineering. Swarthmore College.
Stephen J. Epstein, A.B., Harvard
College; M.A. and Ph.D., University of
California at Berkeley, Assistant Professor of
Classics. Swarthmore College.
1 Absent on leave, fall semester, 1992.
Ellen Gethner, A.B., Smith College; M.A.,
University of Washington; Ph.D., The Ohio
State University, Assistant Professor of
Mathematics. Swarthmore College.
Cheri Goetcheus, B.S. and M.S., Ithaca
College, Assistant Professor of Physical
Education. Swarthmore College.
Jam es R. Groome, B.A., Wake Forest
University; Ph.D., University of New
Hampshire, Assistant Professor of Biology.
Swarthmore College.
Carl H. Grossman, B.Sc. and Ph.D.,
University of Pennsylvania, Assistant
Professor of Physics. 3439 Barclay Street,
Philadelphia, PA 19129.
John Hawthorn, B.A., Brasenose College,
Oxford; M.A. and Ph.D., McGill University,
Visiting Assistant Professor of Philosophy.
Swarthmore College.
Wendy A. Horwitz, A.B., Harvard
University; M.A. and Ph.D., Temple
University, Assistant Professor of
Psychology. Swarthmore College.
Thomas J. Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Assistant Professor of
Mathematics. Swarthmore College.
Alexandra Juhasz, b .a ., Amherst
College; M.A. and Ph.D., New York
University, Assistant Professor of English
Literature. Swarthmore College.
Allen KuharskM B.A., University of
Wisconsin-Madison; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of English Literature. Swarthmore
College.
2 Absent on leave, spring semester, 1993.
265
Faculty
Lian Shu Li,3
4*B.A., Tsing Hua University;
M. Phil, and Ph.D., Columbia University,
Visiting Assistant Professor of Russian.
Swarthmore College.
Tamsin Lorraine, B.A., Middlebury
College; Ph.D., University of
Massachusetts, Assistant Professor of
Philosophy. 318 N. Chester Road.
Alexander D. MacKerell, Jr., A.s.,
Glouster County College; 6 .S., University
of Hawaii; Ph.D., Rutgers University,
Assistant Professor of Chemistry.
Swarthmore College.
Ellen B. Magenheim, B•A., University of
Rochester; M.A., Ph.D., University of
Maryland, Assistant Professor of
Economics. 316 Maple Avenue.
Li-ching Chang Mair, b .a . and M.A.,
National Taiwan University; M.A.,
University of Washington, Assistant
Professor of Chinese (part-time).
23 Oberlin Avenue.
Michael Marissen,3 B.A., Calvin College;
Ph.D., Brandeis University, Assistant
Professor of Music. 915 Harvard Avenue
#1301.
William Marshall, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor of English Literature and Resident
Designer of The Theatre. Swarthmore
College.
Christine M assey, B.A., Wellesley
College; M.A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology.
Meta Mendel-Reyes, B.A., University of
California, Santa Cruz; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of Political Science. Swarthmore
College.
Lynne A. Molter, B.s. and B.A.,
Swarthmore College; S.M. and Sc.D.,
Massachusetts Institute of Technology,
Assistant Professor of Engineering and
Physics. Swarthmore College.
Ethel D. Moore,3 B.A., California State
University; A.M. and Ph.D., University of
Michigan, Assistant Professor of Psychology.
404 Elm Avenue.
Richard A. Niesenbaum, B.A., University
of Pennsylvania; M.S., University of
Connecticut; Ph.D., University of
Pennsylvania, Assistant Professor of Biology.
Swarthmore College.
Deepa M. Ollapally, B.A., Florida State
University; M.A., Columbia University,
Assistant Professor of Political Science.
Swarthmore College.
Robert S. Raley, B.S., McGill University;
M.S. and Ph.D., University of Michigan,
Assistant Professor of Chemistry.
Swarthmore College.
Ryne A. Palombit, B.S., New Mexico State
University; Ph.D., University of California/
Davis, Assistant Professor of Biology.
Swarthmore College.
Emilie Passow, B.A., City College of New
York; M.A. and Ph.D., Columbia
University, Assistant Professor of English
Literature (part-time). 50 Belmont Avenue,
Bala Cynwyd, PA 19004.
Jacqueline Pastis, B.A., University of
South Florida; M.T.S., Emory University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Religion. Swarthmore
College.
Lee Perlman, B.A., St. John’s College;
M.A., Georgetown University; Ph.D.,
Massachusetts Institute of Technology,
Assistant Professor of Political Science.
Swarthmore College.
Anne Menke,11B.A., San Francisco State
University; M.A. and Ph.D., Harvard
University, Assistant Professor of French.
Swarthmore College.
Micheline Rice-Maximin, 12 Licence
and Maitrise Universite de la Sorbonne,
Paris-IV; M.A., University of North Texas;
3 Absent on leave, 1992-93.
4 Fall semester, 1992.
10 Campus coordinator, Swarthmore
Program in Grenoble.
11 Program Director, Swarthmore Program
in Grenoble, fall semester, 1992.
12 Program Director, Swarthmore Program
in Grenoble, spring semester, 1993.
266
Ph.D., University of Texas-Austin, Assistant
Professor of French. 525 Elm Avenue.
Ellen M. Ross,3 B.A., Princeton University;
M.A. and Ph.D., University of Chicago,
Assistant Professor of Religion. 318 North
Chester Road.
Martin Schoenhals, B.A., University of
Chicago; Ph.D., University of Pennsylvania,
Assistant Professor of Anthropology.
Swarthmore College.
Wesley Shumar, B.A., University of
Pennsylvania; M.A., New York University;
Ph.D., Temple University, Visiting Assistant
Professor of Education. 1108 S. 46th Street,
Philadelphia, PA 19143.
Kathleen K. Siwicki,3 B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Assistant
Professor of Biology. 109 Barley Mill Road,
Wallingford, PA 19086.
Mitchell P. Smith, B.A., University of
California, Berkeley; M.P.A., Princeton
University, Assistant Professor of Political
Science. Swarthmore College.
Martin Srajek, B.A., University of
Hamburg; M.A. and Ph.D., Temple
University, Visiting Assistant Professor of
Religion. Swarthmore College.
Christopher R. Stover, B.A., Swarthmore
College; Ph.D., Massachusetts Institute of
Technology, Assistant Professor of
Mathematics. Swarthmore College.
Janet C. Talvacchia. M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Assistant Professor of Mathematics.
Swarthmore College.
Terje G. Void, B.A., Oberlin College; M.S.
and Ph.D., University of Washington,
Assistant Professor of Physics.
525 Elm Avenue.
Robert E. Weinberg, B.S., Cornell
University; M.A., Indiana University; Ph.D.,
University of California, Berkeley, Assistant
Professor of History. 940 Harvard Avenue.
Steven R. Welch, B.A., College of the
Holy Cross; M.Phil., M.A., Ph.D.,
Columbia University, Assistant Professor of
History. Swarthmore College.
Hans-Jakob Werlen, M.A., University of
Notre Dame; Ph.D., Stanford University,
Assistant Professor of German.
515 Elm Avenue.
Lynn Westling,3B.A., Rollins College;
B.S., Georgia Institute of Technology; M.A.
and Ph.D., University of Rochester,
Assistant Professor of Physics. 2 Crum
Ledge Lane.
R. Tyrene White, B.A., Middle Tennessee
State University; M.A., Ph.D., Ohio State
University, Assistant Professor of Political
Science. 318 N. Chester Road.
Alison P. Williams,3B.A., Wesleyan
University; M.S. and Ph.D., University of
Rochester, Assistant Professor of
Chemistry. Swarthmore College.
Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of
Illinois, Assistant Professor of Biology.
Swarthmore College.
Mark I. Wallace,3 B.A., University of
California at Santa Barbara; M.Div.,
Princeton Theological Seminary; Ph.D.,
University of Chicago, Assistant Professor
of Religion. 318 North Chester Road.
Lee Wimberly, B.A., Stanford University;
J.D., University of California at Berkeley,
Assistant Professor of Physical Education.
Swarthmore College.
Karen Yohannan, b .s ., University of
Delaware; M.Ed., Widener University,
Assistant Professor of Physical Education.
933 Mitchell Avenue, Morton, PA 19070.
3 Absent on leave, 1992-93.
267
Faculty
INSTRUCTORS
John Alston, B.M., Yankton College;
M.M., University of Northern Iowa,
Instructor in Music. Swarthmore College.
Elizabeth Bolton, B.A., Middlebury
College; M. Phil., Yale University, Instructor
in English Literature. 4 Crum Ledge Lane.
Yvonne P. Chireau, B.A., Holyoke College;
M.T.S., Harvard University, Instructor in
Religion. Swarthmore College.
Sidney Donnell, B.A., University of Texas
at Austin; M.A., University of Penn
sylvania, Instructor in Spanish. 4710
Springfield Avenue, Apt. 3-F, Philadelphia,
PA 19143.
Paul B. JaskOt, B.A., Swarthmore College;
M.A., Northwestern University, Visiting
Instructor in Art History. Swarthmore
College.
Elke Plaxton.i B.A., Brigham Young
University; M.A., University of Colorado,
Instructor in German (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.
Thomas Whitman, B.A., Swarthmore
College; M.A., University of Pennsylvania,
Instructor in Music. Swarthmore College.
LECTURERS
Abigail Adams,5 Diploma, Royal Academy
of Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in
Theatre (part-time). Swarthmore College.
Paul Klingsberg, A.B., University of
Rochester; M.A. and Ph.D., University of
Pennsylvania, Lecturer in Mathematics.
Swarthmore College.
Diane Anderson, B.A., Montclair State
College; M.S., Drexel University, Lecturer
in Education. 210 Yale Avenue.
Paul Hong Liou, M.A., University of
Pennsylvania, Lecturer in Chinese.
Swarthmore College.
Edward Dixon, B.A., LaSalle College;
M.A., Pennsylvania State University,
Lecturer in German. Swarthmore College.
Ronald Mincy, A.B., Harvard University;
Ph.D., Massachusetts Institute of
Technology, Visiting Lecturer in Economics.
Swarthmore College.
Robert Fisher, A.B., Marietta College;
Ph.D., Indiana University, Lecturer in
Chemistry. Swarthmore College.
Joan Friedman, M.A., University of
Wisconsin, Lecturer in Spanish.
421 Cornell Avenue.
Carole Netter, Maitrisse and DEA,
University of Paris, Lecturer in French.
Swarthmore College.
Qian He, B.A., Beijing University, China,
Lecturer in Chinese. Swarthmore College.
Leah Johnson Smith,5B.A., Stanford
University; Ph.D., The Johns Hopkins
University, Lecturer in Economics. 406
Cedar Lane.
Evgeniya L. Katsenelinboigen, Moscow
Polygraphic Institute, Lecturer in Russian.
133 Deerpath Lane, Media, PA 19063.
Michael Speirs,4 B.A., University of
Pennsylvania, Lecturer in Sociology and
Anthropology. Swarthmore College.
M ary K. Kenney, A.B., chestnut Hill
College; M.A., Villanova University,
Lecturer in Spanish. Swarthmore College.
Charles F. Stone, III, B.A., Swarthmore
College; Ph.D., Yale University. Visiting
Lecturer in Economics. 1214 Strath Haven
Condominiums.
1 Absent on leave, fall semester, 1992.
4 Fall semester, 1992.
5 Spring semester, 1993.
268
ASSISTANTS AND ASSOCIATES
Kim D. Arrow, B.S., Temple University;
M.F.A., New York University, Associate in
Performance (Dance). Swarthmore College.
Darlene D. Bramucci, b .a . and M.S.,
University of Maryland, Assistant in
Biology. 532 Milmont Avenue, Milmont
Park, PA 19033.
Elsa Crazier, D.E.A. de Didactique
Generale des Langues, Universite III
Grenoble, Assistant in French. Swarthmore
College.
Anne Danielson, B.A., Swarthmore
College, Assistant in Biology. 314 Rutgers
Avenue.
Virginia M. Indivero, B.S., Elizabethtown
College; M.S. Villanova University,
Assistant in Chemistry. 2915 Wakefield
Drive, Holmes, PA 19043.
Michael Johns, Associate in Performance
(Music). Swarthmore College.
Shelagh Johnston, B.A., Wellesley
College; M.S., Drexel University, Assistant
in Biology. 917 Winding Lane, Media, PA
19063.
Margaret M. Lehman, B.A., Swarthmore
College, Assistant in Chemistry. 765 W.
Valley Road, Wayne, PA 19087.
Wayne McKinney,4 Assistant in Physical
Ursula M. Davis, B.S., Colby Junior
Education. Swarthmore Collège.
College, Assistant in Chemistry. 11
Rampart West, Media, PA 19063.
