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SWARTHMORE
COLLEGE
BULLETIN
1 9 9 0
9 1
-
Swarthmore
College Bulletin 1990-1991
Volume LXXXVIII Number 1
Catalogue Issue September 1990
Directions for
Correspondence
SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397
general
COLLEGE p o l i c y
David W. Fraser
President
ACADEMIC POLICY
J a m e s W. England
Provost
ADMISSIONS AND c a t a l o g u e s
Robert A. Barr, Jr.
Dean o f Admissions
Jane H. Mullins
RECORDS AND TRANSCRIPTS
Registrar
W illiam T. Spock
FINANCIAL INFORMATION
Vice President
Laura Talbot
FINANCIAL AID AND
FINANCING OPTIONS INFORMATION
Director o f Financial Aid
H. T h o m as Francis
CAREER PLANNING AND PLACEMENT
Director
ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS
EQUAL OPPORTUNITY INFORMATION
H arry D. Gotwals
Vice President
Patricia A. Whitman
Equal Opportunity Officer
GENERAL INFORMATION
M a ra ly n Orbison Gillespie
Associate Vice President
Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin, sexu
al preference, or handicap. This policy is con
sistent with relevant governmental statutes
and regulations, including those pursuant to
Title IX o f the Federal Education Amend
ments o f 1972 and Section 504 o f the Federal
Rehabilitation Act of 1973. All questions or j
concerns should be directed to Patricia A. ),
Whitman, Equal Opportunity Office, Parrish
Hall 401, (215) 328-8313.
The Swarthmore College Bulletin (ISSN
0888-2126), o f which this is Volume LXXXVIII, 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, Swarth
more, PA 19081-1397.
Printed in U.S.A.
Table of Contents
CALENDAR 4
INTRODUCTION 8
EDUCATIONAL RESOURCES 10
II
III
IV
V
VI
ADMISSION 18
EXPENSES 21
FINANCIAL AID 22
COLLEGE LIFE 37
STUDENT COMMUNITY 44
EDUCATIONAL PROGRAM 50
FACULTY REGULATIONS 62
DEGREE REQUIREMENTS 65
AWARDS AND PRIZES 67
FELLOWSHIPS 71
C O U R S E S O F IN S T R U C T IO N 74
Art 75
Linguistics 158
Asian Studies 82
Literature 165
Astronomy 84
Mathematics 167
Biology 85
Medieval Studies 176
Black Studies 92
Modern Languages and Literatures 178
Chemistry 94
Music and Dance 193
Classics 99
Philosophy 202
Computer Science 105
Physical Education and Athletics 208
Economics 109
Physics and Astronomy 210
Education 115
Political Science 220
Engineering 120
Psychology 229
English Literature 129
Public Policy 236
German Studies 143
Religion 239
History 145
Sociology and Anthropology 245
International Relations 156
Women’s Studies 254
THE CORPORATION and BOARD OF MANAGERS 259
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 264
THE FACULTY 269
ADMINISTRATION 285
VISITING EXAMINERS 296
DEGREES CONFERRED 298
AWARDS AND DISTINCTIONS 303
ENROLLMENT STATISTICS 306
INDEX 307
PLAN OF COLLEGE GROUNDS 318
DIRECTIONS FOR REACHING THE COLLEGE 320
3
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College Calendar
1990
Fall Sem ester
August 2g-September 2
August 31
September 1
September 3
October 5 - 6
October 19
November 26
December 5 - 1 1
December 7 - 8
December 11
December 12
December 14
December 14 ,
December 22
Freshman placement days
Meeting of Honors students
Registration
Classes and Seminars begin
Meeting o f the Board o f Managers
October holiday begins, end o f last class
or seminar
October holiday ends, 8:30 a.m.
Thanksgiving vacation begins, end o f last class
or seminar
Thanksgiving vacation ends, 8:30 a.m.
Optional reading period
Meeting o f the Board o f Managers
Classes end
Enrollment for spring semester
Seminars end
Final examinations begin
Final examinations end
1991
Sprin g Sem ester
January 21
March 1 - 2
March 8
Classes and Seminars begin
Meeting o f the Board o f Managers
Spring vacation begins, end o f last class
or seminar
Spring vacation ends, 8:30 a.m.
Parents Weekend
Optional reading period
Classes and Seminars end
Meeting o f the Board o f Managers
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate Day
Commencement Day
Alumni Weekend
October 29
November 21
March 18
April 12-14
April 29 -May 3
May 3
May 3 -4
May 6
May 9
May 9
May 18
May 20
May 20-21
May 23-25
June 2
June 3
June 7 - 9
5
College Calendar
(Tentative)
1991
Fall Sem ester
August 28 -September 1
August 30
August 31
September 2
September 2 7 -2 8
October 18
December 2
December 6 - 7
December 4 -1 0
December 10
December 11
December 13
December 13
December 21
Freshman placement days
Meeting o f Honors students
Registration
Classes and Seminars begin
Meeting o f the Board o f Managers
October holiday begins, end o f last class
or seminar
October holiday ends, 8:30 a.m.
Thanksgiving vacation begins, end o f last class
or seminar
Thanksgiving vacation ends, 8:30 a.m.
Meeting o f the Board of Managers
Optional reading period
Classes end
Enrollment for spring semester
Seminars end
Final examinations begin
Final examinations end
1992
Sprin g Sem ester
January 20
February 28 -2 9
March 6
Classes and Seminars begin
Meeting of the Board o f Managers
Spring vacation begins, end o f last class
or seminar
Spring vacation ends, 8:30 a.m.
Parents Weekend
Optional reading period
Classes and Seminars end
Meeting o f the Board of Managers
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend
October 28
November 27
March 16
April 3 - 5
April 2 7 -M ay 1
May 1
May 1 - 2
May 4
May 7
May 7
May 16
May 18
May 18 -19
May 2 1-2 3
May 31
June 1
June 5 - 7
6
Introduction to
Swarthm ore College
Swarthmore College, founded in 1864 by
members o f the Religious Society o f Friends
as a coeducational institution, occupies a cam
pus o f more than 300 acres o f rolling wooded
land in and adjacent to the borough o f 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 com
muting distance of Philadelphia. College stu
dents 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.
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 o f sports and other extra-curricular
activities.
institutions, each school, college, and univer
sity seeks to realize that purpose in its own
way. Each must select those tasks it can do
best. By such selection it contributes to the
diversity and richness o f educational oppor
tunity which is part o f the American heritage.
The purpose o f Swarthmore College is to
make its students more valuable human beings
and more useful members o f society. While it
shares this purpose with other educational
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense of ethical and
social concern.
VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. The Course
and External Examination (Honors) Programs
are designed to give recognition to this fact.
They provide alternative systems o f instruc
tion for students during their last two years.
Both seek to evoke the maximum effort and
development from each student, the choice o f
method being determined by individual pref
erence and capacity. The Honors Program, in
which Swarthmore pioneered, provides an
enriching and exciting intellectual experience.
It has as its main ingredients close association
with faculty members, often in small seminars,
concentrated work in various fields o f study,
and maximum latitude for the development of
individual responsibility. Within the Course
Program, options for independent study and
interdisciplinary work offer opportunities for
exploration and development over a wide range
o f individual goals. These opportunities typ
ically include considerable flexibility of pro
gram choices from semester to semester, so
that academic planning may be responsive to
the emerging needs o f students.
THE RELIGIOUS TRADITION
Swarthmore College was founded by members
o f the Religious Society o f Friends. Although
it has been nonsectarian in control since the
beginning o f the present century, and although
Friends now compose a minority o f the stu
dent body, the faculty, and the administration,
the College seeks to illuminate the lives o f its
students with the spiritual principles o f that
Society.
8
Foremost among these principles is the individ
ual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way o f life,
Quakerism emphasizes hard work, simple liv
ing, 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 o f life, or any
other specific set o f convictions about the
nature o f things and the duties of human
beings. It does, however, encourage ethical and
religious concern about such matters, and
continuing examination o f any view which
may be held regarding them.
T R A D IT IO N A N D C H A N G E
A college draws strength from tradition, and
energy from the necessity o f 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.
9
Educational Resources
The primary educational resources o f any
college are the quality o f its faculty and the
spirit o f the institution. Financial as well as
physical resources play an important supportive role,
THE ENDOWMENT
The educational resources at Swarthmore
College have been provided by gifts and be
quests from many alumni, foundations, cor
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for build
ings, equipment, collections o f art and litera
ture, and permanently endowed 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 $315,000,000 at market value on
March 31, 1990. Swarthmore ranks among
the top ten in the country in endowment per
student. Income from the endowment during
the academic year 1989-90 contributed ap
proximately $9,590 to meet the total expense
o f educating each student and accounted for
about 28% o f the College’s educational and
general income.
The College’s ability to continue to offer a
high quality o f education depends on con
tinuing 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 Presi
dent in charge o f development will be pleased
to provide information about various forms
o f gifts: bequests, outright gifts o f cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.
LIBRARIES
The College Library is an active participant in
the instructional and research program o f the
College. It seeks to instruct students in the
effective and efficient use of the library, and to
encourage them to develop the habit o f 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
o f students and faculty. While the Library’s
collections are geared primarily towards under
graduate instruction, the demands o f student
and faculty research make necessary the pro
vision o f 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 o f the
College Library system housing reading and
seminar rooms, administrative offices, and
10
the major portion o f the College Library
collections.
Total College Library holdings amount to
678.000 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 59,000 volumes. The Daniel
Underhill Music Library contains around
15.000 books and scores, 13,000 recordings
and listening equipment. A small collection of
relevant material is located in the Black Cul
tural Center.
Special Library Collections
The Library contains certain special collec
tions: British Americana, accounts o f 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 o f the
history o f technology donated by Greville
Bathe; the Private Press Collection representing
the work o f over 600 presses. The Audiovisual
Collection has over 600 recordings on disc,
tape, and over 900 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 o f 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, and
history and are housed in the McCabe Library.
Their acquisition is partially funded with in
come from the William Plummer Potter Public
Speaking Fund (1950) and the Betty Dougherty
Spock’ 52 Memorial Fund.
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 o f the outstanding
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 o f
Friends Meetings belonging to Baltimore, Phi
ladelphia, and other Yearly Meetings. More
than 3,200 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 o f 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 o f Elias Hicks, a prominent
Quaker minister). The library’s collection of
books and pamphlets by and about Friends
numbers more than 39,000 volumes. Over
200 Quaker periodicals are currently received.
There is also an extensive collection o f photo
graphs o f meetinghouses and pictures of rep
resentative Friends, as well as a number o f 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 o f 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 o f the Women’s International League
for Peace and Freedom and the personal pa
pers of Jane Addams o f Hull-House, Chicago,
formed the original nucleus o f the Collection
(1930). Over the years other major collections
have been added including the papers o f Devere Allen, Emily Greene Balch, Julien Cor
nell, 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 o f Religion for Peace, and many oth
ers. The Peace Collection serves as the official
repository for the archives of many o f 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 describe
the archival holdings.
11
Educational Resources
PHYSICAL FACILITIES
Laboratories, well-equipped for undergradu
ate instruction and in most cases for research,
exist in astronomy, botany, chemistry, com
puter science, engineering, physics, psycholo
gy, and zoology. The Sproul Observatory,
with its 24-inch 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 zoology, botany, and premedical stud
ies. A laboratory for Interdisciplinary Re
search, created with a grant from the Howard
Hughes Medical Institute, is designated for the
conduct o f interdisciplinary scientific research
by teams o f faculty and students selected
through an internally conducted, competitive
process. The Pierre S. Du Pont Science Build
ing provides accommodations for chemistry,
mathematics, and physics. Hicks Hall contains
the engineering laboratories, several o f which
are equipped for computer-assisted and com
puter-controlled laboratory experimentation.
Papazian Hall provides facilities for work in
psychology, and for the engineering shops.
Pearson Hall contains the Paul M. Pearson
Experimental Theatre and studios for various
arts and crafts.
The 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 o f the
Music Department and for musical activities
at the College.
The Eugene M. and Theresa Lang Performing
Arts Center, opening in January, 1991, houses
the Pearson-Hall Theater, the largest perform
ing stage on campus, and also the Frear Ensem
ble Theater, an experimental and instructional
studio, a Dance Studio and a Dance Lab, and
the Art Gallery. The Lang Performing Arts
Center also houses the offices o f the English
Literature Department, Theater Studies pro
12
gram, and Dance Department, as well as semi
nar rooms, the theater design studio, and set
construction shop. The Pearson-Hall Theater
has a seating capacity o f about 825 or of over
1,000 if seats are placed on stage. The theater
can be divided in two, with a cinema theater
on one side o f a movable soundproof wall and
a more intimate performing space on the
other. The building is linked to the second
floor o f the Lang Music Building by a covered
walk way and faces Crum Woods over the Ann
Lubin Buttenwieser Terrace.
The Computing Center is located on the first
floor o f Beardsley Hall. A VAX 8810, running
VAX/VM S, is available as a central file server
to students and faculty for research and in
struction, for posting notices on a number of
user-created bulletin boards, and for sending
mail through BITNET, INTERNET, or the
campus-wide mail system; access to off-cam
pus computers is also available via INTER
NET. This VAX is networked together with a
number o f MicroVAX IPs, several VAXStation 2000’s, VAXStation 3 100’s and DECStation 3 100’s, approximately 300 Macintoshes,
a SU N Computer work station LAN, and an
Apollo Computer work station LAN. Using
one of a number o f available terminal emula
tion programs, users can gain access to any
academic computer on campus from any Mac
intosh connected to this network.
Apple Macintosh computers are widely used
for word processing as well as for data man
agement, Basic programming, desktop pub
lishing, and for creating graphics and spread
sheets. Software for use on Macintoshes can
be purchased in the Computer Store located
in Beardsley Hall. Macintosh and terminal
clusters are maintained in Beardsley, Du Pont,
and Trotter Halls, as well as in Sproul Obser
vatory and in McCabe and Cornell Libraries.
Student Consultants are available throughout
most o f the day and night, seven days a week,
to assist users in the Beardsley public area.
Terminals or Macintoshes have also been
placed in virtually all academic and adminis
trative departments.
Additional resources for academic computing
include: a network o f Macintosh IPs and
VAXStation 3 100’s and DECStations in the
Physics Department; a cluster o f Apollo graph
ics workstations housed in the Engineering
Department; and a network of SU N worksta
tions and numerous software development
tools (e.g., the UNIX operating system and
languages such as C, Clu, Fortran 77, LISP,
Pascal, and Prolog) available in the Computer
Science Laboratory in Sproul Observatory;
and state-of-the-art hardware and software
devoted to computer graphics. A Prime Infor
mation 9950 is used for the College’s admin
istrative data management needs.
The Center for Social and Policy Studies in
Trotter Hall serves as a laboratory for the
social sciences. The Center has a social science
data archive available for empirical research
on social and policy issues, and it provides
statistical consulting for faculty and students.
The Center also supports the concentration in
Public Policy through its physical facilities,
data archives and program of events.
The Language Laboratory in Martin Hall was
newly installed in 1982. It provides stations
for 27 students and has equipment for both
audio and video instruction.
SPECIAL FUNDS AND LECTURESHIPS
The William J. Cooper Foundation provides a
varied program o f lectures and concerts which
enriches the academic work o f the College.
The Foundation was established by W illiam J .
Cooper, a devoted friend of the College,
whose wife, Emma Mcllvain Cooper, served
as a member o f the Board o f 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 o f 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 o f world interest.”
Admission to all programs is without charge.
The Cooper Foundation Committee works
with the departments and with student organi
zations in arranging single lectures and con
certs, and also in bringing to the College
speakers o f note who remain in residence for
a long enough period to enter into the life of
the community. Some of these speakers have
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, 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 o f 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 o f woodland
and the valley o f Crum Creek. Much of this
tract has been developed as a horticultural and
botanical collection of trees, shrubs, and her
baceous plants through the provisions of the
Scott Arboretum, established in 1929 by Mrs.
Arthur Hoyt Scott and Owen and Margaret
Moon as a memorial to Arthur Hoyt Scott of
the Class o f 1895. The plant collections are
designed both to afford examples o f the better
kinds o f trees and shrubs which are hardy in
the climate o f Eastern Pennsylvania and suit
able for planting by the average gardener, and
to beautify the campus. All collections are
labeled and recorded. There are exceptionally
fine displays o f hollies, Japanese cherries,
flowering crabapples, magnolias, and tree peo
nies, and a great variety o f lilacs, rhodo
dendrons, azaleas, and daffodils. Choice spec
imens from the collections are displayed in
several specialty gardens including The Terry
Educational Resources
Shane Teaching Garden, The Theresa Lang
Garden o f Fragrance, and the Dean Bond Rose
Garden. Many interested donors have con
tributed generously to the collections.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Styer
Award o f Garden Merit through the Pennsyl
vania Horticultural Society and the Plant In
troduction scheme of the University o f 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 o f the science/art called gardening.
Tours are conducted throughout the year for
college people and interested public groups.
Aiding the Arboretum’s staff, in all o f its
efforts, are the "Associates o f the Scott 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.
The Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard o f Rosemont, Pennsylvania.
The fund has been augmented by the 5 0 -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
14
to the advancement o f music at the College. It
has been used, for example, for concerts on
the campus, for the purchase o f vocal and
orchestral scores and other musical literature,
and to provide scholarships for students in the
Department o f Music who show unusual
promise as instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given
by friends in memory of Gene D. Overstreet
(1924-1965), a member o f 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 o f the class o f 1905 and
other friends o f the College, is given annually
on some phase o f art. It is the outgrowth of the
Benjamin West Society which built up a col
lection o f 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 born in a house
which stands on the campus and who became
president o f 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
The Edmund Allen Professorship of Chemistry
was established in 1938 by a trust set up by his
daughter Laura Allen, friend o f the college
and niece o f Manager Rachel Hillborn.
The Franklin E. and Betty Barr Chair in Econom
ics 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 o f 1896, in 1964, in
honor of his wife, Edna Pownall Buffington,
Class of 1898.
Centennial Chairs. Three professorships, un
restricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. Clothier Professorship of History
and International Relations was created in 1888
by Isaac H. Clothier, member o f the Board o f
Managers. Originally in the field of Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he approved
its present designation.
The Isaac H. Clothier, Jr., Professorship of Bi
ology was established by Isaac H. Clothier, Jr.
as a tribute o f gratitude and esteem for Dr.
Spencer Trotter, Professor o f Biology, 18881926.
The Morris L. Clothier Professorship of Physics
was established by Morris L. Clothier, Class
of 1890, in 1905.
The Julien and Virginia Cornell Visiting Profes
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member o f the Board o f Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1962, from every corner o f the world,
Cornell professors and their families have
resided on the campus so that they might
deepen the perspective o f both students and
faculty.
The Alexander Griswold Cummins Professorship
of English Literature was established in 1911 in
honor o f Alexander Griswold Cummins,
Class of 1889, by Morris L. Clothier, Class of
1890.
The Howard N. and Ada J. Eavenson Professor
ship in Engineering was established in 1959 by
a trust bequest o f 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.
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 o f the Board o f Managers, on
behalf o f the family of Howard M. Jenkins,
member o f 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 o f the Jenkins family,
and by a 1976 bequest from C. Marshall
Taylor ’04.
The William R. Kenan, Jr. Professorship was
established in 1973 by a grant from the Wil
liam R. Kenan, Jr. Charitable Trust to "su p
port and encourage a scholar-teacher whose
enthusiasm for learning, commitment to teach
ing and sincere personal interest in students
will enhance the learning process and make an
effective contribution to the undergraduate
community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38,
member o f the Board o f Managers, normally
rotates every four years among members of
the Swarthmore faculty and includes one year
devoted entirely to research, study, enrich
ment or writing. It carries an annual discre
tionary grant for research expenses, books
and materials.
The Eugene M. Lang Visiting Professorship,
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period o f
one semester to three years an outstanding
social scientist or other suitably qualified
person who has achieved prominence and
special recognition in the area o f significant
change.
The Susan W. Lippincott Professorship of French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member o f the Board of
Managers, a contribution from her niece Caro
line Lippincott, Class o f 1881, and gifts by
other family members.
15
Endowed Chairs
The Edward Hicks Magill Professorship of Mathe
matics and Astronomy was created in 1888
largely by contributions o f interested friends
o f 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 o f 1887 and member o f the Board of
Managers, in her name and that o f her hus
band, Dr. Charles McDowell, Class o f 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 o f his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair of Humanities was
created in 1987 through the gifts o f 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 o f Henry C.
Turner, Class o f 1893 and member of the
Board of Managers, and his brother J. Archer
Turner, Class of 1905 and member of the
Board o f 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 o f the Board o f 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 o f 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 applica
tions should be addressed to the Dean of
Admissions, Swarthmore College, Swarthmore, Pennsylvania 19081.
GENERAL STATEMENT
In the selection of students, the College seeks
those qualities o f 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 o f candidates for admis
sion.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise o f distinction in the
quality o f their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis o f their individual future
worth to society and o f their collective realiz
ation o f the purpose o f the College.
It is the policy o f the College to have the
student body represent not only different
parts o f 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 o f alumni and o f members o f the
Society o f Friends.
Admission to the freshman class is normally
based upon the satisfactory completion o f a
four-year secondary school program. Under
some circumstances, students who have virtu-
ally completed the normal four-year program
in three years will be considered for 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 o f 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 o f growth, initiative, seri
ousness o f 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 o f
secondary school courses as preparation for
its program. The election o f specific subjects
is left to the student and school advisers. In
general, however, preparation should include:
1. Accurate and effective use o f the English
language in reading, writing, and speaking.
2. Comprehension and application o f the
principles o f mathematics.
3. The strongest possible command o f 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 o f choice and
emphasis are acceptable although some
work in each o f the three groups is recom
mended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years o f mathematics including algebra, geome
try, and trigonometry.
APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through one o f 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.
The two Early Decision plans are designed for
candidates who have thoroughly and thought
fully investigated Swarthmore and other col
leges and found Swarthmore to be an un
equivocal first choice. The Winter Early
Decision plan differs from the Fall Early
Decision plan only in recognizing that some
candidates may arrive at a final choice o f
college later than others. Early Decision can
didates under either plan may file regular
applications at other colleges with the under
standing that these applications will be with
drawn upon admission to Swarthmore; how
ever, one benefit o f the Early Decision plans
is the reduction o f cost, effort, and anxiety
inherent in multiple application procedures.
Application under any o f the three plans must
be accompanied by a non-refundable applica
tion fee of $40. Timetables for the three plans
are:
Fall Early Decision
Closing date for applications
November 15
Notification o f candidate
on or before
December 15
Winter Early Decision
Closing date for applications
Notification of candidate
January 1
on or before
February 1
Regular Admission
Closing date for applications
Notification o f candidate
Candidates reply date
February 1
on or before
April 15
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
trance Examination Board. English Composi
tion is required, and the other two Achieve
ment Tests should be selected from two
different fields. Applicants for Engineering
must take one Achievement Test in Mathe
matics.
Application to take these tests should be
made directly to the College Entrance Exami
nation Board, Box 592, Princeton, New Jersey
08540. A bulletin o f information may be
obtained without charge from the Board. Stu
dents who wish to be examined in any of the
following western states, provinces, and Pa
cific areas—Alaska, Arizona, California,
Colorado, Hawaii, Idaho, Montana, Nevada,
New Mexico, Oregon, Utah, Washington,
Wyoming, Alberta, British Columbia, Mani
toba, Saskatchewan, Mexico, Australia, and
all Pacific Islands including Formosa and Japan
—should address their inquiries and send
their applications to the College Entrance
Examination Board, Box 1025, Berkeley, Cali
fornia 94701. Application should be made to
the Board at least a month before the date on
which the test will be taken.
No additional tests are required o f candidates
for scholarships. All applicants who would
like to be considered for any o f our scholar
ships should complete their applications at
the earliest possible date. Information con
cerning financial aid will be found on pages
22-35.
19
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 o f 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 o f 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 o f 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 o f study at Swarthmore Col'
lege constitute the minimum requirement for
a degree, two o f which must be those of the
senior year. Applications for transfer must be
filed by April 15 o f the year in which entrance
is desired. Decisions on these applications are
announced by June 1. Application for transfer
at mid-year must be received by November
15. Financial assistance is available for transfer
students.
See page 40 for information on withdrawal and readmission for health reasons.
* Directions for reaching the College can be
found inside the back cover o f this catalogue.
20
Expenses
STUDENT CHARGES
Total charges for the 1990-91 academic year
(two semesters) are as follows:
Tuition
Room
Board
Student Activities Fee
$15,310
2,610
2,610
________180
$20,710
These are the only charges billed by the Col
lege. 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
academic credit is anticipated are expected to
register in advance in the usual way and pay
normal tuition. If the student is away from the
College for a full semester, no charge for
room and board will be made; but, if a student
is away only for a part o f a semester the above
charges may be made on a pro rata basis.
The regular College tuition covers the normal
program of four courses per term as well as
variations o f 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 ($1,900) or half course
($950), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters of any
academic year. College policy does not permit
programs o f fewer than three courses for
degree candidates in their first eight semesters
o f enrollment.
PAYMENT POLICY
A deposit 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 13 and December 14. Payment for the
first semester is due by August 6 and for the
second semester by January 7. A one percent
late fee will be assessed on payments received
after the due date.
Many parents have indicated a preference to
pay college charges on a monthly basis rather
than in two installments. For this reason,
Swarthmore offers the AMS Budget Plan,
which provides for payment in installments
without interest charges. Information on the
AM S Budget Plan is mailed to all parents in
April.
WITHDRAWAL POLICY
Total charges will be reduced for students
who, for reasons approved by the Dean, with
draw on or after the first day o f classes.
Tuition, fees, and room charges will be re
duced as follows:
Prior to the 2nd week o f classes
Prior to the 3rd week of classes
Prior to the 4th week o f classes
Prior to the 5th week o f classes
None thereafter.
80%
60%
40%
20%
An insurance policy is offered by Dewar, Inc.,
which can be purchased to cover the balance
o f the entire semester comprehensive fee in
case o f accident or illness. Information on the
Dewar Tuition Refund Plan, is mailed to par
ents in July.
Board charges will be reduced by $50 for each
week the student is absent from the dining
room.
No refund o f the $100 deposit is made in the
event of withdrawal.
in q u ir ie s
All correspondence regarding payment o f
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 o f their financial circum
stances, and to enable them to complete their
education when financial reversals take place.
Forty-nine percent o f the total student body
currently receives aid from the College. Most
financial aid awarded by the College is based
upon demonstrated financial need and is 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
weighing the family’s income and assets against
such demands as taxes, living expenses, med
ical expenses, and siblings’ tuition expenses.
It also includes the expectation o f $ 9 5 0 $ 1,200 from the student’s summer earnings as
well as a portion o f his or her personal savings
and assets.
For 1990-91 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $20,710.
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 $22,110. This allows $1,400 for
books and personal expenses. A travel allow
ance is added to the budget for those who live
beyond 100 miles from the College.
In keeping with the policy o f basing financial
aid upon need, the College reviews each student’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 o f a normal-length
undergraduate program (8 semesters) and
while a student makes satisfactory academic
progress. These limitations are applied in our
consideration o f a sibling’s educational ex
penses also. Students who choose to live off
campus may not receive College assistance in
excess o f their College bill, although the cost
o f living off campus will be recognized in the
calculation o f a student’s financial need and
outside sources o f aid may be used to help
meet off-campus living costs.
Students who have not previously received
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.
A special brochure has been prepared to
advise families o f the various sources of aid,
as well as a variety o f financing options. Please
request a copy.
SCHOLARSHIPS
For the academic year 1990-91 the College
awarded $6 million in grants. About one half
o f that sum was provided through the gener
osity o f alumni and friends by special gifts and
the endowed scholarships listed on pp. 24-35.
The Federal government also makes Pell
Grants and Supplemental Educational Op-
22
portunity Grants available. It is not necessary
to apply for a specific College scholarship; the
College decides who is to receive endowed
scholarships and others are helped from gen
eral scholarship funds. Although some en
dowed scholarships are restricted by locality,
sex, religion or physical vigor, the Colleges
system of awarding aid makes it possible to
meet need without regard to these restrictions.
Financial need is a requirement for all scholar
ships 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 bor
rowing 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
$800 to about $2,600) 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 College
support may wish to borrow to help meet
College expenses. The PLUS and PHEAA
ALTERNATIVE loan programs are available
for this purpose.
Eligible parents may borrow up to $4,000 per
year through the PLUS Loan Program. Al
though a 10-year repayment schedule is pos
sible for the PLUS Loan, repayment must
begin soon after the lender (the student’s local
bank) disburses the funds. The PLUS Loan
currently carries a 12% interest rate.
The ALTERNATIVE Loan through Pennsyl
vania offers up to $20,000 per child each year
to credit-worthy parents from any state. The
variable interest rate is currently 9.5%, and
parents may take 10 years to repay.
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 ig i 6 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. Conard 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 campus 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 $4.30 to $4.80 per hour. Stu
dents receiving financial aid are usually offered
the opportunity to earn up to $ 1,000 during
the year and are given hiring priority, but there
are usually jobs available for others who wish
23
Financial Aid
employment.
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.
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.
Sw arthm ore C ollege
N ation al Sch olarsh ips
On occasion Swarthmore College awards
four-year National Scholarships to the out
standing men and women entering the fresh
man class.
The awards are made to those candidates who,
in the opinion o f the Committee on Admis
sion, rank highest in scholarship, leadership,
character, and personality. The amount of the
annual award varies from $3,000, the mini
mum stipend, or enough to cover all expenses,
depending on the financial need o f the winner.
O ther Sch olarsh ips
(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 o f scholar
ship and need with preference given to those
with a demonstrated interest in the humani
ties.
The George 1. Alden Scholarship Fund estab
lished as a memorial by the Alden Trust is
awarded on the basis o f 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 o f the Founda
tion’s interest in the international exchange of
students.
The Jonathan Leigh Altman Scholarship, given
in memory o f this member o f the Class of
1974 by Shing-mei P. Altman ’76, is awarded,
on the recommendation o f the Department of
24
Art, to a junior who has a strong interest in the
studio arts. It is held during the senior year.
The Evenor Armington Scholarship is given each
year to a worthy student with financial need
in recognition o f 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
o f distinguished intellectual attainment based
upon sound character and effective personali
ty. The award is made in honor of Frank
Aydelotte, President o f the College from 19211940, and originator o f the Honors program
at Swarthmore, and o f Marie Osgood Aydelotte, 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 o f W. Herman
Barcus, Class o f 1927. It is awarded to a
meritorious student who has financial need.
The Philip H. Barley Memorial Scholarship,
established in memory o f 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 quali
ties at Swarthmore.
Thè Boyd Barnard Music Scholarships. Newlyestablished in 1990, these scholarships subsi
dize the entire cost o f private instrumental or
vocal lessons for a limited number o f ad
vanced students. These scholarships, which
are awarded by the Music Department faculty
each semester to approximately 6 -8 students,
are determined through competition. Recipi
ents participate as leaders in performance on
campus, normally as members o f one o f the
Music Department’s organizations, or, in the
case of pianists and organists, as accompa
nists.
The Franklin E. Barr, Jr. ’48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and
who shows promise o f developing these abili
ties for the betterment o f 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 o f 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 Belvilie Scholarship has been endowed in
memory of Robert Chambers Belvilie and
Margaret Klein Belvilie. It is awarded annually
to an incoming student of particular promise
and is renewable for his or her years at Swarth
more.
nus o f Swarthmore. The scholarship is as
signed annually to a junior or senior whose
qualities o f 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 o f study, and from any part o f 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 o f their son, Class of ’42, is awarded
annually to a man or woman student who
ranks high in scholarship, character, and per
sonality.
The Daniel Walter Brenner Memorial Scholar
ship, established by family and friends in mem
ory of Daniel W. Brenner, Class o f 1974, is
awarded to a senior majoring in biology who
is distinguished for scholarship and an interest
in plant ecology, or wildlife preservation, or
animal behavior research. The recipient is
chosen with the approval o f biology and Clas
sics faculty.
The John S. Brod ’34 Scholarship is awarded to
a deserving student on the basis o f merit and
financial need.
The Chi Omega Scholarship provides an award
annually to a member o f the freshman class.
Preference is given to daughters or sons of
members of the fraternity.
The Eleanor Stabler Clarke Scholarships, estab
lished 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 Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
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 o f 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 Curtis Boh 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 alum
The Class of 1939 Scholarship was established
at the 50th reunion o f the class in fond
memory of Frank Aydelotte, President o f the
College from 1921 to 1940, and his wife,
25
Financial Aid
Marie Aydelotte. It is awarded to a worthy
student with 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 o f the class’s 25th reunion.
The Susan P. Cobbs Scholarship, established in
1977 through a bequest by Susan P. Cobbs,
Dean Emerita o f Swarthmore, is awarded to a
junior or senior student majoring in some
branch o f the Classics. The recipient is desig
nated by the Classics Department.
The Charles A. Collins Scholarship Fund is
awarded every year to a deserving student who
is in need of financial assistance, in accordance
with the donor’s will.
The N. Harvey Collisson Scholarship established
by his family and the Olin Mathieson Chari
table Trust in memory o f N. Harvey Collisson
o f the Class o f 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 o f financial need to a
worthy student from Kifissia, Greece.
The Anna May Courtney Scholarship, named in
honor o f the late singer who performed often
in Lang Concert Hall, is awarded by the Music
Department faculty to the outstanding voice
student in her/his junior year. The scholarship
subsidizes the entire cost o f private lessons for
the semester.
The David S. Cowden Scholarship was estab
lished by Professor David S. Cowden, Class o f
1942, who taught English Literature at Swarth
more from 1949 until his death in May 1983.
It is awarded on the basis o f financial need.
The Ellsworth F. Curtin Memorial Scholarship
was established by Margaretta Cope Curtin,
Class o f 1918, in memory o f her husband,
Class o f 1916, to benefit an engineering stu
dent with 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 o f Mrs. Dannenberg who was mother and
26
grandmother o f 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 o f Edith and Russell de Burlo.
The District of Columbia Scholarship was estab
lished by alumni residents in the area of
Washington, D.C., to encourage educational
opportunity for qualified minority and disad
vantaged students. Awards are made on the
basis of merit and need.
The Francis W. D ’Olier Scholarship, in memory
o f Francis W. D ’Olier o f the Class o f 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 o f biological problems in a natural
environment.
The Philip Evans Scholarship is established in
fond memory o f a member o f the Class of
1948 by his friend Jerome Kohlberg ’46 and
seeks to expand the diversity o f the Swarth
more community by bringing to this campus
outstanding students with need, whether from
near or far. The scholarship is awarded to
members o f the freshman class and is renew
able annually, and provides a summer oppor
tunity grant which is awarded on the recom
mendation o f the Dean.
The Arthur Fennzmore Scholarship, named in
memory o f the distinguished pianist who lived
in Swarthmore, is awarded each semester by
the Music Department faculty to the outstand
ing pianist in his/her junior year. The schol
arship subsidizes the entire cost of private
lessons for the semester.
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 o f Elizabeth P.
Fetter ’25, subsidize the private instrumental
lessons o f four top-notch student string play
ers at the College. Interested applicants should
write to the Chairman o f 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 o f 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 o f Eleanor Flexner o f
the Class of 1930, author o f 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
Chang Whitehead ’58 in appreciation o f 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 Theodore and Elizabeth Friend Scholarship
is established as an expression o f 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 o f
need to a worthy student.
Friends of Music and Dance Summer Scholar
ships. Each spring, the Music and Dance De
partment selects recipients o f Friends of Music
and Dance Summer Scholarships 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 Scholarship. In memory of
Renee Gaddie ’93, and established in 1990,
this scholarship is awarded by the Music
Department faculty to a member of the Swarth
more College Gospel choir who is studying
voice through the Music 48 (Individual In
struction) program. The scholarship subsi
dizes the entire cost o f voice lessons for that
semester.
The Garrigues Music Scholarships. Naming
Swarthmore as having one o f the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
scholarships to subsidize the entire cost of
private instrumental or vocal lessons for a
limited number o f gifted students, often in
coming first-year students. These scholar
ships, which are awarded each semester by the
Music Department faculty to approximately
10-15 students, are determined by competi
tion 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 mem
bers o f one of the Music Department’s organ
izations, or, in the case of pianists and orga
nists, as accompanists.
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 o f
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 o f the class o f 1951.
The Barbara Entenberg Gimbel Scholarship Fund
was endowed in memory o f Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis of need to a worthy student, with pref
erence to a black candidate.
The Mary Lippincott Griscom Scholarship is
given to a woman student with financial need,
who ranks high in character, personality, and
scholarship. Preference is given to a member
o f the Society o f Friends.
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 o f the cost o f tuition
and fees for students who require financial
assistance. Preference is given to students of
recognized ability who have completed two
academic years o f 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 ’6 8 ,
B.A. Thomas ’69, Mark C. ’72, and John
27
Financial Aid
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D. graduated with the Class o f 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 o f this member o f the
Class of 1937, a distinguished psychologist
and'sometime member o f 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 William Randolph Hearst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
The J. Philip Herrmann Scholarship is awarded
to an entering freshman on the basis o f merit
and need and is renewable annually to gradu
ation. This award was established by Katharine
F. Herrmann ’ 14 and by Margaret Herrmann
Ball ’24 in honor o f their father.
The A. Price Heusner Scholarship, given by his
family in memory o f A. Price Heusner, Class
o f 1932, is awarded to an upperclassman from
the Middle West. Preference is given to a pre
medical student. Consideration is given to the
candidate’s character, demonstrated concern
for the welfare o f others, and participation in
team activities, as well as academic standing.
The Rachel W. Hillhom Scholarship was founded
by Anne Hillborn Philips o f the Class of 1892
in memory o f her mother, with the stipulation
that the income shall go to a student in the
junior or senior class who is studying for
service in the international field. Preference is
given to a Friend or to one who intends to
contribute to world understanding through
diplomatic service, participation in some in
ternational government agency, the American
Friends Service Committee, or similar activi
ties.
The Betty Stern Hoffenberg Scholarship, estab
lished in 1987 in honor o f this member o f the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual
28
promise, character, and intellectual strength.
Strong preference is given to a student major
ing in history.
The Hadassah M. L. Holcombe Scholarship is
awarded to a freshman with financial need and
is renewable for three years at the discretion
o f the College. Preference will be given to
members o f the Society o f 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 o f 1937 in the name o f 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 o f 1948, one of the first black
students to attend Swarthmore College, estab
lished this fund through a bequest *'to provide
scholarship aid to needy students.”
The William Y. 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 Aaron B. Ivins Scholarship is awarded
annually to a young man o f the graduating
class o f Friends Central School, Overbrook,
Philadelphia. This scholarship is awarded by
the facility o f Friends Central School, and is
subject to the approval o f Swarthmore Col
lege.
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 Cooper Johnson Scholarship, estab
lished by Howard Cooper Johnson ’96, is
awarded on the basis of all-around achieve
ment to a male undergraduate who is a mem
ber o f the Society o f Friends.
The Kappa Kappa Gamma Scholarship provides
an award to a woman in the freshman class,
renewable each year. Preference is given to a
relative o f members of the fraternity.
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 o f 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 o f 1960. It is awarded to
a freshman on the basis o f need and merit,
with preference to those intending to major in
engineering, and is renewable through the
senior year.
The William H. Kistler ’43 Scholarship is en
dowed in his memory by his wife, Suzanne,
and his friends and former classmates. It is
awarded to a needy and deserving student
majoring in engineering or economics.
The Paul and Mary Jane Kopsch Scholarship
Fund, established through a gift o f Paul J.
Kopsch of the Class o f ’46, is awarded each
year to a junior premedical student(s) with
financial need. The scholarship is renewable
in the senior year.
The Walter W. Krider Scholarship was estab
lished by his wife and daughter for a young
man who ranks high in scholarship, character,
and personality.
The Lafore Scholarship is awarded in memory
of John A. Lafore o f the Class o f 1895. The
College in granting this scholarship gives pref
erence to qualified candidates who are des
cendants o f Amand and Margaret White La
fore.
The Laurence Lafore ’38 Scholarship was estab
lished in his memory in 1986 by family,
friends, classmates, and former students. Pro
fessor Lafore, author o f numerous books and
essays, taught history at Swarthmore from
1945 until 1969. This scholarship is awarded
to a needy student showing unusual promise
and is 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 o f his sister.
Eugene M. Lang Opportunity Grants are
awarded each year to as many as five entering
students who are selected by a special com
mittee on the basis o f distinguished academic
and extra-curricular achievement and demon
strable interest in social change. Stipends ate
based on financial need and take the form of
full grants up to the amount o f total college
charges. Each Lang Scholar is also eligible for
summer or academic year research or commu
nity service support, while an undergraduate,
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 o f Eugene M. Lang
’38.
The Ida and Daniel Lang Scholarship estab
lished by their son, Eugene M. Lang o f the
Class o f 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 o f the
Board of Managers o f 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 o f the Class o f 1914 at
Swarthmore College, was offered for the first
time in 1950. This scholarship is in honor of
a former distinguished Professor o f 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 Founda
tion Scholarship is awarded to deserving stu-
29
Financial Aid
dents from the states of Pennsylvania, New
Jersey, Delaware, or Maryland.
The Lloyd-]ones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Lisa, and Donald ’8 6 . It is awarded on the
basis o f merit and need and is renewable
through the senior year.
The Long Island Quarterly Meeting, N.Y., Schol
arship, is awarded annually by a committee of
that Quarterly Meeting.