Mark Peterson, Assistant in Physical
Education. Swarthmore College.
Lawrence Ehmer, B.A., Swarthmore
College, Assistant in Physical Education.
Swarthmore College.
Dorothy K. Freeman, b .m ., m .m „ Boston
University, Associate in Performance
(Music). 206 Martroy Lane, Wallingford,
PA 19086.
Eleanor K. Hess, B.S. and M.S., University
of Pennsylvania, Professor Emerita and
Assistant in Physical Education. 5 Plush
Mill Road, Wallingford, PA 19086.
Sally HeSS, B.A., Barnard College; M.Phil.,
Yale University, Associate in Performance
(Dance). Swarthmore College.
Amma Houtman, b .a ., Temple University,
Associate in Performance (Dance). 259 S.
44th Street, Philadelphia, PA.
Arne Running, Associate in Performance
(Music). Swarthmore College.
Paula Sepinuk, B.A., Bennington College;
M.A., Villanova University; Adjunct
Associate in Performance (Dance).
Swarthmore College.
Joli Sherman, B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Dale Strawbridge,4 B.S., slippery Rock
State College; M.Ed., Pennsylvania State
University, Assistant in Physical Education.
8 Wood Une, West Chester, PA 19380.
Ronald A. Tirpak, B.A., Millersville
University; M.A., Temple University,
Assistant in Physical Education. 440 Strath
Haven Avenue.
4 Fall semester, 1992.
269
Faculty
Standing Committees of the Faculty 1992-93
Academic Requirements
LYTHCOTT*, Collings, Gross*, Hunter,
Keith*, Kurth, Macken, Morgan, Mullins*,
O’Connell, Weinberg
Faculty and Staff Benefits
SPOCK*, Caskey, Eberhardt, Keith*,
McKenna*, Rinker*, Robinson*, Saffian,
Vollmer, Welsh
Admissions and Scholarships
AVERY, Barr*, Bensch, Gergen (fall),
Pasternack, Talbot*, Thomas-Walker*,
Weinberg
Black and Minority Concerns
POUNCY (fall), BRADLEY (spring),
Chijioke*, Diaz-Barriga, Eldridge, M.*,
Everbach, Friedman, Golub, Keith*,
Lythcott*, Mason*, Rubin, ThomasWalker*, Wagner-Pacifica, 2 students
Fellowships and Prizes
STOTT*, Eberhardt, Freeman, Gergen,
Krugovoy, Meunier, Paley, Siddiqui, Turpin,
Associate Dean*
Bookstore
BREITENBERG, Magenheim, Munson,
Schall*, Schuldenfrei, Sowards*
College Planning
Anderson, Cothren, Dunn, Jacobs, Marecek,
Molter, Morgan, Swearer, Wagner-Pacifici
Council on Educational Policy
KEITH*, Anderson, Bloom*, Magenheim,
Moscatelli, Rose, Weinstein, 2 students
Committee on Faculty Procedures
BLOOM*, Blum, Dunn, Keith*, Molter,
Savage, Schuldenfrei, Smulyan
Computing Services
BANNISTER, Blackburn (fall), Cheever,
Cleland*, Murphy
Cooper
KLOTZ, Devin, Durkan*, Eldridge, M.,
Exon, Langbauer, Miran, Pouncy, Roza,
Williamson, C., 2 students
Curriculum
KEITH*, Kuperberg, Merz, Mullins*,
Turpin, 2 students
Faculty Equal Opportunity
WERLEN, Blum, Maurer, Siddiqui,
Wimberly, Whitman*
*staff ex officio
270
Foreign Study
PIKER, Evans*, Hassett, Klotz, Lythcott*,
Napoli, Tafoya, Welch, Wood
Health Science Advisory
SMITH, D.*, Goundie*, Mullins*, Peabody,
Thompson, Vollmer, Weiss, Stewart (spring)
Library
DURKAN*, Bensch, Cochran*, Kitao,
Saffian
Physical Education and Athletics
O’CONNELL, Davis, Devin, Goundie*,
McNamee, Williams, R.
Promotion and Tenure
BLOOM*, Gaustad, Keith*, Lacey,
Marecek, Wright
Research Ethics
RAFF, Cheever, Pryor, Schneider
Research Support
HAMMONS, Hamilton*, Hassett, Void
Space Use and Energy Conservation
ORTHLIEB, Balbier*, Collings, Hain*,
Marshall, Mullan, Mullins*, Murphy, Pryor,
Schuldenfrei, Somerfield*, White
Women’s Concerns
TRAVERS, Bug (spring), Cleland*, Cheever,
Cothren, Jacobsen, Lott*, Lythcott*,
Welbon*, Yohannon, 3 students
Secretary to the Faculty
Iversen
Parliamentarian
Pryor (fall), Frost (spring)
1
Faculty Representatives to Other Committees
College Judiciary
SCHMIDT, Keith, Schall*, Stephenson
Honorary Degrees
BLOOM*, Durkan*, Eldridge, R., Muñoz
Community Space Advisory Committee
EXON, Alston, Bannister, Devin, Freeman,
Iversen, Schall*, Dean*, Williamson, C.,
2 students
Lang Scholarship
Alston, Diaz-Barriga, Legesse, Travers
Exchange
Pasternack
Financial Planning
SPOCK, Jacobs, President’s Staff*,
McNamee, Rinker*, Schall*, Weinstein,
Welsh*, White, T., Downing*, Tull*, 2
students
I
Luce
Exon, Kurth
Sager
MOSKOS, Ayres*, Blum, Breitenberg,
Diaz-Barriga, Dixon, Frye*, Juhasz, Kitao,
Mason*, Menke (spring), Rice-Maximin
(fall), Wood, Huber*, Sowards*
Watson
Collings, Li, Paley
Faculty Representatives to Committees of the Board
Board Observers
Li (fall), DuPlessis (spring)
Student Life
Blum, Kemler Nelson, Moskos
Property
Kelemen, Schuldenfrei
j
Divisions and Departments
L
D IVISION O F TH E H UM ANITIES
William Turpin, Chair
Art
Mathematics
Michael Cothren, Chair
Stephen Maurer, Acting Chair
Asian Studies (Program)
Modern Languages and Literatures
Alan Berkowitz, Program Coordinator
John J. Hassett, Chair
1
C lassics
M u sic and Dance
Gilbert Rose, Department Head
Ann K. McNamee, Chair
English Literature
Philosophy
Craig Williamson, Chair
Richard Eldridge, Acting Chair
History
Psychology
Lillian M. Li, Chair
Deborah G. Kemler Nelson, Chair
Linguistics (Program)
Religion
Donna Jo Napoli, Program Director
Donald Swearer, Acting Chair
*staff ex officio
Faculty
m
DIVISION OF THE NATURAL SCIENCES A N D ENGINEERING
Rachel Merz, Chair
Biology
Mathematics
Scott Gilbert, Chair
Barbara Stewart, Associate Chair
Stephen Maurer, Acting Chair
Chemistry
Richard Eldridge, Acting Chair
James Hammons, Acting Chair (fall)
Peter Thompson, Acting Chair (spring)
Frank Moscatelli, Chair
Computer Science (Program)
Charles F. Kelemen, Program Director
Philosophy
Physics and Astronomy
Psychology
Deborah G. Kemler Nelson, Chair
Engineering
Frederick Orthlieb, Chair
III. DIVISION OF THE SOCIAL SCIENCES
Mark Kuperberg, Chair
Economics
Mathematics
Stephen Golub, Chair
Stephen Maurer, Acting Chair
Education (Program)
Philosophy
Lisa Smulyan, Program Director
Richard Eldridge, Acting Chair
Engineering
Political Science
Frederick Orthlieb, Chair
Kenneth E. Sharpe
History
Psychology
Lillian M. Li, Chair
Deborah G. Kemler Nelson, Chair
Linguistics (Program)
Sociology and Anthropology
Donna Jo Napoli, Program Director
Joy Charlton, Chair
272
Administration
PRESIDENT’S OFFICE
Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.
Leah J. Smith, B.A., Stanford University;
Ph.D., The Johns Hopkins University,
Assistant to the President and Acting
Associate Provost.
Patricia A. Whitman, B.A., West Chester
State College; M.A., Miami University of
Ohio, Special Assistant to the President for
Women’s Concerns.
Lisa M. Brighenti, B.A., Swarthmore
College, Social Coordinator.
Margaret M. Giovannini, Diane E.
Watson, Secretaries.
VICE PRESIDENTS’ OFFICE
Harry D. Gotwals, B.A. and M.A.S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.
William T. Spock, B.A., Swarthmore
College, Vice President—Business and
Finance.
Suzanne P. Welsh, B.A., B.S., University
of Delaware; M.B.A., University of
Pennsylvania, Treasurer.
Louisa C. Ridgway. B.A., Vassar College;
M.B.A., University of Pennsylvania,
Assistant Treasurer.
Eleanor Agatone, Mary C. Kasper,
Secretaries.
PROVOST’S OFFICE
Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology.
John R. BOCCiO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University;
Associate Provost for Academic Computing
and Professor of Physics.
Leah J. Smith, B.A., Stanford University;
Ph.D., The Johns Hopkins University,
Assistant to the President and Acting
Associate Provost.
M arcia C. Brown, B.A., Villanova
University, Assistant to the Provost.
Karen D. Jones, Secretary.
DEAN’S OFFICE
Ngina Lythcott, A.B., Simmons College;
M.S.W., Smith College; M.P.H. and
Dr.P.H., University of California at Los
Angeles, Dean.
Robert J. Gross, B.A., Swarthmore
College; M.A.T., Ed.D., Harvard University,
Associate Dean.
Gilmore Stott, B.A. and M.A., University
of Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean.
Tedd R. Goundie, B.S., Muhlenberg
College; M.S., Bowling Green State
University, Assistant Dean for New Student
Affairs and Lecturer in Biology.
Joe Mason, B.A., Haverford College;
M.S.S./M.L.S.P., Bryn Mawr College,
Assistant Dean and Director of the Black
Cultural Center.
Gloria Carey Evans, B.A., Western
Washington College of Education; M.S.,
University of Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.
273
Administration
Myrt Westphal, A.B., Occidental College;
Ed.M., Boston University, Director of
Adventures in Math and Science (AIMS)
Summer Program and Coordinator for
Services for the Blind and Visually
Impaired.
ADMISSIONS OFFICE
Robert A. Barr, Jr., B.A., Swarthmore
College; M. A., University of Pennsylvania,
Dean of Admissions.
Wallace Ann Ayres, B.A., Swarthmore
College; Ed.M., Harvard University,
Associate Dean of Admissions.
Phyllis Hall Raymond, B.A., Indiana
University; M.A., Swarthmore College,
Associate Dean of Admissions.
Gloria Thomas Walker, B.A., Swarthmore
College, Associate Dean of Admissions.
David A. Walter, B.S., Swarthmore
College; M.Div., Princeton Theological
Seminary, Associate Dean of Admissions.
Serge Francois, b .a ., Swarthmore
College, Assistant to the Deans and
Coordinator, Volunteer Programs.
Patricia Coyne, Cathy Pescatore, Alma
E. Stewart, Secretaries.
M arcia Landesman, B.A., Swarthmore
College, Assistant Dean of Admissions and
Western Regional Representative.
Jennifer J. Rickard, B.A., Swarthmore
College; M.B.A., New York University,
Assistant Dean of Admissions.
Susan K. Untereker, b .a ., Smith College;
M.A., Columbia Teachers College, Assistant
to the Dean of Admissions.
Yvette M. Dennis, B.A., Ursinus College,
Admissions Counselor.
Ellen Dolski, Barbara A. Hadly,
Maureen McKeon, Secretaries.
Arlene K. Mooshian, B.S., West Chester
University, Receptionist.
ALUMNI RELATIONS, PUBLIC RELATIONS, AND PUBLICATIONS
Catherine Downing, B.A., Kent State
Barbara Haddad Ryan, B.A., Swarthmore
University, Associate Director of
College; M.S., Columbia University
Publications.
Graduate School of Journalism, Associate
Vice President for External Affairs.
Rebecca R. Alm, B.A., Valparaiso
University; M.A., University of Chicago,
David H. Allgeier, B.A., Swarthmore
Nancy L.T. Lehman, B.A., Swarthmore
College, Associate Director of Alumni
College, Copy and Class Notes Editors.
Relations.
Mimi GeiSS, Assistant Director of Alumni
Relations.
Lorna Greene Shurkin, b .a ., Brooklyn
College, Director of Public Relations.
M arsha Muilan, B.A., Washington State
University, Associate Director of Public
Relations.
Jeffrey B. Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design,
Director of Publications and Editor of the
Swarthmore College Bulletin.
274
Audree Penner, B.A., University of
Missouri-Columbia, Desktop Publishing
Assistant.