The Joan Longer ’78 Scholarship was created as
a memorial in 1989 by her family, classmates,
and friends, to honor the example o f Joan’s
personal courage, high ideals, good humor,
and grace. It is awarded on the basis o f merit
and need and is renewable through the senior
year.
The David Laurent Low Memorial Scholarship,
established by Martin L. Low, Class o f 1940,
his wife, Alice, Andy Low, Class o f 1973, and
Kathy Low in memory o f 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 academic
excellence, and places emphasis, in order, on
qualities o f leadership, a concern for others,
and character, or outstanding and unusual
promise. The scholarship is awarded to a
freshman and is renewable for the undergrad
uate years.
The Leland S. MacPhail, Jr. Scholarship, given
by Major League Baseball in recognition o f 48
years o f dedicated service by Leland S. Mac
Phail, Jr. ’39, will be awarded annually to a
deserving student on the basis o f need and
merit.
sylvania, who give promise o f 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 o f 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 o f merit
and need and is renewable through the senior
year. It is the gift o f the McDiarmid family in
commemoration o f 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 o f 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 o f the college
community and of the larger community out
side. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory
o f Peter Mertz, who was a member of the class
o f 1957. It is renewable for the undergraduate
years.
The Dorothy MaynoT Scholarship, established by
the Hearst Foundation, is awarded to a student
from the Harlem School o f the Arts in honor
o f its founder. It provides a grant for the full
amount o f need and for music lessons. The
awardee will be nominated by the Harlem
School o f the Arts and selected by Swarthmore College on the basis o f all-around quali
fications.
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer
ence given to students o f South Asian origin.
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
Music Department Grants. Endowed by Boyd
T. Barnard T 7 and Ruth Cross Barnard T9,
grants are awarded by the Music Department
faculty to students at the College who show
30
The James E. Miller Scholarship. Under the will
o f Arabella M. Miller, funds are available
annually for students from Delaware County
(with preference for residents of Nether Provi
dence Township).
unusual promise as instrumentalists or vocal
ists. All grants subsidize one-third o f the cost
of ten lessons, as part o f the Music 48 pro
gram. In some cases, a two-thirds subsidy is
awarded. For more information, please refer
to Credit for Performance—Individual In
struction (Music 48).
The Florence Eising Naumburg Scholarship,
named in 1975 in honor of the mother o f an
alumna of the Class o f 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 o f 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 o f origin.
The Edward L. Noyes ’31 Scholarship has been
endowed in his memory by his wife, Jean
Walton Noyes ’32, his three sons and his
many friends. The scholarship is available to
an incoming freshman, with preference given
to those from the southwest, especially Texas.
It is awarded on the basis o f need and merit to
students with broad interests and is renewable
through four years.
The Harriet W. Paiste Fund provides a schol
arship for a young woman who is a member
of the Society of Friends (Philadephia Yearly
Meeting).
The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer o f the Class o f 1926,
are awarded to members o f the freshman class
who show promise o f leadership and who
have need o f financial assistance. The scholar
ships are renewable for a total of four years at
the discretion o f the College.
TheJ. Roland Pennock Scholarships were estab
lished by Ann and Guerin Todd ’38 in honor
o f J. Roland Pennock ’27, Richter Professor
Emeritus o f Political Science. Income from
this endowment is to be used to award four
scholarships on the basis o f merit and need,
preferably to one scholar in each class.
The Winnifred Poland Pierce Scholarship Fund is
awarded on the basis o f 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 o f promise and intellectual curiosity.
It is given in memory o f Tony Pool o f the Class
o f 1959.
The George G. and Helen Gaskill Rathje ’ 18
Scholarship is awarded to students with char
acter, outstanding academic record, and fi
nancial need.
The Raruey-Chandra and Niyomsit Scholarships
are given by Renoo Suvarnsit ’47 in memory
o f his parents. They are given in alternate
years: the Raruey-Chandra Scholarship to a
woman for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a
deceased mother or father.
The Fred C. and Jessie M. Reynolds Scholarship
Fund, created through a testamentary gift of
Jean Reynolds ’32, is awarded each year to a
worthy student based on need.
The Lily Tily Richards Scholarship, established
by Peirce L. Richards, Jr., in memory o f his
wife, Lily Tily Richards ’29, is awarded to a
woman distinguished for high scholarship,
character, personality, and physical vigor.
The Adele M ills Riley Memorial Scholarship,
31
Financial Aid
founded by her husband, John R. Riley, was
awarded for the first time for the academic
year 1964-65. An annual award subject to
renewal is made to a deserving student, man
or woman. Selection stresses the candidate’s
capacity for significant development o f his or
her interests and talents during the college
years. Qualities o f intellectual promise as well
as potential for service are sought in making
this appointment.
The Byron T. Roberts Scholarship, endowed by
his family in memory o f Byron T. Roberts,
M2, is awarded annually to an incoming stu
dent and is renewable for his or her years of
study at Swarthmore.
The Louis N. Robinson Scholarship was estab
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member
o f the Swarthmore College faculty and
founder o f the Economics Discussion Group.
A member of the junior or senior class who
has demonstrated interest and ability in the
study o f 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 o f 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 o f 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 o f 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 o f his parents.
32
The Edith A. Runge Scholarship Fund, estab
lished by the will o f Edith A. Runge of the
Class o f 1938, provides assistance annually to
students who have need of financial aid.
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 o f Katharine
Scherman, o f the Class of 1938, it is renewable
for the full period o f undergraduate study.
The William G. and Mary N. Serrill Honors
Scholarship is a competitive scholarship for
men, awarded to a candidate for admission to
the College, based upon the general plan of the
Rhodes Scholarships. Preference will be given
to men who are residents o f Abington Town
ship, including Jenkintown and Glenside,
Montgomery County, Pennsylvania.
The Clinton G. Shafer Scholarship endowed by
his family in memory o f Clinton G. Shafer, of
the Class o f 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 o f 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 o f Swarthmore alumni. This
award is made to a freshman student on the
basis o f merit and need. It is renewable
through four years.
The Florence Creer Shepard ’26 Scholarship,
established by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.
The Caroline Shero Scholarship was established
in 1982 on the occasion of her retirement
from the College. It is awarded to a deserving
student with need.
The Annie Shoemaker Scholarship is granted
annually to a young woman o f the graduating
class of Friends Central School, Overbrook,
Philadelphia. This scholarship is awarded by
the faculty o f Friends Central School, and is
subject to the approval o f Swarthmore Col
lege.
medical Scholarship is the gift of Harold E.
Snyder, Class o f 1929. It provides support up
to full tuition and fees for junior or senior premedical students and is awarded on the basis
o f merit and need.
The Cindy Solomon Memorial Scholarship is
awarded with preference to a young woman in
need o f financial assistance, and who has
special talent in poetry or other creative and
imaginative fields.
The Sarah W. Shreiner Scholarship, given in
loving memory by her daughter, Leah S. Leeds
of the Class o f 1927, is awarded annually to
a woman who ranks high in scholarship,
character, and personality.
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 o f merit and need and is renewable
through the senior year.
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 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
tance. The Department o f English determines
those eligible.
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 o f 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 o f 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 o f
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. Two scholarship
recipients are selected to receive W.W. Smith
Scholarship Prizes in their senior year.
The Harold E. and Ruth Calwell Snyder Pre
The Harry E. Sprogell Scholarship was estab
lished in 1981 in memory o f Harry E. Sprogell
’32, and in honor o f 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 o f 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 o f her
mother, is awarded to a first-year student on
the basis o f 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.
33
Financial Aid
This scholarship honors Clarence K. Streit,
author o f 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 o f the College. Preference is given to a
resident o f the Delmarva Peninsula.
The Newton E. Tarble Award, established by
Newton E. Tarble o f the Class o f 1913, is
granted to a freshman man who gives promise
o f leadership, ranks high in scholarship, char
acter, and personality, and resides west o f the
Mississippi River or south o f Springfield in
the State o f Illinois.
The Jonathan K. Taylor Scholarship, in accor
dance with the donor’s will, is awarded by the
Board o f Trustees o f the Baltimore Monthly
Meeting o f Friends. First preference is to
descendants o f Jonathan K. Taylor; then to
members o f the Baltimore Yearly Meeting of
Friends; then to others.
The Phebe Anna Thome Fund provides an
income for scholarships for students whose
previous work has demonstrated their ear
nestness and ability. This gift includes a clause
o f preference to those students who are
members of the New York Monthly Meeting
of Friends.
The Audrey Friedman Troy Scholarship, estab
lished by her husband, Melvin B. Troy ’48, is
awarded to a freshman man or woman. The
scholarship is renewable through four years at
the discretion o f 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 Scholarship is awarded to a deserving student on the
basis o f merit and financial need.
The William Hilles Ward Scholarships, in mem
ory o f William Hilles Ward o f the Class of
1915, are awarded annually, preferably to
students who plan to major in science. The
committee in making its selection has regard
34
for candidates who are most deserving of
financial assistance.
The Stanley and Corinne Weithom Scholarship
Fund was established to provide financial as
sistance on the basis o f need and merit.
The Barclay and Edith Lewis White Scholarship
is awarded each semester by the Music De
partment faculty to a prospective music major,
normally in the sophomore year. The scholar
ship subsidizes the entire cost o f private les
sons for the semester.
The I.V. Williamson Scholarship. Preference is
given to graduates o f Friends Central, George
School, New York Friends Seminary, Balti
more Friends School, Wilmington Friends
School, Moorestown Friends School, Friends
Academy at Locust Valley, Sidwell Friends
School, and Brooklyn Friends School.
The Edward Clarkson Wilson Scholarship has
been established at Swarthmore by friends of
Edward Clarkson Wilson, 1891, formerly
Principal o f the Baltimore Friends School. It
is awarded each year to a former student of the
Baltimore Friends School, who has been ap
proved by the faculty o f the school, on the
basis o f high character and high standing in
scholarship.
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 o f 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 Roselynd Atherholt Wood ’23 Fund provides
a scholarship for a young man or woman with
financial need who is distinguished for intel
lectual promise as well as potential for service.
The Michael M. and Zelma K. Wynn Scholarship
was established in 1983 by Kenneth R. Wynn
’73 in honor o f his mother and father. It is
awarded annually to a student on the basis of
need and merit.
The income from each o f the following funds
is awarded at the discretion o f the College.
The Barclay G. Atkinson Scholarship Fund
The Rebecca M. Atkinson Scholarship Fund
The Book and Key Scholarship Fund
The Leon W illard Briggs Scholarship Fund
The Robert C. Brooks Scholarship Fund
The Edna Pownall Buffington Scholarship Fund
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 Cochran Memorial Scholarship Fund
The Sarah Antrim Cole Scholarship Fund
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 George K. and Sallie K. Johnson
Scholarship Fund
The Kappa Alpha Theta Scholarship Fund
The Jessie Stevenson Kovalenko Scholarship
Fund
The E. Hibberd Lawrence Scholarship Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The Mary T. Longstreth Scholarship Fund
The Clara B. Marshall Scholarship Fund
The Edward Martin Scholarship Fund
The Howard Osbom Scholarship 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 Reader’s Digest Foundation Endowed
Scholarship Fund
The Mark E. Reeves Scholarship Fund
The Frank Solomon Memorial Scholarship
Fund
The Mary Sproul Scholarship Fund
The Helen Squier Scholarship Fund
The Walter Frederick Sims Scholarship Fund
The Helen G. Stafford Scholarship Fund
The Francis Holmes Strozier Memorial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The Deborah F. Wharton Scholarship Fund
The Thomas H. White Scholarship Fund
The Samuel Willets Scholarship Fund
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The Thomas Woodnutt Scholarship Fund
35
College Life
H O USING
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association o f students and instructors is an
important element in education. Most stu
dents live in College dormitories, which inResidence H alls
Twelve residence halls, ranging in capacity
from 21 to 235 students, offer a diversity o f
housing styles. These dormitories include:
Woolman House; Dana and Hallowell Halls,
which were opened in 1967; the upper floors
in the wings of Parrish Hall; Wharton Hall,
named in honor of its donor, Joseph Wharton,
at one time President o f the Board o f Man
agers; 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 parents; Willets Hall, made
possible largely by a bequest from Phebe
Seaman, and named in honor of her mother
and aunts; and M em Hall, the gift o f Harold
and Esther Mertz.
About eighty percent o f dormitory areas are
designated as coeducational housing either by
floor, section, or entire dorm; the remaining
areas are reserved for single sex housing.
Dormitory sections may determine their own
visitation hours up to and including twentyfour-hour visitation.
New students are assigned to rooms by the
Deans. Efforts are made to follow the prefer
ences indicated, and to accommodate special
needs, such as physical handicaps. Other stu
dents choose their rooms in an order deter
mined by lot or by invoking special options—
among these are block housing, allowing
friends to apply as a group for a section o f a
particular hall or dorm; and language hall
inclusion in which occupants are expected to
conduct conversations in a language other
Sharpies D ining H all
All students living on campus are required to
subscribe to the College board plan for meals
in the Philip T. Sharpies Dining Hall. The
board plan covers 20 meals a week. Although
an effort is made to meet the dietary needs of
all students, not all special requirements can
dude coeducational housing as well as single
sex dormitories and sections. Many members
o f the faculty live on or near the campus, and
are readily accessible to students.
than English to provide an immersion experi
ence 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 o f the
dormitory sections.
Dormitories remain open during October and
Thanksgiving breaks but are closed to student
occupancy during Christmas and Spring vaca
tions. Students enrolled for the fall semester
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.
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 Christmas and
Spring vacations.
37
College Life
S O C IA L C E N T E R S
Tarble Social Center
Through the original generosity o f Newton E.
Tarble o f the Class o f 1913 and his widow,
Louise A. Tarble, the reconstructed Tarble
Social Center in Clothier Memorial opened in
April o f 1986. The facility includes recrea
tional areas, a snack bar, lounge, student ac-
tivities offices, a multi-purpose performance
space as well as the bookstore. Under the
leadership o f a Student Activities Coordinator
and student co-directors, many major social
activities (parties, concerts, plays, etc.) are
held in Tarble.
Other Centers
The Alice Paul Women’s Center was established
to draw all women o f the Swarthmore com
munity together through common concerns.
The Center, which serves faculty, students,
staff and alumnae, maintains a library o f
resource books, pamphlets and periodicals,
provides information, and sponsors a variety
of programs, lectures, discussions and sym
posia for all members o f the college commu
nity about issues relating to women.
A Black Cultural Center, located in the Caroline
Hadley Robinson House, provides a library
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 o f black students, faculty, and
administrators. Programs planned by the Cen
ter are open to all members o f the College
community.
There are three fraternities at Swarthmore;
Delta Upsilon and Phi Sigma Kappa are affili
ated with national organizations, while Phi
Omicron Psi is a local association. Fraternities
are adjuncts to the college social program and
maintain separate lodges on campus. The
lodges do not contain dormitory accommoda
tions or eating facilities. New members are
pledged during late fall o f 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.
R E L IG IO U S LIFE
Religious life at the College is a matter of
individual choice, as is consistent with Quaker
principles. The Society o f Friends is commit
ted to the belief that religion is best expressed
in the quality o f everyday living. There are
accordingly no compulsory religious exer
cises. Students are encouraged to attend the
churches o f their choice. Seven churches are
located in the borough o f Swarthmore; other
churches and synagogues may be found in the
nearby towns o f Morton, Media, Chester, and
Springfield. The Swarthmore Friends Meeting
House is located on the campus. Students are
cordially invited to attend its meeting for
worship on Sunday. Extracurricular groups
with faculty cooperation exist for the study of
the Bible and the exploration of common
concerns o f religion. They include: The Chris
tian Fellowship and Caritas, both Christian
groups; Young Friends, Ruach (Jewish organi
zation), and Catholic Students’ Association.
S T U D E N T SE R V IC E S
H ealth Services
The Worth Health Center, a gift of the Worth
family in memory o f William Penn Worth and
38
Caroline Hallowell Worth, houses offices for
the college physicians and nurses, outpatient
treatment facilities, offices o f the Psychologi
cal 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 o f 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
without 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 o f 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 o f the
Physical Education Department because adap
tive programs are offered.
The medical facilities of the College are avail
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 sup
plementary coverage for all accident injuries.
Psychological Services
The program o f Psychological Services, which
is administered separately from Health Ser
vices, is housed in the North wing o f Worth
Health Center. Services for students include
counseling and psychotherapy, after hours
emergency-on-call availability every day o f
the academic year, consultation and educa
tional talks and workshops. The director and
staff are all part-time but collectively provide
tegular appointment times Monday through
Friday. Students may be referred to outside
mental health practitioners 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 con
sultation to staff and faculty. There is a strict
policy o f confidentiality except where there
may be an imminent threat to life.
Student A dvising
Each freshman is assigned to a faculty member
who acts as course adviser until this respon
sibility falls to the chairman o f the student’s
major department at the end o f the sophomore
year. Requests for a change o f adviser should
be addressed to the Associate Dean and will be
freely granted, subject only to equity in the
number o f 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
handicaps.
A consultant for testing and guidance is avail
able to assist students with special problems
o f academic adjustment, study skills and read
ing proficiency. In addition, aptitude and in
terest tests may be given on request.
39
College Life
C areer 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 o f
their values, skills, interests, abilities, and
experiences. A computerized interactive guid
ance system, which provides an extensive
source o f career information, is available as
well.
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 o f career fields
by pairing students with an alumnus/a to
work on a mutually planned task during one
or more weeks o f 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 that 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.
A cadem ic Support
A program o f academic support includes in
dividual tutorial services; special review sec
tions attached to introductory courses in the
natural sciences, philosophy, and economics;
a mathematics lab; an expository writing
course; a reading and study skills workshop;
and a pre-freshman summer program for se
lected entering students which is sponsored
conjointly with Haverford and Bryn Mawr
Colleges. These programs are overseen by the
Deans and a faculty committee in cooperation
with the academic departments. There are no
fees required for any o f these supportive
services.
To meet the needs o f writers who would like
to get assistance or feedback, a Writing Center
has been established. The Center is staffed by
Writing Associates, students trained to assist
their peers with all stages of the writing pro
cess. The Center is located in Trotter Hall and
operates on a drop-in basis. Writing Asso
ciates are assigned on a regular basis to selected
courses.
W ithdrawal and Readm ission for H ealth Reasons
Students may withdraw voluntarily because
o f health problems. Where health problems
o f a physical or psychological nature substan
tially interfere with a student’s academic per
formance or safety, or the safety o f others, the
student may be withdrawn at the discretion o f
the College. The College reserves the right to
require withdrawal when, in the judgment o f
40
either the Director o f Health Services or the
Director o f 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 o f a mental health withdrawal, the College
will not, as a rule, accept applications for re-
admission 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 readmis
sion must provide evidence from his or her
physician or psychotherapist o f increased abil
ity to function academically or o f decreased
hazard to health or safety. After such evi
dence 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 o f Psy
chological Services, as appropriate. Recom
mendations for readmission are made to the
Dean o f the College, who makes the final de
cision.
STATEM ENT O F S E C U R IT Y P O L IC IE S A N D P R O C E D U R E S
Swarthmore College is a coeducational insti
tution founded in 1864 by members of the
Religious Society o f Friends. It occupies ap
proximately 300 acres o f privately owned
land adjacent to the Borough o f Swarthmore
in Delaware County, Pennsylvania. There are
approximately 1,288 undergraduate students
enrolled for the 1989-90 academic year with
1,215 occupying college housing. Approxi
mately 616 non-student personnel are em
ployed on campus either in a part-time or full
time capacity.
The Department of Security and Safety Ser
vices 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 crimi
nal offenders, to recover lost and stolen prop
erty, to perform services as required, to en
force 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 o f a Director, Coordinator, Lieu
tenant, 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 subse
quently 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 Swarthmore College property.
Local jurisdiction is shared with Swarthmore
Borough Police Department, with whom a
close working relationship is maintained.
Additionally, current certification in cardio
pulmonary resuscitation, obstructed airway,
and standard first aid is minimally required.
Ongoing training after the police academy is
provided for all full-time officers.
Significant criminal incidents are reported to
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 calen
dar.
The possession and use of alcoholic beverages
on the campus is regulated by State law and
limited to those areas o f the campus which are
specified by the Student Council and the
Dean. The observance o f 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 o f a physician and knowl
edge o f the Deans, is prohibited and subjects
a student to possible suspension or expulsion.
41
College Life
The use or possession o f firearms or other
dangerous weapons is not permitted by stu
dents, staff, or college security officers.
Known criminal records o f students and em
ployees are taken into consideration before
admission and/or hiring.
A t least twice each academic year, a standing
committee composed o f 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 o f ways. In
addition to the weekly school newspaper, the
Department o f Security and Safety Services
publishes a newsletter. 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 offcampus phone tree system. The college’s Pub
lic Relations Office works closely with the
local news media when any significant college
event transpires.
Swarthmore is primarily a residential college,
in recognition that the close association o f
students and instructors is an important ele
ment in education. Most students live in col
lege residence halls. Single, double, and group
rooms are available. There are no graduate or
married housing accommodations. Many
members o f the faculty and staff live on or
near the campus and are readily accessible to
students.
New students are assigned to rooms by the
Deans. Efforts are made to follow the prefer
ences indicated by the students and to accom
modate special needs. Other students choose
their rooms in an order determined by lot or
by invoking special options. Requests for
room changes can be made by notifying the
assistant dean o f room preferences under
guidelines distributed by the Dean’s Office
throughout the year.
Students are permitted guests in college hous
ing so long as their resident assistants and
housekeepers are duly notified. Guests of the
college are housed separately in facilities apart
from the main campus. Residence halls are
secured at 11 p.m. during normal semester
days. Those residence halls located on the
fringe o f the main campus or off campus are
always locked. During October and Thanks
giving breaks, residence halls are locked ear
lier, the times being determined by census. All
students are required to leave campus housing
during Christmas and Spring vacations. Auto
matic 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 exte
rior patrols are made by college security offic
ers. Resident assistants are selected to serve in
all residence halls and have on-site responsi
bility for security, fire protection, and general
safety. Each student is provided with an infor
mational sheet detailing security concerns,
procedures, and services. This information is
also published yearly in the Swarthmore Col
lege Student Handbook.
The Department o f Security and Safety Ser
vices maintains an active crime prevention
program and designates a trained officer to
work within the college community. A radio
equipped shuttle service and pedestrian escort
service are but a part o f an overall network
designed to make the campus as safe as pos
sible.
A L U M N I O F F IC E A N D P U B L IC A T IO N S
Alumni Relations is the communication chan
nel between the College and its alumni, enabling them to maintain an on-going relationship with each other. Some o f the office’s
programs and activities include Alumni Weekend in the spring, Homecoming Day in the
42
fall, Swarthmore Today, alumni gatherings off
campus
all over the country, and alumni travel
i
i
tours.
It also plans the annual Parents Week
c
end.
The Alumni Office hires students as
i
events
interns and to help staff alumni events
on campus and in the Philadelphia area. Stu
dents also work as staff for most o f the cam
pus events.
The Alumni Office works closely with the
Office o f Career Planning and Placement to
facilitate "networking” between students and
alumni and among alumni in order to take full
advantage o f the invaluable experience repre
sented among the alumni. The Alumni Office
also helps officers o f 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 governing
body o f the Alumni Association. The Alumni
Office gives staff support also to the ten
regional alumni organizations, called Connec
tions, in Philadelphia, New York, Boston,
Washington, D.C., southern Florida, Chicago,
Boulder, Los Angeles, San Francisco, and
Seattle.
There are 15,318 alumni: 8,006 men, 7,312
women, and 2,212 married to each other,
giving substance to the traditional appellation
for the College o f "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 o f charge, and it is made available
to all students. Other complimentary publica-
tions sent to alumni, parents, and friends are
an annual engagement calendar, the President’s
and Treasurer’s Report, and the Garnet Letter.
PUBLIC R E L A T IO N S
The Public Relations Office works with the
print and broadcasting media to provide news
and information about the College to its
various publics. It responds to requests from
the media for information on a variety of
subjects by calling on the resources and exper
tise of the faculty and professional staff. The
Public Relations Office prepares two publica
tions: On Campus, a monthly schedule o f
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 announcements distributed to faculty,
staff, and students.
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.
Student Community
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 o f students should be governed by
good taste and accepted practice rather than
elaborate rules. Certain regulations, however,
are o f particular importance and are listed
below.
1. The possession and use o f alcoholic bever
ages on the campus is regulated by State law
and limited to those areas o f the campus
which are specified by the Student Council
and the Dean. The observance o f 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.
4. The participation by any student in any
disruption or interference with the orderly
programs, functions, or conduct o f College
activities o f any kind is a serious offense.
5. Occupants of residence halls are expected
to show consideration for other residents.
Students are held responsible for the behavior
o f visiting guests.
6 . No undergraduate may maintain an auto
mobile while enrolled at the College without
the permission o f 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 o f Security.
2. The use, possession, or distribution of
injurious drugs or narcotics without the spe
cific recommendation o f a physician and
knowledge o f the Deans subjects a student to
possible suspension or expulsion.
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.
3. The use or possession o f firearms or other
dangerous weapons is not permitted. Fire
crackers or other explosives are prohibited.
The setting o f fires outside o f restricted areas
is a serious offense, as is tampering with fire
alarms or fire prevention equipment.
The College reserves the right to exclude at
any time students whose conduct it regards as
undesirable, and without assigning any further
reason therefor. Neither the College nor any
o f its officers shall be under any liability
whatsoever for such exclusion.
Ju d icial Bodies
There are two judicial committees with dis
tinct jurisdictions. The Student Judiciary Com
mittee, elected by the entire student body, acts
on cases o f alleged violations o f students’
rules and campus regulations except as they
fall within the sphere o f the College Judiciary
Committee. The College Judiciary Committee is
composed o f student, faculty, and administra-
tion members. It has primary jurisdiction
over cases that may involve academic disho
nesty. It also acts upon cases referred by or ap
pealed from the Student Judiciary Committee.
A more complete description o f the judicial
system is available from the Office of the
Dean or in the Student Handbook.
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 coordi
nation o f student activities and the expression
44
o f student opinion.
Committees o f the Council include the Ap
pointments Committee, which selects qualified
applicants for student positions on student/
faculty/administration committees, Board of
Managers committees, and student commit
tees; the Budget Committee, which regulates
distribution o f funds to student groups, and
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.
Social A ffairs Committee
An extensive program o f 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 func
tions and for most other campus events.
E X T R A C U R R IC U L A R A C T IV IT IE S
In addition to the foregoing organizations,
Swarthmore students have an opportunity to
participate in a program o f extracurricular
activities wide enough to meet every kind o f
interest. There are dozens of formal and in-
formal organizations.They vary as greatly as
the interests o f the students vary. The College
encourages students to participate in whatever
activities best fit their personal talents and
inclinations.
Student A rt A ssociation
The Student Art Association encourages and
supports a wide range o f extracurricular op
portunities for those interested in the visual
and performing arts. It has sponsored avantgarde happenings and lectures by visiting ar
tists, and it runs three programs that continue
from year to year: the Griffin Gallery for
student art shows and performances; Studio
Free Pearson, a cooperative studio space in the
basement o f Pearson; and the Life Drawing
Program, presenting weekly sessions o f 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 o f Music administers and
staffs several performing organizations. The
College Chorus, conducted and directed by
Robert Smart, rehearses three hours per week.
The College Singers, a select small chorus drawn
from the membership o f the Chorus and
conducted by Robert Smart, rehearses an
additional 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 Wind Ensemble,
which rehearses one night weekly and gives
two major concerts each year in addition to
several outdoor performances, is under the
direction of Michael Johns. The Early Music
Ensemble, directed by Michael Marissen, meets
each week and gives two concerts during the
year. More information about joining these
performing groups can be found on the De
partment bulletin board on the upper level of
Lang.
Instrumentalists and singers can also partici
pate in the chamber music coaching program
coordinated by Dorothy Freeman. The Or
chestra (Chamber Orchestra) and Chorus
(Singers) both require auditions for member
ship. Several student chamber music concerts
(in which all interested students have an
opportunity to perform) are given each se
mester. These concerts also provide an oppor
tunity for student composers to have their
works performed. The Swarthmore College
45
Student Community
String Quartet, composed o f four top-notch
student string players who also serve as prin
cipal players in the College Orchestra and
Chamber Orchestra, performs frequently at
the College and at other institutions.
The Barnard, Garrigues, Fetter, White, Fermimore, Courtney, and Gaddie scholarships subsi
dize the entire cost o f private instrumental or
vocal lessons for a limited number o f espe
cially gifted and advanced student musicians
with the teacher of their choice. These schol
arships, which are awarded yearly to approxi
mately ten students, are determined through
a departmental screening process. Please refer
to pages 25-34 for more information.
The Department 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. 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 harp
sichords. The Daniel Underhill Music Library
has excellent collections o f scores, books, and
records.
The William J. Cooper Foundation presents a
distinguished group o f 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.
D ance
The Swarthmore College Dancers perform
public concerts with works choreographed by
students, the dance faculty, and other profes
sional choreographers.
Each year there are a series o f formal concerts
at the end o f each semester, as well as informal
performances throughout the year, including
a series o f exchange concerts with other area
colleges. Lecture demonstrations for public
schools and for organizations within the sur
rounding communities are also a regular part
o f the yearly dance performance schedule.
For the past few years Swarthmore College
has been the recipient o f Pennsylvania Council
o f 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 one to
three weeks, and include master classes, lec
tures, performances, and sometimes, the cre
ation o f a new work by a guest artist for
student performers.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series of perfor
mances and symposia 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 Allen Kuharski is Acting Director of
The Theatre. He supervises the Theatre Stu
dies program. Interested students should con
sult the departmental statement for English
Literature.
46
Internships in film production, casting, and
theatre are available throughout the Philadel
phia area. See Mr. Kuharski for details.
Extra-curricular theatre is produced by Drama
Board. News o f try-outs and productions
appears on the Call Board in Parrish Hall, near
the telephones.
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 o f 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 o f sports. Within the
limits o f 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 o f the scheduled contests.
Interest Clubs
There are a great variety o f special interest
clubs, listed more fully in the Student Hand
book. Since the interests o f our students
change frequently, new clubs are often formed
by student groups.
Publications and M edia
The Phoenix, the weekly College newspaper,
and WSRN, the campus radio station, are
both completely student-run organizations. In
addition, there is a variety o f other student
publications, including literary magazines,
newsletters, and an alternative magazine. The
current list can be found in the Handbook.
O U TR EA CH P R O G R A M S
AIMS, Adventures in M ath an d Science
AIMS is a residential enrichment program for
rising ninth and tenth grade students from
Philadelphia, Chester, and local public schools.
It was initiated at Swarthmore in 1986, and
Swarthmore College students serve as counse
lors and teaching assistants in partnership
with College professors, high school teachers,
and other educators. The goal of the program
is to create an innovative, motivational learn
ing environment for middle-ability students.
Math, science, writing, and personal assess
ment and growth are emphasized. AIMS is
funded by the William Penn Foundation; Myrt
Westphal is the Administrative Director.
Swarthmore College U pw ard 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 o f surrounding
communities. It offers both a six-week resi
dential summer school in which Swarthmore
students may serve as counselors, and a series
o f 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.
47
Swarthmore College Volunteer Program
Swarthmore students may work as volunteers
or paid Interns in community agencies that
provide a variety o f services including housing
rehabilitation, legal assistance, and counseling.
The localities serviced include the nearby City
o f Chester, Delaware County, and Philadel
phia.
The program was begun by students in 1983
and is now overseen by a coordinator and a
committee o f faculty members, students, and
community leaders.
Swarthmore Foundation
The Swarthmore Foundation is a small philan
thropic body designed to be a distinctive part
o f Swarthmore College. Its mission is to pro
mote an understanding and a sense o f social
responsibility within our students by enabling
them to become involved in effective charit-
48
able work. The Foundation operates under the
oversight of the Dean of the College and, on
a competitive basis, awards grants to students
who wish to engage in charitable activity. The
awards are small, generally ranging from $200
to $ 2,000 a year to a single beneficiary.
IV
Educational P rogram
Faculty R egulations
A w ards and Prizes
Fellow ships
Degree R equirem en ts
49
Educational Program
GENERAL STATEMENT
Swarthmore College offers the degree of Bache
lor of Arts and the degree o f Bachelor o f
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 o f
resident study are normally required for a
Bachelor’s degree (see page 65), but variation
in this term, particularly as a result o f Ad
vanced Placement credit, is possible (see page
20 ).
The selection o f a program will depend upon
the student’s interests and vocational plans.
The purpose o f 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 o f the past, with
the cultivation o f moral, spiritual, and aes
thetic values, with the development o f ana
lytical abilities. Intellectually it aims to en
hance resourcefulness, serious curiosity,
open-mindedness, perspective, logical coher
ence, insight, discrimination.
One comprehensive review o f Swarthmore’s
curriculum (Critique of a College, 1967) sug
gested two principles for a liberal education.
"O ne is the principle o f Depth. To make the
most o f a liberal education, each student must
go far enough into some subjects to give him
a genuine mastery o f disciplinary skills, so
that he can use them to generate new dis
coveries on his ow n.. . . He must go far enough
to grasp systematic connections within a field,
to see how fundamental principles combine to
make intelligible a range o f subordinate prin
ciples or phenomena___ The other principle
is that o f Diversity. To make the most o f a
liberal education, each student must have
enough breadth and variety in his studies so
that he can compare and contrast different
methods o f inquiry . . . , and so that he can
have the experience o f making the bright
spark o f connection leap across wide gaps. It
is this breadth that gives point to the two
senses o f 'relevance’ that are fundamental in
liberal education . . . perception o f the rele
50
thr
last
Ipat
the
j°P1
clo
nal
vis
vance o f one part o f learning to another, even
across the boundaries o f fields and subjects
(an d). . . perception o f the relevance of learn
ing to the exigencies o f life. . . .’’ To these two
principles the study added that the curriculum
should aim to encourage resourcefulness and
self-reliance and develop the personal condi A
tions o f intellectual progress by placing sub fre
stantial responsibility upon the student for his I cot
or her education, amply allowing individuality fot
o f programs and requiring important choices ree
about the composition o f programs. "What enc
we are proposing,” the study concluded, "is to
a curriculum that leans rather sharply toward
specialized diversity, and away from uniform
generality. . . . Our emphasis is on serious
encounters with special topics and problems PF
at a comparatively high level o f competence,
and on student programs that reflect individ Th
Sv
ual constellations o f diversified interests.”
de:
Accordingly, the Swarthmore curriculum re
to
quires of the student both a diversity of
sk:
intellectual experience sufficient to test and
to
develop different capacities and perspectives
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and concentration on some field(s) sufficiently mt
intensive to develop a serious understanding thi
o f problems and methods and a sense of the
conditions o f mastery. These ends of a liberal To
education are reflected in requirements for de
thi
distribution and for the major.
During the first half of their college program at
all students are expected to satisfy some if not grt
all o f the distribution requirements, to choose sic
their major and minor subjects, and to prepare mi
for advanced work in these subjects by taking Pr
certain prerequisites. The normal program Fo
consists o f four courses each semester chosen thi
by the student in consultation with his or her ltd
faculty advisor.
Hi
The program for upper class students affords Li
a choice between two methods o f study: the tu
External Examination (Honors) Program and gi<
the Course program. Reading for Honors is
characteristically the more intensive, Course N<
work the more diversified. An Honors candi
date concentrates on two or three fields M
through a disciplinary major and minor or So
focuses the program o f study in an interdisci nc
plinary major or concentration; studies are Pc
intensive and will occupy the equivalent of Ai
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three-fourths o f 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 o f 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
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 121. Courses
outside the technical fields are distributed
over all four years.
The course advisors o f freshmen and sopho
mores are members of the faculty appointed
by the Dean. For juniors and seniors the
advisors are the chairs o f their major depart
ments or their representatives.
PROGRAM F O R F R E SH M E N A N D S O P H O M O R E S
The major goals o f the first two years o f a
Swarthmore education are to introduce stu
dents to a broad range o f intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require
ments are designed to aid students in achieving
these goals.
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and
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ling
the
:ral To meet the distribution requirements, a stu
for dent must take at least three credits in each of
thethree divisions o f the College and complete
am at least 20 credits outside the major before
not graduation. At least two credits in each divi
ose sion must be in different departments and
are must also be earned in courses designated as
ing Primary Distribution courses.
am For purposes of the distribution requirements
sen the three divisions of the College are consti
her tuted as follows:
rds
the
and
s is
trse
ididds
ot
sci
are
: of
the major department.
Humanities: Art, Classics (literature), English
Literature, Modern 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.
Primary Distribution courses place particular
emphasis on the mode o f 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
o f both the power and the limits o f each
discipline within a broader system of knowl
edge. In recognition o f the importance o f
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. They
are restricted to 25 students or have accom
panying small laboratories or discussion sec
tions.
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 o f 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.
51
Educational Program
Any course in a division (with the exception
o f 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 o f 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 o f the professor who offers
the course. Unless designated otherwise,
courses taught jointly or alternately by faculty
members o f departments in different divisions
may not be used to satisfy distribution re
quirements.
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 o f 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 o f those depart
ments. Students who enter Swarthmore as
transfer students with eight credits o f 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 o f 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. 65). A student who intends to major
in one o f the natural sciences, mathematics, or
engineering should take an appropriate mathe
matics course in the freshman year. Students
intending to major in one o f the social sciences
should be aware o f the increasing importance
of mathematical background for these sub
jects.
18
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In addition to the requirements listed above,
prerequisites must be completed for the work V
o f the last two years in major and minor ir
«
subjects, and sufficient additional electives
must be taken to make up a full program,
°
bearing in mind the requirement that at least ' n
ai
20 credits must be taken outside the major
ai
department. Early in the sophomore year, the
d
student should identify two or three subjects
r<
as possible majors, paying particular attention
to departmental requirements and recommen t<
ti
dations.
u
While faculty advisors assist students in pre 1
paring their academic programs, it is empha h
sized that students themselves are individually
n
responsible for planning and adhering to pro
o
grams and for the completion o f graduation
n
requirements. Faculty advisors, department
h
chairmen, other faculty members, the Deans,
\
and the Registrar are available for information
f<
and advice.
ii
In the freshman and sophomore years all
d
students not excused for medical reasons are
1
required to complete a four quarter (two
F
semester) program in physical education. The
s
requirements are stated in full on page 64.
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n
P R O G R A M S F O R JU N IO R S A N D S E N IO R S
The major goals o f the last two years o f a
Swarthmore education are to engage students
with a chosen field o f inquiry and to assist
them in assuming an independent role in
creating and synthesizing knowledge within it.
The breadth o f exposure, acquisition o f skills,
and development of a critical stance during
the first two years prepare students to pursue
these goals. With the choice o f a major, the
52
focus shifts from scope to depth. Students
become involved for two years with a discrete
field o f inquiry and demonstrate their mastery
o f that field through the completion o f 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
c
ii
(
F
I work in a single department or program (des
ignated as a "m ajor” ) to make an equivalent
of at least eight courses before graduation. In
the spring of the sophomore year, each student
will, with the guidance o f his or her advisor,
prepare a reasoned plan o f study for the last
two years. This plan will be submitted to the
chair of the student’s proposed major as a part
of the application for a major. Acceptance will
be based on the student’s record and an
estimate o f his or her capacities in the desig
nated major. Students who fail to secure
approval of a major cannot be admitted to the
junior class.
During the senior year a student may choose
to study in one o f two programs o f study
described below.
] C O U R SE P R O G R A M
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Work in the Course program includes some
intensive study within a general area o f interest. 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 acceptance to departmental majors and for completion 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 o f 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 o f 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 o f 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 o f at least 10
credits and normally of no more than 12
credits. Occasionally, where regular depart
mental requirements unduly constrain the
possibilities o f a Special Major, these require
ments may be relaxed to a minimum o f six
courses in the primary department or by the
omission o f certain courses in that department
normally required for the sake of breadth of
experience o f the major field; but course
requirements central to systematic understand
ing o f 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 o f the
major department (or a member of the depart
ment designated by the chairman) whose ap
proval must be secured for the choice o f
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.
EX T E R N A L E X A M IN A T IO N P R O G R A M (R E A D IN G F O R H O N O R S )
The External Examination Program, initiated
in 1922 by President Frank Aydelotte and
modified most recently in 1987, is a distinctive
part o f Swarthmore’s educational life. While
the program is designedly flexible and respon
sive to new needs, it has been characterized
53
Educational Program
from the beginning by three basic elements,
which taken together may be said to be the
essence o f the system.
(1) Reading for Honors involves a concentra
tion o f the student’s attention upon a limited
field o f studies. Normally, the student pursues
only two subjects each semester, avoiding
fragmentation o f interests. Content o f studies
is correspondingly broader and deeper, per
mitting a wide range o f reading and investiga
tion and demanding of the student correlations
o f 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 o f
the senior year. In these, the student is ex
pected to demonstrate competence in a field
o f knowledge rather than mere mastery o f
those facts and interpretations which the in
structor has presented. These examinations,
consisting o f 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 o f each student.
(3) Reading for Honors is customarily carried
on in seminars, in independent projects, or in
classes which have been approved as prepara
tions for external examinations. Seminars
meet once a week, in many cases in the home
o f the instructor, for sessions lasting three
hours or more. The exact technique o f the
seminar varies with the subject matter, but its
essence is a cooperative search for truth,
whether it be by papers, discussion, or labora
tory experiment. Once a seminar in a desig
nated subject has been taken, the student must
stand for the external examination as part of
his or her Honors program.
An external examination program will be
based on the equivalent' o f twelve units of
work covering at least four fields chosen from
at least two departments. The program of
study must contain at least three fields from
the student’s major department or be in a
faculty-approved interdisciplinary major or
concentration. The major department may
require that the minor field of a four field
examination program be related to the three
54
fields in the major.
A student who sits for an external examination
in a field must do so based on one of the
following forms o f preparation:
(1) Two units o f work consisting o f a twocredit seminar or its equivalent, or a twocredit thesis or individual research project.
(2) Three units o f work consisting of a twocredit seminar or its equivalent plus a unit of
prerequisite work.
(3 ) One unit o f work if this work is related to
one or more o f the other fields in the student’s
external examination program. The examined
work will take the form o f a written essay
which will be the equivalent o f 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 o f the junior year, consult the
chair o f his or her prospective major and
minor departments or the chair o f an approved
interdisciplinary concentration or major in
which the examination program is to be fo
cused, to work out his or her proposed pro
gram for external examination. The applica
tion for an external examination program
contains a specification o f i) which examina
tion a student proposes to take, ii) how many
units each examination is to count for, and iii)
the form o f preparation for each examination.
This proposed program must be filed in the
office o f the Registrar, who will forward it to
the divisions concerned. Accceptance of the
candidate by the division will be based on the
recommendation o f the major and minor de
partments, concentrations or interdisciplinary
major. The recommendation o f the major
department or interdisciplinary program will
depend on the proposed program o f study and
the quality o f the student’s previous work as
indicated by grades received and upon the
student’s apparent capacity for assuming the
responsibility o f reading for honors. The
major department or interdisciplinary pro
gram is responsible for the original plan of
work and for keeping in touch with the can
didate’s progress from semester to semester.
The division is responsible for approval o f the
original program and o f any later changes in
that program.
For purposes o f the external examination
program, the structure o f divisions will be as
follows:
Humanities: Art, Classics, English Literature,
History, Linguistics (program), Mathematics,
Modem Languages, Music, Philosophy, Psy
chology, 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 o f 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 o f 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 o f 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 o f 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 o f the senior year the reading o f the
examinations and the decision o f the degree of
Honors to be awarded the candidates is en
tirely in the hands o f 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 o f a candi
date does not in the opinion o f the examiners
merit Honors o f any grade, Swarthmore fac
ulty members review the student’s examina
tion papers and assign grades.
EX CEPT IO N S T O T H E F O U R -Y E A R P R O G R A M
Although the normal period o f uninterrupted
work toward the Bachelor o f Arts and Bache
lor of Science degrees is four years, graduation
in three years is freely permitted when a
student can take advantage o f 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 tak
ing instruction off campus or who wish to
pursue studio or instrumental work without
full credit but with instruction and critical
supervision; but such programs are possible
only on application to and selection by the
department concerned, which will look for
exceptional accomplishment or promise. In
all cases where it is proposed to reduce aca
demic credit and lengthen the period before
graduation the College looks particularly to
personal circumstances and to careful advising
and necessarily charges the regular annual
tuition (see the provisions for overloads,
p. 21). Full-time leaves o f absence for a semes
ter or a year or more are freely permitted and
in some cases encouraged, subject also to
careful planning and academic advising.
55
Educational Program
N O R M A L C O U R SE LO A D
Although normal progress toward the degree
o f Bachelor of Arts or Bachelor o f Science is
made by eight semesters’ work o f 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 o f progress
toward the degree is not primarily, however,
the mere accumulation o f 32 credits. College
policy does not permit programs o f fewer
than three courses within the normal eight
semester enrollment. Programs o f more than
five courses or fewer than four courses require
special permission (see p. 21 on tuition and
p. 63 on registration).
F O R M A T S O F IN S T R U C T IO N
While classes and seminars are the normal
curricular formats at Swarthmore, faculty regu
lations encourage other modes as well. These
include various forms o f individual study,
student-run courses, and a limited amount of
"practical” or off-campus work.
The principal forms o f 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 o f 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 o f work can be done on
either a small-group or individual basis. It is
not possible in all courses, but it is in most,
including some introductory courses. For
freshmen and sophomores it is a way o f
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 o f 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
56
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 o f 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 o f 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 o f such work, and who
may waive the foregoing deadlines to recognize
problems in the organization o f such courses.
The course supervisor consults his or her
department, and in the case o f an interdepart
mental course, any other department con
cerned, whose representatives together with
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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 o f 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 o f the semester, and at midterm, may
be either concluded or, if the participants and
course supervisor find the work profitable,
continued for the balance o f the term for full
credit. Alternatively, student-run courses may
be started after the beginning o f the semester
(up to midsemester) for 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 o f 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 o f 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 o f the project. This option
is intended to apply to work in which direct
experience of the off-campus world or re
sponsible applications o f academic learning or
imaginative aspects o f 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.
IN TER D ISC IPLIN A R Y W O R K
The requirements o f 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 o f
interests and to emphasize intellectual diver
sity; it may also be used for the practical
integration o f 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
grams short o f 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 o f 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
57
Educational Program
and social sciences, in women’s studies, in
biochemistry, or in chemical physics. Students
are encouraged to seek the advice o f faculty
members on such possibilities with respect to
their particular interests. In some cases faculty
members o f 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
o f these cases o f overlapping faculty interests.
H E A L T H S C IE N C E S A D V ISO R Y P R O G R A M
The function o f the health sciences advisory
program is twofold: to advise students inter
ested in a career in the health sciences, and to
prepare letters o f 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 1 0 ,2 2 ,3 2 ,3 6 , or 38; Physics 3 ,4 ;
Math 5 and one additional math course; and
English Literature, two semester courses. The
work o f the junior and senior years may be
completed in either the Course or the Honors
Program, and in any major department o f
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
o f 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 o f 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.
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work for their majors in other departments;
and that students can organize their work into
personally selected concentrations in addition
to or as extensions o f 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 A f
rican studies, in American studies, in religion
and sociology-anthropology, in engineering
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C R E A T IV E A R T S
Work in the creative arts is available both in
the curriculum o f certain departments and on
an extracurricular basis. Interested students
58
should consult the departmental statements in
Art, English Literature, and Music.
1
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C O O P ER A T IO N W IT H N E IG H B O R IN G IN S T IT U T IO N S
With the approval o f their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College
or the University o f Pennsylvania without the
payment of extra tuition. Students are ex-
pected to know and abide by the academic
regulations o f the host institution. This ar
rangement does not apply to the summer
sessions o f the University o f Pennsylvania and
Bryn Mawr College.
ST U D E N T E X C H A N G E P R O G R A M S
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 o f the home institution from
among applicants who will be sophomores or
juniors at the time o f the exchange.
With each institution there is a limited and
matched number o f 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 o f participants
to the institution with which the exchange
takes place.
ED U C A T IO N A B R O A D
The College recognizes the educational value
of study abroad and encourages students to
explore possibilities for doing so as integral
parts of their programs o f 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 requisite 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 o f 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 o f departments involved, and the stu-
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 o f the College.
1. The Swarthmore Program in Grenoble, France,
inaugurated in the fall o f 1972. Students
entering this program spend either one or two
semesters at the University o f Grenoble,
where their course o f study is the equivalent
o f one or two semesters at Swarthmore. This
program, under the auspices o f the Depart
ment o f 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 institu
tions are accepted. 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 o f students.
Preparation of External Examination papers is
possible in certain fields. The program is
59
Educational Program
designed primarily for juniors and second
semester sophomores, but seniors can be ac
commodated in special cases.
from Williams, Mount Holyoke, and Swarthmore Colleges, serve also as directors-in-residence in Madrid.
A member o f the Department o f Modern
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program
and the living arrangements o f the students,
and advises on all educational or personal
problems. A coordinator o f the program at
Swarthmore handles such matters as admis
sions to the program (in consultation with the
Deans), financial aid, transfer o f academic
credit to departments within the College and
to institutions whose students participate in
the program. Applications for the fall semester
must be submitted by March 15 and for the
spring semester by October 15.
Applications and further information are avail'
able from the Department o f Modern Languages and Literatures.
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, Mount Holyoke and Swarthmore Col
leges. Students many enroll either for the full
academic year or for the fall semester only.
(Credit at Swarthmore must be obtained
through the departments concerned.) The
program attempts to take full advantage o f the
best facilities and teaching staff o f the Spanish
community, while adhering to the code of
intellectual performance characteristic o f the
most demanding American institutions.
2) Hamilton College Academic Year in Ma
drid (Spain) for the fall semester or the
entire academic year (see above);
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 is centrally
located, it houses a library eminently suited
for study and research, and it sponsors a series
o f lectures, concerts and social activities.
The program is under the general guidance o f
a committee comprised o f members of the
Hamilton College Department o f Romance
Languages, who, in rotation with professors
60
1
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3. Swarthmoresupported Programs of Study
Abroad. Swarthmore students may apply their
scholarship monies to the cost o f participating
in one o f the programs o f 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.
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1) Swarthmore College Program in Greno'
ble (France) for either semester or the
entire academic year (see above);
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3) Wayne State Junior Year in Germany,
either at the University o f Freiburg or the
University o f Munich (West Germany)
for the entire academic year;
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4) Smith College Junior Year at the Univer- I r
sity o f Hamburg (West Germany) for the
entire academic year;
5) Great Lakes College Association Latin
America Program ( Ceuca ) in Bogota (Co
lombia) for either semester or the entire
academic year;
6 ) The Intercollegiate Center for Classical
Studies in Rome (Italy) for either semes
ter or the entire academic year; (See also
announcement o f the Art Department,
p. 75, and o f the Classics Department,
p. 99.)
7) Sweet Briar Junior Year in France (Paris);
8 ) Intercollegiate Sri Lanka Educational
(ISLE) Program at the University of Pera- I
deniya for the fall (August-November)
semester;
9 ) CET/Wellesley College Chinese Lan
guage Program in Beijing for one or both
semesters;
10) Wesleyan Program in Heidelberg for the
spring semester;
11) University o f Ghana, both semesters;
12) American Collegiate Consortium for
East-West Cultural and Academic Ex
change for study in the Soviet Union.
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; for exam
ple, those o f Oberlin College, with whose
Chinese Studies Program at Tunghai Univer
sity the College is also affiliated, Smith Col
lege, or Sweet Briar College. These are fullyear programs of study at foreign universities,
under the supervision of American college
personnel.
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 Registrar
and the appropriatè department head. Care
must be taken to assure in advance that
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 o f Olga
Lamkert, Professor o f Russian at Swarthmore
College from 1949 to 1956, is available to
students with demonstrated financial need
who wish to attend a Russian summer school
program in this country or 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 o f the Department of
Modern Languages and Literatures.
The Eugene M. Weber Memorial Fund. Income
from a fund established in 1986 to honor the
memory o f 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 o f the
German section o f the Department of Modern
Languages and Literatures.
61
Faculty Regulations
A TTEN D A N CE AT C LA SSES
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 o f any student
whose repeated absence is in their opinion
impairing the student’s work. The number o f
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 o f absences. Since fresh
men must exercise particular care in this
respect, and since the Faculty recognizes its
greater responsibility toward freshmen in the
matter o f class attendance, it is expected that
freshmen, especially, will attend all classes.
When illness necessitates absence from
classes, the student should report at once to
the Health Center.
A student may obtain credit for a course
without attending class meetings by reading
the material prescribed by a syllabus and
taking a final examination, under the following conditions:
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1) The student must signify intent to do so at
the time o f registration, having obtained the
instructor’s approval in advance.
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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.
4) The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.
GRADES
Instructors report to the Dean’s and Regis
trar’s offices at intervals during the year upon
the work o f students in courses. Informal
reports during the semester take the form o f
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 o f a foreign student cannot be evaluated
because o f deficiencies in English.
Inc. means that a student’s work is incomplete
62
j
with respect to specific assignments or exam
inations. The Faculty has voted that a stu
dent’s final grade in a course should incorpo
rate a zero for any part o f the course not
completed by the date of the final examina
tion, or the end o f the examination period.
However, if circumstances beyond the stu
dent’s control preclude the completion of the
work by this date, a grade o f 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 o f the following term. Except by special
permission o f the Registrar (on consultation
with the Committee on Academic Require
ments) 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
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.
credit). In the balance o f 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, except that
repeated courses may not be taken Credit/No
Credit. For freshmen and sophomores CR
will be recorded for work that would earn a
grade o f 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 o f 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 o f grades are sent to students at the end
o f 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 o f 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 o f 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 o f the semester, or
the mid-point of the course if it meets for only
one-half a semester.
A deposit of $100 is required o f 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 o f 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 o f academic life.
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 temptation,
and to report any case o f cheating to the Dean
for action by the College Judiciary Committee.
63
Faculty Regulations
The College Judiciary Committee will consider
the case, determine guilt, and recommend a
penalty to the President. The order o f magni
tude of the penalty should reflect the serious
ness o f the transgression. It is the opinion o f
the Faculty that for the first offense failure in
the course and, as appropriate, suspension for
a semester or deprivation o f the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description o f College judicial procedure may
be obtained from the office o f the Dean.
STUDENT LEAVES OF ABSENCE
Student leaves o f absence are freely permitted
provided the request for leave is received by
the date o f 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 o f this policy is to assist the College in
planning its enrollments.
SUM M ER SCHOOL W ORK
Students desiring to receive Swarthmore Col
lege credit for work at a summer school are
required to obtain the approval o f the chair
man o f 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
o f 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 o f 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 nonveteran 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 o f swimming
instruction. (See the departmental statement
o f 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 READM ISSION FOR HEALTH REASONS (see p. 40)
64
Degree Requirements
BACHELOR OF ARTS AND BACHELOR OF SCIENCE
The degree of Bachelor of Arts or Bachelor o f
Science is conferred upon students who have
met the following requirements for gradua
tion. The candidate must have:
1. Completed thirty-two courses or their
equivalent.
test; or, c) passed one year o f a foreign lan
guage while at Swarthmore.
5. Met the requirements in the major and
supporting fields during the last two years.
6 . Passed satisfactorily the comprehensive ex
2. An average grade o f C in the courses
counted for graduation.*
aminations 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 50-51.)
7. Completed four semesters o f study at
Swarthmore College, two o f which have been
those o f the senior year.
4. The foreign language requirement, having
either: a) passed three years or their equivalent
(as determined by the Provost) o f one foreign
language while in grades nine through twelve;
or, b) achieved a score o f 600 or its equivalent
in a foreign language on a standard achievement
8 . Completed the physical education require
ment set forth on page 64 and in statements of
the Department o f Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.
MASTER OF ARTS AND M ASTER OF SCIENCE
The degree o f Master o f 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 o f satisfactory standing, shall be ad
mitted as candidates for the Master’s degree at
Swarthmore.
done in courses, seminars, reading courses,
regular conferences with members o f the
faculty, or research. The work may be done in
one department or in two related depart
ments.
The candidate’s record and a detailed program
setting forth the aim o f the work to be pursued
shall be submitted, with a recommendation
from the department or departments con
cerned, to the Curriculum Committee. If ac
cepted by the Committee, the candidate’s
name shall be reported to the faculty at or
before the first faculty meeting o f the year in
which the candidate is to begin work.
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 o f the reports o f the
outside examiners, together with the reports
o f the student’s resident instructors, shall
make recommendations to the faculty for the
award of the degree.
The requirements for the Master’s degree
shall include the equivalent o f a full year’s
work of graduate character. This work may be
At the option o f the department or depart
ments concerned, a thesis may be required as
part of the work for the degree.
*"A n average o f C ” is interpreted for this
purpose as being a numerical average o f 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).
Grades o f Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.
65
Degree Requirements
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 o f research. Detailed
language requirements will be indicated in the
66
announcements o f departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $15,310.
Awards and Prizes
The Ivy Award is made by the Faculty each year
to the man o f 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 o f 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 o f the faculty o f the department of
Engineering.
The Flack Achievement Award, presented by
the Flack Foundation, one of whose founders
is Hertha Eisenmenger Flack o f the Class of
1938, is made to a deserving student who,
during the first two years at Swarthmore
College, has demonstrated a good record o f
achievements in both academic and extracur
ricular activities while showing leadership po
tential as a constructive member o f the Col
lege. The donor hopes these awards will go to
students o f demonstrated achievement and
high potential who are dedicated to the basic
principles o f 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 o f the Department o f English Litera
ture.
The Adams Prize o f $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 o f the Department, gives
most promise of excellence and dedication in
the field.
Thejonathan Leigh Altman Summer Grant, given
in memory of this member o f the Class of
1974 by Shing-mei P. Altman ’76, is awarded
by the Department of Art to a junior who has
strong interest and potential in the studio arts.
It provides up to $2,000 to support 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
o f 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 per
formance.
The Boyd Barnard Award is awarded annually
to one or more students, selected by the
Department o f Music, in recognition of mu
sical excellence and achievement.
The James H. Batton ’72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava
Harris Stanley, M.D. ’72, is awarded for the
personal growth or career development o f a
minority student with financial need.
The Paul H. Beik Prize in History o f $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 Swarth
more from 1925 to 1945, has been established
by David H. Scull, o f the Class of 1936. The
award of $100 is presented annually to the
student who, in the opinion of the Depart
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 o f the
parents o f Leon Bramson, founding chairman
o f Swarthmore’s sociology-anthropology de
partment, and it carries a cash stipend.
67
Awards and Prizes
The Heinrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor o f his 80th
birthday. Two awards o f $100 each are to be
presented annually to a Course student and
Honors candidate who, in the opinion o f the
Mathematics Department, have demonstrated
excellence in Mathematics.
The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory o f her grand
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member o f 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 Alice L. Crossley Prize in Asian Studies of
$100 is awarded to the student who, in the
opinion o f the Asian Studies Committee,
submits the best essay on any topic in Asian
Studies.
The Rod Dowdle ’82 Achievement Award in
tennis is given annually to the male varsity
tennis player who best exhibits qualities o f
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 o f the
College faculty from 1932 to 1970, is awarded
to support the essential costs o f the study o f
biological problems in a natural environment.
The Dorothy Ditter Gondos Award, bequeathed
by Victor Gondos, Jr., in honor o f his wife,
Class o f 1930, is given every other year to a
student o f Swarthmore College who, in the
opinion o f a faculty committee, submits the
best paper on the subject dealing with a
literature of a foreign language. The prize o f
about $100 is awarded in the spring semester.
Awarding o f the prize will be under the direc
tion o f the Literature Committee.
partment submit the best critical essays on
any topic in the field o f literature.
The Jesse H. Holmes Prize in Religion o f $150,
donated by Eleanor S. Clarke o f the Class of
1918 and named in honor of Jesse Holmes,
Professor o f History of Religion and Philoso
phy at Swarthmore from 1899 to 1934, is
awarded to the student who, in the opinion of
the Department o f Religion, submits the best
essay on any topic in the field o f religion.
The Michael H. Keene Award, endowed by the
family and friends of this member o f the Class
o f 1985, is awarded by the Dean to a worthy
student to honor the memory o f 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
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 o f Kwink, is presented by the
faculty o f the Department o f 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 John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards o f $100 each are pre
sented annually, one for linguistic theory and
one for psycholinguistics, to the two students
who, in the opinion o f the Program in Lin
guistics, submit the best senior papers or
theses in these area.
The Philip M. Hicks Prizes are endowed by
friends o f Philip M. Hicks, former Professor
o f English and Chairman o f the Department
o f English Literature. They are awarded to the
two students who in the opinion o f the De
The Norman Meinkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
o f the College faculty from 1947 to 1978, is
awarded to support the essential costs of the
68
study o f biological problems in a natural environment.
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 o f Lois Morrell of the
Class o f 1946, goes to that student who, in the
opinion o f the faculty, submits the best original poem in the annual competition for the
award. The award of $100 is made in the
spring o f the year.
The A. Edward Newton Library Prize endowed
by A. Edward Newton, to make permanent
the Library Prize first established by W.W.
Thayer, is awarded annually to that undergraduate who, in the opinion of the 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 o f the collection but also upon
the skill with which the books are selected and
upon the owner’s knowledge o f their subjectmatter.
The May E. Parry Memorial Award, donated by
the Class o f 1925 o f which she was a member,
is presented by the faculty o f 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 o f $100 is awarded by
the Dean on the recomitiendation o f the edi
tors o f The Phoenix at the end of each staff
academic year to a member o f The Phoenix for
excellence in journalism. The prize was estab
lished by the directors o f The Drew Pearson
Foundation in memory o f Drew Pearson, Class
of 1919.
The David A. Peele ’50 Sportsmanship Award is
made to a tennis player after submission o f a
written essay. It is endowed by Marla Hamil
ton Peele in memory o f her husband’s love and
advocacy o f tennis and carries a cash stipend.
TheJohn W. Perdue Memorial Prize, established
in 1969 in memory o f an engineering student
of the Class o f 1969, is awarded by the
Department of Engineering to the outstanding
student entering the junior class with a major
in engineering.
The William Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection o f recorded literature
described on page 1 1 , sponsors awards for the
best student short stories, and is a major
source o f 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 o f the Department
o f Political Science to be o f outstanding merit
based upon originality, power o f analysis and
written exposition, and depth o f understand
ing o f goals as well as technique.
The Rosita Sam off 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 o f
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 o f the Dance faculty best exemplifies
Hally Jo ’s dedication to the ideals o f 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 o f $1,000 is
awarded each year at commencement to an
outstanding student whose plans for graduate
study in music indicate special promise and
need. The endowment for the prize was estab
lished in the name o f Ruth Cross Barnard ’ 19.
The Melvin B. Troy Award o f $250 is given each
year for the best, most insightful paper in
Music or Dance, or composition or choreog
raphy by a student, judged by the Department
69
Awards and Prizes
o f Music and Dance. The prize was established
by the family and friends of Melvin B. Troy,
Class o f 1948.
The P. Lintmod Urban, Jr. Prize, honoring Lin
Urban, Professor o f Religion at Swarthmore
from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli
gious studies either in seminary or graduate
school.
FACULTY AWARD
The Flack Faculty Award is given for excellence
70
in teaching and promise in scholarly activity
to a member o f the Swarthmore Faculty, to
help meet the expenses of a full year o f leave
devoted to research and self-improvement.
This award acknowledges the particularly
strong link that exists at Swarthmore between
teaching and original scholarly work. 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 o f 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 o f the Committee by March
23. The Committee considers applicants for
all o f these fellowships for which they are
eligible and makes recommendations which
overall do not discriminate on the basis o f sex.
These fellowships are:
The Hannah A. Leedom Fellowship founded by
the bequest o f Hannah A. Leedom.
The Joshua Lippincott Fellowship founded by
Howard W. Lippincott, o f the Class o f 1875,
in memory o f his father.
The John Lockwood Memorial Fellowship,
founded by the bequest o f Lydia A. Lockwood, New York, in memory o f her brother,
John Lockwood. It was the wish o f the donor
that the fellowship be awarded to a member of
the Society o f 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 o f Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen
tary or secondary school work. The recipient
of the award is to pursue a course o f 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 o f 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 o f 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 o f the university and department cho
sen for graduate work.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter o f 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 o f the
liberal arts.
The Eugpne 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 o f Eugene M. Lang
’38.
The Thomas B. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship. This Fellowship,
awarded annually to a graduate o f the College,
provides a grant toward the first year o f 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
71
Fellowships
provided a grant to establish an undergraduate
fellowship program intended to increase the
number o f minority students who choose to
enroll in Ph.D. programs and pursue an 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 o f
sophomore students in February and awards
the Fellowships in consultation with the Dean
and Provost.
The]. Roland Pennock Undergraduate Fellowship
in Public Affairs. The Fellowship, endowed by
friends o f Professor J. Roland Pennock at his
retirement in 1976 and in recognition o f 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 FELLOW SHIPS
The Mary Albertson Faculty Fellowship was en
dowed by an anonymous gift from two o f her
former students, under a challenge grant issued
by the National Endowment for the Humani
ties. It will provide an annual award o f a
semester’s leave at full pay, to support research
and writing by members o f the humanities
faculty. Mary Albertson joined the Swarth
more faculty in 1927 and served as chairman
o f 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 humani
ties faculty member eligible for leave may
apply. Fellows will prepare a paper about the
work o f their leave year and present it publicly
to the College and wider community. The
Blanshard Fellowship is made possible by an
anonymous donor who was Blanshard’s stu
dent at Swarthmore, and a challenge grant
from the National Endowment for the Human
ities.
The George Becker Faculty Fellowship was en
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Hu
manities, in honor o f this former member of
the English department and its chairman from
1953-70. The fellowship will provide a semes
ter o f leave at full pay for a member o f the
humanities faculty to do research and write, in
the fields o f art history, Classics, English liter
ature, history, linguistics, modern languages,
music, philosophy, or religion, but with pref
erence to members of the department o f En
glish literature.
The Eugene M. Lang Faculty Fellowship is de
signed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innov
ative scholarly achievement o f faculty mem
bers, and by encouraging the use o f such
achievements to stimulate intellectual ex
change among scholars. The Fellowship will
provide financial support for faculty leaves
through a grant o f about one half the recipi
ent’s salary during the grant year. Upon rec
ommendation o f 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 o f the Provost, three Divisional Chair
men, and three others selected by the Presi
dent, o f 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
their leave year, presented publicly for the
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 o f the Selection Com
72
College and wider community. The Selection
Committee may support wholly or in part the
cost o f publishing any o f these papers. These
fellowships are made possible by an endowment established by Eugene M. Lang ’38.
73
y
C o u rses 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.
74
Year courses, the number o f 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 o f classes available
before enrollment for that semester.
A rt
CONSTANCE CAIN HUNGERFORD, Professor o f Art History
T. KAORI KITAO, Professor of Art History 2
MICHAEL W. COTHREN, Associate Professor o f Art History and Chair 3
RANDALL L. EXON, Associate Professor o f Studio Arts and Acting Chair
BRIAN A. MEUNIER, Associate Professor o f Studio A rts 3
BRIAN PETERSON, Associate Professor o f Studio Arts
DELIA R EISM AN, Associate Professor o f Studio A rts 4
RON KLEIN, Assistant Professor o f Studio A rts 5
JOYCE J. NAGATA, Assistant Professor of Studio Arts (part-time)
DIANE M. O’DONOGHUE, Assistant Professor of Art History 4
KATHERINE F. HACKER, Instructor o f Art History 3
DANIEL SMARTT, Instructor o f Art History
The Department o f 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
ing, and historical context o f works of art and
architecture; studio arts courses explore prob
lems o f methods, processes, and personal
resources which arise in the actual creation o f
objects in various media.
Art Gallery: The Art Gallery in the Performing
Arts Center provides seven to nine exhibitions
a year, which are an integral part o f the Studio
Arts Program. The works o f nationally known
artists as well as those of younger artists, in
various media, are exhibited in group and
one-person shows. Each spring there is a
group show o f student work drawn from
Studio Arts classes throughout the year, as
well as a series of solo exhibitions by senior
majors. A small installation of works in the
permanent collection is also displayed.
Heilman Artist: Each year the Department of
Art selects an artist to visit the College to
serve as a visiting artist and critic under the
Marjorie Heilman Visiting Artist Program.
The work o f the invited artist is exhibited in
the Art Gallery; he or she gives critiques in the
studios and also meets and talks with students,
both majors and non-majors, 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. 67.
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 1 is the prerequisite for
all other art history courses in the Department.
STUA 1 is the usual prerequisite for studio
arts courses; it may be waived only by present
ing a portfolio for evaluation. Students are
advised that graduate work in art history
requires a reading knowledge o f at least Ger
man and French.
2
3
4
5
Study Abroad: The Art Department strongly
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 o f art and architecture are scattered
throughout the world, and the encounter with
works still imbedded in their original context
Absent on leave, spring semester, 1991.
Absent on leave, 1990-91.
Fall semester, 1990.
Spring semester, 1991.
75
Art
is vital to an understanding o f their historical
and contemporary significance. Past experi
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards o f comparable
courses at Swarthmore. To aid students in
their attempt to gain Swarthmore credit for
study abroad, the Department has established
the following guidelines. (1) Beginning with
the class o f 1992, 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 history at
Swarthmore) before taking a course abroad.
(2) Students who are interested in bettering
their chances o f gaining a full Swarthmore
credit for a course taken in a foreign program
are advised to attempt to arrange with a
Swarthmore professor, before leaving the cam
pus, to write, if necessary, a supplementary
research paper as a part o f the course. Such
papers will be evaluated by the Department as
part o f the process o f determining transfer
credit.
The Course Major in Art History: Art History
majors are required to take ARTH 1, four
survey courses (ARTH 12, ARTH 14, ARTH
15, and either ARTH 17 or ARTH 18), four
elective credits in Art History, and one course
in Studio Arts. The comprehensive—given in
the Spring semester o f the senior year—con
sists o f a written examination, in preparation
for which students are required to study a
group o f carefully chosen works o f art and
architecture drawn from the core areas rep
resented by the required survey courses.
The Course Major in Art: The combined pro
gram o f the Course Major in Art consists of
a minimum o f five courses in Art History
(ARTH 1; ARTH 12, ARTH 14, or ARTH 15;
ARTH 17 or ARTH 18; 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 o f a Senior Exhibition and
Catalog, prepared during Senior Workshop
(STU A 30) during the Fall o f 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 o f 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 o f the student’s preparation
for External Examinations.
A rt H istory
1. Critical Stu dy in the Visual Arts.
12. A sia n Survey.
This introduction to the study o f the visual
arts will investigate formal analysis, iconog
raphy, and methods o f historical interpreta
tion, using examples o f art and architecture
drawn from a variety o f cultures and historical
periods. The course will emphasize learning to
see vividly and systematically and to write
accurately about what is seen. Topics for
discussion will include technique and produc
tion, visual narrative and didacticism, patron
age and biography, and approaches such as
psychoanalysis, Marxism, and feminism. This
Primary Distribution Course serves as prereq
uisite for all further work in art history.
Each semester. Hungerford, Smartt,
O ’Donoghue.
An introduction to the creation and use o f art
within various Asian cultures, including India,
China, and Japan. Architecture, sculpture,
ceramics, and the pictorial arts will be in
cluded in this survey, which will cover all
major historical periods from the Neolithic to
the modern era. Within each national tradi
tion and period, visual culture will be ex
amined in relation to the broader societal
values—aesthetic, political, religious—that
informed its production.
Spring semester. Hacker.
76
14. M edieval Survey.
Introduction to a tradition in European art
and architecture stretching from late antiquity
through the sixteenth century. Emphasis on:
apocalypse and neoplatonism; Constantine
and Christianity; the "Justinianic Synthesis” ;
barbarians revive the western Roman empire;
pilgrimage and monasticism; modern medie
valism; methodology; and the status of women
as patrons, artists, viewers, and iconographie
subjects.
Fall semester. Smartt.
15. R e n aissan ce and Baroque Survey.
Study of artistic developments in Europe
1300-1700, covering major artistic activities
in Florence, Rome, Venice, Paris, and Amster
dam, with emphasis on the emergence o f a
new style in Florence, perspective and the
theory o f imitation, Leonardo da Vinci’s
achievements in art and science, Raphael and
Michelangelo, Classicism and Mannerism,
papal patronage, Bernini’s remaking o f Rome,
and the spread of Baroque in and beyond
Europe.
Fall semester. Kitao.
17. Nineteenth-Century Survey.
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.
Fall semester. Flungerford.
18. Twentieth-Century Survey.
Painting and sculpture from the Post-Impresssionists to the present, considered in the
context o f relevant social, political, economic,
and cultural factors. The course focuses on art
in Western Europe through the outbreak of
World War II and then turns to developments
in the United States beginning c. 1940.
Spring semester. Hungerford.
19. Film: A rt and History.
Introduction to the study o f film, primarily as
visual and narrative art; analytical discussion
of the elements o f film as a medium, art,
literature, technology, and industry, with ex
amples o f selected classics (Blue Angel, Citizen
Kane, and Rules of the Game) in the first half,
followed by a historical survey. Screening,
lectures, and critical papers. Limited to 20.
Not offered 1990-91 . Kitao.
25. A rts of Africa.
A historical survey, this course explores Afri
can political, religious, and social systems o f
different epochs through the visual arts. The
purpose is to define the role o f art in a
traditional African context. Topics include
arts of leadership, arts of divination, funerary
arts, rites o f passage, and masquerade as total
art. Emphasis is placed on the relationship
between social structure, artistic expression,
and symbolic thought. Also considered are
the role o f the artist in African society, the
aesthetic values o f different cultures, canons
o f form, and stylistic change.
Not offered 1990-91.
34. A rts of Japan.
This course is intended to introduce the arts
o f Japan from ca. 6000 BCE through the pres
ent era. Topics will include the arts o f Shinto
and Buddhism, architecture, ceramics, paint
ing, sculpture, and printmaking, as well as the
traditional crafts and decorative arts. Strong
emphasis will be placed on viewing art in re
lation to its larger historical context.
Not offered 1990-91 .
35. Chinese A rt and Archaeology.
An introduction to China’s artistic traditions
from their origins in the localized cultures of
the Neolithic period to the founding o f the
People’s Republic. Topics to be covered within
this historical survey include the ritual and
funerary art of the Bronze Age, Buddhist
architecture and sculpture, landscape painting
and painting theory, as well as the politicization
o f Chinese art in the twentieth century.
Not offered 1990-91 .
45. Gothic A rt and Architecture.
The course will emphasize the formation of
Gothic art around the year 1140 and its de
velopment and codification in France during
the thirteenth century. Topics will include the
role of Abbot Suger’s Neoplatonism in the
establishment of a Gothic aesthetic, the Gothic
church as theatrical space, the inspiration for
and effectiveness o f structural systems in
Gothic architecture, and Gothic "humanism”
in the figural arts around the year 1200 .
Architecture, sculpture, stained glass, and
manuscript illustration will be considered.
Not offered 1990-91 . Cothren.
47. Late Antique, Early Christian,
and Byzantine A r t
An examination of the emergence o f a Chris
tian form o f artistic expression from the heri
tage o f late antique art, followed by a survey
77
Art
o f its international development through the
sixth century and its progression in the Byzan
tine empire centered in Constantinople until
the fall o f that empire to the Ottoman Turks
in 1453. Attention will be given to architec
ture, its monumental mosaic and fresco dec
oration, manuscript illumination, iconic de
votional images, and the small-scale arts of
ivory carving, metalwork, and enamels.
Not offered 1990-91 . Cothren.
53. M ichelange lo and H is Times.
Michelangelo’s art, architecture, poetry, and
artistic theory in relation to his Quattrocento
predecessors and High Renaissance contem
poraries. Topics include classicism, art as prob
lem-solving, definition o f genius, the idea of
the canon in art, the rise o f art criticism, and
Mannerism.
Not offered 1990-9 1 . Kitao.
55. Rem brandt and H is Times.
See description for ARTH 155.
Not offered 1990-91 . Kitao.
65. Philadelphia: Architectural
Heritage.
Introduction to the history and criticism o f
architecture and planning, covering American
and European Architecture o f the last 300
years with focus on Philadelphia; special em
phasis on Philadelphia’s relation to the Europe
o f Neoclassicism, Georgian and Victorian Lon
don, Paris o f the Second Empire, the Chicago
School, Art Nouveaux, the International Style
and Post-Modernism, with topics on the rise
o f professionalism, historicism and new tech
nology, modernism and the classical canon,
and historic preervation. Papers and projects,
and walking tours of Philadelphia.
Fall semester. Kitao.
66. Am erican 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 1990-91 . Hungerford.
67. M o d e rn ism in Am erican A rt and
Literature.
(Also listed as English 85.) An interdiscipli
nary study o f the origins, ideology, develop
ment o f modernism in American culture be
tween 1870 and 1930 using approaches from
78
the fields of art history, American studies, and
literary criticism. Artists include Winslow
Homer and Ernest Hemingway, Willa Cather
and Georgia O ’Keeffe, Charles Demuth,
Charles Sheeler, Marcel Duchamp, and Wil
liam Carlos Williams, plus selected artists and
writers associated with the Harlem Renais
sance.
Prerequisites: one introductory course in
English and ARTH 1.
Not offered 1990-91 . Hungerford and Schmidt.
68. Yankee Ingenuity: Technology,
Design, and M aterial Culture.
Discussion o f machine-made objects as cul
tural artifacts. The course examines industrial
technology in American design in relation to
the history o f material culture, focusing on
selected design, large and small, extending
from household appliances to mass transit,
and considers such topics as the theory of
design and craftsmanship, tools and machines,
standardization, electricity and electronics,
the cult o f speed and efficiency, the computer
world, and observations on the "history of
things.”
Not offered 1990-91 . Kitao.
75. S p e c ial Stu d ie s in Cinema:
H ollyw ood 1939.
This course, conducted in a seminar format,
will deal with selected films in wide-ranging
genres, with emphasis on cine-semiotics and
other critical theories.
Prerequisite: ARTH 1, ARTH 19, and permis
sion o f the instructor.
Not offered 1990-91 . Kitao.
81. V isual Sem iotics.
Theory o f signs as applied to artifacts and
visual phenomena, including everyday objects
and scenes, encompassing sign production
and codification, with case studies in the areas
of painting, sculpture, architecture, landscape
and townscape, design, mechanics, typogra
phy, film and photography, performance,
fashion, and advertising. Readings include
Saussure, Barthes, Eco, Jacobson, Sebeok,
Schapiro, Metz, Wollen, and Preziosi. Lec
tures, discussions, and papers. At least one
course in art history beyond ARTH 1 is
strongly advised.
Not offered 1990-91 . Kitao.
86. Architectural Theory.
95. Theory and Methodology.
Topics discussed include functionalism, classi
cism, theory o f structure and decoration; build
ings as objects and environmental constructs;
urbanism and systems design; architecture
and behavioral sciences; architectural semio
tics and deconstruction; architecture in rela
tion to history and culture.
Prerequisite: AKTH 75.
Offered occasionally. Kitao.
This one-credit seminar, which is required for
all course majors in art history and is normally
taken in the senior year, focuses on the process
o f art historical inquiry. Non-majors are ad
mitted only with the permission o f the in
structor.
Not offered 1990-91 . Cothren or O ’Donoghue.
96. Directed Reading.
Staff.
99. Thesis.
SEMINARS
135. Chinese Painting.
155. Rem brandt and H is Times.
The development o f China’s pictorial tradi
tion is examined from its origins in early
language and ritual imagery to the theoretical
and structural concerns of the late dynastic
and modem periods. Topics for consideration
include philosophical and formal issues relat
ing to the depiction o f landscape, the role o f
theory and the formulation o f the painting
"canon,” imperial and religious imagery and
the position o f the painter in Chinese society.
Fall semester. O ’Donoghue.
Study o f Rembrandt’s art in the context o f the
17th century Dutch painting, especially di
rected toward the understanding of the nature
o f picture making. Works in painting, draw
ing, and etching are examined. Topics include
Holland’s mercantile and Protestant milieu,
Rembrandt’s relationship to Italy, his Dutch
contemporaries, the development o f the
genres, the print as a medium, optics and
painting, old age and loose style, popular
imagery, portraiture and self-portraiture, and
theatricality, and, above all, general questions
concerning realism, narrative art and genre
painting.
Not offered 1990-91 . Kitao.
138. Isla m ic Painting.
After a brief general introduction to Islamic
art, the seminar will explore the history and
evolution o f the pictorial narrative tradition
within Islamic culture from A.D. 691 to A.D.
1548. Particular emphasis will be given to the
manuscripts o f the Maqamat o f al-Hariri pro
duced in thirteenth-century Baghdad and to
the development o f a tradition for the illustra
tion o f Persian poetic and historical texts from
the fourteenth to the sixteenth centuries. The
seminar will culminate in a detailed study of
the lavish Shahnama o f Shah Tahmasp, a proj
ect which occupied the most important paint
ers o f the period (C . A.D. 1522-35).
Not offered 1990-91 . Cothren.
145. Gothic A rt and Architecture.
See description for ARTH 45.
Spring semester. Cothren.
153. M ichelange lo and H is Times.
See description for AKTH 53.
Not offered 1990-91 . Kitao.
160. Eighteenth-Century A r t
Study of the transition from royal and aristo
cratic visual culture to that o f the rising middle
class in Western Europe and the emerging
United States, with primary attention to paint
ing, sculpture, and architecture.
Spring semester. Hungerford.
164. M odern A r t
This seminar will focus on the varying schol
arly approaches to the work o f artists such as
David, Courbet, Manet, Monet, Cézanne, Pi
casso, and Pollock and to the issue o f "m od
ernism” in nineteenth- and twentieth-century
painting.
Prerequisite: ARTH 17 or ARTH 18, or the
completion o f another seminar in art history,
or permission o f the instructor.
Fall semester. Hungerford.
79
Art
195. Theory and Methodology.
An introduction to the historiography o f art
history, both theory and practice, and an ex~
ploration o f the current "crisis” of the disci'
pline which has led to its reassessment from
a variety o f critical perspectives.
Prerequisite: four credits in art history.
Not offered 1990-91 . Cothren.
Stu d io A rts
Studio Arts courses meet six hours weekly in
two three-hour sessions; all courses are for
full course credit unless otherwise noted.
Studio Arts courses are subject to the Col
lege’s limit on Creative Arts courses (see
p. 57). Studio A rt I is the usual prerequisite
for studio arts courses; it may be waived only
by presenting a portfolio for evaluation by the
Studio Arts faculty.
Prerequisite: STU A 1.
Staff.