Astrid Devaney, Project Coordinator.
Jackie Fink, Georgann S. Giovagnoli,
Secretaries.
f BUSINESS OFFICE
Accounting
Meryle Rinker, B.A., Southern Oregon
State College; M.B.A., The University of
Tulsa, Director of Financial Operations/
Controller.
Kebede Teferi, M.Sc., University of
Timishoara, Accountant.
Judith F. Valori, B.A., University of
Maryland, Accountant.
Lori Ann Keeley, B.A., Rutgers University,
Restricted Funds Accountant.
Business Office
Nancy E. Sheppard, Business Office
Manager.
Jean English, Payroll Coordinator.
Tom Blumenthal, Jean Raisch, Payroll
Administrators.
| Word Processing Center
Diane Stasiunas, Director.
M ary P. Walker, Purchasing Clerk.
Ellen Augsberger, Ernestine Griendling,
Accounts Payable.
Catherine Cinquina, Secretary.
Monique Constantino, Bursar.
Joann M. M assary, Cheryl Robinson,
A.A.S., Delaware County Community
College, Secretaries.
CAREER PLANNING AND PLACEMENT
H. Thomas Francis, B.A., Kalamazoo
College; M.A., Western Michigan
University, Director.
Patricia E. Trinder, A.B., Oxford College
of Technology, Recruitment Coordinator/
Office Manager.
Elaine Metherall, B.A., University of
Vermont; M.Ed., University of Delaware,
Associate Director.
College, Secretary.
Leslie M. Brubaker, B.A., Cedar Crest
CENTER FOR SOCIAL AND POLICY STUDIES
Raymond F. Hopkins, B.A., Ohio
Wesleyan University; M.A., Ohio State
University; M.A. and Ph.D., Yale University,
Director of Public Policy Program.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University,
Director.
Cathy Wareham,A.S., Wesley College,
Secretary.
COMMUNITY SPACE
Mark Somerfield, B.F.A., Pennsylvania
State University; M.F.A., University of
Wisconsin-Madison, Director.
Andrew Metherall, B.S., Lyndon State
College, Director of Media Services.
Susan Dinsmore Smythe, B.A., Wesleyan
of New York at Albany, Production
Coordinator.
University, Associate Director.
Jam es Murphy, B.F.A., State University
275
Administration
COMPUTING SERVICES
John R. Boccio, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Associate Provost for Academic Computing.
Judy R. Downing, Director of
Administrative Computing.
M ark J. DutniC, B.A., M.B.A., University
of Rochester, Manager of Networking and
Systems.
Jane F. James, B.S., State University of
New York at New Paltz, User Services and
Training Coordinator.
Lawrence Ehmer, B.A., Swarthmore
College, Senior System Analyst.
Robin Jacobsen, B.B.S., Temple
University, Senior System Analyst.
R. Glenn Stauffer, B.B.A., Temple
University, Micro-Computer Analyst.
M ary K. Hasbrouck, B.A., oberlin
College, Natural Sciences Computing
Coordinator.
Matthew Wall, B.A., Swarthmore College,
Humanities Computing Coordinator.
Phyllis A. Fry, B.A., University of
California at Santa Barbara, Social Sciences
Computing Coordinator.
Eiji Hirai, B.A., Swarthmore College,
UNIX Systems Manager.
Karen V. Roop, A.S., Brandywine College,
B.A., Widener University, Hardware
Support Manager.
Michael W. Rapp, Hardware Support
Technician.
Alice H. McGovern, B.S., Fordham
University, AIMS Assistant.
Lisa Brunner-Bireley, A.A.S., Delaware
County Community College, Manager,
Computer Store.
Kathryn Timmons, Computer Operator.
DEVELOPMENT
Maurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of
Massachusetts, Director of Development.
Douglas B. Hasbrouck, B.A., Hampshire
College, Director of Development Services.
Bonlyn A. McBride, B.A., Duke
University; M.T.S., Harvard University,
Director of Major Gifts.
Susan Winslow Hodge, b .a ., Wheaton
College; M.A., University of Pennsylvania,
Research Associate.
Judith Egan Pagliaro, B.S., Columbia
University, Assistant Director of
Development.
Pauline M. Carroll, Ruth V. Kennedy,
B.A., University of Pennsylvania, Rose
Sacks, Secretaries.
Annual Funds
Elizabeth D. Macintosh, A.B., Bryn Mawr
College, Director.
Ruth V. Kennedy, B•A., University of
Pennsylvania, Secretary.
Foundation and Corporate Relations
Antonia W. Hamilton, A.B., Smith College;
M.A., University of Virginia; A.M.L.S.,
University of Michigan, Director.
Ellen Wylie, B.A., Colgate University;
M.A., Temple University, Assistant
Director.
276
Christine Fox, B.A., Widener University,
Laurie Hallett, Secretaries.
Planned Giving
Margaret W. Nikelly, B.A., Upsala
Carmen Duffy, Secretary.
College, Director.
Anne Bonner, B.A., University of
Wyoming; M.A., University of Washington,
Associate Director.
Alum ni and G ift Information Systems
Diane C. Crompton, Director.
M arcia Esterling, Gift Recorder.
Irene Martin, B.A., Lock Haven
Ruthanne Krauss, Office Manager.
University, Senior Gift Recorder.
Michele Sharkey, Secretary.
EQUAL OPPORTUNITY OFFICE
Patricia A. Whitman, B.A., West Chester
State College; M.A., Miami University of
1 Ohio, Equal Opportunity Officer.
Peggy Giovannini, Secretary.
FACILITIES AND SERVICES
Lawrence M. Schall, B.A., Swarthmore
College; J.D., University of Pennsylvania,
Associate Vice President.
Karen Mazza, Auxiliary Services
Assistant.
Didi Beebe, B.A., Gettysburg College,
Secretary.
Bookstore
Kathleen K. Grace, B.S., Elizabethtown
College;, M.B.A., Philadelphia College of
Textiles and Science, Director.
Food Service
Linda McDougall, B.A., Temple
University, Director of Dining Services.
LauriO Dibeler, B.A., Pennsylvania State
University, Catering Manager.
Michael Readinger, B.A., LaSalle
Dennis Kennedy, B.A., Swarthmore
College; M.A., Syracuse University, Service
Manager.
Ronda Kirby, B.A., University of Delaware,
Office Manager.
University, Production Manager.
Janet A. Kassab, Cash Operations
Manager.
Physical Plant
C. Stuart Hain, B.A., Roanoke College,
Director of Construction and Plant
Management.
Alice Balbierer, Assistant to the Director.
Kenneth Vanesco, Purchasing.
Eleanor Breischaft, Accounting.
Kenneth Silveira, Project Director for
Deferred Maintenance.
Claire Ennis, Secretary.
277
Administration
Maintenance
Ralph Thayer, Director of Maintenance.
Gary Morrissey, Paint Foreman.
Tom Cochrane, Mechanical Foreman.
Esther Kelley, Work Order Secretary.
John Schambors, Trades Foreman.
Environmental Services
Tony White, Director of Environmental
Services.
Barbara Green, Assistant Director of
Environmental Services.
Greg Hartley, Judy Majors, Patricia
Thompkins, Environmental Technician
Supervisors.
I
Grounds
Jeff JabCO, B.S. and M.S, Penn State
University, Director of Grounds and
Assistant Director—Horticulture.
Richard Evans, Foreman.
Paul Erickson, B.S., University of
Delaware, Crew Leader.
Thomas Lohse, Crew Leader.
Jam es McKenna, Motor Pool Foreman.
P
Planning and Construction
Peter R. Vishton, B.S. and M.S., Drexel
University, Project Engineer for Planning
and Construction.
FINANCIAL AID OFFICE
Laura Talbot, B.A., Wheaton College,
Director of Financial Aid.
Joanne Barracliff, Helen Elmer,
Secretaries.
Patricia Serianni, b .a ., M.Ed.,
Pennsylvania State University,
Associate Director of Financial Aid.
HEALTH SCIENCE ADVISORY PROGRAM
Barbara Yost Stewart, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Health Sciences Advisor.
Bonnie B. Harvey, B.A., Swarthmore
I
College, Secretary.
David G. Smith, B.A. and M.A., University
of Oklahoma; Ph.D., The Johns Hopkins
University, Acting Health Sciences Advisor,
fall semester.
HEALTH AND PSYCHOLOGICAL SERVICES
Worth Health Center
Linda Echols, R.N., B.S.N., and M.S.N.,
University of Pennsylvania; M.B.A.,
Wharton School; CRNP, Johns Hopkins
Hospital, Director of Worth Health Center.
278
Alan Zweben, B.S., SUNY, Stoney Brook;
M.D., New York Medical College, College
Physician.
I
Elissa R. Chansky, R.N., Beth Israel
Hospital, B.S., St. Joseph’s College,
Constance C. Jones, R.N., Hospital of
University of Pennsylvania, Anne Nichols,
R.N., B.S.N., Gwynedd-Mercy College,
Carol E. Ronan, R ,N., Philadelphia General
Hospital, Barbara A. Smetana, R.N.,
Samaritan Hospital, B.S., St. Joseph’s
College, College Health Nurse Practitioner.
James E. Clark, B.A., West Virginia
Frank P. Giammattei, B.A., Williams
College; M.D., University of Cincinnati,
Orthopedic Consultant.
Charles D. Hummer, Jr., B.A., Amherst
College; M.D., Hahnemann Medical
College, Athletic Orthopedic Consultant.
Brian Jorgensen, M.D., Wayne State
University, Internship Residency,
Hahnemann Medical College.
University; M.D., Jefferson Medical College,
Senior College Physician.
Bonnie Ermel, Nursing Assistant.
Paul S. Zamostien, B.S., Ursinus College;
Secretary.
Carolyn D. Evans, Health Services
M.D., Jefferson Medical College, Consulting
Gynecologist.
Psychological Services
Leighton C. Whitaker, B.A., Swarthmore
College; M.A., University of Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology of the American
Board of Professional Psychology, Director.
Paula S. Rosen, B.A., University of
Rochester; M.S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
of Social Work and Social Research,
Clinical Social Worker.
Robin L. Smith, B.A., La Salle University;
M.A.R., Eastern Baptist Theological
Seminary, Ph.D., Temple University, Staff
Psychologist.
Jack L. Solomon, B.S., Villanova
University; M.D., Hahnemann University,
Consulting Psychiatrist.
Ben Brennan, B.A., Rutgers University,
Clinical Psychology Intern from Widener
University.
Jacqueline Gilbert B.A., University of
Massachusetts, Clinical Psychology Intern
from Widener University.
Cynthia Weissbein, B.A., University of
Pennsylvania, Clinical Psychology Intern
from Widener University.
Birgitte Haselgrove, Secretary/
Receptionist.
LIBRARY STAFF
College Library
Michael J. Durkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, College Librarian.
Ann S. Blackburn, Secretary to the College
Librarian.
Benise A. Risoli, B.S., La Salle College,
Records and Purchasing.
Technical Services
Amy V. Morrison, B.A. and M.L.S.,
Rutgers University, Technical Services
Librarian.
Amy W. Graham, B.A., University of
Pennsylvania; M.S., Drexel University,
Monographs/Reference Librarian.
Barbara J. Weir, B.A., Pennsylvania State
University; M.L.S., Drexel University,
Assistant Technical Services Librarian.
Netta Shinbaum, B.A., State University of
New York-Oswego, Monographs.
279
Administration
So-Young Jones, B.A., Euha Womens
University, Korea; M.L.S., Simmons
College, Monographs.
Louise Petrilla, A.A., Delaware County
Community College, Monographs.
Pamela Julian-Smyers, B.S., West
Chester University; M.S., Bloomsburg
University, Monographs.
Pauline Marshall, B.S., Simmons College,
Serials.
Rose Marie Johnson, Mail/Serials.
Elizabeth Woolson, A.B., Chestnut Hill
College, Serials.
Margaret Rivello, Processing/Serials.
Sandra M. Vermeychuk, B.A.,
Swarthmore College; M.S. in Ed.,
University of Pennsylvania, Monographs.
Circulation and Reserve
Elizabeth Amann, B.A., Swarthmore
College; M.S. in L.S., Rutgers University,
Circulation Librarian.
Jean Pfeiffer, Circulation.
Nancy C. Bech, Reserve.
Polly D. Bech, B.A., Franklin & Marshall
College; M.A., Philadelphia College of Art,
Circulation Assistant.
Pauline E. Hallman, Receptionist.
Anna M. Agenbroad, Receptionist.
Diane van Roden, Receptionist.
Viola G. Holdsworth, B.S., Westminster
College; M.Ed., Temple University,
Receptionist.
Lisa F. Infante, B.A., Pennsylvania State
University; M.L.S., Widener University,
Receptionist.