1. Introduction to Studio Arts.
Investigation in oil paint of pictorial structure
and o f the complex nature o f color—how it
can define surface, space, light, temperature
and mood.
Spring semester. Exon.
Explorations in the visual description and
construction o f objects and ideas; problems in
drawing, color, and three-dimensional form.
Attention will be given both to the theoretical
aspects o f the work and to the development o f
studio techniques.
Each semester. Exon, Nagata, and Reisman.
3. Draw ing.
Work in various media directed toward a
clearer perception of space, light and form. A
course for all levels o f ability. Weekly outside
drawing problems and a final project.
Not offered 1990-91 . Exon.
4. Sculpture.
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, multi-media
assemblage, and wood construction.
Spring semester. Klein.
5. C e ra m ic s I.
Ceramics for beginners. Introduction to hand
building and wheel techniques, and artistic
use o f these techniques.
Each semester. Nagata.
6. Photography.
Introduction to the technical processes and
visual and theoretical concepts o f photog
raphy, both as a unique medium and as it
relates to other forms o f non-photographic
composition.
80
7. C e ra m ics II.
Artistic expression in clay forming, glazing
and firing (raku, low-fire, stoneware, and
some porcelain).
Prerequisite: STUA 5 or equivalent.
Not offered 1990-91 . Nagata.
8. Painting.
10.
Life Draw ing.
Work in various media directed toward a
clearer perception o f the human form. The
class is centered on drawing from the model,
and within this context. The elements of ges
ture, line, structure, and light are isolated for
the purpose o f study.
Fall semester. Reisman.
14. Advanced Sculpture.
Not offered 1990-91 . Meunier.
15. Advanced Ceram ics.
Not offered 1990-91 . Nagata.
16. Advanced Photography.
Not offered 1990-91 . Meunier.
18.
Advanced Painting.
Not offered 1990-91. Exon.
20.
Sp e cial Studies.
Staff.
30.
S e n io r W orkshop.
A course designed to strengthen critical, the
oretical, and practical skills on an advanced
level. Critiques by the resident faculty and
visiting artists, as well as group critiques with
all members o f the workshop, will guide and
assess the development o f the students’ indi
vidual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing o f the catalogue for the
senior exhibition. (This course is required of
senior art majors; non-majors will be admitted
only by permission o f the instructor.)
Fall semester. Exon.
40.
Staff.
S e n io r Thesis.
Asian Studies
Coordinator: ALAN BERKOWITZ (Modern Languages, Chinese)
Faculty:
Steven Goodman (Religion)
Katherine H acke r (A rt ) *4
5
Gerald Levinson (Music)
Lillian M. Li (History)
Li-ching M a ir (M odem Languages, Chinese)
Diane O’Donoghue (Art ) 4
Stephen Piker (Sociology/Anthropology)
Donald S w e a re r (Religion)
Larry W estphal (Economics)
Tyrene White (Political Science) 1
PURPOSE
The purpose o f the Asian Studies major is to
provide the student with interdisciplinary
education concerning Asia that has five com
ponents, four o f which are required: (1) A
general background in Asia that stresses the
ability to make cross-cultural comparisons.
For this purpose the student is required to
take courses in more than one o f the regions
o f 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 o f 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 o f an Asian language. Students may
study an Asian language in one o f the follow
ing ways: (a) taking Chinese language at
Swarthmore or Japanese at Haverford, (b)
taking another Asian language at the Univer
sity o f Pennsylvania or in summer school, for
example at the Middlebury College Summer
Language Institute, or (c) taking language
courses in one o f the study-abroad programs
with which Swarthmore is affiliated. All lan
guage courses taken above the first-year level
1 Absent on leave, fall semester, 1990.
4 Fall semester, 1990.
5 Spring semester, 1991.
82
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 o f study, prospec
tive majors are urged to consider study abroad
for a summer, a semester, or a year. Study
abroad serves not only as an opportunity for
students to build their language skills, but also
as the ideal way to study a foreign culture. To
the greatest extent possible the Asian Studies
faculty will help students plan a program
abroad that will support and enhance their
Swarthmore programs.
In planning his/her major in Asian Studies,
the student should demonstrate in the sopho
more plan o f study the intellectual coherence
o f his/her proposed program. To a large
extent this will consist o f explaining how the
proposed program develops a specialized
knowledge o f one o f the regions of Asia, as I
defined above, or o f a topic that spans the
different regions. Examples o f 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 o f Asian Studies.
REQUIREMENTS
The major consists o f a minimim o f 9 credits
distributed in the following way:
( 1 ) 2 credits at the introductory level.
History 9 (Chinese Civilization), Religion
11/History 72 (The History, Religion,
and Culture o f Japan), or Religion 8 (The
Religions o f India).
(2) Minimum o f 6 credits o f work at the
intermediate or advanced level in at least
two different departments, one o f which
may be language above the first year. The
external examination candidates will nor
mally present two fields plus a thesis for
examination, in addition to three fields
outside the major. (In cases where fields
represent three credits o f work, three of
these fields must be in Asian Studies, and
one will be outside the major.)
(3)
1- or 2-credit Senior thesis.
Each major will be expected to write a
senior thesis in his/her area o f specializa
tion. External examination candidates will
generally be required to write a twocredit thesis for external examination;
other students will write a one-credit
thesis.
her
iay
t to COURSES
tee. (See catalogue sections for individual departments to
determine specific offerings in 1990-1991.)
>ecoad
Department of A rt
33. Introduction to Classical Chinese
Lidy
12. Asian Survey
93. Directed Reading
for
34. Arts of Japan
liso I
Departm ent of M u s ic and Dance
35. Chinese Art and Archaeology
To
30. Music o f Asia and the Middle East
135. Chinese Painting
lies
Departm ent of Political Scie n ce
am Department of H istory
19. Comparative Communist Politics
ieir
9. Chinese Civilization
20. Politics o f China
72. The History, Religion, and Culture of
40. The Vietnam War
Japan
ies,
107. Comparative Politics:
74. Modem China
hoCommunist Regimes
tice 75. Modern Japan
Departm ent of Religion
144.
Modem
China
rge
8 . The Religions o f India
the Department of M odern Language s
9. The Buddhist Tradition
zed and Literatures
11. The History, Religion, and Culture of
3B, 4B. Second-year Mandarin Chinese
Japan
11. Third-year Chinese
103. Asian Religious Thought
ght 11 A. Third-year Chinese Conversation
104. Buddhism in Southeast Asia
>ve12. Advanced Chinese
;ian 12A. Advanced Chinese Conversation
ires
16. The Classical Tradition in Chinese
coLiterature
ian
17. Vernacular, Modem, and
adContemporary Chinese Writings
s.
20. Readings in Modem Chinese
Literature
I
Departm ent of So cio lo gy-A nthrop o lo gy
93. Southeast Asia: Culture and History
Independent Study.
A sia n Stu dies
Asia 96. Thesis (one credit)
Asia 180. Thesis (two credits)
Astronomy
JOHN E. GAUSTAD, Professor
WULFF D. HEINTZ, Professor
See P h y s ic s and A stro n om y for major
requirements and full descriptions o f courses.
1.
introductory Astronom y.
5,6. General A stro n om y i, II.
9.
23.
55. Planetary Science.
56. Cosm ology.
59.
61.
Meteorology.
M ethods of Observational?
Astronom y.
51. C elestial M ech anics.
52. Concepts of the C o sm o s.
64.
Positional Astronom y.
Current Proble m s in Astronom y
and A stro p h ysics.
Galactic Structure.
93. Directed Reading.
94. R ese arch P ro je c t
117,118. Theoretical A stro ph ysics.
Biology
MARK JACOBS, Professor 12
JOHN B. JEN K IN S, Professor
ROBERT E. SAVAGE, Professor 1
TIMOTHY C. W ILLIAM S, Professor
GREGORY L. FLORANT, Associate Professor 3
SCOTT F. GILBERT, Associate Professor 3
NANCY V. HAMLETT, Associate Professor 4
BARBARA Y. STEWART, Associate Professor and Associate Chair
JACOB WEINER, Associate Professor and Chair
RACHEL A. MERZ, Assistant Professor
KATHLEEN K. SIW IC KI, Assistant Professor
AMY C. VOLLMER, Assistant Professor
DARLENE BRAM UCCI, Assistant
ANNE STORK, Assistant
The student may be introduced to biology by
enrolling in Biology 1 and Biology 2. Either
course may be taken first. A diversity o f
intermediate and advanced courses, some o f
fered in alternate years, affords the student the
opportunity o f building a broad biological
background while concentrating, if desired, in
some specialized areas such as cellular and
molecular biology, or organismal and popula
tion biology. Intermediate courses are num
bered 10-50; courses numbered beyond 50
are advanced and may be used for the External
Examination Program. A special major in bio
chemistry is offered in cooperation with the
Department of Chemistry (cf. Chemistry), and
a special major in psychobiology is offered in
cooperation with the Department o f Psychol
ogy (cf. Psychology). The special major of
Environmental Studies is offered in collabo
ration with the Departments o f Engineering
and Mathematics.
REQUIREMENTS AND RECOMMENDATIONS
Students electing a Course major in Biology
should 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 o f college mathe
matics (not Math 1 or 3). One semester of
statistics (Math 2) is strongly recommended.
These courses should be completed before the
senior year. Introductory physics is strongly
recommended and is prerequisite to some
departmental offerings. Further, it should be
noted that medical schools and graduate
schools in biology require introductory phys
1
2
3
4
ics and four semesters o f chemistry for admis
sion.
Students majoring in Biology must take at
least one course or seminar in each o f the
following three groups: I. Cell and Molecular
Biology (i.e., 20, 21, 34, 38, 51, 56, 72, 77,
Chem 38); II. Organismal Biology (i.e., 12,
29, 36, 37, 52, 57, 62, 66 , 78, 173);
III. Populational Biology (i.e., 14, 17, 25, 39,
45, 5 0 ,6 3 ,1 6 0 ).
Biology course majors are expected to take at
least one upper level course or seminar in
Biology.
Absent on leave, fall semester, 1990.
Absent on leave, spring semester, 1991.
Absent on leave, 1990-91.
Fall semester, 1990.
85
Biology
EXTERNAL EXAMINATION PROGRAM
Qualified students may ptepare for External
Examinations by combining courses and semi
nars in the areas o f Plant Ecology (Bio 39 and
104), Behavioral Ecology (Bio 25, 45 or 39
and 160), Orientation and Sensory Systems
(Bio 12, 25 or 45 and 173), Developmental
Biology (Bio 20, 21, 38 and 152), Human
Genetics (Bio 20 and 56), Biomechanics (Bio
36 or 50 and 62), Cell Biology (Bio 21 and
51), Paleobiology (Bio 36, 50, 17, 12, 26 or
39 and 63), Neurobiology (Bio 29 and 78),
Membrane Molecular Biology (Bio 21, 38 or
Chem 38 and 72), and Research in Biology
(Bio 180). Most seminars used to prepare for
the External Examination are one credit and
are an extension and continuation o f a prereq-
to
Tv
uisite course. Admission to the External Ex pe
amination Program is based on academic Pr
record (average o f B or better in the natural to
sciences) and completion o f prerequisites for Et
the courses or seminars used in preparation Ai
for external examination. Departmental re
quirements in chemistry and mathematics 21
Ai
must also be fulfilled.
tic
Students wishing to obtain secondary teacher m
certification in biology must complete suc es
cessfully a major in biology. In addition, the th
Program in Education strongly recommends a dt
course in physics and one biology course in a lie
plant science.
bt
of
0
Pi
Ei
Ft
1. Cellular and M o le c u lar Biology.
An introductory study o f phenomena funda
mental to living systems illustrated by exam
ples drawn from the fields o f microbiology,
cell biology, genetics, and developmental biol
ogy. Emphasis is upon the means by which
biologists have attempted to elucidate these
phenomena rather than upon a survey o f them.
One laboratory period per week.
Enrollment limited to 125.
Primary Distribution Course.
Fall semester. Staff.
2. O rganism al and Population Biology.
An introduction to the study o f whole organ
isms, chiefly the higher plants and animals.
Stress is placed on adaptive aspects o f the
morphology and physiology o f organisms,
their development, behavior, ecology, and
evolution.
One laboratory period per week.
Enrollment limited to 125.
Primary Distribution Course.
Spring semester. Staff.
12. The Vertebrates.
A consideration o f the anatomy o f vertebrate
classes from an evolutionary viewpoint. Struc
ture and function o f particular vertebrate
organs are emphasized. Laboratory exercises
include dissection, physiological demonstra
tions, films, an introduction to basic histolo
gy, and when possible, radiographic presenta-
tions.
One laboratory period per week.
Prerequisites: Biology 1, 2.
Enrollment limited to 24.
Spring semester.
14. Field Ornithology.
The biology o f birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, adaptive physiology and
behavior. Both lecture and seminar format
will be used. The laboratory will stress field
observations of birds in a variety of habitats.
Each student will also design and perform a
field study in the area o f animal behavior,
behavioral ecology, orientation and migration,
or systematic» and taxonomy. Students should
be prepared to take several field trips, some
lasting a full day.
One laboratory per week, some all day field
trips.
Prerequisites: Biology 2, or AP Biology, or
consent o f instructor.
Enrollment limited to 12.
Alternate years, fall semester. Williams.
21
A
ce
m
li!
in
0
Pi
Ei
Si
2!
A
at
v<
v<
til
°l
01
(1
es
re
0
Pi
m
Ei
Principles and methods o f plant systematicsl
A
approached through the classification and iden-1
tification of the major families o f vascular I 2
plants. Emphasis is upon the flora of the I A
northeastern United States. The course is open | ai
17. S y ste m a tic Botany.
to biology majors and interested non-majors.
Two lecture-laboratory periods or field trips
îx- per week.
nie Prerequisites: Biology 2 or consent o f instruc
irai tor.
for Enrollment limited to 16.
ion Alternate years, spring semester. Weiner.
re
lics 20. Genetics.
An examination of the transmission, organiza
tion, structure, and function o f the genetic
her material. The course content includes the
iic- establishment of Mendelism; the chromosome
the theory of inheritance; the expansion o f Men
Isa delism; the identification, structure, and rep
na lication o f the genetic material; gene function;
bacterial and viral genetics; and the regulation
of gene activity.
One laboratory period per week.
Prerequisite: Biology 1.
Enrollment limited to 34.
Fall semester. Jenkins.
21. Cell Biology.
A study o f the ultrastructure and function of
cell components, cell division, biosynthesis of
macromolecules, and intermediary metabo
lism. Laboratory exercises are designed to
illustrate the variety o f approaches to findings
its. in cell biology.
of One laboratory period per week.
ind Prerequisites: Biology 1, Chemistry 22.
nat Enrollment limited to 32.
eld Spring semester. Savage.
its. 25. Animal Behavior.
n a An introduction to the biological study of
or, animal behavior in field and laboratory. Both
on, vertebrate and invertebrate animals are co
uld vered and emphasis is placed on the evolu
me tionary importance of social behavior (Ethol
ogy and Behavioral Ecology) and the physi
eld ological mechanisms that mediate behavior
(Neurobiology and Behavior). Laboratory
or experience includes field trips and individual
research projects.
One laboratory or field period per week.
Prerequisites: Biology 2; Math 2 recom
mended.
ties! Enrollment limited to 24.
en -l Alternate years. Williams.
ilari 29. Neurobiology.
the! An introduction to the cell biology o f neurons
pen and the organization o f neural systems. Topics
include properties o f excitable membranes,
structure and function o f synapses, molecular
biology of ion channels and receptors, and the
organization of sensory and motor systems.
Laboratory exercises employ neurophysio
logical recording techniques to illustrate as
pects of neuronal function.
Prerequisites: Biology 1, Chemistry 10.
Enrollment limited to 24.
Spring semester. Siwicki.
34. Im m unology.
A survey of the humoral and cellular mecha
nisms by which vertebrates recognize and
destroy material foreign to their bodies. Spe
cial attention will be given to the cellular
interactions leading to immunocompetency,
AIDS, and the strategies whereby certain mi
croorganisms, tumors, and fetal cells avoid
immune detection.
One laboratory period per week.
Prerequisites: Biology 1 and 2. 20 or 21
recommended.
Enrollment limited to 32.
Not offered 1990-91 .
36. Invertebrate Zoology.
The evolution and comparative biology of
invertebrate animals. Consideration is given
to morphology, phylogeny, ecology, and phys
iology o f invertebrates.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.
Enrollment limited to 24.
Alternate years, fall semester. Merz.
37. Plant Physiology.
A study o f the principal physiological pro
cesses o f higher plants, including photosyn
thesis, gas exchange, water and nutrient trans
port, mineral metabolism, plant hormone
action, and environmental responses.
One laboratory period per week.
Prerequisites: Biology 1,2, and Chemistry 22.
Enrollment limited to 20.
Fall semester. Jacobs.
38. Biology of the Prokaryotes.
An introduction to the study of prokaryotic
organisms with an emphasis on understanding
the molecular devices that enable bacteria
to adapt rapidly to changing and extremely
diverse environments. Topics include cell
structure, biosynthetic and energy-yielding
metabolism, genetic mechanisms, growth and
Biology
differentiation, and ecology and behavior. Lab
oratory exercises wil introduce techniques for
the study o f bacteria and will emphasize bac
terial diversity.
One laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.
Enrollment limited to 24.
Fall semester. Hamlett.
39. Ecology.
The scientific study o f the relationships that
determine the distribution and abundance of
organisms. Topics covered include interac
tions between organisms and their environ
ments, population dynamics, species interac
tions, community ecology, and nutrient cycles.
One laboratory period or field trip per week.
Prerequisites: Biology 1 and 2.
Enrollment limited to 24.
Fall semester. Weiner.
43. H istory of Biology.
The topics o f this course vary from year to
year. Recent courses have focused on genetics,
development, and evolution; science and the
ology; and contemporary social critiques o f
biological sciences.
Prerequisites: Biology 1 and 2.
Enrollment limited to 32.
Not offered 1990-91 .
45. Prim ate Behavior.
The study o f primate behavior under natural
conditions. This course will cover the adaptive
aspects o f behavior and its evolutionary im
plications as well as the physiological determi
nants o f behavior. The implications o f these
studies for human evolution will be discussed.
The course will utilize both seminar and lec
ture format. Laboratories will include obser
vation o f captive primates and film and video
records o f wild animals. This course overlaps
in content with Animal Behavior (Biology 25)
and Human Evolution (S /A 10).
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.
Alternate years, fall semester. Williams.
50. M arine Biology.
Ecology o f oceans and estuaries, including
discussions o f physiological and structural
adaptations o f marine animals, plants, and
88
micro-organisms.
One laboratory period per week; several allday field trips.
Prerequisites: Biology 1 and 2.
Enrollment limited to 24.
Alternate years, fall semester. Merz.
51. C e lls in Culture.
The biology o f plant and animal cells as
revealed through studies in culture. Seminar
discussions focus on cytoskeleton and cell
surfaces, normal growth, adhesion, locomo
tion, transformation and oncogenes, and so
matic cell hybridization studies. In the labora
tory, techniques o f animal and plant cell
culture are introduced. Students then under
take independent semester-long investigative
projects.
Prerequisite: Biology 21 or consent o f instruc
tor.
One credit.
Fall semester. Savage.
Not offered 1990-91 .
52. Developm ental Biology.
A solid foundation of classical embryology
will be established through the investigation
o f fertilization, cleavage, organogenesis and
pattern formation. Further studies will focus
on molecular aspects o f development, particu
larly programmed differential gene expression
and cell surface interactions. Throughout the
course, various organisms will serve as models
o f particular developmental processes.
One laboratory per week.
Prerequisites: Biology 1 and 2.
Spring semester. Vollmer.
This course will only be offered in the spring ofI
1991.
56. Human Genetics.
An examination o f human inheritance pat-1
terns using techniques o f classical and molecu-1
lar genetic analysis that are appropriate to I
humans. Research into the structure, func-l
tion, organization, and regulation o f the!
human genome will be discussed, along with I
applications o f current research.
Prerequisites: Biology 20 or permission of the I
instructor.
One credit.
Spring semester. Jenkins.
57. Topics in Anim al Physiology.
A comparison of major physiological systemsl
among vertebrates. The endocrine, cardiovas
cular, renal, respiratory, and central nervous
systems are studied in detail. Emphasis is also
placed on physiological control processes in
volved in the various adaptations to unusual
environments. Laboratory exercises include
investigation o f physiological responses to
different stimuli in various species, including
humans.
One laboratory period per week.
Prerequisites: Biology 12; Physics 2 or 4
recommended.
One credit.
Fall semester.
62. Biom echanics.
This course is designed to introduce biologists
to engineering theory and techniques for ap
plication to the study o f the design o f organ
isms. The basic principles o f solid and fluid
mechanics will be explored as they apply to
the morphology, ecology, and evolution of
plants and animals. Lectures, discussions of
recent papers, and laboratory and field experi
ments will be held.
Prerequisites: Biology 1, 2 and one other
biology course, or permission of the instruc
tor.
One credit.
Alternate years, spring semester. Merz.
63. Paleobiology.
This seminar format course will provide stu
dents with a familiarity with the fossil record
and an understanding o f the techniques and
theories used by paleontologists. Current
issues in paleontology will be examined, in
cluding mass extinctions, rates o f speciation,
and ecological and physiological interpreta
tions o f the fossil record. Laboratory experi
ence will include field trips to collect fossils
and exploration o f museum collections.
Prerequisites: Biology 1 and 2 and one other
Biology course.
One credit.
Alternate years, spring semester. Merz.
66. Control of Plant Development.
An examination o f cellular, intercellular, and
environmental control mechanisms operating
in plant growth and development. An area of
primary interest will be the role and action of
plant hormones, both as agents o f internal
control and as mediators o f external factors.
Particular examples will be studied in depth,
with an emphasis upon critical evaluation of
original research literature.
One seminar meeting each week and continu
ing laboratory projects.
Prerequisites: Biology 1, 2, and one other
Biology course.
One credit
Spring semester. Jacobs.
Not offered 1990-91 .
72. M em brane M o le cu lar Biology.
An examination of the role o f lipids, proteins,
and carbohydrates in membrane structure and
function. Topics include a discussion o f com
plex lipid types, (their formation and metab
olism), structural organization and biosynthe
sis o f membranes, energy transduction, trans
port systems, and mechanisms for the rec
ognition and control o f cellular activity. Stu
dents are required to present a major library
research project on a selected area o f contem
porary research in molecular biology.
Prerequisites: Bio 21, 38, or Chem 38.
One credit.
Fall semester. Stewart.
77. M o le cu lar A sp e c ts of Cellular
Transform ation and Cancer.
A study o f the regulation o f growth in normal
cells and their transformation into malignant
cells. The role o f cellular and viral oncogenes
and their gene products will be investigated.
Attention will be paid to changes in gene ex
pression, cellular processes, and intercellular
interactions. Laboratory will introduce tech
niques in eukaryotic molecular biology.
One laboratory per week.
Prerequisites: Biology 20, 21 or 52, or per
mission o f instructor.
Enrollment limited to 12.
Fall semester. Vollmer.
78. Neural B a s is of Behavior.
A seminar format course focussing on current
research on the cellular and molecular mecha
nisms underlying various behaviors, such as
escape behavior, locomotion, feeding, biologi
cal rhythms, and learning. In the laboratory,
students will design and carry out independent
projects investigating some aspect o f the neu
ral basis o f a specific invertebrate behavior.
Prerequisite: Biology 29.
Fall semester. Siwicki.
89
Biology
93. Directed Reading.
With the permission of a staff member who is
willing to supervise it, a qualified student may
undertake a program o f directed reading in an
area o f biology not included in the curriculum,
or as an extension o f one of his/her courses.
Fall or spring semester. Staff.
94. R ese arch P ro je c t
With the permission o f the Department, quali
fied students may elect to pursue a research
program.
Fall or spring semester. Stewart, Staff.
95. Senio r Paper.
With the permission o f the department a
student may write a senior literature or re
search paper in Biology for satisfaction of the
requirement o f a comprehensive examination
for graduation. Students are not required to
enroll in 95 while writing the paper. Does not
count as a course for the major.
97. Senio r Evolution Sem inar.
A consideration o f evolution from the per
spectives o f several biological subdisciplines.
Participation in the evolution seminar is re
quired of all Biology majors. For course stu
dents, this satisfies the comprehensive exami
nation requirement. Students are not required
to enroll in Biology 97 while participating in
the seminar. Graded C redit/N o Credit. The
course does not count as a course for the
major.
SEMINARS
104. Plant Ecology.
The study o f plant individuals, populations
and communities in their relationships with
their physical and biological environments.
Areas developed include climatology, soil sci
ence, plant population biology, competition,
herbivory, and plant communities. Labora
tory and field work emphasize hypothesis
formation and the collection, analysis, and
interpretation o f data.
One laboratory period or field trip per week.
Prerequisites: Concurrent or previous enroll
ment in Biology 39 and consent of instructor.
One credit.
Alternate years, fall semester. Weiner.
152. Developm ental R iology and
Developm ental Genetics.
An integration o f molecular and organismal
aspects o f animal development. Topics include
fertilization and embryonic cleavage, the for
mation o f representative organs, cell migra
tion, pattern formation, and the roles o f the
cell surface in development. Special attention
will be given to the mechanisms governing
eukaryotic gene expression. Laboratory exer
cises investigate the developmental anatomy
o f selected organisms in normal and manipu
lated conditions, and molecular aspects o f
differential gene expression.
One laboratory per week; seminar format.
Prerequisites: Biology 20, 21, or 38.
90
Two credits.
Not offered 1990-91 .
160. Dehavioral Ecology.
The study o f the evolution o f behavior as an
adaptation to an environment. Topics include,
but are not limited to, environmental factors
affecting social structure, optimal foraging
strategies, mating systems, coevolution and
sex roles. Topics covered will vary depending
on student interest. Laboratory includes field
trips and individual projects.
Prerequisites: Biology 25 or 39. Students with
preparation outside biology are encourageed
to seek permission of the instructor.
Two credits.
Alternate years. Williams.
173. S e n so ry S y ste m s, Orientation,
and M igration.
An investigation of sensory systems and how
they are used by different animals. Sensory
biology includes not only vision and hearing
but such systems as magnetic, electrical, and
infra-red reception and echolocation by bats
and whales. A group laboratory project on
avian migration using radar and other tech
niques serves as a focus o f the seminar. Topics
include not only orientation behavior but eco
logical and evolutionary perspectives on mi
gration in a variety o f animals.
Prerequisites: Biology 12 or 25 or 29 or
Psychology 30, or permission of the instruc-
tor.
Physics (College or High School) and Statist
tics are recommended.
Two credits.
Alternate years, spring semester. Williams.
180. Thesis.
A research project for students who partici
pate in the External Examination program in
Biology. Students minoring in Biology may
elect to present a research thesis as part of
their external examination program.
One or two credits.
Both semesters.
91
Black Studies
Coordinators: HILLARD POUNCY and PETER SC H M ID T
Committee:
RAYMOND F. H O PK IN S (Political Science)
CHARLES J A M E S (English Literature) (fall)
M ARJO RIE M URPH Y (History)
JEROME H. WOOD, JR. (History)
The purpose o f the Black Studies Program is
(1) to introduce students to the history, cul
ture, society, and political and economic con
ditions o f Black people in Africa, the Ameri
cas, and elsewhere in the world; and (2 ) to
explore new approaches—in perspectives,
analyses and interdisciplinary techniques—
appropriate to the study o f the Black experi
ence.
Students in any department may add a Con
centration in Black Studies to their depart
mental major by fulfilling the requirements
stated below. Applications for admission to
the Concentration should be made in the
spring semester o f the sophomore year to the
Coordinator o f the Program. All programs
must be approved by the Committee on Black
Studies.
All Concentrators in Black Studies are re
quired to take History 7, as early as feasible,
and Black Studies 91, ordinarily in the last
semester o f the senior year. They must take a
minimum o f five courses in Black Studies.
These must include at least three courses
(which may include Black Studies 91) outside
the departmental major, from at least two
departments other than the major.
Black Studies 91, Special Topics in Black
Studies, will take the form o f a one-credit
tutorial (if there are three or fewer students in
any one year) or a seminar (if there are four
or more students), with all senior Concentra
tors participating. The topics selected for
reading, class discussions, and the writing of
seminar papers will be drawn from represen
tative works in Black Studies from a variety of
disciplines and perspectives and will depend
on the interests and backgrounds o f the par
ticipants. The tutorial or seminar will nor
mally be taken in the spring semester o f the
senior year, and will culminate in a compre
hensive examination administered by the
Black Studies Committee.
92
Courses of the Black Studies Concentration
are listed below. Courses o f 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
o f 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.
Econ om ics 71. Labor Econom ics
Econ om ics 72. S o cia l Econom ics.
Econ om ics 73. W om en and M inorities
in the Economy.
Econ om ics 171. Labor and S o cia l
Econom ics.
Econ om ics 172. R e se arch on the
Urban U nde rclass.
English Literature 50. T heories of
B lack Studies.
English Literature 59. The AfroAm erican Writer.
English Literature 60. The
Contem porary Afro-A m e rican
Writer.
English Literature 76. The Black
A frican Writer.
English Literature 121. M odern
B lack Fiction.
H istory 7. The H isto ry of the
A frican Am erican People.
H istory 8. M odern Africa.
H istory 10G. Freshm an Sem inar:
W om en in Early A frican Civilizations.
H istory 53. B lack Culture and
B lack C o n sc io u sn e ss.
H istory 56. Ex-Slave N arratives.
History 58. The W orld of DuBois,
Rogers, and Diop.
Political Scie n ce 21. Politics of Africa.
History 63. South Africa.
Political Scie n ce 44. Race, Ethnicity,
and Public Policy.
History 66. Topics in Latin A m erican
History.
So ciology-A nthrop ology 27. AfroA m erican Culture and Society.
History 67. The B lack Experience in
Latin Am erica.
So ciology-A nthrop ology 36. Peoples
and Cultures of Africa.
History 140. M odern Africa.
B lack S tu d ie s 91. Sp ecial Topics in
B lack Stu dies (senior thesis).
History 141. South Africa.
M u sic 3. J a z z History.
93
Chemistry
J A M E S H. H A M M O N S, Professor
ROBERT F. PASTERNACK, Professor
PETER T. THOMPSON, Professor
JUDITH G. VOET, Associate Professor and Chair
JEFFREY A. CHARONNAT, Assistant Professor
T H O M A S A. STEPHENSON, Assistant Professor
ALISO N P. W ILLIA M S, Assistant Professor
ROBERT 0. FISHER, Lecturer
URSU LA M. DAVIS, Assistant
VIRGINIA M. INDIVERO, A s s is ta n t
M ARG ARET M. LEHMAN, Assistant
The aim of the Department o f Chemistry is to
provide sound training in the fundamental
principles and basic techniques o f the science
and to provide interested students with the
opportunity for advanced work in the main
subdisciplines o f modern chemistry.
REQUIREM ENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take Chemistry 10 followed
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 Chem
istry 22. Such students will normally be asked
to take a placement examination. Students
seeking Advanced Placement credit may also
be required to take this examination. Consult
with the Department Chair.
The minimum requirement for a major in
Chemistry is nine courses in the Department.
These must include Chemistry 1 0 ,2 2 ,3 2 ,3 6 ,
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 o f the Sophomore
year.
Those students planning professional work in
Chemistry should include in their programs a
fourth semester o f mathematics and at least
two additional credits in chemistry. Accredi
tation by the American Chemical Society
(A CS) is useful for those who intend to pur
94
sue a career in chemical industry and requires
a year o f 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 o f the laboratory o f an
introductory chemistry course on one after
noon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems
under investigation.
In collaboration, the Departments o f Chem
istry and Physics provide for a Special Major
in Chemical Physics (see discussion of Special
Major, page 53), which offers students the
opportunity to gain strong background in the
study o f chemical processes from a micro
scopic, molecular point of view. Interested
students should consult the Chairs o f both
departments.
I
BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department of Bi
ology, the Department o f Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
| special emphasis on the application o f 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 152 or
153. Students should note the Mathematics,
Physics, Chemistry, and Biology prerequisites
for these courses. Research opportunities are
available in both Biology and Chemistry De
partments. Interested students should consult
the Chairs o f the two departments.
EXTERNAL EXAMINATION PROGRAM
I
I
I
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 o f physics by the
end o f 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 o f the junior year. The
major program consists o f 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
o f the appropriate 100-level seminar. The
core curriculum alone is sufficient preparation
for a paper in General Physical Chemistry. All
papers, with the exception o f General Physical
Chemistry, are "three unit” papers.
All of the External Examination papers listed
in the preceding paragraph are available for
students wishing to complete a minor in Chem
istry. The minimum prerequisites for the prep
aration o f any paper are Chemistry 10 and 36,
Mathematics 5, 6 A, and 6 B, and Physics 3 ,4 .
Preparation for the General Physical Chemis
try paper consists o f completion o f Chemistry
44 and 45 and the additional Mathematics
prerequisite. Preparation for the remaining
papers consists o f completion of the relevant
100 -level seminar and the associated prereq
uisites (see seminar prerequisites, below).
COURSES
1. M o lecules and Life.
I
I
I
An introduction to chemical principles with
emphasis on their application to the structure
and reactivity o f molecules in biological sys
tems. The central concepts and basic princi
ples o f chemistry will be emphasized in the
first half o f the semester. The second half of
the course will be devoted to more detailed
discussion o f special topics drawn from the
following general classes o f biochemically important systems: amino acids, proteins, nu
cleic acids, enzymes, carbohydrates, and lip
ids.
One laboratory period every second week.
Primary distribution course.
Spring semester. Staff.
10. Oeneral Chem istry.
A study o f the central concepts and basic
principles of chemistry; the interpretation o f
chemical properties and reactions on the basis
o f equilibrium constants, oxidation potentials,
free energies, thermochemistry; atomic struc
ture; bonding and molecular structure; rates
and mechanisms of chemical reactions.
One laboratory period weekly.
Primary distribution course.
Fall semester. Pasternack, Williams, and Staff.
95
Chemistry
10H. Freshm an Sem inar: General
Chem istry.
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 o f
mathematical rigor. The application of mod
ern 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.
Fall semester. Williams.
10L. Freshm an S e m in ar and Lab:
General Chem istry.
A combination o f the Chemistry 10H Fresh
man Seminar (above) and the laboratory com
ponent of Chemistry 10 (General Chemistry).
One laboratory period weekly. One credit.
Primary distribution course.
Fall semester. Williams and Staff.
22. O rganic C hem istry I.
An introduction to the chemistry o f some of
the more important classes o f organic com
pounds; nomenclature, structure, physical and
spectroscopic properties, methods o f prepa
ration and reactions o f 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. O rganic C hem istry il.
A continuation of Chemistry 22 with empha
sis on more advanced aspects o f the chemistry
of monofunctional and polyfunctional organic
compounds, multi-step methods o f synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Charonnat.
36. Ino rgan ic Chem istry.
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
96
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 Chem istry.
An introduction to the chemistry o f 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. Voet.
44. P h y sic a l C hem istry I.
An introduction to some basic concepts of
physical chemistry including states o f matter,
kinetic theory of gases, laws o f 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. P h y sic a l C hem istry 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 6B
and 18, Physics 3, 4 (or 7, 8 ).
Spring semester. Stephenson.
50. M odern Instrum ental M eth o ds in
C hem istry and Biochem istry.
Powerful instrumentation has been developed
in recent years for the analysis and separation
o f mixtures and for the determination of
molecular structure in chemical and biochemi
cal research. This laboratory-intensive course
deals with such modern instrumental meth
ods, including chromatographic, electrochemi
cal, and spectrometric techniques, and will
give special emphasis to Fourier-transform
nuclear magnetic resonance.
Approximately six 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 Stephenson.
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 chemistry
and biological chemistry prerequisites, stu
dents will be permitted to enroll in Chemistry
106b while meeting only the inorganic and
physical chemistry prerequisites, and students
will be permitted to enroll in Chemistry 104b
or 105b while meeting only the physical chem
istry prerequisites. However, such students
will be expected to do the extra reading re
quired for them to participate fully in the
discussions. Students wishing to enroll in a semi
nar without first completing Chemistry ro, 22 , 32 ,
36, 38, 44 , and 45 must consult with the instruc
tor.
102b. Organic Reaction M e c h a n ism s
Seminar.
This course deals with the structures and
mechanisms o f reaction o f organic com
pounds. Structural topics include bonding
theory, stability, and stereochemistry. Polar,
free-radical, pericyclic, and photochemical
reactions are studied. Mechanistic discussions
emphasise methods o f investigation and the
interpretation of experimental results from
the primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Fall semester. Hammons.
103b. O rganic S y n th e sis Sem inar.
Modem organic synthetic methodology will
be studied, with an emphasis on carboncarbon bond formation, control o f relative
stereochemistry, and asymmetric synthesis.
The utility o f these techniques will be illus
trated by various total syntheses o f biologi
cally important natural products.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Charonnat.
104b. Therm odynam ics and Statistical
M e c h a n ic s Sem inar.
Topics to be studied will be selected from
more advanced aspects o f thermodynamics
and statistical mechanics including studies o f
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 C hem istry Sem inar.
Advanced consideration o f topics in quantum
chemistry including the harmonic oscillator,
angular momentum, perturbation theory, the
variation method, the electronic structure of
atoms and molecules, and molecular spectros
copy.
Prerequisites: See statement above regarding
seminar prerequisites. Additional prerequi
site: Mathematics 16.
Fall semester. Stephenson.
106b. In o rgan ic C hem istry Sem inar.
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 C hem istry Sem inar.
Selected topics in a few important areas of
current biochemistry, such as enzyme struc
ture and function, spectroscopic methods,
receptor biochemistry, and genetic and protein
97
Chemistry
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. Voet.
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 o f their work
during the spring semester.
94. R ese arch P ro je c t
This course provides the opportunity for
qualified students to participate in research
with individual staff members. Periodic group
meetings o f all participants will allow inter
change o f ideas on research plans, progress,
and results. 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. R ese arch Thesis.
Chemistry and biochemistry majors will be
provided with an option o f writing a senior
research thesis in lieu o f taking comprehensive
examinations. Students must apply for the
thesis option by the beginning o f the second
semester o f the junior year and are strongly
urged to participate in on-campus research
during the summer between their junior and
senior years. The student will form an ad
98
visory committee to consist o f (but not be
limited to) two members o f the Chemistry
Department, one o f whom is to act as the
student’s research mentor. Whereas the details
o f the research thesis program will be deter
mined by the committee and the student,
certain minimum requirements must be met
by all students selecting this option:
i) A minimum o f two credits o f Chemistry
96 to be taken during the last three
semesters o f the student’s residence at
Swarthmore.
ii) A thesis based upon the student’s re
search activity to be submitted prior to
the last week o f classes o f the final semes
ter. Guidelines for the preparation of the
thesis will be provided to the student.
Each semester. Staff.
180. R ese arch 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 o f the staff and approved
early in the semester preceding the one in
which the work is to be done.
Each semester. Staff.
Classics
HELEN F. NORTH, Professor and Chairman
MARTIN OSTWALD, Professor*
GILBERT P. ROSE, Professor 3
W ILLIAM N. TURPIN, Associate Professor
LISA KALLET-MARX, Assistant Professor
MATTHEW NEUBURG, Assistant Professor
The Department o f Classics offers instruction
in the various fields which constitute the
study o f Greek and Roman culture. Courses
numbered from 1 to 20 are devoted to the
Greek and Latin languages and literatures.
Courses numbered from 21 onwards presuppose no knowledge o f the Greek or Latin
language and are open (except for 42 and 44)
without prerequisite to all students; they deal
with the history, mythology, religion, archae
ology, and other aspects of the ancient world
and include the study o f classical literature in
translation.
Swarthmore College contributes to the Ameri
can Academy in Rome and the American
School of Classical Studies in Athens, and its
students have the privileges accorded to un-
dergraduates from contributing institutions
(use o f the library at both schools and consul
tation with the staff). Swarthmore is also one
of the institutions sponsoring the Intercol
legiate Center for Classical Studies in Rome,
which provides facilities for the study of
Classics, Archaeology, and Ancient History.
Classics majors, recommended by the Depart
ment, are eligible to study at the Center,
usually during their junior year, either for one
semester or for two. Students o f the classics
are eligible for the Susan P. Cobbs Scholarship
and the Susan P. Cobbs Prize Fellowship (see
pp. 26 and 71).
The Classics Department participates in a Spe
cial Major with the Program in Linguistics.
REQUIREMENTS AND RECOMMENDATIONS
Greek, Latin, or Ancient History may be
offered as a major subject either in the Course
Program or in the External Examination Pro
gram, and as a minor subject in the latter
Program.
A student majoring in Greek or Latin in the
External Examination (Honors) Program or
in the Course Program should complete dur
ing the first two years either Intermediate
Greek or Intermediate Latin.
Students minoring in either Greek or Latin in
the Honors Program must first complete
either Intermediate Greek or Intermediate
Latin.
In the Honors program, three or four papers
constitute a major in Greek or in Latin.
Normally all or all but one o f these will be
prepared for by seminars. Either Directed
Reading in a field in which a seminar is not
given (course 93), a thesis, or a course supple
mented by additional independent work (i.e.,
an "attachment” ) may be used to prepare for
the remaining paper.
A major in Greek or Latin in the Course
Program will consist o f the equivalent of at
least 8 courses in the appropriate language
above the introductory level.
Students majoring in Greek or Latin in either
the Honors Program or the Course Program
are required to take a half-credit course in
prose composition.