Special Collections and Audio-Visuals
Edward H. Fuller, B.A., Widener College;
M.S. in L.S., Drexel University, Special
Collections Librarian.
Bibliographic Instruction and Reference
Steven W. Sowards, B.A., Stanford
University; M.A., M.L.S., Ph.D., Indiana
University, Humanities Librarian.
Kathryn M. Cleland, B.A. and M.A.,
SUNY at Albany; M.A., University of
Chicago, Social Sciences Librarian.
Gretchen F. Stroh, B.S., Philadelphia
College of Textiles and Science, Interlibrary
Loans Assistant.
Jacqueline Magagnosc, B.A., University
of California, Berkeley; M.S., Drexel
University, Government Documents.
Minda Hart, B.A., Pennsylvania State
University, Interlibrary Loan.
Cornell Library o f Science and Engineering
Emi K. Horikawa, B.S., University of
Nevada; M. A., University of Utah, Science
Librarian.
Meg E. Spencer, B.A., University of
Richmond, Science Library.
280
Teresa E. Heinrichs, B.A., Waynesburg
College, Serials.
I
Underhill Music Library
George K. Huber, B.A., University of
Pennsylvania; M.S. in L.S., Drexel
University, Music Librarian.
Three College Library Automation
Linde G. Bills, B.A., University of
California, Los Angeles; M.S.L.S., Case
Western Reserve University, Coordinator.
FRIENDS HISTORICAL LIBRARY
J. William Frost, B.A., DePauw
University; M,A. and Ph.D., University of
Wisconsin, Director.
Friends Historical Library of Swarthmore College
Mary Ellen Chijioke, B.A., Swarthraore
College; M.A., University of California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University of Ibadan;
Advanced Certificate of Librarianship,
Columbia University, Curator.
Claire B. Shelter, Cataloguer.
Patricia Chapin O’Donnell, B.A. and
M.A., University of Pennsylvania; M.A.,
University of Delaware, Archivist
(Cataloguing).
Patricia Anoni Silva, B.A., Maryville
College; M.S.L.S., Drexel University,
Project Cataloguing Archivist.
Charlotte A. Blandford, Program
Secretary.
Honorary Curataors of the Friends Historical Library
Margaret Hope Bacon, Esther L.
Cooperman, Julien Cornell, David C.
Elkinton, Philip L. Gilbert, Valerie G.
Gladfelter, Adalyn P. Jones, John M.
Moore, Lyman W. Biley, Jane R. Smiley.
Swarthmore College Peace Collection
Wendy E. Chmielewski, B.A., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator.
Barbara E. Addison, B.S., University of
Wisconsin (Milwaukee); M.S. in
Librarianship, University of Wisconsin
(Madison), Cataloger and Archivist.
Eleanor M. Barr, B.A., Mount Holyoke
College, M.L.S., University of Pittsburgh,
Certified Archivist.
Kate C. Myer, B.A., Neumann College,
Periodicals Assistant.
Advisory Council of the Swarthmore College Peace Collection
Irwin Abrams, Katherine Camp, Hilary
Conroy, Julien Cornell, Helen M.
Carroll, Homer Jack, Kendall Landis,
Donald B. Lippincott, Hannah and Felix
Wasserman.
PERSONNEL
Linda A. Fox, B.A., Hunter College,
Director of Personnel.
Lee Robinson, B.A., Rhode Island College,
Director of Employee Relations.
281
Administration
Joan K. Krehnbrink, B.A., Pennsylvania
State University, Associate Director of
Personnel.
Mildred L. Connell, Personnel
Administrator.
Theresa Handley, Secretary.
Gail V. Redden, A.A., Sullins College,
Benefits Administrator.
POST OFFICE
Theresa Matteo, Supervisor.
Michael Weems, Mail Courier.
Barbara Bachand, Assistant.
Joseph Quinn, Clerk.
PUBLIC SAFETY
Owen Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director of Public
Safety.
Leon Francis, Assistant Director of Public
Safety.
James, Ellis, Jeffrey Johnson, Fred
Kohlbrenner, Fred Martino, Scott
McLauglin, Robert Williams, A.A.S.,
Holyoke Community
College, Bobby Van Wilson, Public Safety
Officers.
Terri Narkin, Secretary.
Brian Harris, Patrol Lieutenant.
John Kelley, B.A., Widener University,
Patrol Corporal.
Larry Albertoli, Patrol.
Judy Feiy, Eliie Kolachny, Stephen
SiSSOnS, Communications Center Staff.
REGISTRAR’S OFFICE
Jane H. Mullins, B.A., Swarthmore
College, Registrar.
Evelyn 6. Huk, Agnes Kennedy, Agnes
Shonert, Recorders.
1
Josephine 0. Hopkins, Office Manager.
1
Nancy Ochs, Senior Recorder.
THE SCOTT ARBORETUM
Claire Sawyers, B.S. and M.S., Purdue
University; M.S., University of Delaware,
Director.
Jeff Jabco, B.S. and M.S., Penn State
University, Director of Grounds and
Assistant Director—Horticulture.
KriS Benarcik, A.S., Joliet Junior College,
Education Coordinator.
282
Helen DiFeliciantOniO, Secretary.
Jack H. Potter, B.S., Swarthmore College,
Curator.
Jam es Adams, B.S., Michigan State
University, Curatorial Intern.
Elayna Singer, B.A., University of
Wisconsin-Madison, Education Assistant.
1
UPWARD BOUND
J
)
}
Edwin A. Collins, B.A., Lincoln
University; B.S. and M.Ed., Cheyney
University, Director.
Keith Lawson, B.A., Bloomsburg
University; M.A., University of Scranton,
Counselor.
DeLoiS HI. Collins, B.A., Temple
University, Associate Director.
Secretary.
Robin D. Greene, Administrative
DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS
A r t June V. Cianfrana, Secretary.
Modern Languages: Eleonore Baginski,
B.S., St. Joseph’s University, Secretary;
William H. Bishop, Jr., B.F.A., Colorado
Edward Dixon, B.A., La Salle College;
State University; M.F.A., University of
Cincinnati; M.L.S., University of Texas at
M.A., Pennsylvania State University,
Austin, Slide Curator.
Language Laboratory Assistant.
Biology: Maria E. Musika, Secretary;
Music: Judy Lord, A.A., Wesley College,
Secretary.
George Flickinger, Shop Engineer; Anne M.
Rawson, B.A., Swarthmore College; M.S.,
Philosophy: Fran Cuneo, B.S., West
Cornell University, Manager of Martin
Chester University; M.A., Widener
Laboratories; Judith M. Meenen, Laboratory
University, Secretary.
Technician.
Physical Education and Athletics: Ethel
Chemistry: Cindy Rossley, Secretary;
Rudsill, Secretary; David Lester, Equipment
James W. Bell, Instrument Coordinator.
Manager; Marie Mancini, A.T., C., B.S.,
Classics: Sarah S. Fought, B.A. and M.A.,
West Chester University, Doug Weiss
University of Wisconsin, Secretary.
Sports Medicine Resident.
Physics: Kathy Quinn, Secretary; Steven
Computer Science-Astronomy
Palmer, Mechanician; Brian Hasson, B.A.,
Research: Joan M. McCaul, Secretary.
St. Mary’s College; M.S., University of
Economics: Rose Maio, Secretary.
Tennessee, Laboratory Coordinator.
Education: Janet A. Kazio, Secretary.
Political Science: Kathleen Kerns, B.A.,
Electronics Technicians: John j.
University of Pennsylvania, Secretary;
Dougherty, Charles A. White.
Nancy Maclay, B.A., Grove City College,
Secretary (Food Policy); Catherine
Engineering: Jacqueline Robinson,
Wareham, A.S., Wesley College, Secretary
Administrative Secretary; Grant Lee Smith,
(Public Policy).
Mechanician.
English Literature: Carolyn Anderson,
Secretary.
History: Eleanor W. Bennett,
Administrative Secretary.
Linguistics: Dorcas M. Allen, B.A.,
Rosemont College, Secretary.
Mathematics: Joyce A. Glackin, Secretary.
Program s (Asian Studies, Black
Studies, and Women’s Studies): Mary
Ann Daly, B.A., San Francisco State
University, Programs Secretary.
Psychology: Donald Reynolds,
Instrumentation Technician; Julia L.
Welbon, B.A., William Smith College,
Academic Coordinator; Joanne M. Bramley,
Secretary.
Religion: Eileen McElrone, Secretary.
)
Sociology and Anthropology: Marie C.
Ominski, Secretary.
283
Visiting Examiners 1992
Art
Professor Nina Athanassoglou-Kallmyer,
University of Delaware
Professor Perry H. Chapman, University of
Delaware
Professor Peter Charlap, Vassar College
Professor Patricia Mathews, Oberlin College
Professor Robert McVaugh, Colgate
University
Mary Shepard, Metropolitan Museum of Art
Professor Nancy Steinhardt, University of
Pennsylvania
Biology
Professor Karen Crawford, St. Mary’s College
Dr. David C. Page, Whitehead Institute for
Biomedical Research
Chemistry
Professor William H. Dent, III, University of
Connecticut
Professor Philip A. Gottlieb, University of
Delaware
Professor Glenn C. Vogel, Ithaca College
Professor Robert H. Wood, University of
Delaware
C lassic s
Professor A. John Graham, University of
Pennsylvania
Professor Ralph M. Rosen, University of
Pennsylvania
Professor Julia Gaisser, Bryn Mawr College
Computer Science
Professor D.W. Loveland, Duke University
Professor R. Salter, Indiana University
Economics
Professor Elijah Anderson, University of
Pennsylvania
Amanda Bayer, Yale University
Professor Ronald Jones, University of
Rochester
Professor Jeffrey Lewis, Harvard University
Professor Walter Nicholson, Amherst College
Professor Ravi Thomas, Temple University
David Wilcox, Federal Reserve Board of
Governors
Education
Professor Leo Rigsby, Temple University
English
Professor Dale Bauer, University of Wisconsin
at Madison
284
Professor Christopher Braider, Harvard
University
Professor Danae Clark, University of
Pittsburgh
Professor Rhonda Cobham-Sander, Amherst
College
Professor John Guillory, Johns Hopkins
University
Professor Suzanne Juhasz, University of
Colorado
Professor Peggy Knapp, Carnegie Mellon
University
Professor Mark Lord, Bryn Mawr College
Professor Karen Newman, Brown University
Professor Geoffrey Proehl, Villanova
University
Professor Kris Straub, Carnegie Mellon
University
Professor Leonard Trawick, Cleveland State
University
History
Professor David Chalmers, University of
Florida
Professor Marc Forster, Connecticut College
Professor Harold James, PrincetonUniversity
Professor Sally Griffith, Villanova University
Professor Seth Koven, Villanova University
Professor Kimberly Lamp-Acworth,
Harvard University
Professor Asuncion Lavrin, Howard
University
Professor Adele Lindenmeyr, Villanova
University
Professor Sean Redding, Amherst College
Professor Paul J. Smith, Haverford College
Professor Suzanne Wemple, Barnard College,
Columbia University
Linguistics
Professor Lila Gleitman, University of
Pennsylvania
Professor Marcia Linebarger, Center for
Advanced Information Technology
Professor Barry Miller, York University
Mathematics
Professor Frederick R. Cohen, University of
Rochester
Professor Dennis DeTurck, University of
Pennsylvania
Professor Stanley Eigen, Northeastern
University
Professor John Feroe, Vassar College
Professor Paul Shaman, Wharton School,
University of Pennsylvania
Professor Wolfgang Ziller, University of
Pennsylvania
Modern Languages— Chinese
Professor Vivian Ling, Oberlin College
Modern Languages— French
Professor Michel Guggenheim, Bryn Mawr
College
Professor Mario Maurin, Bryn Mawr College
Professor Ruth Thoms, Temple University
Professor Abby Zanger, Harvard University
Modern Languages— German
Professor Azade Seyhan, Bryn Mawr College
Modern Languages— Spanish
Professor Peter Earle, University of
Pennsylvania
Professor Santiago Tejerina^Canal, Hamilton
College
Philosophy
Professor Daniel Breazeale, University of
Kentucky
Professor John Cavalho, Villanova University
Professor John Doody, Villanova University
Professor Gary Ebbs, University of
Pennsylvania
Professor David Hoekema, University of
Delaware
Professor Edward Minar, Johns Hopkins
University
Physics
Professor Peter Beckmann, Bryn Mawr
College