An Honors major in Ancient History will con
sist o f (1) Classics 42, with attachment,
(2 ) Classics 44, with attachment, and (3) at
least one of these seminars: Latin 102, Latin
105, Greek 113. The prerequisite for Classics
42 is Classics 21 or 31; the prerequisite for
Classics 44 is Classics 32. For Greek 113 the
3 Absent on leave, 1990-91.
99
C lassics
prerequisite is one year of Intermediate Greek,
for Latin 102 or 105, one year of Intermediate
Latin.
A minor in Ancient History will normally
consist of ( 1 ) and ( 2 ) above, with the specified
prerequisites. No ancient language is required
for this minor.
A major in Ancient History in the Course
Program will consist o f (1) Classics 31 or 21,
(2) Classics 32, (3) Classics 42, with attach
ment, (4) Classics 44, with attachment, and
(5) at least one of these seminars: Latin 102,
Latin 105, Greek 113.
G reek
1-2. Intensive F irst-year Greek.
12. Homer.
Greek 1 (fall) imparts a basic knowledge of
Ancient Greek grammar and vocabulary and
gives considerable practice in reading Greek.
Greek 2 (spring), while continuing with gram
matical training, focuses on a dialogue o f Plato
and introduces students to its philosophic
issues and literary merits.
The course meets four times a week and
carries 1Vi credits each semester.
Primary distribution course, Humanities.
Year course. Neuburg.
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder o f the poem
is read in translation.
Primary distribution course, Humanities.
Spring semester. Kallet-Marx.
9,10. Greek P ro se Com position.
Course meets one hour a week. A requirement
for majors, this course is recommended in
conjunction with courses at the intermediate
level or above, to provide the student with
grammatical and stylistic exercise.
H alf course. Staff.
11. Interm ediate Greek.
Plato’s Apology and two orations o f Lysias.
Primary distribution course, Humanities.
Fall semester. North.
91. S p e c ial Topics.
Readings selected to fit the needs o f individual
seniors in preparation for their comprehensive
examinations.
Spring semester. Staff.
93. Directed Reading.
A program o f independent work under the
supervision of the instructor. It is open only
to advanced students and may be taken only
with the consent o f the Department chairman.
Staff.
95. A ttachm e nt
Additional, independent work attached to an
advanced course, normally used to prepare
for an external examination, but available also
to Course students for the purposes described
on page 56 (Formats o f Instruction).
Staff.
Latin
1-2. Intensive F irst-ye ar Latin.
An intensive course which introduces Latin
grammar and vocabulary and emphasizes the
reading o f Latin texts from the outset. Read
ings are based on original Roman authors at a
relatively early point and introduce important
aspects o f Roman culture and Latin literature.
The course meets four times a week and
carries 1 V$ credits each semester.
Primary distribution course, Humanities.
100
Year course. Turpin.
9,10. Latin P ro se Com position.
The development o f Latin prose style is stud
ied, with an analysis o f Latin texts and exten
sive translation o f English into Latin. A re
quirement for majors, it is recommended in
conjunction with courses at the intermediate
level or above. The course meets one hour a
week.
H alf course. Staff.
11. Introduction to Rom an Poetry.
After a brief review o f grammar, students will
read and discuss major lyric and epic poets,
such as Catullus, Virgil, Horace, and Ovid.
This intermediate course is normally taken by
those who have had Latin in high school or
have completed Latin 2.
Primary distribution course, Humanities.
Fall semester. Neuburg.
12. Introduction to Rom an Prose.
This course combines the study o f authors
illustrating the development o f Roman prose,
from Cicero to Tacitus, with a survey o f
ancient critical theory.
Primary distribution course, Humanities.
Spring semester. Kallet-Marx.
13. Literature of the A u gu stan Age.
Roman elegiac poetry or Virgil’s Eclogues and
Georgies.
Prerequisite: Latin 11, Advanced Placement
or equivalent.
Primary distribution course, Humanities.
Fall semester. Neuburg.
14. M ediaeval Latin.
Works chosen from the principal types o f
mediaeval Latin literature (including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances)
are studied in this course.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Turpin.
91. Sp e cial Topics.
Readings selected to fit the needs o f individual
seniors in preparation for their comprehensive
examinations.
Spring semester. Staff.
93. Directed Reading.
A program of independent work under the
supervision o f the instructor. It is open only
to advanced students and may be taken only
with the consent of the Department chairman.
Staff.
95. A ttachm e nt
Additional, independent work attached to an
advanced course, normally used to prepare
for an external examination, but available also
to Course students for the purposes described
on page 56 (Formats o f Instruction).
Staff.
Ancient H istory and Civilization
21. Ancient Greece.
Greek thought, literature, and history from
the Homeric age to Plato, with emphasis upon
the interrelationships between the intellectual
currents and the social, economic, and political systems. Readings (in translation) in
clude Homer, Herodotus, Thucydides, Greek
tragedy and comedy, and Plato. Two lectures
and one discussion session per week. Satisfies
prerequisite requirement for Classics 42, for
a major or minor in Ancient History, and for
advanced courses in the Department o f His
tory. Counts as part o f a major in History.
Primary distribution course (1 credit, Humani
ties, 1 credit, Social Sciences).
Fall semester. Not offered 1990-91 . Staff.
31. H istory of Greece.
The course is devoted to the study o f the
political and social history of the Greek states
to the time o f the Hellenistic kingdoms. Spe
cial attention is given to the 6 th and 5th
centuries B.C. Considerable reading is done in
the primary sources in translation. Satisfies
same prerequisite requirements as Classics 21.
Primary distribution course, Social Sciences.
Fall semester. Kallet-Marx.
32. The Rom an Republic and
Augustus.
A study o f Rome from its foundation through
the reign o f Augustus (753 B.C.-A.D. 14).
The following subjects will be considered in
detail: (1) The evolution o f the republican
constitution, (2 ) Rome’s wars of expansion,
(3 ) The accompanying changes in Roman
Society and economy, (4 ) The Roman Revo
lution, (5) The Augustan Principate. Students
will read the pertinent original sources in
translation as well as a selection o f modem
viewpoints. There is no prerequisite. Satisfies
prerequisite requirement for Classics 44, for
a major or minor in Ancient History, and for
advanced courses in the Department o f His-
101
C lassics
tory. Counts as part of a major in History.
Primary distribution course, Social Sciences.
Spring semester. Kallet-Marx.
33. Greek Literature in Translation.
The works studied in this course range in time
from Homer to Plato and Aristotle and include
selected masterpieces of epic, lyric and elegiac,
and dramatic poetry, history, and philosophy.
Lectures on the historical and cultural context
supplement class discussion.
Primary distribution course, Humanities.
Fall semester. Not offered. 1990-91 . Rose.
36. C la s s ic a l M yth o lo gy in Literature
and Art.
A study o f selected myths in works o f Greek
and Latin literature ranging from Homer’s
Odyssey to the Metamorphoses of Ovid and
Apuleius. Attention is given not only to works
o f art inspired by mythical figures and cycles,
but also to ancient sites connected with them.
Given in alternate years.
Fall semester. Not offered 1990-91 . North.
37. T opics in Greek and Rom an Religion.
A study o f selected issues basic to the under
standing of religion in ancient society: the
gods, representative cults, festivals and rituals,
beliefs about the afterlife, types o f sacrifice,
oracles and prophecy, the interaction o f phi
losophy and religion, and the social context o f
early Christianity. There are no prerequisites.
Readings are in translation. Cross-listed as
Religion 37.
Fall semester. North.
38. The A po sto lic Age.
(See listing under Religion 16, Dept, o f Reli
gion).
42. Greece in the Fifth Century B.C.
An intensive study, chiefly on the basis of
primary sources, o f Athens and the Greek
world from the reforms o f Cleisthenes to the
end o f the Peloponnesian War. Special em
phasis is placed on the political, social, and
economic institutions o f the Athenian de
mocracy and on the problems o f the Delian
League, both internal and in its relation to the
Greek and non-Greek world. With an attach
ment Classics 42 prepares for an honors paper
in Ancient History. It counts toward a major
in History.
Prerequisite: Classics 31 or its equivalent.
Spring semester. Not offered 1990-91 . Ostwald.
102
44. The Early Rom an Empire.
A detailed study, using primary sources, of
the political, economic, social, and cultural
history o f the Roman world from the fall of
the Republic through the Antonine Age (50
B.C.-A.D. 192). With an attachment Classics
44 prepares for an honors paper in Ancient
History. It counts tow ards major in History.
Prerequisite: Classics 32 or its equivalent.
Fall semester. Turpin.
45. Greek Political Theory.
A study of Greek political concepts and insti
tutions as a background to the political
thought o f Thucydides, Plato, and Aristotle,
on which the major attention of this course is
focused.
Spring semester. Not offered 1990-91 . Ostwald.
51. An Introduction to Archaeology.
This course focuses on the discipline of ar
chaeology and its place in the wider fields of
the humanities and social sciences. Among the
topics covered will be field techniques,
methods o f dating, analysis of archaeological
data and problems o f interpretation.
This course fulfills requirements in the Social
Science distribution group, and is cross-listed
as Sociology and Anthropology 51.
Fall semester. Not offered 1990-91 . Staff.
52. Introduction to Greek
Archaeology.
This course traces the development of Greek
civilization as documented by archaeology,
and includes data ranging from monumental
art and architecture to coins and potsherds.
There is special emphasis on such important
sites as Knossos, Mycenae, Delphi, Olympia,
and Athens. There are no prerequisites.
Primary distribution course, Humanities.
Spring semester. Staff.
53. Introduction to Rom an
Archaeology.
This course focuses on the monuments and
material remains o f the ancient city o f Rome.
Its chief aim is to trace Rome’s growth from
a village o f huts on the Tiber River to the
capital and showplace o f a great empire, while
also observing the interaction between Roman
society and the urban framework which the
Romans built to accommodate, symbolize,
and glorify that society. There are no prereq
uisites.
Primary distribution course, Humanities.
Spring semester. Not offered 1990-91 . Staff.
examination in Ancient History.
Spring semester. Staff.
82. The Ancient Theatre.
93. Directed Reading.
A representative selection o f Greek and
Roman drama, both tragedy and comedy, will
be read in translation, together with the Poetics
of Aristotle, and there will be a study o f
ancient dramatic production and the physical
remains o f Greek and Roman theatres.
Given in alternate years.
Spring semester. North.
A program o f independent work under the
supervision o f the instructor. It is open only
to advanced students and may be taken only
with the consent o f the Department chairman.
Staff.
91. Sp e cial Topics.
Readings selected to fit the needs o f individual
seniors in preparation for their comprehensive
95. A ttachm e nt
Additional, independent work attached to an
advanced course, normally used to prepare
for an external examination, but available also
to Course students for the purposes described
on page 56 (Formats of Instruction).
Staff.
SEMINARS
102. The A ge o f Nero.
111. Greek Philosophers.
This seminar will study a range o f Silver Latin
authors writing about the reign o f Nero (Taci
tus, Suetonius, Seneca). The value o f the
works as historical evidence and their literary
merits will be considered.
Fall semester. Not offered 1990-91 . Turpin.
This seminar is devoted mainly to the study of
Plato, which is supplemented by study o f the
pre-Socratic philosophers and o f Aristotle
and the Hellenistic schools. The orientation
o f the seminar is primarily philosophical,
although the literary merits o f the Greek
philosophers receive consideration.
Fall semester. Not offered 1990-91 . Ostwald.
103. Latin Epic.
This seminar is devoted to one or more o f the
following: Lucretius’ De Rerum Natwra, Vir
gil’s Aeneid, Ovid’s Metamorphoses.
Spring semester. North.
105. The A ge of Cicero.
This seminar will focus primarily on Cicero’s
speeches, letters, and philosophical works in
the context o f the history and thought o f the
final years o f the Republic. In addition, works
of Sallust and Caesar will be studied for their
historical evidence and their differing prose
styles.
Fall semester. Turpin.
107. Horace: Lyric and Hexam eter
Poetry.
The seminar emphasizes the Odes and Epodes
and their place in the tradition o f 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 o f Horace’s achieve
ment in the context o f the Augustan Age.
Spring semester. Not offered 1990-91 . North.
112. Greek Epic.
This seminar will study primarily Homer’s
Odyssey. Selections from Hesiod and Apollo
nius may also be read, with some attention to
the development o f Greek epic.
Spring semester. Neuburg.
113. Greek H istorians.
This seminar is devoted to a study o f Herodo
tus and Thucydides, both as examples of
Greek historiography and as sources for
Greek history.
Fall semester. Kallet-Marx.
114. Greek Drama.
The whole body o f extant Greek tragedies and
comedies is studied, with a careful reading in
the original language of one play by each o f the
major dramatists.
Spring semester. Not offered 1990-91 . Rose.
115. Greek Elegiac and Lyric Poetry.
The whole body o f extant Greek elegy and
lyric is studied, with attention to the political
and social background, and to the relation o f
these literary types to epic and dramatic po-
103
Computer Science
CHARLES F. KELEMEN, Professor and Program Director 7
DAVE BARKER-PLU M M ER, Assistant Professor
Committee: N elson M ack en (Engineering)
Ann M cN am e e (Music)
Helene Sh apiro (Mathematics)
a student to be appointed
Computer Science is the study o f algorithms
and the issues involved in implementing them.
This includes the study o f computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of
theories and models to aid in the understand
ing and analysis o f the properties o f al
gorithms, computing systems, and their inter
relationship.
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 under
lying, fundamental concepts o f computer sci
ence, treating today’s languages and systems as
current examples o f the underlying concepts.
Students from any discipline who are inter
ested in an introduction to computer science
should take CS 15: Introduction to Computer
Science. For a deeper, more formal introduc
tion, they should continue with Math 9: Dis
crete Mathematics, and C S 35: Fundamental
Structures o f Computer Science. Students
with sufficient previous experience in com
puter science may skip CS 15 by passing a
placement exam. The concentration in com
puter science is designed for students who
desire a coherent introduction to the core
topics in the field. Students completing the
concentration will possess a number of intel
lectual skills useful in many disciplines.
CONCENTRATION IN COMPUTER SCIENCE
The concentration in computer science can be
combined with any major in the college. It will
provide students with a well-rounded back
ground in computer science sufficient to allow
them to develop significant, creative applica
tions in their major area of interest and to
keep up with the rapid changes in the field of
computer science. Students interested in a
Concentration in Computer Science should
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 o f six courses plus a compre
hensive experience. The six courses should be
selected as follows:
Each of: C S 15: Introduction to Computer
Science; Math 9: Discrete Mathematics; CS
35:Fundamental Structures o f Computer Sci
ence.
Two of: CS 23: Computer Architecture; CS
41: Data Structures and Algorithms; CS 43:
Foundations o f Programming Language De
sign; C S 46: Theory o f 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
Computer Applications; CS 40: Computer
Graphics; CS 63: Artificial Intelligence; Math
72: Topics in Combinatorial Optimization;
CS 75: Principles o f Compiler Design and
Construction; Ling. 50, Ling. 108: Syntactic
Theory; CS 91: Special Topics in Computer
Science; C S 93: Directed Reading or Project.
7 Joint appointment with Mathematics.
105
Computer Science
Note: Courses used to satisfy the requirements
for a concentration must be completed with a
grade o f C or better.
Note: In certain cases, especially well-prepared
Engineering students may be permitted to
substitute Engin 11 and Math 16 for CS 15
and Math 9.
The 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
ment’s comprehensive experience and also the
Computer Science requirement. In such cases
specific approval o f 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 Scienice Concentra
tion.
SPECIAL M AJORS
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
case o f joint majors the other department
involved. Special Majors should be designed
in consultations with the director o f the com
puter 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.
M INORS FOR EXTERNAL EXAMINATION
For students electing to take a minor in Com
puter Science under the external examination
requirements, the Computer Science Com
mittee has approved certain combinations o f
two computer science courses to constitute a
two-credit paper. A current list o f these may
be obtained from the program secretary. In
certain circumstances, the committee may be
willing to consider other groupings o f 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 o f the aippropriate major and
computing courses will depend on the stu
dent’s interests and should be made in consul
tation with the director o f the Computer
Science Program. Other majors are also rea-
sonable for students with special interests.
For example, a major in Linguistics or Psy
chology might be appropriate for a student
interested in artificial intelligence. In such
cases, students should consult as early as
possible with the director o f the program in
order to be sure o f taking the mathematics and
computing courses necessary to be prepared
for graduate work in Computer Science.
COM PUTER SCIENCE CO URSES
(Courses numbered above 40 will be offered
in alternate years.)
106
15. Introduction to Com puter Science.
This course is an introduction to computer
science for students from all disciplines. The
major emphasis of the course is on problem
solving and algorithm development. Students
are introduced to the Pascal programming
language and gain proficiency in it by writing
programs to solve a number o f illustrative
problems. Students are also informally intro
duced to many topics in computer science
including: hardware organization; system soft
ware; programming style and documentation;
program testing and verification; fundamental
data structures such as arrays, records, and
linked lists; basic algorithms for searching and
sorting; analysis o f algorithms; computability;
and artificial intelligence. Lab work required.
Prerequisite: Some computing experience or
permission.
Frequently offered as a primary distribution
course.
Each semester. Staff.
23. Com puter Architecture.
Cross-listed with Engineering 23. A survey of
techniques of modern computer design and
their implementation. Techniques such as
cache, parallel processing, pipelining, distrib
uted processing, and instruction set optimiza
tion will be discussed. Practical designs in
cluding supermicro families (80386,68020),
RISC-machines, microprogrammed machines,
supercomputers (Cray) and highly parallel
machines (Hypercube, connection machine)
are considered, as well as their implications
for operating systems, compiler design, artifi
cial intelligence, and general problem solving.
Includes design laboratory.
Prerequisite: E22 or CS35.
Fall semester. Staff.
35. Fundamental S tru ctu re s of
Computer Science.
This course completes the broad introduction
to computer science begun in CS 15 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 o f computer systems
and assembly language programming, an in
troduction to the theory o f computation and
formal languages, and alternative program
ming languages. A brief survey o f areas of
research interest in computer science will also
be presented. Students will be expected to
complete a number o f programming projects
illustrating the concepts presented. Lab work
required.
Prerequisites: CS 15 and Math 9. In some
cases, with the permission o f the instructor,
Engin 11 and Math 16 can be substituted.
Fall semester. Kelemen.
40. Com puter Graphics.
Cross-listed with Engineering 27. A study of
the mathematical and computational tech
niques used to model two- and three-dimen
sional scenes and display them on a graphics
device. Topics include the mathematics o f 2D
and 3D transformations, clipping and projec
tions, hidden line and surface removal, shad
ing and color, as well as hardware and software
approaches to their implementation. Other
topics include scene manipulation and script
ing and the practical applications o f these
techniques such as commercial animation,
special effects, and movie production. Course
projects include the development of 2D and
3D graphics packages and will be written on
a network of color graphics workstations.
Prerequisites: Knowledge of C or Pascal, as
well as a familiarity with vector and matrix
algebra
41. Data S tru ctu re s and Algorithm s.
This course is a continuation o f 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 o f 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 o f several models o f parallel com
putation on the design o f 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 Pro gram m ing
Language Design.
A study o f the organization and structure of
modern programming languages with an em-
107
Computer Science
phasis on semantic issues. Topics include:
specifying syntax and semantics, conventional
and abstract data types, control structures,
procedural languages, functional languages,
other classes o f languages, program correct
ness, concurrency and synchronization, lan
guage design and evaluation, implementation
issues. Lab work required.
Prerequisite: CS 35.
Alternate years. Next offered fall 1991.
46. Theory of Computation.
The study of various models o f computation
leading to a characterization o f the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means o f classifying them with re
spect to how difficult they are to solve. Topics
to be covered include: formal languages and
finite state devices, Turing machines and other
models o f computation, computability, and
complexity.
Prerequisite: CS 35.
Alternate years.
63. A rtificial Intelligence.
This course will emphasize many o f the basic
abstractions and algorithms found to be useful
in the field o f Artificial Intelligence. Topics
will include: production systems; search strate
gies including heuristic searching and applica
tions to game playing; the predicate calculus
and automated reasoning including applica
tions to robot planning and expert systems; an
introduction to some o f the computational
approaches to knowledge representation,
natural language understanding, and learning.
While the emphasis of the course will be on
ideas and algorithms, students will be exposed
to the programming languages LISP and
PROLOG and expected to implement several
Artificial Intelligence programs in these lan
guages. Lab work required.
Prerequisite: C S 35.
Spring semester. Barker-Plummer.
108
75. P rinciples of Com piler Design
and Construction.
This course presents an introduction to the
design and construction of language transla
tors for procedure oriented programming
languages. Topics include: formal grammars,
lexical analysis and finite automata, syntax
analysis and pushdown automata, LL and LR
parsing, semantic analysis and table handling,
error detection and recovery, code generation
and optimization, compiler writing tools. 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 and permission o f the
instructor.
Fall semester. Kelemen.
91. S p e c ial Topics in Com puter Science.
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.
Prerequisite: permission o f the instructor.
93. Directed Reading an d /o r
R ese arch Project.
With the permission o f a staff member who is
willing to supervise it, a qualified student may
undertake a program o f extra reading and/or
a project in an area o f computer science.
97. S e n io r Conference.
This course provides senior concentrators
and special majors an opportunity to delve
more deeply and on their own into a particular
topic in computer science. This is accom
plished by way of a written theses and an oral
presentation on a topic agreed upon by the
student and the instructor. This course is the
usual method used to satisfy the comprehen
sive requirement for a computer science con
centrator.
One-half credit. May be taken for one credit
by permission.
Spring semester. Kelemen.
Economies
ROBINSON G. HOLLISTER, JR., Professor
FREDERIC L PRYOR, Professor (part-time)
BERNARD SAFFRAN, Professor
LARRY WESTPHAL, Professor, Chairman
STEPHEN S. GOLUB, Associate Professor
M A R K KUPERBERG, Associate Professor
STEPHEN A. O’CONNELL, Associate Professor
JOHN P. CASKEY, Assistant Professor
ELLEN MAGENHEIM, Assistant Professor
LEAH SM IT H , Lecturer’
JACK TOPIOL, 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 o f tools for analyzing economic processes
and institutions; and (3) to build a foundation
for reaching informed judgments on issues of
public policy.
Economics 1-2 or its equivalent is a prerequi
site to all other work in the Department. Both
semesters must be successfully completed for
credit to be obtained.
All majors in economics must take Economics
11 (Intermediate Microeconomics) and Eco
nomics 21 (Intermediate Macroeconomics)
or else Economics 101 (Economic Theory).
They must also take Economics 31 (Statistics
for Economists) or its equivalent such as
Mathematics 23 or 53 (Mathematics 1-2 does
not meet the requirement). Economics 31
focuses mainly upon the application o f statis
tical tools to economic problems; the Mathe
matics Department statistics courses empha
size the properties of statistical estimators.
In order to read the literature in economics
critically, a knowledge o f elementary calculus
is extremely helpful. We strongly recommend
that students take Mathematics 5 and 6 (dif
ferential and integral calculus) or equivalent.
When given, Math 6 A and 6 C are recom
mended. Math 16 and 18 are useful for persons
intending to focus on the more technical as
pects o f economics.
Students contemplating careers in intema-
tional economics or business are also strongly
advised to have a mastery o f at least one mod
ern foreign language.
To graduate as a major, students must have at
least eight credits in economics, must meet the
theory and statistics requirements, and must
pass the comprehensive examination given in
the Spring semester o f their senior year
(course students) or the external examinations
given at the end o f the Spring semester. To be
prepared for the comprehensive, course stu
dents must complete Economics 11, 21, and
31 (or its equivalent) before the second semes
ter o f their senior year.
For students who want secondary teaching
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 o f courses in other social sciences.
Students majoring in history, political science,
and sociology-anthropology are required to
take at least four courses outside their major;
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, o f 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 o f 1987, at least one course in
American history and one social science
course focusing on Third World or nonWestern subject matter are required.
5 Spring semester, 1991.
109
Economics
1-2. Introduction to Econom ics.
This course is designed both to give the general
student a comprehensive survey and to pro
vide students doing further work in economics
with a foundation on which to build. Students
must take Economics 2 to receive credit for
Economics 1.
The first semester course describes the organi
zation o f the economic system and analyzes
the allocation of resources, the market mecha
nism for goods and services, government ex
penditures and takes, and the distribution o f
income. It also focuses on a variety o f micro
economic policy problems. Several designated
sections will count for primary distribution
credit.
Fall semester.
The second semester course deals with the
problems o f inflation, unemployment, mone
tary and fiscal policy, the determination of
national income, and international economic
relations. It focuses primarily on macroeco
nomic policy problems. Several sections will
count for primary distribution credit; students
wanting such credit must inform the depart
ment in the Fall semester o f their intention.
Spring semester.
5. Com puting from the U se r’s
Point of View.
This will be offered as a Vi credit workshop.
Participants will attend one weekly workshop
applying computing procedures directly to
problems of economic analysis. Computing
topics introduced are: word processing,
graphics, simple programming techniques,
statistical packages, spread sheet analysis, and
data base handling. Vi unit.
Fall semester. Staff.
8. Place and People: The
Pe rsp e ctiv e s of Geography.
(Cross-listed with Sociology and Anthropolo
gy 11.) The modern discipline of geography
seeks to understand the structure and inter
action of the ecological system linking people
to their environment and the spacial system
linking one region to another by a complex
system o f flows. Hence place and people form
the basic themes of geography. The discipline
synthesizes knowledge from both the natural
and social sciences in order to bring under
standing to this link between place and peo
110
ple.
The course begins with a survey o f the major
themes o f modem geography; then turns to
two specialized themes; and ends with a study
o f the basic skills of cartography. For this year
the two themes are: the geography o f cities—
how they begin and develop, the social and
economic forces that influence their structure,
and the different roles played by the inner city
and suburbia; and the geography o f developing
nations.
Not offered 1990-91 .
10. Current Is s u e s in Econom ic Policy.
For students who have taken Economics 1 and
2 and would like to see further applications of
these principles to issues o f current economic
policy. Topics will be drawn from both micro
and macro in the areas o f budget and tax
policy, stabilization policy, energy policy, in
ternational economics policy, industrial pol
icy. Specific issues might include natural gas
deregulation, tax reforms, U .S. international
competitiveness, the international debt crisis,
the budget deficit dilemma, the choice of an
exchange rate regime, and the monetary/fiscal
policy mix.
Not offered 1990-91 .
11. Interm ediate M icroecon om ics.
Provides a thorough grounding in intermedi
ate-level microeconomics, both theory and
application. The standard topics are covered
(order indicates sequence): behavior of the
consumer and the firm, structure and perfor
mance o f product markets, factor markets
and income distribution, general equilibrium
and welfare analysis, public economics. Stu
dents do extensive problem solving to facili
tate the learning o f theory and to see practical
applications.
Fall semester. Westphal.
21. Interm ediate M acroe co n o m ics.
The theory o f the determination o f the level
and composition o f aggregate output, employ
ment, prices, and interest rates. Analysis of
conflicting views of the relationship between
inflation and unemployment and o f the proper
role o f government stabilization policy.
Spring semester. O ’Connell.
22. Money, Banking, and the Economy.
This course will examine the behavior of
financial markets and their connection to real
economic activity, using a combination of
analytical and institutional perspectives.
Among the topics to be considered are (1) the
structure o f U .S. financial markets: the bank
ing system, the bond and stock markets, etc.;
(2) the Federal Reserve System and the con
duct o f monetary policy; (3) monetarism; (4)
interest rates, monetary policy, and inflation;
( 5 ) rationality and irrationality in financial
markets; ( 6 ) international financial relations:
the Eurodollar market, the foreign exchange
market, and international lending.
Spring semester. Caskey.
31. S ta tis tic s fo r Econom ists.
The primary focus o f this course is on the
understanding o f how simple and multiple
regression can be used to estimate magnitudes
in economic relationships, e.g., elasticities,
and tests of hypotheses about these magni
tudes. The course also covers elements of
probability, sampling distributions, and deci
sion theory. No mathematics prerequisite ex
cept high school algebra. As this course will
include problem solving using the computer,
we encourage students to take Economics 5
(unless they have taken or are taking the
equivalent course in other disciplines).
Fall semester. Hollister.
32. Operations Research.
(Also listed as Engineering 57.) The principles
of operations research as applicable to defin
ing optimum solutions o f engineering and
financial problems as an aid to managerial
decision making. Probability and probability
distributions, reliability, random number
simulation, queuing theory, linear program
ming, dynamic programming, allocation and
transportation theory. The working principles
of engineering economy are introduced and
combined with operations research topics.
Normally for junior and senior students.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester. McGarity.
33. Accounting
The purpose o f this course is to equip the
student with the rudiments o f accounting
needed for advanced work in business finance,
banking, taxation, and public regulation. (This
course does not satisfy the distribution re
quirements.)
Spring semester. Topiol.
35. Econom etrics.
A survey o f fundamental econometric meth
ods emphasizing application. Some empirical
work will be required.
Prerequisite: Economics 31 or equivalent; or
permission o f the instructor.
Fall semester. Hollister.
41. Public Finance.
This course focuses on government expendi
ture, tax, and debt policy. A major part o f the
course is devoted to an analysis o f current
policy issues in their institutional and theo
retical contexts. The course will be o f most
interest to students with an interest in eco
nomic policy and its interaction with politics.
Spring semester. Saffian.
42. Law and Econom ics.
The purpose o f this course is to explore the
premises behind the use o f utilitarian con
structs in the analysis of public policy issues.
In particular, the appropriateness o f the grow
ing utilization o f economic methodology will
be examined through an intensive study of
issues in property, tort, contract, and criminal
law. The necessary background in welfare
economics will be developed as needed.
Spring semester. Kuperberg.
51. The International Economy.
The course consists o f a brief introduction to
the historical development and institutional
structure of the international economy and an
introduction to the theory o f trade, commer
cial policy, and balance o f payments adjust
ment. These tools are used to analyze contem
porary international economic problems;
tariffs and non-tariff barriers, international
trade and economic development, exchangerate fluctuations, sovereign debt and the IMF.
Fall semester. Caskey.
52. International Finance and
the Developing Countries.
This is a course in applied macroeconomics
which will examine the interface between
international finance, macroeconomic policy,
and economic development, with particular
attention to the problems o f indebted devel
oping countries. The topics to be covered
include: the theory and history o f international
lending, proposals for debt relief, the struc
tural and macroeconomic characteristics of
developing countries, the effects o f the world
111
Economies
macroeconomic developments, and studies of
individual countries. Students will each spe
cialize in a particular country, and present oral
and written reports on their countries.
Prerequisites: Econ. 1 and 2.
Spring semester. Golub.
care, education, housing, and rural and ghetto
development; the economics o f discrimina
tion. (Cross-listed with Black Studies.)
Spring semester. Hollister.
61. Industrial Organization.
This course will explore the experience of
women and minorities in the U .S. economy,
using a variety o f analytical and institutional
approaches. Topics will include: historical
context, labor force participation decisions,
economic theories o f the labor market,
explanations o f differences in wages (dis
crimination, human capital, occupational
segregation), and macroeconomic issues (un
employment, income distribution, and govern
ment taxation and transfer programs as they
relate to women and minorities). Students
will analyze differences among groups in the
economy using SPSSX routines. No prior
knowledge o f SPSSX is assumed. (Crosslisted with Black Studies, Women’s Studies).
Spring semester. L. Smith.
The purpose o f this course is to examine,
theoretically and empirically, why firms and
markets are organized as they are and how
their organization affects the way markets
work. Topics to be covered include the rela
tionship between market structure and firm
behavior; models o f industries and markets;
particular aspects o f firm behavior including
pricing rules, advertising, product differenti
ation, and collusion.
Fall semester. Magenheim.
62. Government Regulation of Industry.
This course analyzes the motivations for and
effectiveness o f various policy instruments by
which the government seeks to change the
performance o f industries in which market
failures exist. Principal topics will be antitrust
policy and the economic regulation and deregu
lation o f imperfeedy competitive industries.
Spring semester. Magenheim.
71. Labor Econom ics.
This course will address the functioning of
labor markets and how they are affected by
institutions, social attitudes, and the changing
structure o f the national and international
economy. Special attention will be focused on
the experience of women and minorities in the
labor market. Among the topics dealt with
are: the causes and effects of the changing
supply o f labor; the changing role o f unions;
the determinants o f employment and unem
ployment; the determinants o f wage levels and
wage differentials; extent and effects of dis
crimination, particularly with regard to wom
en and minorities; the role o f education and
training; how government regulations as well
as training and employment programs have
affected labor markets. (Cross-listed with
Black Studies.)
Not offered 1990-91 .
72. S o c ia l Econom ics.
The extent, consequences, and causes o f pov
erty and economic inequality; an appraisal o f
reforms in income support programs, medical
112
73. W om en and M in o ritie s in
the Economy.
75. Health Policy.
(Also listed as Political Science 42.) Analysis
o f government policy toward health care and
public health, its impact upon institutions and
resource allocation, and major alternatives for
action. Central topics are the organization of
health care delivery (roles and views o f phy
sicians, nurses, administrators, patients and
insurers); the interplay of federal, state, and
local governments, quasi-public authorities,
and interest groups; technical and political
aspects o f health insurance alternatives; health
manpower (medical and nursing schools,
para-professionals); biomedical research pro
grams. Students wishing to take this course
should consult in advance with the instruc
tors. Prior work in at least two o f the following
will be helpful: Economics 1-2, 31, 72; Poli
tical Science 2, 51; Mathematics 1; Engineer
ing 4, 32.
Spring semester. R. Hollister and D. Smith.
76. Econom ics of the Environm ent and
Natural R esou rces.
Micro and macroeconomic theory applied to
problems o f the environment and natural
resources. Long run implications of resource
use for economic growth, evaluation o f alter
native uses o f natural environment and
methods o f pollution control. Government
response to situations involving externalities,
public goods, and common property re
sources. Case studies of air pollution, recrea
tion versus mineral or fuel development on
public lands, the fishing industry and offshore
petroleum development.
Not offered 1990-91 .
81. Economic D evelopm ent
A survey o f development economics covering
both the principal theories o f economic devel
opment and the dominant issues o f public
policy. Within a perspective that emphasizes
the choice and transfer o f technology as well
as technological development, particular em
phasis is given to agricultural and industrial
development, to interactions among sectors,
and to international trade and capital flows
(including foreign aid). Students write two
short papers, one to analyze a particular coun
try’s development experience and the other to
examine a key issue o f their choice in some
depth.
Spring semester. Westphal.
85. Com parative Econom ic S y ste m s.
ticularly the U SSR and China. Exploration of
the origins and evolution of selected economic
institutions. Investigation of the problems in
transforming centrally planned economies to
market economies in theory and in the recent
reform practices of various socialist countries.
Assessment o f ways o f drawing inferences
using the comparative method.
Fall semester. Pryor.
97,98. Public Poicy Thesis.
(Cross-listed with Political Science 97 and
9 8 . ) Thesis preparation on a public policy
topic. The thesis will be supported by relevant
faculty and presented to a student/faculty
seminar. See public policy concentration
pages for further information. For a twocredit thesis, enrollment in both 97 and 98 is
required.
Fail semester. Hopkins.
99. Directed Reading.
With the consent of a supervising instructor,
individual or group study in fields o f interest
not covered by regular course offerings.
Fall or spring. Staff.
Analysis of the structure and performance o f
nations with different economic systems, par
SEMINARS
|l01. 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.
¡Fall semester. Saffran.
121. Advanced M acroe co n o m ics.
The theory of the determination of the level
and composition o f aggregate output, em
ployment, prices, and interest rates. Analysis
of conflicting views o f the relationship be
tween inflation and unemployment and o f the
proper role of government stabilization policy.
Special topics include microfoundations of
macroeconomics and economic growth.
Spring semester. Kuperberg.
131. Theory and M o d e ls for
Policy A n alysis.
Provides advanced instruction in general equi
librium theory while examining its uses in
policy and descriptive analyses. Focuses on
economy-wide linear programming and com
putable general equilibrium models that deal
with allocational and distributional issues in
open economies. Also deals briefly with evo
lutionary models that emphasize the processes
of institutional and technological change. Stu
dents master the fundamentals o f static and
intertemporal welfare maximization by work
ing with computer models of several represen
tative economies.
Prerequisites: Econ. 101 or its equivalent (can
be waived in exceptional circumstances on
professor’s approval).
Spring semester. Westphal.
135. Econom etrics.
Econometric theory and empirical studies. An
empirical research paper is required.
Fall semester. Hollister.
141. Public Finance.
This seminar focuses on the analysis o f gov
ernment expenditure, tax, and debt policy.
Spring semester. Saffran.
113
i
Economies
151. International Econom ies.
Topics covered include: theory and policy o f
international economic relations; the theory
o f international trade and balance of payments
adjustment; commercial policy o f tariffs and
non-tariff barriers; international trade and
economic development, exchange-rate fluc
tuations, sovereign debt and the IMF.
Fall semester. Caskey
Spring semester. Golub.
161. Industrial Organization and
Public Policy.
The seminar will examine 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 o f behavior. The
motivations for and effectiveness o f policy
instruments for counteracting the problems
associated with imperfectly competitive mar
kets will be analyzed. Emphasis will be on
antitrust policy and on economic regulation
and deregulation o f industries.
Fall semester. Magenheim.
171. Labor and S o cia l Econom ics.
Students discuss such topics as: economic
analysis o f the organization o f labor and labor
markets; education, medical care, housing,
discrimination; determinants o f wages and
income inequality, government policies with
respect to labor relations, health, education,
and welfare.
Not offered 1990-91 .
172. R ese arch on the Urban U nderclass.
This seminar will focus on currently on-going
research on urban concentrations o f disad
vantaged persons, often referred to as the
"urban underclass.” The seminar will review
economic, political, sociological, and anthro
pological studies dealing with employment,
education, welfare, crime, housing, transpor
tation in urban areas o f the U .S. and the
institutions and governmental policies that
influence disadvantaged persons’ experiences
in these areas. Participants in this seminar are
expected to have initiated research on topics
El
in these areas either with one o f the professors
or through summer internships with relevant
agencies or research groups. Participants will
report on their on-going research and critique
the research o f others.
Spring semester. Hollister and Pouncy. Crosslisted as Political Science 171.
181. Econom ic Developm ent
A survey o f the principal issues in economic
development. Topic coverage is similar to that
in Econ. 80. Here more emphasis is given to
the theoretical underpinnings o f distinct ap
proaches to isolating and understanding the
"stylized facts” and to formulating prescrip
tions for improved development performance.
Students write several short papers that exam
ine original contributions to the identification
and analysis o f selected issues. A longer paper
to analyze a particular country’s development
experience is also required.
Not offered 1990-91 .
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185. Com parative Econom ic Systems. !ety
This seminar analyzes the structure and per “Pi
formance o f nations with different economic
systems. Although particular emphasis is
placed on the Soviet Union and China, brief
TE
case studies are made o f other nations as well.
Topics covered in the seminar include: explo Sw
ration o f the causal forces underlying the
er]
origins and development o f particular eco sec
nomic institutions; influence o f ideology on we
the operation of economic systems; investiga by
tion o f the problems in transforming centrally Suit
planned economies to market economies in fot
theory and in the recent reform practices of gli!
various socialist countries; different styles of Sp
capitalism in West Europe; the advantages and
problems o f drawing inferences using the
comparative method.
RI
Fall semester. Pryor.
199. Thesis.
Stt
With the consent o f a supervising instructor,
tio
honors majors may undertake a senior thesis
Ed
for double credit.
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Fall and spring semesters. Staff.
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K. ANN RENNINGER, Associate Professor
|EVA F. TRAVERS, Associate Professor and Program Director 6
¡PETER CORCORAN, Assistant Professor
[USA SMULYAN, Assistant Professor and Acting Director
FRANCIS J. SCHWOERI, Visiting Assistant Professor
3SS-
The Program in Education has three purposes:
to expose students to issues in education from
a variety of disciplinary perspectives, to pro
vide a range of field experiences for students
who wish to explore their aptitude and interest
in teaching, counseling or research in an edu
cational setting, and to prepare students to be
certified for entry into public school teaching.
Courses in the Program in Education are
intended to be integral to the College’s aca
demic offerings. The Program’s most impor[tant 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
>er- upper level courses necessarily draw on the
mic
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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 science
discipline (including Linguistics) can be ar
ranged. There is a limit o f four field-based
Education credits (currently Education 16,
17, and in some cases, 91) that can be counted
toward graduation.
TEACHER CERTIFICATION
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 o f the fac
ulty whose members have established criteria
for certification in Biology, Chemistry, En
glish, 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 depart
mental representatives and members o f the
Education staff. All students seeking certifica
tion must meet Swarthmore College’s general
requirements for course distribution and a
major.
REQUIREMENTS FOR TEACHER CERTIFICATION
Students planning to seek secondary certifica
tion should take Introduction to Education,
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
the Spring Semester o f the Junior year. In
addition, they must complete the following
sequence o f courses:
■
Educational Psychology, Educ. 21
■
Child Development, Psychology 39; Child
Development and Social Policy, Educ. 66 ;
or Adolescence, Educ. 23
An additional course from the following:
■
a. Adolescence, Educ. 23
6 On administrative assignment, 1990-91.
115
Education
b. Counseling: Principles and Practices,
Educ. 25
c. Women and Education, Educ. 31
d. Cultural Transmission: Education in
Cross-cultural Perspective, Educ. 42
e. School and Society, Educ. 47
f. Oral and Written Language, Educ. 54
g. Political Socialization and Schools,
Educ. 64
h. Environmental Education, Educ. 65
i. Child Development and Social Policy,
Educ. 66
j. Urban Education, Educ. 68
k. Special Topics, Educ. 91
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 o f 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 o f students in schools
for Practice Teaching is contingent on success
ful interviews with members of the Education
Program staff and appropriate secondary
school personnel.