Professor Michael Collan, Rutgers University
Professor Joseph Harris, Dartmouth College
Professor Benjamin Schumaker, Kenyon
College
Dr. Josh Socolar, T.J. Watson Research
Center
Professor Greg A. Voth, University of
Pennsylvania
Professor Arjun Yodh, University of
Pennsylvania
Political Science
Professor Douglas Bennett, Reed College
Professor Milton Cummings, Johns Hopkins
University
Professor Robert George, Princeton
University
Professor Harvey Glickman, Haverford
College
Professor William Joseph, Wellesley College
Professor Andy Markovits, Harvard
University
Professor Michael Mastanduno, Dartmouth
College
Professor Uday Mehta, Massachusetts
Institute of Technology
Psychology
Professor Robert Becklen, Ramapo College of
New Jersey
Professor Randi Milden, Haverford College
Professor Nora Newcombe, Temple
University
Professor Steven J. Robbins, University of
Pennsylvania
Professor John Shotter, University of New
Hampshire
Religion
Professor Ann Boylan, University of
Delaware
Professor Alice Bach, Stanford University
Professor John C. Holt, Bowdoin College
Professor Michael L. Raposa, Lehigh
University
Professor Benjamin Wright, Lehigh
University
Sociology & Anthropology
Professor Harold Bershady, University of
Pennsylvania
Professor Arlene Daniels, Northwestern
University
David Edelman, University of Pennsylvania
Professor David Karen, Bryn Mawr College
Professor Orin Starn, Duke University
285
Degrees Conferred
June 1, 1992
BACHELOR OF ARTS
Doaa Kamal B. Abdel Motaal, History and
Economics
Danielle Fae Adler, Psychology
Charissa Louise Ahlstrom, Religion
Michael Dewar Allen, Political Science
Zoyla Ascencion Almeida, English Literature
Mary Elisabeth Anderson,5 Political Science
Jennifer Elizabeth Arnold, Special Major:
Linguistics
Brent Hashem Askari, Theatre Studies and
English Literature
Nicole Valerie Asquith, English Literature
Fanuel Atsedewoin, Art
Peter Stamm Auerbach, Special Major:
Psychobiology
Amy McBride Barker,7 English Literature
Todd Daniel Barton, Chemistry and English
Literature
Jonathan Andrew Beams, English Literature
Jonathan Brent Becker, Physics
Eric Anthony Winston Behrens, Theatre
Studies
Michael James Belfatti, Mathematics and
Political Science
Leslie Catherine Bell,6 Sociology &
Anthropology and Psychology
Arthur Kenneth Bender, English Literature
Jason Christopher Bender, Political Science
and Religion
Tamara Brigitte Benveniste, History
Cynthia Lynn Bernstein, Mathematics and
Special Major: Computer Science
Susan Tilghman Bisson, Latin and Music
Alexander John Blakely, Economics
David Maxwell Block, Biology
Lisa Michele Block, Art
Christina Elaine Bolden, Special Major:
American Cultural Studies
Thomas Adams Borchert, Religion
Brian Thomas Bramson, Biology
Kelley Faith Braverman, Art History
Anne Ruth Bress, History
Sarah Elaine Bridges, Sociology &
Anthropology
Adam Alyosha Browning, Psychology
Stephen Reed Bruner, German1234
Stanley Ware Burgiel, Political Science
Phyllis Harper Burt, French
Joseph Lane Caltrider, Political Science
Dana Susanne Calvo, English Literature
Elizabeth Angelique Campbell, Biology
Albert Cameron Capehart, Special Major:
Computer Science & Education
Syrena Troxler Case, Political Science
Timothy Scott Cashon, Special Major:
Computer Science
Scott Nils Castro, English Literature
Andrew Christopher Cavenagh, Economics
Jennifer Kristine Ceriale, Sociology &
Anthropology
Sarah Chapman, Spanish
Klaus Charbonnier, German
Chris Hijun Chon, Biology
Jeffrey Lawrence Clark, English Literature
Meredith Webster Coffey, Economics
Jesse Stevens Connors,1 History
Katherine Elizabeth Cook, English Literature
Philip Costa,7 English Literature
Michael Anthony Costonis, Political Science
’Becca Cragin,6 Sociology & Anthropology
Jason Wadsworth Crapo, Political Science
and Special Major: Contemporary Theories
of Interpretation
John Reid Crosby, History
Megan Regina Crowley, Sociology &
Anthropology
Andrew Roberts Cummings,1 7 Sociology &
Anthropology
Marshall Anderson Curry, Religion
Raul Albizu Cuza, Physics
Gabrielle Alexandre Daniello, Art History
Michael Bremner Davies, Political Science
John Bremer Davis, Biology
Christopher Michael Denig, Political Science
Daniel Diaz, Spanish
Jennifer Ann Dickinson, English Literature
Abigail Suzanne Donovan, English Literature
Trilby Constance Elizabeth Dorn, History
Jason Stuart Dubner, Economics
Mark Edward Duckenfield,5 History
Hunter Dunn, English Literature and Political
Science
Heather Clark Easterling, English Literature
1 with the concentration in Black Studies
5 with the concentration in Public Policy
2 with the concentration in Computer Science
6 with the concentration in Women’s Studies
3 with the concentration in International Relations 7 Pennsylvania Teacher Certification
4 with the concentration in German Studies
286
Samantha Anne Edwards, French
Patrick Joseph Egan, Sociology &
Anthropology
Ashley Ruth Ehmer,3 5 Political Science
Melissa Helena Emrey-Arras, English
Literature
Sarah Ilene Block Endo, Biology
Daniel Todd Evans, Political Science
John McCall Evans, History
Emily Westbrook Fairey, Greek
Blake Coleman Farley, Mathematics
Carolyn Marie Fay, French
Donna Helaine Feinberg, Economics
Daniel Mark Fellin,3 History
Danielle Felice Fern,5 Political Science
Jonathan Brandt Fewster, Special Major:
Materials Science
Simon B. Firestone, Psychology
Brendan Dalton Fitzsimmons, History and
Music
Brynnen Louise Ford, Special Major: Religion
& Education
Robert Alfonso Fortunato, English Literature
Lesley Ann Foster, English Literature
Jennifer Anne Frankel,6 English Literature
Michelle Elizabeth Freitag,3 5 Economics
Nathaniel Michael Fried, Physics
Douglas Brain Fuller,3 History
Andrea Gagner, Art
Julie Eve Galun, Special Major: Psychobiology
Joseph Carl Gangemi, Psychology
Bryan David Garruto, History
Jennifer Marie Gee, English Literature
Dean Georgaris, Political Science
Scott Gregory Gibbons, Psychology
Charles Stewart Gillmor III, Biology
Sarah Allis Gillmor, Chemistry
Jonathan Evan Goldberg, History
Erik Henry Goldner, Political Science
Markus Paul Goldstein ,5 Political Science
Jerome Hamilton Goubeaux II, Religion
Francis Grab, English Literature
Jared Fredric Green, English Literature
Joshua Booth Green, Special Major:
Biological Anthropology
Marion Clark Greene, Biology
Elizabeth Lee Grossman, Physics1234
Amy Lynne Guertin, History and Religion
Senani Neranjan Gunaratna, Economics
Cameron Thomas Gurney,7 Special Major:
Education and Sociology & Anthropology
Elena Robin Hammond, English Literature
Ethan Joseph Hauser, Art History
Alexander Cameron Heard, Chemistry
Larissa Nausicaa Heinrich, Asian Studies
Robert L. Henderson,1 Sociology &
Anthropology
Christopher Anthony Hennessy, Economics
and Political Science
Scott David Hess, English Literature
Mark Andrew Hickernell,4 History
Justin Higgins,3 History
Jeffrey David Hildebrand, Mathematics
Heather Christine Hill,5 Political Science
Jennifer Ann Hill, Biology
Vanessa Denise Hill, Sociology &
Anthropology and Psychology
Darah Lynn Himmelhoch, Biology
Stephanie Ann Hirsch, English Literature
Julie C. Ho, Biology
Maarten Hoek, Biology
Kaethe Lorraine Hoffer,6 Psychology and
Political Science
Miranda Alys Hoffman, Sociology &
Anthropology
Margaret Ann Hogan, History
Christian Gerhard Holleck, Religion
Olaf Andrew Holt, Mathematics
Deborah Jane Holtzman, History
Per Kristian Hong, Russian
Ann Elizabeth Horsky, History
Braden Jeffrey Hosch, English Literature
Kristin Ann Hovis, Special Major: Psychology
& Education
Robert Page Howard, Economics
Nien-he Hsieh,5 Economics
Matthew Benedict Hsu, Political Science
Kevin Scott Huffman, English Literature
Evan Norman Humphreys, Philosophy
Kalan Leonard Ickes, Biology
John Steven Irons, Jr., Economics
Suzanne Jablonski, Art History
Jennifer Amy Jacoby, Special Major:
Environmental Studies
1 with the concentration in Black Studies
5 with the concentration in Public Policy
2 with the concentration in Computer Science
6 with the concentration in Women’s Studies
3 with the concentration in International Relations 7 Pennsylvania Teacher Certification
4 with the concentration in German Studies
287
Degrees Conferred
Timothy Bart Jafek, Sociology & Anthropology
Francis Marshall James, Psychology
Karen Louise Jeffrey, English Literature
Jeune Ji, English Literature
Allison Dyson Johnson, History and English
Literature
Marc Edward John ,5 Political Science
Dennis Kent Jorgensen, Psychology
Alexander Low Joseph, English Literature
Douglas Scott Josephson, Special Major:
Biochemistry
Alexandra C. Juhre, English Literature
Benjamin Joshua Kaplan, English Literature
Nicoletta Fotina Karam, History
Stephen Daniel Karpf, English Literature
Gregory Alan Keim, Mathematics and Special
Major: Computer Science
Brendan Richard Kelly, Political Science
Trianda Roman Keramidas, Sociology &
Anthropology
Ann Elizabeth Kindschi, Russian
Leif Stefan Kirschenbaum, Physics
Keith Christopher Klopfer, Biology
Marilyn Edith Klotz, Political Science
David Shing-Kuan Ko, Economics
Mary Elizabeth Kreider, Political Science
Daniel Kumi,5 Economics
Josiane Lajoie, Special Major: Biology &
Linguistics
Eric Matthew Lane, Biology
Jessica Lynne Lang-McGrew, Special Major:
Biochemistry
David Keith Lamer, Political Science
Tiffany Lynn Larscheid, Special Major:
Environmental Studies
Emma Rose Larson, Political Science
Adam David LaSalle, History
Mark Jason Laskin, History
David Black Leeser, Chemistry and Theatre
Studies
Gail Deborah Lerner, English Literature
Anne Rose Levine, Psychology
Mark Neil Levine, Asian Studies
Rael Anton Lewis, Art History
Ellen Foster Licking, Special Major:
Biochemistry
Ward Lopes, Physics
Jeanne-Marie Margaret Lopez, Psychology
Edward Palmer Lord, Sociology &
Anthropology
Marvin Christopher Loux, Economics
Joshua Dabney Mackay-Smith,1234Political
Science
Larami Gaetano MacKenzie, Psychology
Blake Parvin Mackey, Economics
Heather Madray, Psychology
Christopher Sean Patrick Magee, Economics
Lena Michelle Mansori, English Literature
Michael Fitzgerald Marek, Economics
Julia Beth Marks, Psychology
Karina Michelle Martin, Greek
Lily Ann Martin, English Literature
Juan Dejesus Martinez, Philosophy
Christina Maria Martonffy, French
Emily Mary Mather, Religion
James Hollis Matheson, Philosophy and
Music
Kathleen Kellet McBroom, Religion
Robin Louise McCarthy, English Literature
and Psychology
Kevin John McClure, History
Susan Elizabeth McCready, French
Jill Marie McElderry, Special Major:
Biological Anthropology
Alida Christine McKay,6 Sociology &
Anthropology
Guian Alexander McKee, Economics
Beth Louise McLaughlin,6 Political Science
Nadja Sophia McNeil, Greek
Richard John Meagher, Special Major:
Psychobiology
Amanda Anne Merwin, Special Major:
Anthropology/Biology
Chris A. Michaels, Chemistry
Alexandra Leah Minicozzi, Economics
Paul Reid Mitchell, History
John Robert Monterosso, Psychology
Constance Andrea Moore, Literature
Meredith Adams Moore, Sociology &
Anthropology and Psychology
Brian Edward Morgan, Economics
Dane David Morgan III, Physics
Lisa Jennifer Morse,7 Theatre Studies and
English Literature
1 with the concentration in Black Studies
5 with the concentration in Public Policy
2 with the concentration in Computer Science
6 with the concentration in Women’s Studies
3 with the concentration in International Relations 7 Pennsylvania Teacher Certification
4 with the concentration in German Studies
288
Elizabeth Barbara Mountford ,7 Special
Major: Education and Sociology &
Anthropology
Rinku Murgai, Economics and Biology
Jyothi Lakshmi Nambiar, English Literature
Curtis Kemal Nance,1 Sociology &
Anthropology
Edward John Nangle, Economics
Patrick N. Naswell, Political Science
Leonard Marc Nathan, Mathematics
Lee Stewart Nave, Mathematics
Rachel Beatrice Neumann,7 Sociology &
Anthropology
Andrea Beth Nicotera, Sociology &
Anthropology
Gunilla H. Nilsson, Economics
Noah Benjamin Novogrodsky, Political
Science
Kristina Alicia Oettel, English Literature and
Psychology
Peter Eric Oishi, Psychology
Margaret Ann Olney, Biology
Knut Anders Grova Olsen, Special Major:
Astrophysics
Rachel Kathryn Onuf, Art History
Keren Osman, History
Michelle Jean Ostrander,6 English Literature
and Psychology
David Asa Packer, Mathematics
Chi Park, Asian Studies
Rebecca Elizabeth Parker, Special Major:
Linguistics
Andrea Kathleen Payne, Biology
Lisa Marie Pearson,34Political Science
Karen M. Pence, Economics
Adam Carlton Perry, Psychology
Andrew Walter Perry, English Literature
Michael David Pfeiffer, English Literature
Jeneen Piccuirro, Art
John Martin Picker, English Literature
Tobin Matthew Piker, Biology
Jennifer Davette Pizzolo,7 Art History
Frances Janine Poodry,7 Physics
Whitney Nation Potter, Psychology
Justin Jennings Walbridge Powell, 4 5
Sociology & Anthropology
Melanie Punzenberger, Art History
Katherine Irene Valerie Pushkar,6 English
Literature
Brendan Anthony Quirk, English Literature
Jessica Wynn Rabb, Biology
Shree Jennifer Ram, Medieval Studies
Tatyana Adele Rand, Biology
Evangelos Nikolaos Raptis, 3 5 Political
Science and Economics
Mark Benjamin Reichman, English Literature
Seung Yon Rhee, Biology
James Allan Rhoderick, History
Marsha Richardson, Psychology
Elise Richer, Sociology & Anthropology
Donna Yuen Rim, Art
Dena Ringold, History
Roberta Ann Roach,7 History
Ian Blackwell Rogers, English Literature
Timothy Marlen Rogers, Political Science
Karen E. Rosenberg, Literature
Alexander Ingersoll Rothenberg,12 History
David Rowe, English Literature
Michelle Elyse Roy, Music
Julie Suzanne Rubin, Religion
Adriana Eleanor Ruesink, Biology
Susan Amanda Ruff,7 Mathematics
Rachel Margaret Russell, Psychology
Gabrieli Sacks,6 History
Tamara Jean Sanford, Biology
Prerana Rashmikant Sangani, Psychology
Diana Atherton Sax, English Literature
Leah Simone Schanzer, Religion
Christian Franklin Schlesinger,6 English
Literature
Helen May Schneider, History and Asian
Studies
Veronica Anne Schoening, Asian Studies
Alicyn Marie Sconiers, Philosophy
Ryan Keith Scott, English Literature
Jason Cummings Sears, History
Sriyanee Semasinghe, Political Science
Mara Vanessa Jessica Senn, 5 6 Political
Science and Economics
Mamta Manik Shahani, Economics
Julie Maria Shapiro, Economics
Sara Birgitta Shay, English Literature
Bijan Shayegan, Biology
Jonathan Mark Siegel, Economics
1 with the concentration in Black Studies
5 with the concentration in Public Policy
2 with the concentration in Computer Science
6 with the concentration in Women’s Studies
3 with the concentration in International Relations 7 Pennsylvania Teacher Certification
4 with the concentration in German Studies
289
Degrees Conferred
Eric Wilhelm Sievers, Russian and English
Literature
Triana Silton,6 Political Science
Mark Sanford Silverman, Philosophy
Cressida Shelley Silvers, Biology
Crystal Felicia Simpson, Special Major:
Psychobiology
Jonathan Meiss Siner, Biology
John Adam Skaggs, Asian Studies
Adrian Lindsay Slobin, Psychology
Joshua Barrett Smith, Special Major:
Computer Science
Kristina Marie Smock, History
Elizabeth Paige Sparrow, Psychology
Rachel Anne Spear, Special Major: Linguistics
Roseann Squire,7 Political Science
Simon G. St. Laurent, History
Carol Elaine Staley, Psychology
Joanna Ruth Stalnaker, French
Elizabeth Anne Starling,6 English Literature
Robert Hindle Steelman, Economics
Tamara Lynn Steinert, History and Religion
Laurie Jane Sternberg,5 Political Science
Carolyn Michelle Stillwell, Art History
Paul Richard Stokstad,12 English Literature
Eric Joel Stollnitz, Physics
Emily Anne Stubbs, English Literature
Christina L. Surowiec, History
Carol Gorham Swanson, Biology
Phaedra Sunflower Swift,6 7 Psychology
Robin Jo Tanabe, History
David Raven Tecklin, Special Major:
Biological Anthropology
Sarah Alicia Teter, Biology
Sonali Thakker,3 5 Special Major:
International Political Economy
Benjamin Thomas, Mathematics and Music
Stephen Richard Tignor, English Literature
Christopher Hilary Tipper, Biology
Elizabeth Ann Tirk ,7 Psychology
Erin Michelle Trapp,5 History
Mary Ellen Trull, English Literature
Lee Tucker, Political Science
Ari Tuckman, Psychology and Biology
Shigeru Umetsu, Political Science
David George Underwood, Special Major:
Theatre & Education
Mustafa Unlu, Special Major: Biochemistry
Miguel Santiago Urquiola Soux, Economics
Katja Josifa van Brabant,7 History
Sadie Chamberlain Van Gelder, English
Literature
Christopher Michael Verdecchia,7 English
Literature
Justine Astrid Vionnet, Art History
Krista Marie Vishio, Psychology
Peter Alan Wagner, Linguistics and
Philosophy
Camilla Chai-Mei Wang, Economics
Suzannah Duan Wang, Religion and Asian
Studies
Matthew David Warshawsky, Latin
Jennifer Apple Washburn, Political Science
Alexandra Mariko Webb, Art History
Kheng Li Wee, Asian Studies
Alessandro Weiss,6 Special Major: Feminist
Theory
Richard Carl Weiss, Jr., Psychology
Andrew Thomas Wendling,34History
Michael Thomas Wessel, Sociology &
Anthropology
William M. Whitman, Linguistics
Elizabeth Lyhne Wiellette, Chemistry
David Chandler Wilmore, Philosophy
Daniel Aaron Wilson, Biology
Kevin Donald Wilson, Psychology and
Philosophy
Andrew Todd Wise ,5 Political Science
Martha Llewellyn Wofford, History
Troy Eric Wood, Biology
William Charles Wooldridge Jr., History
Carolyn Sue Wright, Chemistry
Rebecca Dawn Wright,6 English Literature
Corinna Kowen Wu, Chemistry
Stefanie Diane Wulfestieg, English Literature
and Special Major: Psychobiology
Yi Yang, Economics
Peggy HyoMin Yoo, Religion
Peter Andrew Yost, Political Science
Paul Forsyth Young, English Literature
Nicole Marie Zarick, English Literature
David Thomas Zaring, History
Christian Philip Zebley, Economics
Jeffery Neal Zinn, Political Science
1 with the concentration in Black Studies
5 with the concentration in Public Policy
6 with the concentration in Women’s Studies
7 Pennsylvania Teacher Certification
2 with the concentration in Computer Science
3 u/ith the concentration in International Relations
4 with the concentration in German Studies
290
BACHELOR OF SCIENCE
Robert Andrew Boulware, Engineering
Michael Philip Coughlan, Engineering
Kurt Andrew Femstrom, Engineering
Senani Neranjan Gunaratna, Engineering
Mark Michael Hood, Engineering
Robert Page Howard, Engineering
Evan Norman Humphreys, Engineering
Daniel Kumi,5 Engineering
Gregg Vincent Marsh, Engineering1234
Sabrina Leta Martinez, Engineering
Thomas Webster Matchett, Engineering
Whitney Nation Potter, Engineering
Beth Mae Rodgers, Engineering
Robert Lee Ruffin, Engineering
Anthony Eugene Simone, Jr., Engineering
Robert James Stevens, Engineering
Mark Allen Topinka, Engineering
James Francis Worden, Engineering
1 with the concentration in Black Studies
5 with the concentration in Public Policy
2 with the concentration in Computer Science
6 with the concentration in Women’s Studies
3 with the concentration in International Relations 7 Pennsylvania Teacher Certification
4 with the concentration in German Studies
291
Awards and Distinctions
HONORS AWARDED BY THE VISITING EXAMINERS—23 MAY 1992
HIGHEST HONORS:
HONORS:
Sarah Allis Gillmor, Noah Benjamin
Novogrodsky, Emily Anne Stubbs
Nicole Valerie Asquith, Thomas Adams
Borchert, Anne Ruth Bress, Katherine
Elizabeth Cook, Jennifer Ann Dickinson,
Trilby Constance Elizabeth Dorn, Jonathan
Evan Goldberg, Markus Paul Goldstein,
Jeffrey David Hildebrand, Stephanie Ann
Hirsch, Matthew Benedict Hsu, Suzanne
Jablonski, Marc Edward John, Nicoletta
Fotina Karam, Leif Stefan Kirschenbaum,
Marilyn Edith Klotz, Ward Lopes, Blake
Parvin Mackey, Christopher Sean Patrick
Magee, Alexandra Leah Minicozzi, John
Robert Monterosso, Jyothi Lakshmi
Nambiar, Peter Eric Oishi, Rachel Kathryn
Onuf, Lisa Marie Pearson, Dena Ringold,
Carolyn Michelle Stillwell, William Jeffrey
Tieman, Kheng Li Wee, William M.
Whitman, William Charles Wooldridge, Jr.,
Paul Forsyth Young
HIGH HONORS:
Mary Elisabeth Anderson, Mark Edward
Duckenfield, Carolyn Marie Fay, Jennifer
Anne Frankel, Douglas Brian Fuller,
Elizabeth Lee Grossman, Elena Robin
Hammond, Margaret Ann Hogan, Olaf
Andrew Holt, Nien-he Hsieh, John Steven
Irons, Jr., Timothy Bart Jafek, Mary
Elizabeth Kreider, Gail Deborah Lerner,
Susan Elizabeth McCready, Dane David
Morgan, III, Keren Osman, David Asa
Packer, Andrew Walter Perry, Adrian
Lindsay Slobin, Simon G. St. Laurent, Eric
Joel Stollnitz, Christina L. Surowiec, Mary
Ellen Trull, Miguel Santiago Urquiola Soux,
Andrew Thomas Wendling, Elizabeth Lyhne
Wiellette, Carolyn Sue Wright, David
Thomas Zaring.
DISTINCTION IN COURSE AWARDED BY FACULTY
Danielle Fae Adler, Charissa Louise
Ahlstrom, Jennifer Elizabeth Arnold, Peter
Stamm Auerbach, Eric Anthony Winston
Behrens, Leslie Catherine Bell, Susan
Tilghman Bisson, Robert Andrew Boulware,
Brian Thomas Bramson, Adam Alyosha
Browning, Stanley Ware Burgiel, Elizabeth
Angelique Campbell, Syrena Troxler Case,
Sarah Chapman, Chris Hijun Chon, Philip
Costa, ’Becca Cragin, Jason Wadsworth
Crapo, Megan Regina Crowley, Michael
Bremner Davies, Abigail Suzanne Donovan,
Donna Helaine Feinberg, Michelle Elizabeth
Freitag, Julie Eve Galun, Dean Georgaris,
Erik Henry Goldner, Amy Lynne Guertin,
Senani Neranjan Gunaratna, Larissa
Nausicaa Heinrich, Christopher Anthony
Hennessy, Scott David Hess, Heather
Christine Hill, Vanessa Denise Hill, Julie C.
Ho, Deborah Jane Holtzman, Douglas Scott
Josephson, Gregory Alan Keim, Ann
Elizabeth Kindschi, David Shing-Kuan Ko,
Rael Anton Lewis, Ellen Foster Licking,
Marvin Christopher Loux, Karina Michelle
Martin, Christina Maria Martonffy, Robin
Louise McCarthy, Kevin John McClure, Jill
292
Marie McElderry, Alida Christine McKay,
Amanda Anne Merwin, Chris A. Michaels,
Rinku Murgai, Lee Stewart Nave, Rachel
Beatrice Neumann, Gunilla H. Nilsson,
Kristina Alicia Oettel, Margaret Ann Olney,
Adam Carlton Perry, Jeneen Piccuirro,
Tobin Matthew Piker, Justin Jennings
Walbridge Powell, Jessica Wynn Rabb,
Tatyana Adele Rand, Evangelos Nikolaos
Raptis, Elise Richer, Ian Blackwell Rogers,
Timothy Marlen Rogers, Karen E.