Swarthmore College is not authorized by the
Commonwealth o f 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.)
1C. The W riting Pro ce ss.
(See English 1C.)
Fall semester. Blackburn and Smulyan.
14. Introduction to Education.
A survey o f issues in education within an
interdisciplinary framework. In addition to
considering the impact o f individuals such as
Dewey, Skinner, and Bruner, the course will
explore some major economic, historical, and
sociological questions in American education
and discuss alternative policies and programs.
The course will give students an opportunity
to determine their own interest in preparing
116
to teach, as well as furnish them with first
hand experience in current elementary and
secondary school practice. Field work is re
quired.
Primary distribution course.
Each semester. Staff.
var
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wil
sen
tati
gro
16. Practice Teaching.
Spr
Supervised teaching in either secondary or
elementary schools. Double credit. Students
seeking secondary certification must take Ed
ucation 17 concurrently. (Single credit prac
tice teaching may be arranged for individuals
not seeking secondary certification.)
Each semester. Staff.
25
17. Curriculum and M eth o d s Seminar.
inf
for
This course will consider theoretical and ap
plied issues related to effective classroom in
struction. It must be taken concurrently with
Educ. 16 for students planning to be certified
and may not be taken without taking 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 under
standing student thinking. A workshop-like
format is employed to address the following
questions: (a) What does prior experience tell
us about learning and development and, what I
does it suggest about teaching? (b) How and
why do we learn? (c) What are some indicators
o f learning? (d) What might influence the way
in which one learns and, how does all of this
information affect the way in which we ap
proach teaching? The course is designed to
accommodate differences in interests and pur
pose; students are encouraged to consider
seriously their own expectations and to self
structure the general assignments, papers, and
laboratory work in a manner consistent with
these goals. This course includes tutoring in
local schools and an introduction to the pro
cess o f research.
Fall semester. Renninger.
23. Adolescence.
(Also listed as Psychology 23.) A develop
mental perspective is employed to examine
salient characteristics o f adolescence. The goal
is to obtain a theoretical understanding of
adolescence and an overview of major re
search. During the first part o f the term,
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various aspects o f individual development
(e.g., cognitive, affective, physiological, etc.)
will be addressed. The second part o f the
semester will focus on the adolescent’s adap
tation in major contexts (e.g., family, peer
group, school, etc.).
Spring semester. Smulyan.
25. Counseling: Principles and
Practice.
(Also listed as Psychology 22.) An introduc
tory course focusing on theories, techniques,
and issues in school and agency counseling.
Field work, guest lectures, role playing, and
analysis of case studies will provide practical
information and experience. Recommended
for students considering graduate programs in
educational counseling or those planning to
teach or do youth work in an agency setting.
Enrollment limited.
Fall semester. Schwoeri.
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 o f the teach
ing profession; equity in educational pro
grams, curriculum, and materials; sex differ
ences in student-teacher interaction and
student achievement; and current programs
designed to meet the needs o f all students and
teachers. Students in the course will draw on
their own experience as well as field work in
relating the theories examined to educational
practice.
Not offered 1990-91 .
42. Cultural T ransm ission : Education
in Cross-Cultural Perspective.
The purpose o f this course is to communicate
a transcultural and comparative perspective
on the educative process in our own and other
societies. Awareness o f the socio-cultural in
fluences on education-relevant behavior will
be a major focus. Coverage ranges from case
studies of technologically primitive (but sym
bolically complex) non-Western cultures to
complex industrial societies. Although spe
cific attention is given to schooling in the
culturally pluralistic United States, students
taking the course will be exposed to more than
20 different cultures. The development o f a
partial cultural theory of education considered
as cultural transmission is one o f the main
objectives o f the course.
Not offered 1990-91 .
47. School and Society.
(Also listed as Sociology and Anthropology
47.) This course will examine the paradoxical
nature o f schools as possible agents of social
change and as institutions which perpetuate
existing social structures and hierarchies. It
will first focus on the school as a social system
and then explore some of the key areas in
which school and society intersect: in the life
and career histories of teachers, the interac
tions between families and schools, and the
relationship o f the school and the local com
munity. We will also examine the processes of
socialization that occur in schools and possible
approaches for reforming schools. Students
will be introduced, through reading and field
work, to several methods for studying schools
as social institutions.
Spring semester. Smulyan.
52. Education in Am erica.
A survey o f the history o f American educa
tion, emphasizing the relationships between
education and social structure, economic de
velopment, family patterns, and other institu
tions. Topics will include education in colonial
America, the "age of the academies,” the
advent and failure o f the common school
movement, the emergence of the American
university, the history o f women’s education,
vocationalism, progressivism and educational
theory, testing and tracking, education and the
Cold War, and recent controversies surround
ing desegregation and "excellence.”
Not offered 1990-91 .
54. Oral and Written Language.
(Also listed as Linguistics 54). This course
examines children’s dialogue and its rendering
in children’s literature. Each student will pick
an age group to study. Students will tape re
cord spontaneous conversations between chil
dren o f that age group. In class we will analyze
these tapes together. Students will read pas
sages o f children’s literature to children and
discuss them with the children. We will then
consider these passages and the children’s
reactions to them as a class. From this com
parison we will try to come up with some
hypotheses of what kind o f mappings from
real speech into fictional speech are effective.
Finally, students will write their own fiction
Education
for children, with an emphasis on dialogue.
We will discuss these stories in class and then
will read them to children outside class and
gather feedback. Throughout the term we will
cooperate closely (through the Program in
Education) with the Swarthmore-Rutledge
K -8 school, which is across Chester Avenue
from the campus. Arrangements will be made
with nursery schools in the area for students
who want to examine preschoolers’ speech.
The course outlined above has two goals: to
examine children’s speech and literature in an
effort to find effective mappings from one to
the other, and to apply those mappings in an
effort to improve our own effectiveness in
writing children’s fiction. Reading can be a
chore or an exhilarating experience. For the
child who finds language that rings true, read
ing is more likely to be a delight. Since the skill
o f reading is invaluable in our society, the goal
o f writing good children’s literature is a func
tional one as well as an esthetic one. This
course is for linguists and writers o f children’s
fiction and anyone else who is strongly inter
ested in child development or reading skills.
There are no prerequisites.
Offered every other year.
Not offered 1990-91 .
64. Political Socializatio n and Schools.
(Also listed as Political Science 64.) This
course will consider models used to explain
the development of political concepts, atti
tudes, and behavior from the period o f early
childhood through young adulthood. The in
terrelated but often inconsistent influences
o f family, school, peers, media, and critical
events in the sociopolitical system will be
examined. Special emphasis will be given to
the role o f education, including formal and
informal messages of schooling. Material from
nonwestern societies such as China and Nica
ragua will provide cross-cultural perspectives
on the political socialization process. Field
research will be required.
Not offered 1990-91 .
65. Environm ental Education.
What makes education environmental? What
makes an environment educational? Is educa
tion an environment? This intensive study o f
the philosophy and methodology o f environ
mental education considers fundamental ques
tions related to its theory and practice. The
118
course explores the roots o f environmental
education in nature study and science educa
tion as well as its more recent historical de
velopment. It examines contemporary pro
grams, program evaluation, and research in
environmental education world wide through
the use o f both professional journals and
curriculum materials. Fields studied include
marine education, nature interpretation, con
servation education, and ecological education.
Other topics include the promise and prob
lems in environmental education and the role
of formal education in generating environ
mental awareness and responsibility. Exten
sive writing, curriculum development, teach
ing those in the class and others, and
interacting with professionals in the field are
expected. A major teaching project is re
quired.
Fall semester. Corcoran.
66. Child Developm ent and
S o cia l Policy.
Issues relating to social policy (e.g., mainstreaming, child care, required curriculum,
etc.) will be explored in a seminar format.
Case studies will be employed to provide a
socio-historical context for understanding
both ways in which research and policy have
interacted in the past and the methodological
problems such intersections pose. This course
is designed to provide students with an under
standing o f the implications o f developmental
psychology for social policy. As part of the
course students will be involved in projects
which are both suggested by and used to
inform those currently engaged in policy for
mation.
Prerequisites: Child Development, Introduc
tion to Education, or Educational Psychology.
Limited enrollment.
Not offered 1990-91 .
68. Urban Education.
(Also listed as Sociology-Anthropology 68.)
This course will focus on topics o f particular
significance to urban educators and policy
makers, including desegregation, compensa
tory education, curricular innovation, com
munity control, bilingual education, and stan
dardized testing. The special problems and
challenges faced by urban schools in meeting
the needs o f 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.
Not offered 1990-91 .
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.
Each semester. Staff.
91B. Sp e cial 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.
119
Engineering
H. SEARL DUNN, Professor’
NELSON A. MACKEN, Professor and Chairman
ARTHUR E. McGARITY, Associate Professor
FREDERICK L. ORTHLIEB, Associate Professor
FARUQ M. A. SIDDIQUI, Associate Professor
ERIK CHEEVER, Assistant Professor 12
ERICH CARR EVERRACH, Assistant Professor
LYNNE A. MOLTER, Assistant Professor 3
STEPHEN M. PLATT, Assistant Professor 1
The professional practice o f engineering re
quires skill and resourcefulness in applying
scientific knowledge and mathematical meth
ods to the solution o f technical problems of
ever-growing complexity. In addition, the role
o f 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 o f social and economic forces,
and have a deep appreciation o f the cultural
and humanistic traditions o f our society. Our
program supports these needs by offering the
student the opportunity to acquire a broad
technical and liberal education. The structure
o f 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
o f Science in Engineering and the Bachelor of
Arts in a second academic area in a four-year
course o f study.
The Department’s physical facilities include a
wide range o f laboratories for general instruc
tion and individual student projects in the
areas o f electronics, system control, commun
ications, strength o f materials, solid and struc
tural mechanics, fluid mechanics, thermo
dynamics, heat transfer, soil mechanics, and
environmental diagnostics. Supporting these
laboratories is a wide range o f modern mea
surement equipment with the capability o f
on-line data acquisition and process control
1 Absent on leave, fall semester, 1990.
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
120
I
i
I
via microcomputers. A computer laboratory I
with high resolution color and black-and- 1
white graphics capability is also part of our I
facilities. An excellent shop for both metal-1
and woodworking is available for student use. I
The overall plan leading to the degree o fl
Bachelor of Science with a major in Engineer-1
ing is accredited by the Engineering Accredi-1
tation Commission o f the Accreditation Board I
for Engineering and Technology.
Courses A vailable to Non-M ajors
Students interested in computer engineering I
may wish to consider The Digital World (21), I
Digital Systems (22), Computer Architecture I
(23), or Laboratory Computer Applications I
(25). Although Mechanics ( 6 ) is primarily for I
prospective majors, other interested students, I
particularly those interested in preparing for
a career in architecture, are encouraged to
enroll. High Performance Materials (1), Prob- |
lems in Technology (3,4), and Art and Science
o f Structures (7) are designed chiefly for
students not contemplating further work in
engineering. Operations Research (57), Solar [
Energy Systems (35), Water Quality and Pol- |
lution Control (63), Environmental Systems
( 6 6 ), and Environmental Policy ( 6 8 ) will also I
appeal to many students majoring in other I
departments. Students majoring in the physi- I
cal 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
examinations. Generally the advanced engi
neering courses require one or more introduc
tory courses as prerequisites. Our department
also participates in the concentration in com
puter science and in a special major with the
Program in Linguistics.
Program for Engineering Majors
The general departmental requirements fall
into three categories: successful completion
of at least (i) twelve engineering courses, (ii)
four courses in the sciences which must in
clude 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
Math 30 (normally taken in the sophomore
year). The unspecified science course in cate
gory (ii) may be chosen to complement the
student’s overall program of study. Certain
science courses are not acceptable. Students
should consult their faculty advisors on this
issue.
Within the Department, the following core
courses are required of all students: Mechanics,
Physical Systems Analysis I and II, Experi
mentation for Engineering Design, Thermo
fluid Mechanics, and Engineering Design. The
first four courses are normally taken in the
freshman and sophomore years: Mechanics in
the second semester o f the freshman year,
Physical Systems Analysis I in the first semes
ter of the sophomore year, and the remaining
two in the second semester o f the sophomore
year. Thermofluid Mechanics is normally
taken in the fall o f the junior year, and Engi
neering Design, the culminating experience
for engineering majors, is taken in the second
semester of the senior year.
Elective Program for Course Majors: In consul
tation with his or her advisor, each student
constructs a program o f advanced work in the
Department. These programs, normally con
sisting of six courses, are submitted to the
Department when the student formally applies
for a major in engineering during the spring
semester o f the sophomore year.
elected courses may or may not conform
closely to the traditional areas o f engineering
specialization, e.g., electrical or mechanical.
For non-traditional plans for advanced work,
the Department requires a coherent program
that, in its judgment, meets the student’s edu
cational objectives.
Observe that the following courses cannot be
counted in the minimum number o f twelve
engineering courses required o f each major:
High Performance Materials, Problems in Tech
nology, Art and Science o f Structures, Values
and Ethics in Science and Technology, and
Environmental Policy.
Suggested elective program plans include:
(1) General electrical engineering: Electronic
Circuit Analysis and Design I and II,
Electromagnetic Theory I and II, Com
munication Systems, and Control Theory
and Design. Students having an interest in
digital systems might replace one or more
o f these courses with The Digital World,
Digital Systems, Computer Architecture,
or Laboratory Computer Applications.
(2) General computer engineering: The Digi
tal World, Digital Systems, Computer
Architecture, and Laboratory Computer
Applications. Students with an interest in
computer hardware may include Elec
tronic Circuit Analysis and Design I and
II, or Control Theory and Design.
(3) General mechanical engineering: Mechan
ics o f Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, Thermal En
ergy Conversion, Solar Energy Systems,
and Control Theory and Design.
(4) General civil and environmental engi
neering: basic preparation includes Me
chanics o f Solids, Structural Theory and
Design I, Soil and Rock Mechanics, and
Water Quality and Pollultion Control.
Additional courses include Operations
Research and Environmental Systems for
those interested in the environment or
urban planning, or Structural Theory and
Design II for those interested in architec
ture or construction. Other recom
mended courses include Solar Energy Sys
tems, Fluid Mechanics, and Engineering
Materials.
The program that constitutes the student’s
121
Engineering
External Examination Program in Engineering:
Students with a B + average in courses in
engineering, science, and mathematics may
apply for the external examination program.
Each candidate must accumulate 12 units o f
credit in engineering and complete the same
mathematics and science requirements as
course majors. Courses include the same core
requirements as course majors with the excep
tion of E90. The remaining seven courses
comprise a three examination program. Two
o f the areas o f examination will each consist
o f two courses and a Vi-credit attachment. The
attachment will be either a study o f additional
material or a research project in an area re
lated to, but not covered, in the courses. Areas
o f examination are listed following the engi
neering course descriptions. The third exami
nation will cover a two-credit thesis. A threecredit minor comprises a fourth area for
examination. This may be chosen in any field
outside o f engineering.
CO URSE LISTINGS
1. High Perform ance M aterials.
An introduction to the structure and proper
ties o f modem composite materials and their
performance in a variety o f high-tech applica
tions such as sports equipment, automobiles,
cutting tools, aircraft, and space structures.
Basic models for material behavior under load
are developed in class and used to examine
composite products o f general interest, such
as tennis racquets, fishing rods, and radial
tires. More sophisticated applications like the
Gossamer Albatross and Voyager aircraft are
then studied. Labs involve making and testing
some low-tech composites, followed by proj
ects involving examination and testing o f mod
em aerospace materials. Participants should
have a strong background in physical science
and a lively interest in material applications;
papers on material modeling, composite prop
erties, and particular applications will be re
quired.
Prerequisite: High School Physics.
Primary distribution course.
Fall semester, alternate years; offered 1990.
3,4. P ro ble m s in T echnology I and II.
Designed primarily for those not planning to
major in science or engineering, this course is
intended to provide some depth of under
standing o f technology and its impact by
examining in each semester a particular tech
nology. Technical considerations underlying
policy issues will be stressed. Examples o f
semester topics are: aspects o f the energy
problem, satellite communications, managing
environmental hazards, and developments in
data processing. Includes laboratory. Credit
may be given for either semester, or both.
122
E3 is a primary distribution course.
E 3 : Fall semester; offered 1990.
E4 : Spring semester; not offered 1991.
5. Engineering Methodology.
A fall half-credit course for those interested in
engineering. Includes important techniques
and tools that engineers use to define, analyze,
solve, and report technical problems. De
signed for students who are potential majors
as well as those interested only in an introduc
tion to engineering. A secondary goal is to
acquaint students with the variety o f engineer
ing research efforts underway in our depart
ment. While E5 is not presently a required
course for engineering majors, the engineering
faculty strongly urge each freshman engineer
to take it, unless he or she is thoroughly
comfortable setting up and solving technical
"word” problems and has considerable pro
gramming experience in FORTRAN or an
other high-level computer language. Problem
definition, programming, and skills equivalent
to completing E5 will be expected o f E6 stu
dents.
Fall semester.
6. M echanics.
Fundamental areas o f statics and dynamics.
Elementary concepts o f 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 Scie n ce of Structures.
This course will serve as an introduction to
the basic principles o f structural analysis and
design including an emphasis on the historical
development o f modern structural engineer
ing. We will study the mechanical behavior of
materials and the load carrying mechanisms of
structural members and their systems (an
assemblage of members) and how it affects
their design. The concept of the structural
engineer as an artist which has recently been
gaining acceptance will be explored and its
basis explained to show that the work o f the
structural engineer serves as an excellent ex
ample o f the synthesis o f art, science, and
technology. The course will also include some
simple laboratory experiments or demonstra
tions to show the behavior of materials and
structural members. The students may also be
required to make simple models and tests.
Suitable for students planning to study archi
tecture, architectural history, or with an inter
est in structures. Includes fortnightly labs.
E7 can be used to satisfy the distribution re
quirements but is not a primary distribution
course.
Prerequisites: None.
Fall semester, alternate years; not offered iggo.
11,12. Ph ysical S y ste m s A n a ly sis I
and II.
These courses are devoted to the study of
physical phenomena which may be repre
sented to a good degree of approximation by
a linear, lumped-parameter model. E l l (fall
semester) is oriented mainly toward electrical
devices and the development o f mathematical
techniques for the analysis o f their linear
behavior. E12 (spring semester) is more con
cerned with mechanical, thermal, and fluid
systems, but emphasis throughout both courses
will be placed upon the unity resulting from
the common mathematical representation and
analysis of diverse physical systems. The con
tent of E l l is: Behavior of electrical circuits;
natural and forced transient response, steadystate harmonic excitation. Modeling of active
devices, operational amplifiers, and their use
in circuit design. Introduction to the Fourier
series and Laplace transform. Pole-zero con
cepts, notions of stability, and energy consid
erations. E12 will be devoted to: multi-degree
of freedom mechanical, electromechanical,
thermal and fluid systems. Transfer function
and matrix descriptions o f compound sys
tems, the eigenvalue problem and state space
techniques. Mechanical systems in two and
three dimensions, energy methods, coupled
modes o f motion. Transition from many de
gree o f freedom systems to continuous sys
tems; the Fourier integral with applications to
wave motion.
Laboratory sessions include modeling with
electrical and electro-mechanical devices, an
independent project, and an introduction to
numerical and graphical methods o f dynamic
system analysis through the use o f microcom
puters.
Credit may be given for either semester, or
both.
Prerequisites: Math 6 and Physics 4 (or equiv
alent) or permission o f the instructor.
E n : Fall semester.
E 12: Spring semester.
14. Experimentation fo r Engineering
Design.
Theories of experimentation and measure
ment are presented and are related to engi
neering design and research projects. Lectures
present probability theory and its applications
in experimentation. Topics include random
variables, probability distributions, measure
ment errors, random noise, system reliability,
statistical analysis o f experiments and simu
lated experiments, and decision making with
experimental results. The laboratory sessions
treat the analysis o f measurement systems,
involve the experimental determination of
measurement system parameters, and include
an introduction to the use of computers for
data acquisition and process control.
Prerequisites: E l l and E12 (taken concur
rently).
Spring semester.
21. The Digital World.
The transmission and processing of informa
tion by electrical means is more and more
being done in digital form. Our everyday
experience is, however, with analog forms. In
this course we will look into the reasons for
this shift o f emphasis and into the operation
o f digital systems. Among the subjects to be
considered will be the nature o f analog and
digital information, conversion from one form
to the other, the binary number system, the
design o f combinational circuits and applica-
123
Engineering
tions such as compact disk audio systems and
hand calculators. Students will have practical
experience with digital hardware. No pre
requisites, but students should feel comfort
able thinking logically about quantitative phe
nomena.
Not offered as a primary distribution course
in 1990.
Fall semester.
22. Digital S y ste m s.
This course continues the development o f
work with digital systems begun in E21. The
emphasis will be on the analysis and design o f
sequential systems, both synchronous and
asynchronous. Problems o f timing will be
considered. The organization of simple digital
computers will be introduced and both hard
ware and, as time permits, microcode imple
mentations will be studied. Includes labora
tory.
Prerequisite: E21, or permission o f the in
structor.
Spring semester, alternate years; not offered 1991.
23. Com puter Architecture.
A survey o f techniques o f modern computer
design and their implementation. Techniques
such as cache, parallel processing, pipelining,
distributed processing, and instruction set
optimization will be discussed. Practical de
signs including supermicro families (80386,
68020), RISC-machines, microprogrammed
machines, supercomputers (Cray) and highly
parallel machines (Hypercube, connection
machine) are considered, as well as their im
plications for operating systems, compiler
design, artificial intelligence, and general prob
lem solving. Includes design laboratory.
Prerequisite: E22 or CS35.
Fall semester, alternate years; offered 1990.
25. Laboratory Com puter Applications.
This course surveys the utilization o f comput
ing equipment in the laboratory environment.
Basic instrument interfacing methods (serial,
parallel, A /D , D /A ) and measurement tech
niques (analog signals such as temperature
and pressure, position, etc.), signal condition
ing, real-time processing, and digital tech
niques o f experiment control are discussed.
The laboratory portion o f this course allows
experimentation with each o f these ap
proaches. This course is of interest to anyone
who wishes to use a computer to automate a
124
laboratory.
Prerequisite: Permission o f instructor.
Fall semester, alternate years; not offered 1990.
27. Com puter Graphics.
A study o f the mathematical and computa
tional techniques used to model two- and
three-dimensional scenes and display them on
a graphics device. Topics include the mathe
matics o f 2D and 3D transformations, clipping
and projections, hidden line and surface re
moval, shading and color, as well as hardware
and software approaches to their implementa
tion. Other topics include scene manipulation
and scripting and the practical applications of
these techniques such as commercial anima
tion, special effects, and movie production.
Course projects include the development of
2D and 3D graphics packages and will be
written on a network of color graphics work
stations. (Cross-listed as Computer Science
40.)
Prerequisites: Knowledge o f C or Pascal, as
well as a familiarity with vector and matrix
algebra.
Spring semester. Offered when demand and
staffing permit.
34. Values and Ethics in Scie n ce and
Technology
(Also listed as Philosophy 34). The course
deals with topics such as the following: histori
cal and current attitudes toward technology;
the nature of ethics; origins and impact of
professional ethics (chiefly in the engineering
professions); ethical dilemmas faced by engi
neers and scientists; values in the technologi
cal society; forecasting and assessment of tech
nological growth; how policy decisions about
technology are made; the role of personal
ethics of the engineer or scientist.
Open to all who have, or will have concur
rently, completed the science distribution re
quirement.
Spring semester. Offered when demand and
staffing permit.
35. S o la r Energy S y ste m s.
Students are introduced to methods of using
the sun’s energy to replace conventional fuels.
Fundamental physical concepts and system
design techniques are covered. Topics include
solar geometry, components o f solar radia
tion, analysis o f thermal and photovoltaic
solar collectors, energy storage, computer
simulation o f system performance, computer
aided design optimization, and economic fea
sibility assessment. Non-majors are encour
aged to enroll. Includes laboratory.
Prerequisites: Freshman calculus and physics,
and some experience with computer program
ming.
Fall semester, alternate years; offered iggo.
41. Thermofluid M echanics.
Introduction to macroscopic thermodynam
ics; first and second laws, properties o f pure
substances, applications using system and
control volume formulation. Introduction to
fluid mechanics; development o f conservation
theorems, hydrostatics, dynamics o f 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). This course
introduces students to an important area o f
currently developing technology: computer
based modeling and optimization for the solu
tion of complex, multivariable problems such
as those relating to efficient manufacturing,
environmental pollution control, urban plan
ning, water and food resources, and arms
control. Recent additions to the course make
it useful and accessible to a broad spectrum of
liberal arts students; (1) inclusion of realistic
case studies which address the question "how
do these models work when they are used in
the real world” and (2) use of recently devel
oped computer software which makes it easy
for students to experiment with realistic mod
els while they are learning basic concepts. The
only prerequisite is familiarity with elemen
tary linear algebra, and high school algebra is
usually sufficient. Students interested in the
theory o f optimization should consider Math
64 (mathematical programming). Together,
the two courses provide a comprehensive
introduction to the theory and practice of
optimization, but one may be taken without
the other.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester.
58. Control Theory and Design.
systems. Analysis and design o f linear control
systems using root locus and frequency re
sponse techniques. Over-driven operation o f
first- and second-order controlled systems.
Digital control techniques, including analysis
o f A /D and D /A converters, digital filters,
and numerical control algorithms. Laboratory
includes design o f both analog and digital con
trollers.
Prerequisite: E12 or equivalent.
Spring semester.
59. M e c h a n ic s of Solids.
This course deals with internal stresses and
changes o f form that occur when forces act on
solid bodies or when internal temperature
varies. State o f stress and strain, strength
theories, stability, deflections, and photoelas
ticity. Elastic and Plastic theories. Includes
laboratory.
Prerequisite: E6 or equivalent.
Fall semester.
60. Structural Theory and De sign I.
An introduction to the fundamental principles
of structural mechanics. Statically determinate
analysis o f frames and trusses. Approximate
analysis o f indeterminate structures. Virtual
work principles. Elements o f design of steel
and concrete structural members. Includes
laboratory.
Prerequisite: E59, or permission o f instruc
tor.
Spring semester.
61. S o il and R ock M ech an ics: Theory
and Design.
Principles o f soil and rock mechanics. Topics
include soil and rock formation, soil mineral
ogy, soil types, compaction, soil hydraulics,
consolidation, stresses in soil masses, slope
stability, and bearing capacity. These topics
are applied to engineering design problems.
Includes laboratory.
Prerequisite: E59 or equivalent.
Fall semester, alternate years; offerd tggo.
62. Structural Theory and D e sign II.
Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer
applications. Design o f steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester, alternate years; not offered tggo.
An introduction to the control of engineering
125
Engineering
63. W ater Quality and Pollution
Control.
sion if students register for it as Engineering
An introduction to elements of water quality
management and treatment o f wastewaters.
Measurement of water quality indicators. Analysis o f wastewater treatment processes. Sewage treatment plant design. Computer model
ing of the effects o f waste discharge on rivers
and estuaries. Environmental impact assess
ment. Laboratory and field studies o f local
water quality problems.
Prerequisite: Completion o f the distribution
requirement in the Division o f Natural Sci
ences and Engineering.
Fall semester, alternate years; not offered iggo.
Spring semester.
66. Environm ental Syste m s.
73,74. Electronic Circuit A n a ly sis and
D e sign I and II.
This course applies methods o f mathematical
modeling and systems analysis to problems in
the fields o f Water Resources, Urban Plan
ning, and Public Health. Techniques o f optim
ization including linear and integer program
ming are used as frameworks for modeling
such problems. Dynamic systems simulation
methods are also employed. The laboratory
section is devoted to case studies in computerbased solutions to realistic problems using
microcomputers and Apollo graphics work
stations.
Prerequisite: E57, or equivalent.
Spring semester, alternate years; offered 1991.
68 .
71. D iscrete Tim e S yste m s.
Review o f 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 o f sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design techniques.
Extensive use o f computer simulation for
analysis and design in the laboratory.
Prerequisite: E12.
Offered when demand and staffing permit.
68. Environm ental Policy.
This course begins with an introduction to the
physics o f semiconductor devices and modern
device technology. The remainder of the year
is devoted to the study o f analog and digital
circuits and includes an introduction to digital
logic design. Circuits employing both bipolar
and field effect devices are considered. Use of
the circuit simulation program SPICE is em
phasized. Laboratory work is oriented toward
design problems.
Prerequisite: E12 or equivalent. E73 is a pre
requisite for E74.
E 73: Fall semester.
E 74: Spring semester.
(Also listed as Political Science 68 .) Issues in
environmental policy formulation and imple
mentation are explored. Topics: survey of
environmental problems including global
population, global climate change, water and
air pollution, and resource depletion; survey
o f developments in the law o f environmental
protection; use and abuse of cost-benefit anal
ysis in environmental regulation. Concepts
from mathematics and technology are intro
duced, as necessary, to understand environ
mental processes. Additional topics may in
clude environmental political movements in
the U .S. and Europe, environmental degrada
tion in developing nations, and quantitative
policy models implemented by computer.
T h is course may be counted as a distribution
course (but not a primary distribution course)
in the Natural Sciences and Engineering Divi
Static and dynamic treatment o f engineering
applications o f Maxwell’s equations. Macro
scopic field treatment o f interactions with
dielectric, conducting, and magnetic materials.
Analysis o f forces and energy storage as the
basis o f circuit theory. Electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation. Polarization,
reflection, refraction, diffraction, and inter
ference. Engineering 76 will include advanced
topics in optics and microwaves, such as laser
operation, resonators, Gaussian beams, inter
ferometry, anisotropy, nonlinear optics, modu
lation and detection, and current technologies
such as holography. Laboratories for both
courses will be oriented toward optical appli
cations using lasers, fiber and integrated opti
cal devices, modulators, nonlinear materials,
126
,
7 5 76. Electrom agnetic Theory I and II.
and solid state detectors.
Prerequisite: E12 or equivalent. E75 or Phys
ics equivalent is a prerequisite for E76.
E75: Fall semester, alternate years; not offered
1990.
E76: Spring semester, alternate years; not offered
1991.
78. Com m unication Syste m s.
Theory and design principles o f analog and
digital electronic communications. Such top
ics as information theory, coding, analog and
digital modulation, multiplexing, noise, fil
tering, and data transmission will be treated.
Emphasis will be placed on theoretical and
practical limitations and functional design.
Application will be made to a variety of
practical systems such as television relay, fac
simile, telemetry, broadcasting, and data com
munications. Fiber optic systems will be ex
amined in the laboratory.
Prerequisite: E12 or equivalent.
Spring semester, alternate years; not offered 1991.
81. Thermal Energy Conversion.
Development and application o f the principles
of thermal energy analysis to energy conver
sion systems. Review of the principles o f the
first and second laws o f thermodynamics.
Development o f the concepts o f availability,
reacting and non-reacting mixtures, chemical
and nuclear reactions. Applications investi
gated include: Rankine cycles, gas turbines,
internal combustion engines, heat pumps, and
solar energy systems. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; not offered 1991.
82. Engineering M aterials.
Study o f the physical structure and properties
of a wide variety o f engineering materials, and
the processes by which they are transformed
into useful products. The course includes
analysis o f material microstructures, macro
scopic physical properties, and in-service per
formance with regard to mechanical, thermal,
electrical, and chemical factors. Metals, plas
tics, concrete, wood, fiber-reinforced and
structural composites are considered, both
with regard to industrial processing and prop
erty modification and to materials selection in
engineering design. Laboratory work includes
exercises in property testing and material
selection, field trips to materials-processing
plants, and a substantial individual project.
Prerequisite: E59 (may be taken concurrently)
or permission o f instructor.
Fall semester, alternate years; not offered 1990.
83. Fluid M echanics.
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Relevant equations for the con
servation o f mass, momentum, and energy are
derived. These are then applied to the study of
flows o f inviscid and viscous, incompressible
and compressible fluids. Includes laboratory.
Prerequisites: E41.
Spring semester, alternate years; offered 1991.
84. Heat Transfer.
A basic introduction to the physical phe
nomena involved in heat transfer. Analytical
techniques are presented together with em
pirical results to develop tools for solving
problems in heat transfer by conduction,
forced and free convection, and radiation.
Numerical techniques are discussed for the
solution o f conduction problems. Includes
laboratory.
Prerequisite: E41.
Fall semester, alternate years; not offered 1990.
90. Engineering Design.
This project-oriented course serves as a culmi
nating exercise for all Engineering majors.
Under the guidance o f a faculty member,
students investigate a problem o f their choice
in an area of interest to them. At the end o f the
semester students prepare a written report
and make an oral presentation.
Spring semester.
91. Sp ecial Topics.
Subject matter dependent on a group need or
individual interest. Normally restricted to
senior students and offered only when staff
interests and availability make it practicable
to do so.
93. Directed Reading o r P ro je c t
With the permission o f 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 o f his or her program
127
Engineering
in the senior year. The student is expected to
submit a prospectus o f the thesis problem
before the start o f 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 Vi-credit attachment must be included with
each group.
Electrom agnetic Theory
Electromagnetic Theory I and II
Environm ental S y ste m s
M a te ria ls Engineering
Mechanics o f Solids
Engineering Materials
Therm al Energy Conversion
Thermal Energy Conversion
Heat Transfer
Digital S y ste m s
Operations Research
Environmental Systems
The Digital World
Digital Systems or
Laboratory Computer Applications
Therm al S o la r S y ste m s
Structural A n a ly sis and Design
Solar Energy Systems
Thermal Energy Conversion or
Heat Transfer
Structural Theory and Design I and II
Electronics
Electronic Circuit Analysis and Design I
and II
Control Theory w ith Digital Laboratory
Applications
Laboratory Computer Applications
Control Theory and Design
128
Continuum M e c h a n ic s
Mechanics of Solids
Fluid Mechanics
Com m unications
Communication Systems
Electromagnetic Theory II
Com puter Design
Digital Systems
Computer Architecture
English Literature
THOMAS H. BLACKBURN, Professor
LEE DEVIN, Professor and Director o f The Theatre*
CHARLES L. JA M ES, Professor
HAROLD PAGLIARO, Professor and Chair
SUSAN SNYDER, Professor
PHILIP M. WEINSTEIN, Professor 2
CRAIG W ILLIAM SO N, Professor
NATHALIE ANDERSON, Associate Professor
ABBE BLUM, Associate Professor
PETER J. SCHM IDT, Associate Professor
MARK BREITENBERG, Assistant Professor 3*
LAURIE LANGBAUER, Assistant Professor
WILLIAM M ARSH ALL, Assistant Professor, Designer/Technical Director of the Theatre
CONSTANCE W ILMARTH, Assistant Professor
EMILIE PASSOW, Assistant Professor (part-time)
ALLEN KU H ARSK I, Instructor
MICHAEL DURKAN, College Librarian, Lecturer
ABIGAIL AD A M S, Visiting Lecturer in Theatre (part-time) 5
ELIZABETH BENEDICT, Visiting Writer (part-time) 5
This Department offers courses in English
literature, American literature, theatre, some
foreign literatures in translation, and critical
theory. The departmental curriculum includes
the intensive study o f works o f major writers,
major periods o f literary history, and the
development o f literary types; it also provides
experience in several critical approaches to
literature and play production and explores
certain theoretical considerations implicit in
literary study, such as the problematics of
canon formation and the impact of gender on
the creation and reception o f literary works.
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; and juniors who have taken a
course in literature, including literature in
translation, offered by Modern Languages and
Literatures or by Classics—these courses are
numbered 11 or higher in the College Bulletin.
Also exempted are students who wish to take
only studio courses.) Introductory courses
are characterized by syllabi with less reading
than in advanced courses, by frequent short
papers with some emphasis upon rewriting,
by self-conscious examination of methodol
ogy, 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 freshmen and sophomores.
Students will not normally take a second
introductory course. Only one such course
may be counted towards the major. The mini
mum requirement for admission as a major or
as a minor in English is two semester-courses
in the Department. (Students with AP scores
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
5 Spring semester, 1991.
129
English Literature
o f 4-5 in English Literature and/or English
Composition receive credit toward gradua
tion. 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 o f 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 o f professional training, or to
seek teacher certification in English, should
see a member o f the Department for early help
in planning their programs, as should students
who plan to include work in English literature
in a program with a major in Literature,
Women’s Studies, or Medieval Studies. Stu
dents planning to qualify for teacher certifica
tion in English are reminded that work in
American literature, in linguistics or the his
tory o f the English language, and in theatre or
film is required in addition to other require
ments o f the major. Non-majors who wish to
be certified in English must meet all the course
requirements noted above (e.g., requirements
for the major except for the Comprehensive,
plus the additional courses required for certi
fication) as well as maintaining a grade point
average o f 2.5 or better in courses taken in the
English Department.
Major in the Course Program: The work o f a
major in Course consists o f a minimum of
eight units o f credit in the Department includ
ing at least three units in literature written be
fore 1830 (such courses are marked with a * )
—at least one of these three units must be in
Shakespeare—and one unit featuring critical
theory (such courses are marked with a * * ) .
The Comprehensive Examination, taken at
the beginning o f the spring semester of the
senior year, will be based on a list o f major
authors. This list will be available to majors
and prospective majors at least three semesters
before the date o f the exam itself.
Major in the External Examination (Honors)
130
Program: Majors in English who seek a degree
with Honors will in the spring o f their junior
year propose for external examination a pro
gram consisting o f 4-6 fields, chosen from
this and one or more minor departments.
These fields will usually be based upon 12
units o f work; some o f this work will have
been completed before entry into the Pro
gram. (For a general description o f the college
wide External Examination Program, see pp.
53 o f the catalogue.)
O f the 4-6 fields, at least three (constituting
not less than 6 units o f credit) must be chosen
from those offered by this department. Majors
will apportion their work so as to complete 4
credits in literature written before 1830, by
means o f seminar and perhaps course work as
well; in addition they must take a course or
seminar that features critical theory, and a
course or seminar in Shakespeare. (Courses
and seminars 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 from among those offered by this de
partment.
Students interested in pursuing Honors within
a faculty approved interdisciplinary major or
concentration that draws on advanced English
courses or seminars should see the Chair for
early help in planning their programs.
IA . Crafting Language (Expository
Writing).
Designed for students who wish to concentrate
on improving their writing and analytical
skills. This course follows a workshop format:
in-class writing, discussion o f student and
professional essays, longer written assign
ments, and regular student-instructor confer
ences. The object is to help students become
more comfortable with language, more adept
at developing and organizing their thoughts,
and more able to experience expository writ
ing itself as a form o f discovery.
Each semester. Passow.
I B. English fo r Foreign Students.
Individual and group work on an advanced
level for students with non-English back
grounds. Does not meet distribution require
ments.
Each semester.
Primary distribution course.
Fall semester. Snyder.
1C. The W riting Pro ce ss.
5. Poetics of Immaturity.
This course combines study o f theories of
composition and the teaching o f writing with
supervised experience applying the skills derived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward
major.
Fall semester. Blackburn.
This course examines works that construe the
self in moments o f instability or marginality,
a condition that often describes, though is by
no means restricted to, the transitional periods
of childhood and adolescence. Major authors
will include T.S. Eliot, Wordsworth, Shake
speare, Charlotte Bronte, and Sigmund Freud.
Primary distribution course.
Each semester. Wilmarth.
2. Scien ce and the Literary
Imagination.
An introduction to the critical reading of
literature, using texts (in prose and verse from
the 16th century to the present) which are
concerned with or reflect the impact of science
and scientific thinking on individual and society.
Primary distribution course.
Spring semester. Blackburn.
3. Critical A ssu m ptio n s.
With what assumptions do we approach lit
erature? How do they determine the sense we
make o f 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 Shakespeare, Donne,
Blake, Wordsworth, Hawthorne, Brontë, and
Hemingway. Our emphasis will be on explor
ing as well as engaging in the basic principles
of literary analysis.
Primary distribution course.
Fall semester. Langbauer.
6. Rites of P assage .
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 innocence
and experience, community and liminality,
and the mediation o f the sacred and the
profane. Major authors will include Blake,
Shakespeare, Conrad, and Lawrence.
Primary distribution course.
Spring semester. Williamson.
7. M ulticultural Literacy.
Focusing on selected works from Africa, Asia,
Europe, and different cultures within the
United States, this course will study their
depiction o f what it means to live in several
cultures at once as part of an increasingly
polyglot and interconnected world. Analyses
o f cultural conflict, illiteracy, and prejudice
will also be a recurrent topic.
Primary distribution course.
Spring semester. Schmidt.
4. The Hidden God.
8. The Ironic S p ir it
In human experience, the need for a deity, a
transcendent site o f value and meaning, para
doxically goes hand in hand with human
difficulties in imagining, apprehending, and
relating to a divine person or force that is
unknowable by ordinary means. In texts rang
ing from novels o f Chinua Achebe and Alice
Walker to poetry o f John Donne and G.M.
Hopkins, to Shakespeare’s King Lear, Elie
Wiesel’s Night, and Freud’s Future of an Illu
sion, we will explore constructions o f the
divine in theory and practice. (Reading list
may alter somewhat.)
This course focuses on the way the ironic
mode—both verbal and philosophical—ac
commodates responses to fundamental con
tradictions and paradoxes. Authors include
Shakespeare, Fielding, Hardy, Emily Dickin
son, Twain, Stephen Crane, and Ralph Ellison,
and selected poetry.
Primary distribution course.
Fall semester. James.
9. Four Se c u lar W rite rs of the Spirit.
A study o f iconoclastic authors—Blake,
George Eliot, Shaw, and Lawrence—whose
works attack orthodox ways and offer moral
131
English Literature
alternatives as necessary to human well-being.
Primary distribution course.
Fall semester. Pagliaro.
prose, and drama from Beowulf to Milton.
Fall semester. Williamson.
10. W ay s of Seeing.
An historical and critical survey o f poetry,
prose, and drama from Dryden to Lawrence.
Spring semester. Pagliaro.
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 o f 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
Peaks; poems by Herbert, Dickinson, Olds,
Merrill; writings by Berger, Castenda, Haraway, Julian o f Norwich, Cixous.
Primary distribution course.
Fall semester. Blum.
12. The Other.
A culture may shape and understand itself by
constructing an Other: certain ideas, charac
teristics, and places which negate or contradict
"acceptable” forms o f social order. By such
representations the Other serves to define and
authorize what is understood as "natural” and
"normal” in a given culture. In this course we
will consider this complex process as it oper
ates in representations of women, ethnicity,
and imaginal or real locations. Readings by
Euripides, Shakespeare, Swift, Defoe, Mary
Shelley, Forster, Woolf, and Rich.
Primary distribution course.
Not offered 1990-91 . 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 attempts to
influence public opinion and policy—from
Shakespeare’s Julius Caesar to Spike Lee’s Do
the Right Thing—in order to explore the issue
o f political effectiveness.
Primary distribution course.
Fall semester. N. Anderson.
16. S u rve y of English Literature, I.*
An historical and critical survey o f poetry,
132
17. S u rve y of English Literature, II.
18. An Introduction to Am erican
Culture.
This seminar we will analyze some of the ways
in which racial and ethnic differences have
been represented in the United States. We will
treat the experiences o f European immigrants
not as paradigmatic, but as only one set of
experiences on a spectrum that includes those
o f Africans, Latinos, native Americans, and
Asians. Primary readings include narratives
by William Faulkner, Toni Morrison, Maxine
Hong Kingston, James Baldwin (essays), and
other works. These will be supplemented by
the viewing o f several movies and videos and
some contemporary theoretical work on the
concepts of race and ethnicity.
Fall semester. Schmidt, Weinstein.
21. Chaucer.*
Reading in Middle English o f most o f 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
o f critical and cultural contexts—both medi
eval and modern—which help to illuminate
Chaucer’s art.
Spring semester. Williamson.
23. Old E n glish /H isto ry of
the Language.*
The course begins with an intensive study of
Old English and its historical and linguistic
backgrounds and moves on to an examination
o f both selected Anglo-Saxon literay texts and
the changing patterns o f English through the
late Middle Ages. This course may be taken
without the usual prerequisite course; how
ever, it may not serve in the place of a prereq
uisite for other advanced courses.
Williamson.
25. Shakespeare.
Each section o f this course will read twelve of
Shakespeare’s plays and study them from a
variety o f perspectives. Approaches will in
clude gendered notions o f love and power;
questions o f class and race, history and agency;
analysis o f generic inter-relations and trans-
formations; and differences/relations of
playscript and "literary” text. The course will
I also address the implications o f the variety o f
I versions and media in which the plays have
been enacted since their origins.
Fail semester. Blackburn and Blum.
26. R e n aissan ce Poetry.*
I Lyric and narrative poetry o f the Elizabethan
I age and early 17th century.
Not offered 1990-91 . Snyder.
27. Tudor-Stuart Dram a.*
A survey o f English theater in the sixteenth
and seventeenth centuries with attention to
the construction and deployment o f gender,
social and political legitimacy, the place o f the
theatre, and the function o f dramatic reprej sentation.
I Not offered 1990-91 . Breitenberg.
I
28. Milton.*
I Study o f Milton’s poetry with particular em
phasis on Paradise Lost.
Not offered 1990-91 . Blackburn.
29. In scrip tio n s of the Feminine
in 16th- and 17th-Century England.*/**
Writing about women and women writing in
a period in England where relatively few
women were published. We will read works
by (among others) Queen Elizabeth, Elizabeth
Cary, the Duchess o f Newcastle, Aphra Behn,
Aemilia Lanier, and religious visionaries. Read
ings will include primary material which sets
out a variety o f historical and cultural con
texts. Works by William Shakespeare, Ed
mund Spenser, and John Milton will also be
examined for their representations of gender,
sexuality, class, and society. This course may
satisfy the major requirement for either a pre1830 course or a criticism course but not
both.
Not offered 1990-91 . Blum.
30. Technology and the Text.*
This course relates evolving notions o f textuality to the development o f the technologies
by which the physical artifact o f the text is
produced. Our focus will be equally distrib
uted between the critical reading o f texts from
the 14th century on (including their social and
economic contexts) and analysis of the pro
duction technologies.
Not offered 1990-91 . Blackburn.
34. W om en W riters 1790-1830.*
Not all writers during this period practiced
the dominant mode of literary expression that
we now call Romanticism. This course will
examine those women writers who reacted to
that mode or were outside it: Mary Wollstonecraft, Mary Hays, Dorothy Wordsworth,
Jane Austen, Mary Shelley, and others. We’ll
focus on prose works, predominantly the
novel, and organize our investigation in terms
o f different approaches. Critical readings will
include works by Irigaray, Kristeva, Cixous,
Delphy, Spivak, Jacobus, Gallop, Mellor, Ho
mans, Poovey, Christian, Hooks, and others.
Fall semester. Langbauer.
35. Eighteenth-Century Literature.*
A study o f selected English prose and poetry
from 1660-1800, with some special attention
given to works that attempt to find order and
stability in the face o f social, religious, and
emotional doubt. Authors to be read include
Dryden, Swift, Pope, and Johnson. Aspects of
Hobbes, Natural Supernaturalists, Graveyard
poets, and others will also be considered,
chiefly as background.
Not offered 1990-91 . Pagliaro.
36. English Novel, I.*
A consideration of fiction from the 18th Cen
tury to the Victorian period.
Not offered 1990-91 . Langbauer.
38. Rom antic Poetry.*
A study of the poetry of Blake, Wordsworth,
Coleridge, Byron, Shelley, and Keats, with
attention given to the ideas as well as to the
form and structure of their works.
Spring semester. Pagliaro.
40. Outside the Tradition.
This course will consider the process of canon
formation by examining the works o f major
and minor nineteenth-century English nov
elists, their contemporaries’ reviews o f them,
and current theoretical debates. We will focus
on the ways that issues o f gender and class
influence tradition. Writers include Bronte,
Gaskell, Collins, Braddon, Dickens, Trollope,
and Gissing.
Not offered 1990-91 . Langbauer.
41. The Victorian Poets: Eminence
and Decadence.
A study o f the poetry of Tennyson, Robert
and Elizabeth Barrett Browning, Arnold, Mere-
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English Literature
dith, the Rossettis, Wilde, and others, with
particular attention to each artist’s response
to the stresses o f the era.
Not offered 1990-91 . N. Anderson.
42. English Novel, II.
A consideration of English fiction since 1850.
Not offered 1990-91 . Wilmarth.
43. Stu d ie s in English Fiction.
This course will study developments in fiction
(mainly English) from Dickens, George Eliot,
and Flaubert to Lawrence and Joyce. Syllabi
vary from year to year, but the focus remains
on ideological premises and aesthetic practices
as these alter in the transition from Victorian
to Modern culture.
Not offered 1990-91 . Weinstein.
44. Twentieth-Century Novel.
A survey of English and American fiction,
including works by Lawrence, Joyce, Woolf,
West, Fitzgerald, Hemingway, and Pynchon.
Fall semester. Wilmarth.
45. M odern British Poetry.
A consideration o f British poets—and some
American ex-patriates—from Thomas Hardy
to Dylan Thomas, with particular attention
given to each poet’s individual response to the
circumstances o f modern life.
Not offered 1990-91 . N. Anderson.
46. Introduction to A n glo -Irish
Literature.
This course will cover the background to the
modem literature through such topics as epic
literature, the monasteries, the Big House, the
Irish storyteller, and will include readings
from The Tain and the Finn Cycle, as well as
from Somerville and Ross, Synge, O ’Casey,
Kavanagh, Heaney, and others.
Not offered 1990-91 . Durkan.
50. Theories of B lack Studies.
A survey o f several representative topics in
Black Studies. The course demonstrates how
scholars in an interdisciplinary field overcome
or fail to overcome differences in methods,
assumptions, and goals from more traditional
disciplines. It also investigates whether the
field’s findings helped reshape any research
agendas in the humanities and social sciences.
Students considering the Black Studies con
centration are strongly urged to take the
course. Students may enroll for credit in
134
English Literature, Political Science, or Sociology/Anthropology; however, it is not an
introductory course for any o f these depart
ments. This year the course will host students
in Black Studies 91 (who should enroll for
Black Studies 91).
Spring semester. Pouncy and Schmidt.
51. Fictions of A m erican Naturalism .
This course examines several important at
tempts by American writers o f fiction to
redefine the tragic experience in modem terms
and consistent with the way scientific method,
deistic faith, and biological discoveries con
verged in their imaginations. Writers will in
clude Kate Chopin, Stephen Crane, Theodore
Dreiser, W. D. Howells, Jack London, Frank
Norris, Edith Wharton, and Richard Wright.
Not offered 1990-91 . James.
52. The Harlem Benaissance.
This examination o f the "New Negro” in the
"Jazz Age” will focus on the optimism and
innovation that highlighted Afro-American
culture during the decade of the 1920s and
proved to be generative for New York and the
nation. Authors will include Langston Hughes,
Jean Toomer, Countee Cullen, Zora Neale
Hurston, Claude McKay, Nella Larsen, and
James Weldon Johnson; but the course will
consider expressions of art and music as well
as fiction and poetry and will include a field
trip to Harlem.
Not offered 1990-91 . James.
53. Contem porary W om en’s Poetry.
We shall examine the great variety of poetic
styles and stances employed by women writing
in the United States today. Among the poets
we may consider are: Muriel Rukeyser, Gwen
dolyn Brooks, Adrienne Rich, Denise Levertov, Sylvia Plath, Audre Lorde, June Broumans, and Carolyn Forche.
Spring semester. N. Anderson.
54. Stu d ie s in Am erican Fiction.
This course will concentrate on the fiction
produced during two periods, the middle of
the nineteenth century and the 1940s to the
present. Issues of gender, race, and ethnicity,
and the aims and limits o f art will be central
to the discussions, and much emphasis will be
placed on comparing and contrasting how
different American authors have defined these
topics. There will be some lectures, but the
class will be mostly taught via student-led
discussions. Authors we will read include the
nineteenth-century writers Melville, James,
Freeman, either Sedgwick or Fern, and Jacobs,
and the contemporary writers Welty, King
ston, Erdrich, Morrison, Kincaid, Ellis, Pynchon, Gibson, and Roth.
Not offered 1990-91 . Schmidt.
55. M odern A m erican Poetry.
Selected poems and prose by Williams, H. D.
Pound, Stevens, Moore, and others.
Not offered 1990-91 . Schmidt.
56. Theory of Intentionality.**
How does a poetics that denies the significance
of authorial intention and political activism
come to terms with the practice o f consciously
ideological art? In what ways does that practice
require the articulation of a new poetics? This
inquiry into the nature o f the poetic will
consider Lacanian conceptions o f metaphor
and metonymy, feminist deployments o f psy
choanalytic theory, and the Marxist recon
siderations o f culture prompted by Raymond
Williams, to examine a variety o f poetry, with
special attention to the conflations o f personal
experience and political vehemence found in
feminist and black poetry o f the 1970s and
1980s.
Not offered 1990-91 . N. Anderson.
57. Contem porary Am erican Prose.
An examination o f the myriad regional ac
cents, aims, and styles—from documentary
realism to symbolic fantasy—which distin
guish American prose since World War II.
Not offered 1990-91 . Schmidt.
58. The Am erican Autobiography.
This is a comparative study o f autobiography
as an act o f self-discoverey and self-fashioning
in keeping with an American image—where
faith and fantasy intersect with fiction and
truth; where possible pairings by race and
gender illuminate common values. We will
likely consider "stories” by Benjamin Frank
lin, Frederick Douglass, Henry Adams, Jane
Addams, Gertrude Stein, Richard Wright,
Norman Mailer, Maya Angelou, and Malcolm
X.
Fall semester. James.
59. The A fro-A m e rican Writer.
This is a prose narrative and poetry overview
designed to offer a century survey o f writings
by Afro-American writers from Charles Chesnutt to Toni Morrison. It’s as impossible as
any survey course, but it will provide jumping
off places for anyone who has (or develops)
special interests in the field that can be shared.
Besides Chesnutt and Morrison, writers will
likely include Jean Toomer, Zora Hurston,
Sterling Brown, Gwendolyn Brooks, Langston
Hughes, Richard Wright, James Baldwin, and
Paule Marschall.
Spring semester. James.
60. The Contem porary Afro-A m erican
W riter (formerly The Contemporary Black
Writer o f the United States).
Writers will include James Baldwin, Toni Cade
Bambara, Amiri Baraka (LeRoi Jones), David
Bradley, Octavia Butler, Henry Dumas, Toni
Morrison, Gloria Naylor, Alice Walker, John
Williams, and selected other prose and po
etry.
Not offered 1990-91 . James.
65. Poetry W orkshop.
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
We will emphasize the discovery and develop
ment o f each individual’s distinctive poetic
voice, imagistic motifs, and thematic concerns,
within the context o f contempory poetics.
Students should submit 3-5 pages o f poetry
for admission, at a time announced during fall
semester. The workshop will meet once a
week for three hours. Admission and credit
are granted at the discretion o f the instructor.
(Studio course)
Spring semester. N. Anderson.
66. Fiction W rite rs’ W orkshop.
The course is devoted to the analysis o f stories
submitted by students. It meets once a week
for three hours. In addition to receiving prac
tical help from fellow writers, students have
an opportunity to articulate and explore the
oretical aspects o f 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
o f the instructor. (Studio course.)
Spring semester. Benedict.
70. R e n a issa n ce Com parative
Literature.*
Humanism and "Counter-Renaissance” de
velopments in major writings o f Renaissance
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English Literature
Europe: Erasmus, More, Rabelais, Petrarch,
Gaspara Stampa, Ariosto, Marguerite de
Navarre, St. John o f the Cross, and Cervantes
(all studied in translation).
Not offered 1990-91 . Snyder.
chosen from works written in English and in
translation, including Achebe, Armah, Emecheta, Ngugi, Sembene, Senghor, Soyinka,
and Tutuola.
Fall semester. James.
72. P r o u s t Joyce, and Faulkner.
77. Contem porary Drama.
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 o f mod
ernism.
Fall semester. Weinstein.
A survey o f contemporary drama with an
emphasis on experimental and self-reflexive
modes. Playwrights will include Beckett, Pin
ter, Handke, Weiss, Soyinka, Churchill, Terry,
and Shepard. Productions on film or video
will be included.
Not offered 1990-91 . Williamson.
73. P ro u st and Joyce.
An intensive comparative study. Readings will
include A Portrait of the Artist as a Young Man,
Ulysses, and substantial portions o f A la Re
cherche du temps perdu. Proust readings and
lectures will be conducted in French. Crosslisted as French 75, this course counts toward
concentration in either English or French. It
will explore the role o f the artist; the modern
ist sense o f character; narrative experiments
with plot, style, and point of view; the mean
ings o f time and memory.
Prerequisites: French 12 and an introductory
English course (or their equivalents).
Not offered 1990-91 . Weinstein and Roza.
74. M odern Drama.
An examination o f the range o f dramatic
literature, theatre aesthetics, critical theories,
and production styles since Ibsen.
Cross-listed as Lit. 74.
Not offered 1990-91 . Devin.
75. M odern Poetry.
A consideration o f the various manifestations
o f modernism in English Language poetry on
either side o f the Atlantic. We will trace the
careers o f the High Modernists Yeats, Law
rence, Pound, and Eliot; weigh the American
experiments o f Stein, Stevens, Williams, and
Marianne Moore; review the impact o f Imagism and the Harlem Literary Renaissance;
examine brief and extended poetic responses
to some o f the radical uncertainties engen
dered by early twentieth-century history.
Not offered 1990-91 . N. Anderson.
76. The B lack A frican Writer.
This study gives particular attention to the
way black African writers portray Africa
emerging from the age o f myth into a Western
and industrialized culture. Readings will be
136
79. Stu d ie s in Com parative Fiction.
This course will explore the relationships be
tween desire and the law, as well as the social
construction o f identity, in a range o f 19thand 20th-century novels. Writers will include
C. Bronte, Dostoevsky, Flaubert, Tolstoy,
Kafka, and Faulkner. (Cross-listed as Lit. 79.)
Not offered 1990-91 . Weinstein.
80. Satire.
This examination o f satire as a literary genre
focuses on satiric forms and objectives. Em
phasis will be on distinguishing between two
main conceptions of satire and two different
types o f satirists. Selections may be chosen
from Horace and Juvenal, Shakespeare, Pope,
Swift, Voltaire, Twain, Huxley, Ishmael Reed,
and Nathanael West.
Spring semester. James.
82. Representations of Wom en’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 o f this representation, and pos
sibilities 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.)
Spring semester. Morgan.
85. M o d ern ism in A m erican Art
and Literature, 1870-1930.
(See Art 67.) An interdisciplinary study o f the
origins, ideology, and development o f mod
ernism in American culture between 1870
and 1930 using approaches from the fields of
art history, American studies, and literary
criticism. Artists studied include Winslow
Homer and Ernest Hemingway, Willa Cather
and Georgia O ’Keeffe, Charles Demuth,
Charles Sheeler, Marcel Duchamp, and Wil
liam Carlos Williams, plus selected artists and
writers associated with the Harlem Renais
sance.
Prerequisites: introductory courses in both art
history and English literature.
Not offered 1990-91 . Schmidt and Hungerford.
87. Film and Literature.
The course will focus each year on one or
more of the following topics: the work o f a
director or group of directors, the possibilities
of a particular film genre, the issues o f critical
interest common to both film and literature.
Films will be chosen with an eye to their
interest to students o f literature. Some may be
based on fiction or drama; others may share
formal concerns with a literary text. Major
directors in the past have included Coppola,
Kubrick, Bergman, and Resnais.
Not offered 1990-91 . Staff.
89. H istory of C riticism and
Interpretation.**
A survey o f statements, positions, and con
troversies from the pre-Socratics to post
structuralism about the following issues: the
nature and function o f art, language and rep
resentation, the relationship o f literature to
history and culture, depictions and interpre
tations of sexuality and gender.
Not offered 1990-91 . Breitenberg.
90. Colloquium: M a rx ist Literary
Criticism.**
The aim o f the course is to arrive at a Marxist
definition of desire. We will juxtapose read
ings in Marx, Freud, Engels, Lukács, Gramsci,
the Frankfurt School, Baudrillard, and Al
thusser, with selected works of Pater, Swin
burne, Hopkins, Wilde, Joyce, and Henry
James. Enrollment limited.
Spring semester. Wilmarth.
91. Fem inist Literary Criticism .**
What is feminism? What is its relation to
literary criticism? In this course, we will ex
plore the role o f politics in answering those
questions, examining the ways that feminism
exposes as political those very spheres that
have traditionally seemed exempt from, if not
opposed to, politics. Readings in current femi
nist literary criticism and theory.
Spring semester. Langbauer.
92. Theory of the Novel.**
The poetics o f fiction, to be explored through
a variety o f contemporary theoretical ap
proaches, as well as sustained scrutiny o f four
novels (this year: works by E. Bronte, Dickens,
Faulkner, and Morrison.
Fall semester. Langbauer.
96. Directed Reading.
Students who plan directed reading must con
sult with the appropriate instructor and sub
mit a prospectus to the Department by way of
application for such work before the begin
ning o f 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.
97. Independent Study.
Students who plan an independent study must
consult with the appropriate instructor and
submit a prospectus to the Department by
way o f application for such work before the
beginning o f the semester during which the
study is actually done. Deadlines for the re
ceipt o f written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and seniors.
Staff.
98,99. Senio r E ssay, S e n io r Thesis.
In the fall semester o f the senior year, Course
majors in the Department may pursue a liter
ary project (English 98) of their own choosing.
The major part o f the semester is devoted to
preparing an essay (or essays) under the su
pervision o f a member o f the Department. A
brief prospectus for the project must be sub
mitted for approval by the Department in
April o f the junior year. Before submitting
this prospectus, Course majors should consult
with the Department Chairman and with the
Department member who might supervise the
137
English Literature
project.
The project, culminating in an essay (or es
says) o f 20-25 pages, will be completed in
December o f 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.
SEMINARS: ENGLISH LITERATURE
Group 1
101. Shakespeare.
Study o f Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading o f the remainder o f the
canon. Students are advised to read through
all the plays before entering the seminar.
Each semester. Blackburn, Blum, Snyder.
102. Chaucer and M edieval Literature.
A survey of English literature, primarily po
etry, from the 8 th through the 15th century
with an emphasis upon Chaucer. Texts will
include Beowulf, Sir Gawain and the Green
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.
Not offered 1990-91 . Williamson.
104. Milton.
Study o f Milton’s works with special emphasis
on Paradise Lost.
Not offered 1990-91 . Blackburn.
105. Tudor-Stuart Drama.
The development o f English drama from me
dieval morality plays to Jacobean tragedy and
comedy.
Not offered 1990-91 . Blackburn.
106. R e n a issa n ce Epic.
The two major English epics o f the period,
Spenser’s Faerie Queene and Milton’s Paradise
Lost, considered in contexts o f social and
literary history, including two epic antece
dents, Virgil’s Aeneid and Tasso’s Jerusalem
Delivered.
Spring semester. Snyder.
108. R e n aissan ce Poetry.
Poetic modes and preoccupations o f the En
glish Renaissance, with emphasis on Sidney,
Shakespeare, Spenser, Donne, Herbert, and
138
Marvell.
Not offered 1990-91 . Snyder.
109. Eighteenth-Century Literature.
Examination o f the literary forms and critical
values o f the age, with special attention given
to the works o f Dryden, Swift, Pope, and
Johnson.
Not offered 1990-91 . Pagliaro.
110. Rom antic Poetry.
Examination o f the poetry o f Blake, Words
worth, Coleridge, Byron, Shelley, and Keats.
Fall semester. Pagliaro.
Group 11
112. W om en and Literature.**
"Tell it slant,” Emily Dickinson advises, and
women poets—whether or not they have read
her work—have typically taken her subversive
advice to heart. How women "slant” their
truth, and how their poetic methods differ—
if at all—from those o f their male counterparts
will form the center o f this inquiry into Mod
ernist and post-Modemist feminist aesthetics.
Fail semester. N. Anderson.
113. The English Novel.
Studies in English fiction from the eighteenth
century to the present.
Not offered 1990-91 . Wilmarth.
115. M odern C om parative Literature.
Studies in fiction from Flaubert and Melville
to the present.
Each semester. Weinstein, Wilmarth.
116. A m erican Literature.
A study o f American modernist poetry and
prose from approximately 1880-1945 within
an interdisciplinary culture context, using
work by Gilman, Dreiser, Wharton, Fitz
gerald, Heminway, Williams, Stevens, Moore,
H.D., Stein, Barnes, Hurston, McKay, and
others, plus selected theoretical and historical
texts.
Each semester. Schmidt.
118. M odern Poetry.
A study of the poetry and critical prose of
Yeats, Eliot, and Stevens in an effort to define
their differences and to assess their influence
on later poets and theorists.
Spring semester. N. Anderson.
119. M odern Drama.
A survey of dramatic literature from Ibsen to
the present. Texts will be examined both as
scripts for living theatre and as literary and
cultural documents. Viewing live productions
and film or video versions will be a part o f the
seminar. Secondary readings on dramatic the
ory, criticism, and intellectual history relevant
to the plays under discussion will be assigned
each week.
Fall semester. Williamson.
120. Theory of C riticism .**
A course designed to provide a working knowl
edge of the major schools o f contemporary
criticism.
Spring semester. Langbauer.
121. M odern B lack Fiction.
A study o f the evolving literary interrelation
ship o f the United States, Africa, and the West
Indies since World War II. The seminar exam
ines a unity o f themes arising out o f shared
experiences and heritages and includes work
by Chinua Achebe, Toni Morrison, James
Baldwin, George Lamming, Richard Wright,
Paule Marshall, and Wole Soyinka.
Not offered 1990-91. 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 o f the junior year. Normally, the
student writes the thesis, under the direction
o f a member of the Department, during the
fall o f 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.
THEATRE STUDIES
The Theatre Studies major uses the study and
performance o f dramatic art as one part o f a
liberal arts education. It is intended to be of
broad benefit regardless o f a student’s profes
sional intentions. It is cross-disciplinary and
makes a clear distinction between dramatic
literature and performance. Studies in dra
matic literature begin with the written playscript and may include work in departments
of English Literature, Modern Languages and
Literatures, and Classics. Studies in perfor
mance begin with the theatrical event and may
include work in theatre history, theory, design,
acting, production, and directing.
In production, the Theatre Studies major
emphasizes rehearsal processes rather than
public performance. Beginning and interme
diate acting classes address the problems of
"behaving as if the given circumstances were
real” without actually performing for the
general public. Final projects for these courses
are typically presented "in house.” All prac
tice o f public performance takes place in
advanced acting technique classes which carry
prerequisites and are supervised by working
theatre professionals. Because actors do much
o f their work in public, all classes in acting and
directing are open to visitors.
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English Literature
REQUIREMENTS AND RECOMMENDATIONS
Introduction to Theatre (Theatre 1) is the
prerequisite for courses in performance stu
dies numbered 11 or above. (This prerequisite
does not apply to seniors, nor is it required o f
those who wish only to take studio courses.)
The introductory course is designed to ac
quaint the student with the principal elements
o f theatre study including play analysis, the
ory, design, and acting. The work o f the
course includes reading, discussion, practical
exercises, and short papers. The course may
count toward the major. The minimum re
quirement for admission to a major or a
minor in Theatre Studies is Theatre 1 and one
additional course from either dramatic litera
ture or performance studies.
Students considering a major in Theatre Studies
are strongly urged to take one or two addi
tional courses during the sophomore year.
Majors and prospective majors should consult
a member o f the Theatre Studies faculty for
information about courses in other depart
ments complementary to their work in the
atre. The study o f theatre and dramatic litera
ture in foreign languages and cultural contexts
is strongly recommended. Students who plan
to do graduate work or to follow a course of
professional training should see a member of
the faculty for early help in planning their
programs.
Major in the Course Program: The course major
in Theatre Studies requires ten credits o f work
in dramatic literature and performance studies
as follows: a) dramatic literature: at least four
credits including Shakespeare. Work should
also include at least one credit in the modern
period and one besides Shakespeare covering
material written before Ibsen. Dramatic liter
ature courses may include work from English
Literature, Modem Languages and Litera
tures, and Classics. Students with the requisite
language skills are urged to do the work in the
original language; b) performance studies: at
least four credits including Play Directing,
Introduction to Design, and two studio cred
its; c) the senior comprehensive examination
will be given in two parts: i) an oral exam
based on a reading list o f plays and critical
works drawn from English Literature, Modern
Languages and Literatures, and Classics. This
140
list is given to students when they are accepted
into the major; ii) a take-home essay describing solutions to artistic and critical problems.
A senior essay or project (Theatre 95, 96) is
optional; interested students should consult
with the appropriate advisor in the spring of
the junior year. Applications for internships
and special projects should be made as far in
advance as possible.
I
I
I
I
I
I
I
I
Major in the External Examination (Honors)
Program: The honors major requires six or
eight credits including Shakespeare Seminar
and Senior Project in preparation for three or
four papers. Possible preparations include
course combinations, such as Directing/Performance Theory or Design/Theatre History.
Seminars in dramatic literature carry a prerequisite of at least one upper level English
course. Senior Project will be evaluated in
performance as well as by paper. The minor
normally requires four credits in preparation
for two papers. One of the papers for the
minor would normally be Senior Project.
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With respect to the twenty course rule,
courses in dramatic literature in English Literature, Classics, and Modern Languages and
Literatures will count as part o f the major;
courses in non-dramatic literature will not.
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Students who wish to combine English and
Theatre Studies in an External Examination
program are reminded o f College policy lim- I
iting the number of seminars which can be I
taken in a single department to four.
1. Introduction to the Theatre.
This course includes sections on dramaturgy,
theatre space, and acting. Theatre professionals from New York and Philadelphia meet
with the class as possible. Several short papers
based on reading, local rehearsals or performances, and class improvisations. This course
is the prerequisite for advanced courses in
performance studies (see list above) and may
serve as a prerequisite for dramatic literature
courses (not seminars) in English.
Primary distribution course.
Fall semester. Kuharski, Marshall.
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2A. Techniques of Acting: W ork on
the Self.
This is the basic acting course, the prerequisite I
for all others. Vocal and physical warm-up;
relaxation; concentration; ensemble; sense and
affective memory; non-ordinary reality. This
class meets four hours a week. Studio course;
one credit.
No prerequisite.
Spring semester. Staff.
3. Production W orkshop.
A laboratory course focussing on problems in
play production (scenery, lighting, audio, cos
tuming, stage management). No prerequisite;
may be repeated once for credit. Studio course;
one-half credit.
Spring semester. Marshall.
4. Theatre Technology.
This is a study of the rules and systems that
apply to technical theatre. The student will
look at the historical movements in theatre
technology and how they shaped the present
day theatre. Emphasis will be placed on the
applied primary art of creating in the modern
theatre, and how advances in technology can
be applied to the theatre. There will be in-class
exercises on tool utilization, basic electronics,
theatrical lighting, scenic art, theatrical sound
design, and shop output capability. This class
is intended to give the student fundamental
understanding o f present day theatrical tech
nology.
Fall semester. Marshall.
6A. Theatre History; Pre-M odern and
Asian Perform ance Traditions.
A survey o f European and Asian traditions of
dramaturgy, acting, scenography, and theatre
architecture. The class will meet twice a week
for lectures; bi-weekly video screenings on
Friday afternoons. One or two plays per
week; readings from Oscar Brockett’s History
of the Theatre, A .C . Scott’s Theatre in A sia, and
Lee Simonson’s The Stage is Set. Mid-term,
final exam, and a series of short papers.
This course will be taught in alternating years
with Theatre 6 B (Theatre History: Modern
Performance Traditions). Both may be taken
for credit; both are open to freshmen (no
prerequisite).
Fall semester. Kuharski.
6B. Theatre H istory: M odern
Perform ance Traditions.
A selective survey o f major movements in
world theatre since the mid-nineteenth cen
tury. The evolution o f dramaturgy, acting
styles, scenography, and theatre architecture
as seen through the works o f major artists.
This course will be taught in alternating years
with Theatre 6 A (Theatre History: Pre-Mod
ern and Asian Performance Traditions).
No prerequisite; may be taken out o f se
quence.
Not offered 1990-91 .
14. Introduction to Design.
A study of three-dimensional composition in
response to the play’s symbolic expression. A
focus on the development o f a design philos
ophy of collaboration and process. The prin
ciple applications o f the systems and rules
pertaining the Scenic Design will be presented
in project form. Text: Robert Edmond Jones,
The Dramatic Imagination).
Fall semester. Marshall.
15. Advanced Design.
Research, presentation, and execution o f proj
ects in support of Directing and Ensemble
class exercises.
Spring semester. Marshall.
16. P lay Directing.
Principles and techniques of making works of
dramatic art from playscripts. Play selection
and analysis; physical production; rehearsal
procedures, especially improvisation and en
semble technique. One credit.
Prerequisite: Theatre 1, Theatre 2.
Spring semester. Kuharski.
17. Playw riting W orkshop.
The workshop will combine analysis o f dra
matic form and content with a variety of
creative exercises and improvisations. Stu
dents will critique and present each others’
work in class. Final projects may include
original plays, adaptations, translations, sce
narios, or story boards for a performance
piece o f up to fifty minutes in length.
Spring semester. Kuharski.
19. Colloquium: Dram atic Form.
A study of dramatic writing based on Aristo
tle’s Poetics. Reading will include other critical
works and a variety o f plays to illustrate four
forms of dramatic art: tragedy, comedy, melo
drama, and farce. Writing will include both
creative and critical projects.
Not offered 1990-91. Devin.
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English Literature
20. M odern European Theatre
and Drama.
This course will consist o f eleven weeks of
reading combined with a course journal and
an individual project in response to the as
signed reading list. The individual project will
be an interpretive response to one o f the as
signed readings, such as a monologue, a de
sign, a production review, etc. The course
work will include a series o f video screenings
at a regular time to be arranged outside of
class. The last three weeks o f the course will
consist o f the preparation o f a staged reading
o f one o f the assigned plays and the drafting
o f a final critical essay, due during finals week.
The course will include units on the German
and Polish Romantic drama, Chekhov and the
Moscow Art Theatre, and Ariane Mnouchkine’s Theatre du Soleil.
Not offered 1990-91 . Kuharski.
cumstances; character biography; objectives;
physical behavior, tasks, action; vocal and
physical warm-up; relaxation, concentration,
and body awareness. This class meets for two
hours, four nights a week. Studio course; one
credit.
Prerequisite: Theatre 2.
Fall semester. Staff.
24. Ensem ble II: W ork with an Audience.
This class rehearses a full-length play for
public performance. Using ensemble rehearsal
methods with emphasis on improvisation, the
company will prepare a play, using the audi
ence as part o f given circumstances. After 6
weeks o f rehearsal the class plays to an audi
ence; after a break, rehearsals resume and
culminate in another series o f performances.
Studio course; one credit.
Prerequisite: Theatre 23.
Spring semester. Adams, Marshall.
21. M odern A m erican Theatre
and Drama.
92. O ff-cam pus Projects in Theatre.
The course will consist of twelve weeks of
reading combined with a variety o f short
papers and individual projects in response to
the assigned reading list. Students will be
required to attend a series o f roughly bi
weekly video screenings at a regularly sched
uled time outside of class as well as live
performances on and off campus. There will
be no final exam, but instead a long research
or critical essay due during finals week. The
course will include units on major playwrights
as well as key directors and groups such as the
Provincetown Players, the Group Theater,
and the Open Theater.
Spring semester. Kuharski.
93. Directed Reading.
23. Ensem ble I: W ork on the Playscript.
Acting techniques applied to scene and play
analysis, beginning with simple, realistic ma
terial and moving to Shakespeare; given cir
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94. Sp ecial Projects in Theatre.
Students wishing to design a special project
should consult with the Director.
95,96. Senio r P ro je ct
An essay or production project prepared
under the supervision o f an appropriate fac
ulty member. A prospectus must be submitted
for approval in April o f the junior year.
Before submitting the prospectus, majors
should consult with the Director and with the
faculty member who might supervise the proj
ect. A one-credit project will normally be
completed in the fall o f the senior year. The
fall work may serve as preparation for a larger
project to be completed in the spring.
Staff.
German Studies
Coordinator: M ARIO N FABER (German)
Committee:
GEORGE AVERY (German)
RICHARD ELDRIDGE (Philosophy)
DOROTHEA FREDE (Philosophy)
J A M E S KURTH (Political Science)
M ICH AEL M A R IS S E N (Music)
BRAULIO M UÑOZ (Sociology/Anthropology)
M A R K WALLACE (Religion)
STEVEN WELCH (History)
H A N S-JA K O B WERLEN (German)
I The concentration in German Studies grows
I out of the connection between German
I thought and art o f the nineteenth and twen
tieth centuries. Figures such as Goethe,
| Wagner, Nietzsche, Marx, and Freud, for exI ample, go beyond the boundaries o f particular
I disciplines. In addition, the study of German
history and politics enriches and is enriched
by the study o f German literature and art. A
combination o f approaches to German culture
■ J introduces the student to a field of knowledge
I crucial to contemporary society and prepares
I the student for graduate work in a good numI ber of academic disciplines, as well as for
I various international careers. The ConcentraI tion may be undertaken in the Course ProI gram or in the External Examination Program.
I Concentrators should consult the program
coordinator during the sophomore year to
plan their work towards the Concentration.
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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:
C o u rses (on e credit)
H isto ry 32. Europe of the Dictators.*
H isto ry 36. M odern Germany.
M u s ic 2 2 . 19th Century M u sic.
M u s ic 33. Lieder.
M u s ic 34. Bach.
M u s ic 35. Late Rom anticism .
Philosophy 29. Nineteenth Century
Philosophy.
Philosophy 39. Existentialism .*
■ General Requirements: Students are required
I to take five credits from designated courses in
I German Studies, three o f which must be outI side the student’s major department. To ensure
I 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, normally
to be proposed at the end o f the junior year
and written in the fall semester o f the senior
year. An interdisciplinary thesis for the stuI dent’s major department may fulfill this reJ quirement.
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It is required that students do substantial
work in the German language (German 8 or
the equivalent). It is also strongly recom
mended that students study in Germany (for
a summer or, preferably, for a semester) if at
So ciology-A nthrop ology 83. Senior
Colloquium on A rt and Society.*
Germ an c o u rse s numbered 11 and
above.
C o u rse s on Germ an literature o r film,
taught in English: Lit 20G, Lit 50G,
Lit 66G.
Sem inars (tw o-credit)
H isto ry 122. Revolutionary Europe.*
H isto ry 125. F a sc ist Europe.*
Philosophy 114. Nineteenth Century
Philosophy.
Philosophy 139. Phenom enology and
Existentialism .
143
German Studies
Political Scie n ce 108. Com parative
Politics: Europe.*
Religion 106. Contem porary R eligious
T hought
So cio lo gy-A nthrop o lo gy 101. Critical
M odern S o c ia l Theory.
So cio lo gy-A nthrop o lo gy 105. M odern
S o c ia l Theory.
So cio lo gy-A nthrop o lo gy 115. Freud and
S o cia l Theory.
Germ an 104. Goethe.
144
Germ an 105. Die deutsche Romantik.
Germ an 107. M oderne Prosa.
Germ an 108. Deutsche Literatur nach
1950.
*Cognate course: No more than two may be
counted towards the German Studies Concen
tration.
+Cognate seminar: No more than one may be
counted towards the German Studies Concen
tration.
History
ROBERT C. BANNISTER, Professor
ROBERT S. DU PLESSIS, Professor
LYNN H. LEES, Visiting Professor4
LILLIAN M. LI, Professor and Chairman
KATHRYN L. MORGAN, Professor?
JEROME H. WOOD, JR., Professor
HARRISON M. WRIGHT, Professor
MARJORIE MURPHY, Associate Professor 2
34
STEPHEN P. BENSCH, Assistant Professor 3
ROBERT E. WEINBERG, Assistant Professor
STEVEN R. WELCH, Assistant Professor
COURSE OFFERINGS AND PREREQUISITES
The Department of History offers a range o f
courses o f 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 o f the past, an
acquaintance with the social, cultural, and
institutional developments that have produced
the world o f today, and an understanding of
the nature o f history as a discipline. The
courses emphasize less the accumulation of
data than the investigation, from various
points o f 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 o f 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 o f interpretation, the
analysis o f 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 gener
ally open to all students who have taken a
survey, or who have Advanced Placement
scores of 3 - 5, or by permission o f the instruc
tor. 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 in the Course or
External Examination (Honors) Program or
as a minor in the Honors program is normally
at least two History courses taken at Swarthmore and a satisfactory standard o f work in all
courses. At least one o f these history courses
should be taken within the History Depart
ment, and preferably two for admission to
Honors. Ideally preparation o f 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.
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
4 Fall semester, 1990.
145
History
Major in the Course Program: The work o f the
major in course consists o f at least eight (and
no more than twelve) semester courses in the
department, chosen so as to fulfill the follow
ing requirements:
(a) Course majors must fulfill certain depart
mental distribution requirements. For pur
poses o f distribution the Department has
divided its offerings into four groups:
(1) Ancient, Medieval, and Early Modern
Europe through the 18th century; (2)
Modem Europe (19th-20th centuries);
(3) the United States; and (4) Africa,
Asia, and Latin America. Course majors
must take at least one course from each of
these areas. Beyond that, majors are en
couraged to concentrate informally in
topics or areas o f special interest to them.
(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 o f 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 o f their senior year. A brief oral
examination will be based on the thesis.
(2) Research paper and comprehensive
examination. Students choosing this op
tion must write a research paper that
embodies some work in primary sources.
With the permission of the instructor,
this may be done as a term paper for an
upper-level course. The comprehensive
examination, to be given early in the
spring semester o f the senior year, will
include both written and oral sections.
Major and minor in the External Examination
(Honors) Program: Candidates for Honors may
elect history as a major or a minor in the
Division o f Humanities, in the Division o f 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.
ADVANCED PLACEMENT AND ATTACHMENT OPTIONS
Advanced Placement. The Department will
automatically grant one semester’s credit for
incoming students who have achieved a score
o f 4 or 5 in Advanced Placement history tests.
This credit may be counted toward the num
ber o f courses required for graduation. It may
be used in partial fulfillment o f the college
distribution requirements. This credit is avail
able only as long as the student does not take
either History 3, 5, or 6 . For majors, it may
serve as partial fulfillment o f the departmental
distribution requirements listed above. Grades
o f 3 may serve as prerequisite for advanced
courses in history in the same area (European
or American) as the Advanced Placement
course.