Rosenberg, Michelle Elyse Roy, Julie
Suzanne Rubin, Adriana Eleanor Ruesink,
Rachel Margaret Russell, Tamara Jean
Sanford, Christian Franklin Schlesinger,
Helen May Schneider, Jonathan Mark Siegel,
Triana Silton, Mark Sanford Silverman,
Anthony Eugene Simone, Jr., John Adam
Skaggs, Kristina Marie Smock, Joanna Ruth
Stalnaker, Robert James Stevens, Phaedra
Sunflower Swiff, David Raven Tecklin,
Sarah Alicia Teter, Mark Allen Topinka,
Sadie Chamberlain Van Gelder, Suzannah
Duan Wang, Jennifer Apple Washburn,
Alessandro Weiss, Daniel Aaron Wilson,
Nicole Marie Zarick
ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA:
SIG M A XI:
Danielle Fae Adler, Susan Tilghman Bisson,
Robert Andrew Boulware, Syrena Troxler
Case, Sarah Chapman, Philip Costa, ’Becca
Cragin, Jason Wadsworth Crapo, Megan
Regina Crowley, Mark Edward Duckenfleld,
Carolyn Marie Fay, Sarah Allis Gillmor,
Elizabeth Lee Grossman, Elena Robin
Hammond, Christopher Anthony Hennessy,
Scott David Hess, Julie C. Ho, Margaret
Ann Hogan, Olaf Andrew Holt, Deborah
Jane Holtzman, Nien-he Hsieh, Timothy Bart
Jafek, Gregory Alan Keim, David ShingKuan Ko, Ellen Foster Licking, Karina
Michelle Martin, Cristina Maria Martonffy,
Kevin John McClure, Jill Marie McElderry,
Dana David Morgan III, Rachel Beatrice
Neumann, Noah Benjamin Novogrodsky,
Kristina Alicia Oettel, David Asa Packer,
Adam Carlton Perry, Tatyana Adele Rand,
Evangelos Nikolaos Raptis, Elise Richer, Ian
Blackwell Rogers, Timothy Marlen Rogers,
Michelle Elyse Roy, Adriana Eleanor
Ruesink, Rachel Margaret Russell, Tamara
Jean Sanford, Mark Sanford Silverman,
Anthony Eugene Simone, Jr., Adrian
Lindsay Slobin, Kristina Marie Smock,
Joanna Ruth Stalnaker, Robert James
Stevens, Paul Richard Stokstad, Emily Anne
Stubbs, Mark Allen Topinka, Mary Ellen
Trull, Miguel Santiago Urquiola Soux,
Suzannah Duan Wang, Jennifer Apple
Washburn, Alessandro Weiss, Nicole Marie
Zarick, David Thoms Zaring
Peter Stamm Auerbach, Jonathan B. Becker,
Elizabeth Angelique Campbell, Scott Nils
Castro, Chris Hijun Chon, Michael Philip
Coughlan, Jonathan Brandt Fewster, Julie
Eve Galun, Sarah Gillmor, Charles Stewart
Gillmor, Joshua Booth Green, Elisabeth Lee
Grossman, Senani Neranjan Gunaratna,
Darah Lynn Himmelhoch, Maarten Hoek,
Kalan Leonard Ickes, Douglas Josephson,
Leif Stefan Kirschenbaum, Daniel Kumi,
Eric Mathew Lane, Jessica Lang-McGrew,
Ellen Foster Licking, Ward Antone Lopes,
Jill Marie McElderry, Richard John
Meagher, Amanda Anne Merwin, Chris A.
Michaels, John Robert Monterosso, Dane
Morgan, Margaret Ann Olney, Knut Anders
Olsen, Peter Eric Oishi, Tobin Mathew
Piker, Jessica Wynn Rabb, Tatyana Adele
Rand, Seung Yon Rhee, Rachel Margaret
Russell, Jonathan Meiss Siner, Anthony
Eugene Simone, Jr., Adrian Lindsay Slobin,
Elizabeth Paige Sparrow, Robert James
Stevens, Eric Stollnitz, Christopher Hilary
Tipper, Sarah Alicia Teter, Mark Allen
Topinka, Ari Tuckman, Mustafa Unlu,
Elizabeth Lynne Wiellette, Daniel Aaron
Wilson, Carolyn Sue Wright, Stephanie
Diane Wulfestieg
TAU BETA PI:
Robert Andrew Boulware, Senani Neranjan
Gunaratna, Anthony Eugene Simone, Jr.,
Robert James Stevens, Mark Allen Topinka
FELLOWSHIPS
The Jonathan Leigh Altman Summer Grant to
John Pagliaro ’93
The Sarah Kaighn Cooper Scholarship to
Andrew Jon Peterson ’93
The Elizabeth Pollard Fetter String Quartet
Scholarships to Xander Abbe ’94 (violin),
Noel Theodosiou ’94 (violin), Ana Ruesink
’92 (viola), and Kangho Lee ’94 (cello)
The John Lockwood Memorial Fellowship to
Andrea Packard ’85 and Leslie Haravon ’89
Friends of Music and Dance Summer
Scholarships: Xander Abbe ’94, David
Ammer ’93, Greg Bassett ’94, Susan Bisson
’92, Youngmoo Kim ’93, Kangho Lee ’94,
Jim Matheson ’92, Zach Maupin ’94, Jeannie
Park ’94, Michelle Roy ’92, David Shimoni
’94, and Noel Theodosiou ’94 (music);
Andrea Nicotera ’92, Carolyn McConnell
’93, Joanna Bergmann ’95, Melanie Kloetzel
’93, Brian Kloppenberg ’93, Christopher
Leroy ’93, and Curtis Nance ’92 (dance)
The Hannah A. Leedom Fellowship to Noah
Novogrodsky ’92 and Ruth Groff ’84
The Joshua Lippincott Fellowship to Markus
Goldstein ’92, Kofi Kwakwa ’90, and
Nicholas Tobier ’89
The Thomas M. McCabe, Jr., and Yvonne
Motley McCabe Memorial Fellowship to John
Augustine ’88
The Lucretia Mott Fellowship to Karen Henry
293
Awards and Distinctions
’87, Michelle Roy ’92, Elise Adibi ’88,
Sonali Thakker ’93, and Ruth Wade ’91
The J. Roland Pennock Fellowship in Public
Affairs to Mara Senn ’92
The Martha E. Tyson Fellowship to Jillian
Oliver ’91 and Robin McCarthy ’92
AWARDS A ND PRIZES
The Academy of American Poets Prize to
Melissa Running ’94 and Donna Rim ’92
The Stanley Adamson Prize in Chemistry to
Sophia Sarafova ’93
The American Chemical Society Scholastic
Achievement Award to Sarah Gillmor ’92
The American Institute of Chemists Student
Honor Award to Douglas Josephson ’92
The Solomon Asch Award in Psychology to
Danielle R Adler ’92 and John R.
Monterosso ’92
The Boyd Barnard Prize to Jeremy O ’Connell
’93
The James H. Batton ’72 Award to Haley
Thomas ’93
The Paul H. Beik Prize in History to Jesse
Connors ’92
The Tim Berman Memorial Award to Adam
Browning ’92
The Black Alumni Prize to Karima Jeffrey ’94
The Brand Blanshard Prize to Adam Haslett
’92 and Ben Schreier ’94
The Heinrich W. Brinkmann Mathematics
Prize to Lee S. Nave ’92
The Alice L. Crossley Prize in Asian Studies to
Larissa Heinrich ’92 and Helen Schneider
’92
The Robert Dunn Award to Brett Fenster ’94
The Flack Achievement Award to Lisa
Christine Turtzo ’94
The Dorothy Ditter Gondos Prize to Amey
Ayer Hutchins ’93, first prize; Adam Haslett
’92, Karen Rosenberg ’92, and Susan E.
McCready ’92, second prize; Daniel Park ’93
and Carolyn Fay ’92, honorable mention
The Gonzalez-Vilaplana Prize for Outstanding
Achievement in Chemistry to Sarah Gillmor
’92 and Douglas Josephson ’92
The John Russell Hayes Poetry Prizes to Sarah
DeWeerdt ’95 (poetry) and Emily Mindel
’95 (translation)
The Philip M. Hicks Prize for Literary
Criticism Essay to Francis Grab ’92 and
Adam Haslett ’93
The Jesse H. Holmes Prize in Religion to Tom
Borchert ’92, John Picker ’92, and Erin
Sawyer ’93
294
The Ivy Award to Brian Bramson ’92
The Kwink Trophy to Blake Mackey ’92
The Leo Leva Memorial Prize in Biology to
Adriana Eleanor Ruesink ’92
The Linguistic Prize to Rachel Spear ’92
The McCabe Engineering Award to Robert
James Stevens ’92
The Lois Morrell Poetry Award to Katheryn
Mclnnis ’95
The National Science Foundation Incentives for
Excellence Scholarship Prize to Meredith A.
Moore ’92
The A. Edward Newton Library Prize to Jill
McElderry ’92, first prize; Lars Grava ’93,
second prize; Nan Bress ’92, Susan
McCready ’92, and Kevin McClure ’92,
third prize
The Oak Leaf Award to Stephanie Hirsch
’92 and Rachel Russell ’92
The May E. Parry Award to Martha Wofford
’92
The William Plummer Potter Prizes in Fiction:
Adam Haslett ’93, first prize; Jared Green
’92, second prize; Stephen Karpf ’92 and
Alexander Ralph ’95, third prize; Melissa
Jacobs ’95, honorable mention
The Dinny Rath Award to Alexandra
Minicozzi ’92
The Judith Polgar Ruchkin Prize Essay to
Evangelos Raptis ’92 and Jennifer
Washburn ’92
The Frank Solomon, Jr., Student Art Prize to
Abigail S. Donovan ’92
The Hally Jo Stein Memorial Award for Dance
to Curtis Nance ’92
The Karen Dvonch Steinmetz ’76 Memorial
Award to Sarah Carpenter ’93
The Peter Gram Swing Prize to Susan Bisson
’92
The Melvin B. Troy Award to Melanie
Kloetzel ’93, Brian Kloppenberg ’93, Jeannie
Park, ’94, Zach Maupin ’93, and Ben
Thomas ’92
The Hans Wallach Research Prize to Melora
L. Crooker ’93
Enrollment Statistics
ENROLLMENT OF STUDENTS BY CLASSES 1991-92
Seniors
Juniors
Sophomores
Freshmen
Graduate Students
Special Students
MEN
204
143
178
171
WOMEN
193
125
178
148
TOTAL
397
268
356
319
696
644
1340
0
0
0
4
3
7
TOTAL
700
647
1347
GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1991-92
Philippines ............. ........3
New York ................... . 179 A rkansas................ ..........4
Singapore ............... ........3
Pennsylvania .............. . 156 Id a h o ..................... ..........4
Belgium................... ........ 2
New Jersey ................. .. I l l Kentucky ............. ..........4
Botswana ............... ........ 2
California................... . . 8 8 New Mexico .......... ..........4
England................... ........ 2
Maryland ................... . . 8 5 Puerto Rico .......... ..........4
Hongkong............... ........ 2
Massachusetts ............ . . 6 3 South Carolina . . . ..........4
Washington ............... . . 4 0 Utah ..................... ..........4 Japan ....................... ........ 2
Malaysia ................. ........ 2
Connecticut ............... .. 39 H aw aii................... ..........3
Florida ....................... . . 3 7 K ansas................... ..........3 Peoples Republic
of China ............. ........ 2
Ohio ........................... . . 3 6 Louisiana ............. ..........3
S p a in ....................... ........ 2
Virginia ..................... . . 3 0 Mississippi ............ ..........3
Argentina ............... ........1
Illinois ....................... . . 2 8 Nevada ................. ..........3
Bahamas ................. ........1
Maine ............................ 1 1 Montana ............... ..........2
Belize....................... ........1
North Carolina .......... . . 2 6 N ebraska............... ..........2
Bolivia..................... ........1
Texas ......................... . . . 2 6 O klahom a............. .......... 2
Bulgaria................... ........ 1
Oregon ....................... . . 2 5 Virgin Islands........ ..........2
Columbia ............... ........ 1
Delaware..................... . . 2 3 Alabama ............... ..........1
Ethiopia ................. ........ 1
District of Columbia . . . 2 3 North Dakota ___ ..........1
Guam ..................... ........ 1
Minnesota ................. . . . 1 9 South D akota........ ..........1
Guyana ................... ........ 1
Colorado...................... . . 1 8 Wyoming ............. ..........1
Hungary ................. ........ 1
A rizona....................... . . 1 6
Ibtal U.S.A. .. . . . 1267 Jamaica ................... ........ 1
Michigan...................... . . 1 5
Kenya ..................... ........ 1
Wisconsin ................. . . . 1 5 Canada ................. ..........8
G eorgia........................ . . 1 4 France ................... ..........5 L esotho................... ........ 1
Sweden ................... ........ 1
Missouri ...................... . . 1 3 Turkey ................... ..........5
Switzerland.............. ........ 1
New H am pshire......... . . . 1 2 G reece................... ..........4
West V irginia............. . . . 1 2 India ..................... ..........4
Total from Abroad . . . . . 80
Tennessee ................... . . . 1 0 Pakistan ............... ..........4
Indiana ..................... , . . . . 9 Sri Lanka ............. ..........4
GRAND TOTAL .. .. 1347
..........3
....6
Vermont ................... .. . . . 6 Ghana ................... ..........3
Rhode Island ............\. . . . 5 K orea..................... ..........3
295
Index
Absence from examinations, 60
Academic honesty, 60
Administration and staff, 273
ADMISSION PROCEDURE, 18
Application dates, 19
Scholastic Aptitude and Achievement
Tests, 19
School subjects recommended, 18
Advanced Degrees, 62
Advanced Placement, 20
Advanced Standing, 20
Advising, 39
Alumni Association Officers, 253
Alumni Council, 253
Alumni Office, 44
Ancient History and Civilization, 96
Art History, 74
Arts, Studio, 41, 77
Asian Studies, 79
Astronomy, 210
Athletic fields, see map
Athletics, 43, 203
Attachments to Courses, 53
Attendance at Classes, 59
Automobiles, regulations 35
Awards and Distinctions, 292
Awards and Prizes, 64
Bachelor of Arts Degree, 62
Bachelor of Science Degree, 62
Bequests, 10
Biology, 82
Black Cultural Center, 37
Black Studies, 87
Board of Managers, 249
Committees of, 251
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 39
Center for Social and Policy Studies, 13
Chemistry, 89
Chinese, 175
CIVIC, 44
Classics, 94
College Entrance Examinations, 19
College, committees of, 270
College jobs, 23
Comprehensive Examinations, 48, 62
Computer Science, 99
Computing Center, 12
Cooper (William J.) Foundation, 13
Cooperation with neighboring institutions, 56
Cornell Library of Science and Engineering, 10
Corporation, officers of, 249
Courses of Instruction, 72
296
Course Program, 50
Creative Arts, 55
Curriculum, 47
Dance, 42, 192
Degree Requirements, 62
Degrees offered, 62
Degrees conferred, 286
Dining Hall, 36
Directed Reading, 53
Directions for Correspondence, 2
Directions for reaching the College, 304
Distinction in Course, 50
Distribution requirements, 48
Divisions and Departments, 271
Dormitories, 36
Drama, 43, 130
Du Pont (Pierre S.) Science Building, 12
Economics, 103
Education, 109
Education Abroad, 56
Emeritus Professors, 256
Endowed Chairs, 15
Endowment, 10
Engineering, 113
English Literature, 121
Enrollment statistics, 295
Environmental Studies 135
Equal Opportunity Office, 277
Equal Opportunity Statement, 2
Examination regulations, 60
Exceptions to the four-year program, 52
Exclusion from College, 61
Expenses, 21
External Examination
(Honors) Program, 47, 50
Extra-curricular activities, 41
Faculty advisers, 39, 48, 49
Faculty, committees of, 270
Faculty members, 256
Faculty Regulations, 59
Fees (tuition, residence, etc.) 21, 63
Fellowships, 69
Financial Aid, 22
Fine Arts, see Art History
Foreign students, 295
Formats of Instruction, 53
Fraternities, 37
French, 177
Friends Historical Library, 11
Friends Meeting, 38
Geographical distribution of Students, 277
German, 180
German Studies, 137
I --------------------------------------------------Gifts, 10
Grades, 59
Graduate study, 62
Graduation requirements, 62
(see also Distribution requirements)
Greek, 95
Grenoble Program, 56
Handicapped Student Services, 38, 52
Health care, 38
I Health Sciences Advisory Program, 55
History, 139
Honors Program,
(See External Examination Program)
| Honors Examiners, 52, 284
I Housing, 36
I Insurance, 36
I Intercultural Center 37
Interdisciplinary work, 54
International Relations, 149
Interpretation Theory 151
Judicial Bodies, 35
Lang Music Building, 12, 42
Lang Performing Arts Center, 12
Language Laboratory, 13
Latin, 95
Leaves of Absence, 61
Libraries, 10
I Linguistics, 153
Literature Program, 158
Loans to students, 22
¡
I
I
I
I
l
Madrid Program, 57
Map of College grounds, 302
Martin Biological Laboratory, 12
Master’s degrees, 62
Mathematics, 160
McCabe Library, 10
Media, Student, 43
Medieval Studies, 169
I Modem Languages and Literatures, 171
Music, 42, 184
Music, performance, 187, 191
J
Normal Course Load, 53
Observatory, 12, 205
Papazian Hall, 12
Peace and Conflict Studies, 196
Philosophy, 198
Physical Education and Athletics, 203
Physical Education requirements, 61, 203
Physics and Astronomy, 205
Political Science, 212
Practical work, 53
Pre-medical Program, 55
Prizes, 64
PROGRAM OF STUDY, 47
Freshmen and Sophomores, 48
Juniors and Seniors, 49
External Examination (Honors) Program, 50
Psychological Services, 38
Psychology, 221
Public Policy, 228
Public Relations, 45
Publications, College, 44
Publications, Student, 43
Registration, 60
Religion, 232
Religious life, 8 , 37
Requirements for Admission, 18
Requirements for Graduation, 62
(see also Distribution requirements)
Residence, regulations, 36
Russian, 182
Scholarships, 22
Scholastic Aptitude Test, 19
Scott Arboretum, 13
Security Policies and Procedures, 40
Sharpies Dining Hall, 36
Social Affairs Committee, 41
Sociology and Anthropology, 237
Spanish, 183
Special Major, 50
Sproul Observatory, 12, 205
Student Art Association, 41
Student conduct, 35
Student-run courses, 53
Student Council, 41
Student employment, 23
Student Exchange Programs, 56
Study Abroad, 56
Summer school work, 61
Swarthmore College Peace Collection, 11
Swarthmore Foundation, 44
Tarble Social Center, 37
Theatre, Courses in, 130
Transfer, application for, 20
Tuition and other fees, 21, 63
Tutorials, 53
Upward Bound, 43
Visiting Examiners, 284
Vocational Advising, 39
Withdrawal and Readmission
for Health Reasons, 38
Women’s Center, 37
Women’s Studies, 245
Worth Health Center, 38
297
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Explanation of Buildings
1. Parrish Hall— A d m is s io n s
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O f f ic e , a d m in istr a tio n o ffic e s , b u sin e ss offices,
classroom s, a n d d o rm ito ry
2. Parrish Annex—F a c u lty o ffic e s , p e r so n n e l o ffic es
3. Scott Building— R e l ie f m a p o f c a m p u s
4. The Eugene M. and Theresa Lang Performing Arts Center— T h e a tre , dancei
a n d E n g lish
5. Lang Music Building— U n d e r h ill M u s ic L ib r a ry a n d m u sic
6. Martin Biological Laboratory and Animal Laboratory— B iology,
language
laboratory, a n d K irb y L e c tu r e H a ll
7.
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302
8.
9.
10.
11.
12.
13.
14.
15.
Cornell Science Library
Du Pont Science Building— C h e m is try , m a th e m a tic s , p h ysics, a n d astronomy»
Beardsley Hall—Art histo ry a n d s tu d io a r t, a n d C o m p u tin g C e n te r
Hicks Hall— E n g in eerin g
23.
Trotter Hall—S o c ia l sciences a n d C e n te r fo r S o c ia l a n d Policy S tu d ie s
Pearson Hall— E d u c a tio n , r elig io n , fa c u lty o ffic e s , C r e d it U n io n
Papazian Hall— L in g u is tic s , p h ilo so p h y , psychology, a n d e n g in e e r in g laboratory |
Friends Meeting House
Whittier House
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16. Cunningham House—
Scott A r b o r e tu m O ffic e s
and
T h e S h a n e T e a c h in g C a r d e n
Wister Greenhouse
McCabe Library
Old Tarble
Worth Health Center
21. Beniamin West House—
B irth p la ce o f B e n ja m in
W est (d es ig n a te d a
n a tio n a l h isto ric a l
la n d m a r k )— V is ito r in fo r m a tio n ,
security, a n d c o m m u n ic a tio n s
Bond Memorial and
Lodges— D o rm ito ry space
a n d m e e tin g room s
23 . Robinson House—B la c k
C u ltu r a l C e n te r
Ashton Guest House
Tennis Courts
Cunningham Fields
Clothier Fields
Barn
Lamb-Miller Field House—
Dormitories and Residences
1. Parrish Hall
A. Dana Dormitory
B. Hallowell Dormitory
P h ysica l e d u c a tio n
C. Wharton Hall
Tarble Pavilion— P h ysica l e d u c a tio n
D. Willets Dormitory
Ware Swimming Pool
E. Worth Dormitory
Squash Courts
F. Mertz Hall
Service Building— M a in te n a n c e , g ro u n d s, a n d
6. Palmer Hall
e n v ir o n m e n ta l services
H. Pittenger Hall
Heating Plant
I. Roberts Hall
Fraternity and Social Lodges
J. Mary Lyon Building
Sharpies Dining Hall
K. Woolman House
Tarble Social Center in Clothier Memorial—
L Professors' Houses
S n a c k bar, s tu d e n t o ffic e s , bookstore,
M. Employees' Houses
In te r c u ltu r a l C e n te r
N. Courtney Smith House—
38. Sproul Observatory—Astronomy a n d co m p u te r
science
P re sid e n t’s H ouse
Scott Outdoor Auditorium
303
Directions for Reaching
Swarthmore College
DRIVING
From Pennsylvania Turnpike, going East
From Exit 24 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 214 miles
to 1-476 South. Take 1-476 approx. 13 miles to Exit 2, Media/Swarthmore. A t bottom
o f exit ramp, follow sign for Swarthmore by turning left onto Baltimore Pike. (See
below for " . . . the rest o f the way.” )
From Pennsylvania Turnpike, going West
From Exit 25 (Norristown) follow signs for 1-476 South. Stay on 1-476 approx. 17
miles to Exit 2, Swarthmore/Media. At bottom o f exit ramp, follow sign for
Swarthmore by turning left onto Baltimore Pike. (See below for " . . . the rest o f the
way.” )
From the New Jersey Turnpike
Take Exit 3 and follow signs to Walt Whitman Bridge. After crossing the Bridge, stay
to the right and follow signs for 1-95 South. Take 1-95 South, past Phila. International
Airport, and continue to Exit 7,1-476 North/Plym outh Meeting. Take 1-476 North
to Exit 2, Media/Swarthmore. At bottom o f exit ramp, follow sign for Swarthmore
by turning right onto Baltimore Pike. (See below for " . . . the rest o f the way.” )
From the South
Traveling north on 1-95, pass the Chester exits and continue to Exit 7,1-476 N orth/
Plymouth Meeting. Take 1-476 to Exit 2, Media/Swarthmore. At bottom o f exit ramp,
follow sign for Swarthmore by turning right onto Baltimore Pike. (See below for
" . . . the rest of the way.” )
.. the rest of the way”
Stay in right lane and in less than 14 mile turn right onto Route 320 South (watch turns
on Route 320). Proceed to second light at College Avenue, turn right, and follow the
road to visitor parking. Entrance to the Admissions Office is through the archway at
the back o f Parrish Hall.
TRAIN
The College is readily accessible from Philadelphia by train. Amtrak trains from New
"fork and Washington arrive hourly at Philadelphia’s 30th Street Station. From 30th
Street Station, the SEPTA Media Local (R3) takes 21 minutes to reach the campus.
AIR
An express train runs from the airport to 30th Street Station where you can take the
SEPTA Media Local (R 3) train directly to the Swarthmore campus. The combined
fare is about $8.00, and the trip requires about one hour. Taxi service is also available.
The fare is approximately $18.00, and the trip requires about 20 minutes. By car from
the airport, take 1-95 South to Exit 7,1-476 N orth/Plym outh Meeting. Take 1-476
North to Exit 2, Media/Swarthmore. A t bottom o f exit ramp, follow sign for
Swarthmore by turning right onto Baltimore Pike. (See above for " . . . rest o f the way.”
304
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Second-Class Postage Paid
500 College Avenue
Swarthmore, PA 19081-13971
ISSN-0888-2126
11
II
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Swarthmore College
500 College Avenue
Swarthmore, PA 19081-1397
215-328-8000
Swarthmore College Catalogue, 1992-1993
A digital archive of the Swarthmore College Annual Catalog.
1992 - 1993
308 pages
reformatted digital