Language Attachment. Certain designated
courses offer the option o f a foreign language
attachment, normally for one-half credit. Per
mission to take this option will be granted to
any student whose reading facility promises
the profitable use o f historical sources in the
foreign language. Arrangements for this op
tion should be made with the instructor at the
time o f registration.
TEACHER CERTIFICATION
For students who wish to seek secondary
teaching certification in the social sciences
there are two normal routes. One o f these is
through a major in the social sciences, plus
four to six semesters o f courses in other social
146
sciences. Students majoring in history, politi
cal science, and sociology-anthropology are
required to take at least four courses 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
discipline. All students seeking social studies
certification are required to take two courses
in history. At least one course in American
history and one social science course focusing
on Third World or non-Western subject mat
ter are required.
COURSES
1. M edieval Europe.
A survey o f medieval culture and institutions
from the third to the fifteenth century. Topics
will include the lingering sunset o f the ancient
world, the rise o f the barbarian North, and the
emergence of a distinctively European civili
zation in the central and late Middle Ages.
Primary sources will be stressed.
Primary distribution course.
Not offered 1990-91 . Bensch.
2. Early M odern Europe.
I
From the late Middle Ages to the mid-eight
eenth century, focusing on intellectual movements, varieties o f state formation, and eco
nomic and social change.
Primary distribution course.
Fall semester. DuPlessis.
3. M odern Europe.
I
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 o f the modern nation-states, imperialism,
and world war.
Primary distribution course.
Both semesters. Weinberg, Welch.
4. Latin Am erica.
The development o f the Latin American area
from preconquest times to the present. Eml phasis is on the political, economic, and social
development of Brazil, Mexico, and Argentina,
and on recent attempts at radical transforma
tion.
Primary distribution course.
Optional Language Attachment: Spanish or
I Portuguese.
I Spring semester. Wood.
5. The United S ta te s to 1877.
I
The colonial experience and the emergence o f
an American social order; Revolution and
Constitution; the "first” and "second” party
systems; humanitarianism and social control
in the antebellum reform; slavery, the Civil
War, and Reconstruction.
Primary distribution course.
Fall semester. Bannister.
6. The United S ta te s sin c e 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.
Spring semester. Bannister.
7. The H istory of the A frican A m erican
People.
This course is a topical survey o f the historical
legacy o f the African American people. It
begins with ancient black Egypt prior to the
immigration o f non-indigenous Africans to
the Nile Valley. It studies the connection of
ancient Egyptian culture with the rest o f
Africa, and the impact o f African culture on
Asia, Europe, and America, prior to the re
birth and expansion o f Europe. The struggles
o f black men and women for liberation in the
United States are seen as an "exciting chapter
in the history o f humanity.” Topics include:
blacks in science, black nationalism, black
Muslims, black Jews, Pan Africanism, revolu
tionary Pan Africanism and the Black Power
idea.
Fall semester. Morgan.
8. M odern Africa.
A survey o f modern African history, with an
emphasis on tropical Africa; the development
o f 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
o f traditional Chinese civilization and cul
ture—language, literature, philosophy, art,
History
imperial and bureaucratic institutions. The
impact o f Chinese civilization on other parts
o f Asia will be examined briefly.
Spring semester. Li.
IOA. Freshm an Sem inar: Family,
Kinship, and M a rria g e in
M edieval Europe.
Through a productive exchange with social
anthropologists, historians have begun to re
consider medieval institutions and social struc
ture in terms o f marital and blood ties. The
seminar will explore the dimensions o f kin
ship, the place of women, and the evolution o f
marriage in order to gain a new understanding
o f medieval law, government, and social
classes. Open to freshmen only. Preference
will be given to freshmen entering with an
Advanced Placement score o f 3 or better in
European history.
Not offered 1990-91 . Bensch.
IOB. Freshm an Sem inar: The Third
Reich and the Holocaust.
An examination o f the origins and functioning
o f the National Socialist regime in Germany
1933-1945. Using a wide range of primary
and secondary historical sources and mate
rials, the course will survey the political,
economic, social, and cultural dimensions of
Hitler’s Germany, giving special attention to
anti-Semitism and the Final Solution.
Fall semester. Welch.
IOC. Freshm an Sem inar:
The Tw enties in Am erica.
An examination o f some major themes in
20th-century American history as evidenced
in the careers o f leading personalities and in
dramatic events o f the 1920s. Topics will
range from politics and religion to literature
and popular culture. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with an Advanced Place
ment score o f 3 or better in American history.
Primary distribution course.
Not offered 1990-91 . Bannister.
IOD. Freshm an Sem inar: The Cold
W ar Era.
A focused examination o f the origins and
persistence o f the cold war from the globali
zation o f containment to the pressure o f
domestic conflict. Topics include: the Eisenhower-Dulles years, Kennedy’s Crisis Man
agement, LBJ and Vietnam, Nixon/Kissinger’s
Detente, Truman’s Decisions to Drop the
Bomb and subsequent nuclear policy deci
sions. Open to freshmen only. Enrollment
limited to ten. Preference given to freshmen
entering with an Advanced Placement score of
3 or better in American history.
Not offered 1990-91 . Murphy.
IOE. Freshm an Sem inar: The Invasion of
Am erica.
A study o f pre-Columbian America and a
comparative analysis o f interactions between
Indians and Europeans in colonial Spanish
and British America. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with an Advanced Place
ment score o f 3 or better in American history.
Fall semester. Wood.
IOF. Freshm an Sem inar: Black and
White: South A frica and
the United States.
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. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with an Advanced Place
ment score of 3 or better in either American
or European history.
Not offered 1990-91 . Wright.
IOG. Freshm an Sem inar: W om en in
Early African Civilizations.
An exploratory study o f the role o f women,
primarily but not exclusively leaders in early
African civilizations. Topics include: The great
queens o f Ethiopia; the female Horuses and
the great wives o f Kemet; Egypt’s Isis, the
original Black Madonna; African goddesses;
Africa’s warrior queens; and Tyie: Nubian
Queen o f Egypt. Emphasis will be placed on
research into women rulers found through
out Africa in time and space, and an examina
tion o f the contexts in which these women
emerged. Open to freshmen only. Enrollment
limited to ten.
Primary distribution course.
Not offered 1990-91 . Morgan.
IOH. Freshm an Sem inar: The
Barbarian North.
Exploration o f the rise o f Germanic and Celtic
societies from c. 100 A.D. to c. 1050 A.D. in
the British Isles, Northern France, Germany,
and Scandinavia through an examination of
the institutions, material culture, religion, and
literature o f various barbarian peoples. Open
to freshmen only.
Not offered 1990-91 . Bensch.
11. The Formation of the Isla m ic
Near E a s t
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 o f
the caliphate, and the articulation o f Islamic
values during an age o f political disintegration
and nomadic invasion.
Not offered 1990-91 . Bensch.
C la ssic s 21. Ancient Greece.
(See listing under Department of Classics.)
Not offered 1990-91 .
C la ssic s 31. H isto ry of Greece.
(See listing under Department of Classics.)
Fall semester. Kallet-Marx.
C la ssic s 32. The Rom an Republic
and Augustus.
(See listing under Department of Classics.)
Spring semester. Kallet-Marx.
C la ssic s 42. Greece in the Fifth
Century R.C.
(See listing under Department o f Classics.)
Not offered 1990-91 .
C la s sic s 44. The Early Rom an Empire.
(See listing under Department of Classics.)
Fall semester. Turpin.
14. Friars, Heretics, and Female
M ystics: R eligio us Turm oil in the
Middle Ages.
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
tical institutions. The course will explore the
aspirations, doctrines, and forms o f expres
sion of these religious groups and the Church’s
response to them.
Not offered 1990-91 . Bensch.
15. M edieval Towns.
In order to establish the historical legitimacy
of liberalism and capitalism, nineteenth cen
tury thinkers believed that, by cracking the
mold o f feudalism and establishing demo
cratic, egalitarian regimes, medieval towns
laid the foundations o f modem Europe. The
course will consider the validity o f this prop
osition from recent work on urban social
organization, commercial techniques, and rit
ual expressions o f the urban community.
Limited enrollment.
Offered only in alternate years.
Not offered 1990-91 . Bensch.
17. The M editerranean W orld in the
M iddle Ages.
Beginning with common Roman traditions,
the Mediterranean during the Middle Ages
became divided into three great civilizations:
Byzantium, Islam, and Western Christendom.
The course will examine the interchange and
friction among these three cultures, especially
during the period of Western ascendancy from
the Crusades to the Fall o f Constantinople
(eleventh to fifteenth centuries).
Not offered 1990-91 . Bensch.
19. The Italian Renaissance.
The emergence o f a new culture in the citystates o f Italy between the fourteenth and
early sixteenth centuries, studied in relation to
political, economic, and social contexts. Em
phasis on developments in art and humanism.
Fall semester. DuPlessis.
23. Tudor and S tu art England.
The transformation o f England between the
late fifteenth and early eighteenth centuries.
Topics include the Tudor polity, revolution
and the emergence o f parliamentary monar
chy, the recasting o f the social structure, the
rise o f a capitalist economy, and the course of
religious conflict and change.
Spring semester. DuPlessis.
24. The R ise of Capitalism .
The transition from agrarian feudalism to
industrial capitalism in Europe from the four
teenth to the nineteenth centuries. Emphasis
on varying patterns o f agrarian transforma
tion, restructuring o f industrial production,
expansion of the market, class formation,
economic thought and ideology. Analysis of
theories about the origins o f capitalism and
industrialization. Some discussion of devel
opments in Eastern Europe, but most atten
tion is given to Western Europe, particularly
149
History
England and France.
Not offered 1990-91 . DuPlessis.
25. Women, S o cie ty and Change in
M odern Europe.
A topical study o f European women from the
later Middle Ages to the nineteenth century.
Issues to be considered include working
women in preindustrial and industrial econo
mies, family life, sexuality and reproduction,
women’s collective action, the rise o f femi
nism.
Not offered 1990-91 . DuPlessis.
26. Early M odern European
S o cia l History.
Practices and structures o f the quotidian from
the mid-fifteenth to the late eighteenth cen
turies. Topics to be studied include families,
sexuality, witchcraft, criminality, urbaniza
tion, orality and literacy, mentalities and pop
ular culture, the construction o f gender. Con
tributions from anthropology, sociology, and
cultural studies will be drawn upon and eval
uated.
Spring semester. DuPleesis.
29. Victorian England.
England from the 1830’s to the end o f the
nineteenth century. Topics will include landed
and industrial society, the poor and reform;
piety and morality; liberalism and its aesthetic
and moral critics; Ireland; Splendid Isolation
and Empire; and representative figures o f the
age.
Not offered 1990-91 .
31. Popular Po litics in R u ssia, 1861 to
Present: Life and Stru ggle at the Bottom.
(Also listed as Modern Languages 31R.) This
course examines the role o f the Russian lower
classes in social and political movements since
the mid-nineteenth century. We will study the
following problems and issues by reading a
variety o f historical and literary texts: the
origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and the
intelligentsia; peasants, workers, and the
building o f Soviet power; women and politics;
society and contemporary Soviet politics.
Spring semester. Weinberg and Bradley.
32. Europe of the Dictators,
1914-1945.
The assault o f radical politics, left and right,
150
on the social and political fabric o f Europe;
the interaction o f domestic and international
conflict; the crisis of industrial capitalism;
nationalism, militarism, racism; the first ef
fective experiments in the use o f ideology,
technology, and terror as means of social
control.
Optional Language Attachment: German.
Not offered 1990-91 .
33. European W orkers in Rebellion and
Revolution S in ce 1789.
This course focuses on how artisanal and
factory workers responded to socio-economic
and political change since the late eighteenth
century. Emphasis is placed on the motives
and varieties o f worker protest and rebellion
from the Industrial Revolution to the Russian
Revolution. Particular attention is devoted to
the reaction o f artisans to industrialization,
the socialism o f skilled workers, labor politics
and organization, worker radicalism and revo
lutionary situations in England, France, and
Russia.
Not offered 1990-91 . Weinberg.
36. M odern Germany.
This course will trace German history from
1800 to 1945. Topics will include: the transi
tion from a traditional society o f estates to a
modern class society, the development of
German nationalism, the unification of Ger
many by the Prussian state, industrialization
and the creation o f a capitalist, bourgeois
society, the emergence of Germany as a world
power, Weimar culture, national socialism,
and the holocaust.
Optional Language Attachment: German.
Fall semester. Welch.
37. M edieval and Im perial R ussia.
Examination o f the history of Russia from the
ninth until the mid-nineteenth century, with
particular attention to the relationship be
tween state and society and the ways social,
political, and economic realities influenced
state policy. Topics covered include: Kievan
Rus, the Mongol Yoke, the rise o f the Musco
vite state, the growth o f autocracy and the
enserfment of society, the reforms and legacy
of Peter the Great and Catherine the Great, the
emergence of the revolutionary intelligentsia,
and the Great Reforms o f Alexander II.
Offered only in alternate years.
Not offered 1990-91 . Weinberg.
38. R u ssia in the A ge of Revolution.
Course begins with the emancipation o f the
serfs in 1861, with primary attention to the
revolutionary era, defined broadly as the pe
riod from the 1905 revolution to the consol
idation of the Stalinist system in the 1930s.
Focus on the relationship between state and
society and the ways in which social and
economic realities constrained state policy.
Topics include: the revolutionary settlement
of 1905, the Revolutions of 1917, the dilem
mas of Soviet power after 1917, hindrances to
the building of a socialist society, Stalin’s rise
to power, collectivization and industrializa
tion, the creation o f the Gulag, interpretations
of Stalinism, and de-Stalinization.
Fall semester. Weinberg.
40. An introduction to A m erican Culture.
(See English 18.)
Fall semester. Schmidt and Weinstein.
41. The A m erican Colonies.
The foundations o f American civilization,
1607-1763. Topics treated include: the devel
opment o f representative government; denominationalism and religious toleration; the
emergence o f a new social structure; racism
and ethnic relations; and England’s imperial
policy.
Not offered 1990-91 . Wood.
42. The Am erican Revolution.
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.
Not offered 1990-91 . Wood.
43. Jeffersonian ism and the
Am erican Experience.
An interdisciplinary course which focuses
intensively on contrasts between the Jeffer
sonian view of man and America and other
perspectives in American politics, constitu
tional law, social theory, religion, literature,
and architecture. Limited enrollment.
Prerequisite: History 5., 6 or equivalent,or the
permission o f the instructor.
Not offered 1990-91 . Wood.
44. Am erica in the P ro g re ssiv e Era,
1896-1920.
Modernization, social control, and the rise of
the corporate state. Topics include the control
of industry, scientific management, socialism
and the social settlements, Jim Crow, eugenics
and birth control, the women’s movement,
social science and the rise o f the "expert,”
advertising and the roots o f consumerism.
Offered only in alternate years.
Not offered 1990-91 . Bannister.
45. The United S ta te s S in c e 1945.
The Cold War and McCarthyism; domestic
politics from Truman to Reagan; suburbaniza
tion, technological change and mass society;
the New Left and the counterculture; Civil
Rights and Black Power; women’s liberation;
Watergate and the Imperial Presidency; Viet
nam; revival on the Right.
Not offered 1990-91 . Murphy.
46. Topics in Am erican Intellectual
History.
Selected themes, varying from year to year.
Not open to freshmen.
Not offered 1990-91 . Bannister.
47. A m erican Culture S in ce 1880.
A comprehensive survey o f the intellectual
and cultural history of the United States
during the past century, this course will give
roughly equal attention to the periods 1880s1910s, 1920s-1950s, 1960s-present. Themes
include the professionalization o f knowledge
and the quest for a scientific culture; the
emergence and decline o f modernism; the
counterculture and its legacy. Major ideas and
thinkers will be considered with reference to
the institutional and social setting, and the
interplay of "high” and "popular” culture.
Examples will be drawn from various fields—
including literature, the arts, and the social
sciences.
Spring semester. Bannister.
49. Introduction to Am erican
Diplom atic History.
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 inter
pretations of foreign policy; influences of
internal politics, culture, and technology in
the making of foreign policy; military and
strategic thought, international conflict, and
the issues of non-involvement and interven-
151
History
tion in a progressively interdependent world.
Not offered 1990-91 . Murphy.
53. B lack Culture and B lack
C o n sc io u sn e ss.
Exploration into the relationship between
black culture and black consciousness with
emphasis placed on twentieth century Africa
and America. Limited enrollment. Readings
and student reports form the core materials
for the course. Learning through discussions
only. Seminar format.
Prerequisite: Previous work in history, or
permission o f the instructor.
Not offered 1990-91 . 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 o f feminism, and the resis
tance to women’s rights. Not open to fresh
men.
Not offered 1990-91 . Murphy.
56. Ex -Slave N arratives.
An exploration o f slavery and slave folklife as
reflected in ex-slave reminiscences. Emphasis
is placed on the relationship o f the narratives
to the understanding of the black experience
in the United States.
Prerequisite: History 5, 6 , 7, or 8 , or the
permission o f the instructor.
Not offered 1990-91 . Morgan.
57. Oral History.
By examining the living past this course seeks
to emphasize the relevance o f history to mod
ern life with special emphasis on American
subject matter. Students will be taught the
skills requisite for the completion o f an origi
nal research project that involves the collec
tion, classification, and analysis o f 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 o f instructor.
Fall semester. Morgan.
58. The W orld of DuBois, Rogers,
and Diop.
This course deals with the impact o f the
152
writings o f three black twentieth century in
tellectuals on our knowledge o f world history
in general and the contributions o f Africa to
world civilizations in particular. First, the
ideas of W.E.B. DuBois; second, research on
sex and race in writings of J.A. Rogers; third,
African origins o f civilization in writings of
C.A. Diop.
Prerequisite: Introductory history course, or
the permission o f the instructor.
Not offered 1990-91 . Morgan.
63. South Africa.
A survey of South African history with an
emphasis on Black-White relations and on the
development o f contemporary problems. Top
ics include early African-European relations;
the impact o f large-scale diamond and gold
mining; the role o f African nationalism; the
origins and nature o f apartheid; recent events.
No prerequisite. Not open to freshmen.
Fall semester. Wright.
66. Topics in Latin Am erican History.
Thematic as well as regional and national
approaches varying from year to year.
Prerequisite: History 4, or the permission of
the instructor.
Optional Language Attachment: Spanish or
Portuguese.
Not offered 1990-91 . Wood.
67. The B lack Experience in
Latin Am erica.
The history o f black people in French, Portu
guese, and Spanish America: slavery, emanci
pation, the contemporary scene. Special at
tention will be given to the impact o f African
civilization on Latin countries, as well as to
comparative analysis o f the experience of
blacks in that region and in the United States.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
68. Food and Famine: P a st and Present
The production, distribution, and consump
tion o f food have affected the relationship of
peoples to their natural and social environ
ments. This course will consider how different
societies have fed their populations, how the
current world food problem differs from his
torical subsistence crises, and how food affects
economic development and international rela
tions.
Prerequisite: prior work in History, or per
mission o f the instructor.
Not open to freshmen.
Not offered 1990-91 . Li.
72. The History, Religion, and
Culture of Japan.
(Also listed as Religion 11). This course
explores the historical dynamics o f the religion
and culture o f Japan from its origins to the
early nineteenth century. It emphasizes the
interaction between indigenous Japanese cul
tural patterns and foreign, dominantly Chi
nese, influences in the context o f political and
social changes over the centuries.
Primary distribution course.
Not offered 1990-91 .
74. M odern China.
Analysis o f social, economic, and political
developments in China from the coming of
the West to the challenges o f the 1980s. The
course looks at the continuities and changes,
events, and personalities that helped shape
contemporary China.
Not offered 1990-91 . Li.
75. M odern Japan.
The transformation of Japan into a modern
nation-state, from the early nineteenth century
until the present.
Spring semester. Li.
84. Folklore and Folklife Studies.
(Also listed as English 84.) An introduction
to the major forms o f folklore and selected
forms o f folklife materials. The course in
cludes the study o f 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 modern 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.
Not offered 1990-91 . Morgan.
87. H istory Through Folklore and
Literature.
A comparative analysis of folklore and liter
ature. Emphasis will be placed on attitudes
toward life among selected cultural groups in
the twentieth century, primarily but not ex
clusively in the United States. Themes include
great traditions in American Indian thought,
loneliness and friendship, love and death,
vocation and avocation, life after death, and
the resurgence o f the occult in United States
popular culture. Limited enrollment. Learning
through discussion only.
Prerequisite: Previous work in history, or
permission of the instructor.
Not offered 1990-91. Morgan.
92. Thesis.
A single credit thesis, available to all majors,
on a topic approved by the Department by
May 1 o f the preceding spring.
Fall semester. Members o f the Department.
93. Directed Reading.
Individual or group study in fields o f special
interest to the student not dealt with in the
regular course offerings. The consent o f the
chairman and o f the instructor is required.
History 93 may be taken for one-half credit as
History 93A.
Members o f 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. Pow er and So ciety in
Medieval Europe.
An historiographical exploration o f selected
topics in the material foundations and ideo
logical expressions o f medieval Europe from
the barbarian invasions through the thirteenth
century.
Not offered 1990-91 . Bensch.
116. The Italian Renaissance.
Topics in the development o f the Renaissance
state, society and culture in Italian commîmes
between the fourteenth and sixteenth cen-
153
History
turies. Issues addressed include forms o f po
litical and economic organization, varieties of
humanism, political theory, changing histori
cal consciousness, art and society. Much at
tention is devoted to historiography.
Not offered 1990-91 . DuPlessis.
117. Europe in the 16th and 17th
Centuries.
Patterns of state formation, economic devel
opment, and social change in continental West
ern Europe and England. Considerable atten
tion is given to comparisons among states,
transitions to capitalism, the crisis of the
seventeenth century, the origins and functions
o f absolutism.
Not offered 1990-91 . DuPlessis.
119. Early M odern European
Intellectual and Cultural History.
Thought and practice in their social contexts.
Topics include the magisterial, radical, and
Catholic Reformations; rationalism and pessi
mism; popular mentalities and witchcraft;
printing, literacy, and the diffusion of learning.
Attention is given to conceptual and metho
dological issues in the study o f cultural his
tory.
Spring semester. 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 régime to German uni
fication. Special emphasis on the origins and
nature o f the French Revolutions, the Indus
trial Revolution in England and its conse
quences, class structure and conflict, German
nationalism, and the strengths and weaknesses
o f liberalism.
Spring semester. Weinberg.
124. Britain, 1815-1914.
The adjustments o f an aristocratic society to
the impact of industrialization. Topics include:
the nature o f the English aristocracy; the
origins and impact o f the industrial revolution;
popular radicalism and the development of a
working class consciousness; philosophic rad
icalism and the origins o f the welfare state; the
rise o f modern political parties and modes of
politics; Gladstone and Disraeli; religious re
vival, respectability, and Victorian morality;
imperialism; Fabianism, feminism, and tradeunionism; the problem o f Ireland and the
154
growth o f Irish nationalism.
Fall semester. Lees.
125. F a sc ist Europe.
In the interwar period fascist movements
emerged in over twenty European countries.
This seminar will undertake a comparative
study o f the social origins and political conse
quences o f 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 fascism.
Spring semester. Welch.
128. R u ssia n Em pire in the 19th
and 20th Centuries.
Focus on the social, economic, political, and
intellectual forces leading to the collapse of
the autocracy and the rise o f Stalin. Particular
attention is devoted to the dilemmas of change
and reform, and the problematic relationship
between state and society.
Fall semester. Weinberg.
130. Early Am erican History.
Political, economic, social, and cultural as
pects o f the period from the explorations to
the early National era.
Spring semester. Wood.
132. A m erican Political History.
Parties, public policy, and constitutional issues
from 1787 to 1960 in their social, economic,
and cultural context. Topics include the shap
ing o f the constitution; "republicanism,” "de
mocracy,” and the first and second party
systems; slavery, the Civil War and the consti
tution; the social bases o f campaign styles and
strategies; the emergence of the regulatorywelfare state; experts, interest groups, and the
decline o f voter participation; the making of
the modem presidency.
Fall semester. Bannister.
134. A m erican Diplom atic History.
The emergence o f the United States as a world
power, with emphasis on expansionism, na
tional interest, and global mission.
Not offered 1990-91 . Murphy.
135. A m erican S o c ia l History.
The structures o f everyday life in nineteenth
and twentieth century America. Topics include
fertility, mortality, and migration; industriali
zation and the family; slavery and its aftermath;
mechanization and changing patterns o f work;
social mobility, urbanization and suburbani
zation; gender, class, and ethnicity.
Not offered 1990-91 . Murphy.
136. A m erican Intellectual History.
Political, social, and literary culture in the
United States from the late eighteenth century
through World War I. Topics include "R e
publicanism” in the 1780s; liberalism,
democracy, and the ideologies o f early capital
ism; the "feminization” o f 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.
Spring semester. Bannister.
140. M odern Africa.
Studies in sub-Saharan African history with
emphasis on the period since 1800. Topics
include the impact o f the slave trade and its
end; the European partition and African re
sponses; different colonial systems; the rise
and nature o f 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.
141. South Africa.
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 o f apartheid
and o f African nationalism; and on general
interpretative issues concerning South African
history.
Fall semester. Wright.
144. M odern China.
China from the late eighteenth century to the
present. Topics include: social and intellectual
currents in the late imperial era; Western
imperialism; rebellions, reforms, and revolu
tion; political and social transformation in the
People’s Republic of China.
Fall semester. Li.
148. Latin Am erica.
Selected topics in Latin American history.
Fall semester. Wood.
180. Thesis.
With the permission o f 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 o f 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.
A schedule o f seminar offerings for 1991-92,
and 1992-93, will be available from the De
partment office late in the fall semester of
1990.
155
International Relations
Coordinator: J A M E S R. KURTH
Students who plan to enter upon a career in
some field o f 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.
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 course units
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.
Advanced courses selected from the groups
Group 1
Political Scie n ce 4.
International Politics
Econ om ics 51 or
Econ om ics 151.
The International Economy
Political S cie n c e 14 or
Political S cie n c e 105.
American Foreign Policy or
Political S cie n c e 41
Defense Policy
Group 11
H isto ry 4.
H isto ry 125.
Latin America
Fascist Europe
H isto ry 8.
H isto ry 128.
Modem Africa
Russian Empire
H istory 32.
H isto ry 134.
Europe o f the Dictators
American Diplomatic History
H isto ry 36.
H isto ry 140.
Modem Germany
Modern Africa
H isto ry 49.
H isto ry 144.
Introduction to American Diplomatic History
Modern China
H isto ry 74.
H isto ry 148.
Modem China
Latin America
H isto ry 75.
Modem Japan
Group III
Econ om ics 81.
Econ om ics 181.
Economic Development
Economic Development
Econ om ics 85.
Comparative Economic Systems
156
Econ om ics 185.
Comparative Economic Systems
International Relations
Political Scie n ce 3.
Political Scie n ce 108.
Comparative Politics
Comparative Politics: Europe
Political Scie n ce 19.
Political Scie n ce 109.
Comparative Communist Politics
Comparative Politics: Africa and the
Third World
Political Scie n ce 20.
Politics o f China
Political Scie n ce 110.
Political Scie n ce 21.
Comparative Politics: Latin America
Politics of Africa
Political Scie n ce 22.
Latin American Politics
Political Scie n ce 28.
Soviet Politics
Political S cie n c e 41.
Defense Policy
Political S cie n c e 43.
Food Policy: National and
International Issues
Political S cie n c e 58.
International Political Theory
Political S cie n c e 104.
International Politics
In planning the concentration students should
consult with the coordinator. Where appro
priate, work taken abroad is encouraged and
may be counted toward the concentration
requirements. Students standing for external
examination for a degree with honors must
take examinations in four subjects taken for
the concentration, normally including inter
national politics, American foreign policy,
and international economics. Students in the
course program will take a special compre
hensive examination program worked out
with their major department, concentration
coordinator, and the student. The compre
hensive exam will normally follow the format
used by the major department.
Political S cie n c e 107.
Comparative Politics: Communist Regimes
157
Linguistics
DONNA JO NAPOLI, Professor and Program Director3
VIRGINIA BRENNAN, Assistant Professor
STEPHEN J. H ANNAHS, Instructor
Committee: Erik ChcCVGI*, (Engineering)
Richard Eldridge (Philosophy)
E th d M o o re (Psychology)
Steven Piker (Sociology and Anthropology)
H an s Jako b W erlen (Modem Languages and Literatures)
The discipline: Linguistics is the study o f lan
guage. On the most general level it deals with
the internal structure o f language, the history
o f the development o f language, the informa
tion language can give us about the human
mind, and the roles language plays in influenc
ing the entire spectrum o f human activity.
The relevance o f linguistics to the disciplines
o f psychology, philosophy, sociology, anthro
pology, and language study has been recog
nized for a long time. But recently a knowledge
o f linguistics has become important to a much
wider range o f activities in today’s world. It is
a basic tool in artificial intelligence. It, is
increasingly a valuable tool in literary analysis.
It is fundamental to an understanding o f com
munication skills. And, since the very nature
o f modem linguistic inquiry is to build argu
ments for particular analyses, the study o f
linguistics gives the student finely honed argu
mentation skills, which stand in good stead in
careers in law, business, and any other profes
sion where such skills are crucial.
Linguistics has three primary components:
the sounds o f language, the forms o f language,
and the meanings of language. The study o f the
sounds o f language is called phonetics and
phonology. The study of the forms o f language
is called morphology (at the word level) and
syntax (at the phrase, sentence, and discourse
level). The study o f the meanings o f language
is called semantics and pragmatics.
Our linguistics program has courses that deal
with each o f these components from the point
o f view o f theories about formal and natural
systems. But each o f these components is also
handled from a variety o f points o f view in
other courses. Historical and comparative lin
3 Absent on leave, 1990-91.
158
guistics examines the evolution o f all three
components o f language, although most work
in historical and comparative linguistics tends
to concentrate on phonology and morphology.
Sociolinguistics centers on the link between
language and the social context in which it is
spoken. Psycholinguistics focuses on the in
terplay between language and the processes of
perception and cognition. In these courses
our study focuses primarily on languages ex
pressed in an oral/auditory modality, but
these are not the only kinds o f natural human
languages. We also look at manual/visual
languages—that is, sign languages—in our
course on American Sign Language, where we
differentiate those aspects o f language that are
modality specific from those that are univer
sal.
Furthermore, linguistic variables influence in
teraction at the individual and societal levels,
constitute a significant area o f philosophical
inquiry, and play a central role in shaping the
form and meaning o f literary expression. Our
courses recognize this fact, and some o f them
are cross-listed with other departments, while
others count toward particular concentrations
without being cross-listed. And, finally, some
o f our courses note the fact that the effective
ness o f language is measured to a certain ex
tent by esthetic values. Thus some of our
courses include workshops in which we write
poetry or fiction and discuss them in light of
the linguistics principles o f interest in the
course.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work
o f any number o f 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 o f
language is the study o f 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. 41, 43, 50, 51, 108, 109
(c) meanings: Ling. 26, 40, 60, 79, 116
All LING and LL majors (EEP or Special) will
be expected to take the senior conference in
the spring o f 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, o f Classics, or a course
numbered 11 or above in the Dept, o f Modem
Languages and Literatures, or through an
exam. If the language used to fulfill this re
quirement is not presently taught by either
our Department o f Modem Languages and
Literatures or our Department o f 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.
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 o f whether or not
a student has adhered to the " 20 -courserule.")
The cognate areas are defined below. The
credits must be gained by taking classes from
a single area list below, except in option 7
(where courses can be chosen from three
different departments and must be chosen
from at least two different departments). The
numbers o f 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, 6 6 , 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: 3 2 ,3 3 , 34, 39, 4 2 ,6 0 ,8 6 ,
107
( 6 ) Sociology/Anthropology: 10, 25, 68 ,
104
(7 ) Formal systems: A student may choose
to do a cognate in Formal Systems,
taking courses from the approved lists
for Computer Science and Mathematics
above, as well as from: Engineering: 71,
78
Special majors in linguistics must pass a com
prehensive requirement. Due to the highly
interdisciplinary nature o f 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.
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Linguistics
SPECIAL MAJOR: LINGUISTICS AND LANGUAGES
The student may combine the study o f lin
guistics with the serious study o f two foreign
languages. The languages can be modern or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each o f the two
languages, for a total o f 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, o f
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, o f
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 o f the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for
one o f the foreign languages.
Course majors will be encouraged to write a
senior paper. Those who do not will be re
quired 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 Require
ment, stated above under Special Major in
Linguistics.
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 EXAMINATION MINOR
Students must take at least one o f the courses
or seminars designated above in the areas o f
sounds, forms, or meanings.
Fall semester. Instructor to be announced each
year.
Fall, 1990. Brennan.
Students must prepare themselves for an ex
ternal examination over at least two credits o f
work in Linguistics.
(See Russian 16.)
Spring, 1991. George Krugovoy.
1. Introduction to Language and
Linguistics.
Introduction to the study and analysis of
human language. We will look at sound sys
tems (phonology), lexical systems (morphol
ogy and word meaning), the formation of
phrases and sentences (syntax), and meaning
(semantics and pragmatics), both in modern
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.
160
16.
20.
H isto ry of the R u ssia n Language.
H isto ry of the French Language.
(See French 20.)
Offered occasionally.
23. Old E n glish /H isto ry of the
English Language.
(See English 23.)
Spring semester, normally every other year. Craig
Williamson.
25.
Language, Culture, and Society.
An investigation o f the influence o f cultural
context and social variables on verbal commu
nication. We will discuss theories o f language
acquisition and language change in light of
cross-linguistic and cross-cultural evidence.
The course includes readings from the three
major fields o f language and culture studies:
ethnography o f communication, sociolinguis
tics, and sociology o f language. Language proj
ects in the community are included.
Prerequisite: Linguistics 1 or permission o f
the instructor. (Cross-listed as Sociology/
Anthropology 25.)
Every other year. Offered next in spring, 1992.
26. Language and M eaning.
(See Philosophy 26.)
Spring semester, every other year.
Richard Eldridge.
27. Com parative S tru ctu re s of
Germanic and Romance.
This is a comparative overview of the linguistic
structures o f the major Germanic and Ro
mance languages. Sound systems, word for
mation, and sentence structure will be exam
ined in Dutch, German, English, French,
Italian, and Spanish. There will be frequent
problem sets.
Prerequisite: A knowledge o f at least one
Romance or Germanic language other than
English, or a knowledge of Latin.
Spring semester. Hannahs.
34. P sy ch o lo g y of Language.
This course addresses the cognitive processes
involved in using and understanding language,
and in learning to speak. Topics include speech
procedures and perception, the biological
basis o f language, the nature o f grammatical
and lexical knowledge, production and pro
cessing o f languages in different modalities
(oral, auditory, visual, manual), language ac
quisition and language breakdown. The course
will include both lectures and in-class labora
tory. Readings include a course text—Lan
guage Processes by Vivian Tartter, a laboratory
text—Psycholinguistics: The Experimental Study
of Language by Gary Prideaux, and a small
number o f selected articles. (Cross-listed as
Psychology 34.)
Spring semester. Brennan.
40. Sem antics.
In this course we look at a variety o f 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 o f words, phrases,
and sentences in isolation and in context.
(Cross-listed as Philosophy 40.)
Primary distribution course.
Every other year. Instructor to be announced
each time.
Fall semester, 1991. Brennan.
43. M o rpho lo gy 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. We
study inflection, derivation, and compound
ing, including affixation and other types of
word formation processes. Morphology is at
the interface o f phonology, syntax, -and se
mantics.
Prerequisite: One of Ling. 1, 40, 45, or 50.
Offered occasionally.
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. This course examines the
theory o f generative phonology and applies
this theory to the analysis o f a wide range o f
data from many languages o f the world (in
cluding those of Africa, Australia, Asia, as
well as Europe and the Americas). A substan
tial part o f the course will address articulatory
and acoustic phonetics, with computer-based
examinations o f the acoustics o f speech which
will be conducted in the phonetics laboratory.
Primary distribution course.
Fall, 1990. Hannahs.
50. Syntax.
This course is an introduction to syntactic
theory. We study the principles that govern
how words go together to make phrases and
sentences in natural language. And we focus
on how linguists argue for the theories they
propose. In class many types o f data are
examined. We learn how to organize data and
form hypotheses to account for them, how to
test our hypotheses, to uncover assumptions
underlying our hypotheses and test them, and
to see the predictions o f our hypotheses and
test them. Much time is spent on learning
argumentation skills. The linguistic skills
gained in this course are applicable to the
study of any natural language, modern or
ancient. The material covered will be o f inter-
161
Linguistics
est to cognitive psychologists, philosophers,
computer scientists, mathematicians, and, o f
course, linguists. 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 o f courses approved
as counting toward a computer science con.
centration.
There are no prerequisites.
Every other year. Instructor to be announced
each time.
Fall, 1990. Brennan.
51. Rom ance Syntax.
This course is a comparative study o f the
syntax o f modern Romance languages. In class
examples will be drawn from several Romance
languages in order to make clear certain syn
tactic principles. There will be frequent prob
lem sets and readings o f articles written in
English but about various Romance languages,
including Spanish, French, Italian, Portu
guese, and Romanian. Topics covered will
include the structure o f causatives, cliticization, relativization, agreement phenomena,
and reflexivization.
The student who has had Linguistics 1 or
Linguistics 50 will be best prepared for this
course. If you have not had either course and
if you have a strong interest in taking Romance
syntax, you should consult with the instruc
tor.
Prerequisites: A working knowledge o f a Ro
mance language or o f Latin. (If you have some
knowledge but are not sure it’s enough, con
sult the instructor.) Ling. 50.
Offered occasionally.
52. H isto rical and Com parative
Linguistics.
An introduction to historical linguistics: the
reconstruction o f prehistoric linguistic stages,
the establishment o f language families and
their interrelationships, and the examination
o f processes o f linguistic change on all levels,
phonological, morphological, syntactic, and
semantic.
Prerequisite: Ling. 1 or Ling. 45.
Spring, 1991.
54. Oral and Written Language.
This course examines children’s dialogue and
its rendering in children’s literature. Each
162
student will pick an age group to study. Stu
dents will tape record spontaneous conversa
tions between children o f that age group. In
class we will analyze these tapes together.
Students will read passages o f children’s lit
erature to children and discuss them with the
children. We will then consider these passages
and the children’s reactions to them as a class.
From this comparison we will try to come up
with some hypotheses o f what kind o f map
pings from real speech into fictional speech
are effective. Finally, students will write their
own fiction for children, with an emphasis on
dialogue. We will discuss these stories in class
and then will read them to children outside
class and gather feedback. Throughout the
term we will cooperate closely (through the
Program in Education) with the SwarthmoreRutledge K -8 school, which is across Chester
Ave. from the campus. Arrangements will be
made with nursery schools in the area for
students who want to examine preschoolers’
speech. The course outlined above has two
goals: to examine children’s speech and liter
ature in an effort to find effective mappings
from one to the other, and to apply those
mappings in an effort to improve our own
effectiveness in writing children’s fiction.
Reading can be a chore or an exhilarating
experience. For the child who finds language
that rings true, reading is more likely to be a
delight. Since the skill o f reading is invaluable
in our society, the goal o f writing good chil
dren’s literature is a functional one as well as
an esthetic one. This course is for linguists and
writers o f children’s fiction and anyone else
who is strongly interested in child develop
ment or reading skills. (Cross-listed as Educa
tion 54.)
Prerequisite: One o f Ling. 1, 40, 45, or 50.
Offered occasionally.
60. Concepts, Word M eanin gs, and
Development.
This course provides a multifaceted approach
to the question o f how human concepts and
word meanings are acquired. Relevant insights
are drawn from scholarly work in lexical
semantics, language acquisition, psycholin
guistics, cognitive psychology, and develop
mental psychology. Students will read recent
journal articles that present models for the
acquisition o f concepts and word meaning,
pose problems for such models, and/or debate
related issues from the perspectives o f both
linguistics and psychology. (Cross-listed as
Psychology 60.)
This course must be taken concurrently with
Ling/Psych 107, Seminar in Psycholinguis
tics.
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. Senio r Paper.
Prerequisite for the course is Ling/Psych 34,
or Psych 33, or Psych 39, or permission of the
instructors.
Offered occasionally.
One or two credits.
Every semester. Staff.
79. Colloquium: Language and Meaning.
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-se
mantics interface, etc.) will be discussed in
detail. No prior knowledge o f the languages
examined will be assumed. A good knowledge
of syntax, semantics, and phonology is essen
tial.
This colloquium will concentrate on Wittgen
stein’s Philosophical Investigations, taking up
leading themes such as the nature o f self
understanding, the possibility o f scientific
semantics, the role o f rules in human action,
the relation between consciousness and lan
guage, and the relation between consciousness
and practice. Detailed study o f the text will be
combined with attention to major recent ap
preciative and critical works on Wittgenstein,
including books by Kripke, McGinn, Mal
colm, Bloor, Rubinstein, Baker and Hacker,
and Cavell. Some attention will be paid to
Wittgenstein’s middle period writings on psy
chology. One credit. May be combined with
an attachment for two credits and external
examination. (Cross-listed as Philosophy 79.)
Offered occasionally. Richard Eldridge.
99. Senio r Conference.
The language used will vary.
Every year. Instructor to be announced each
time.
Spring, iggi.
SEMINARS
104. Culture and Creativity.
(See Sociology/Anthropology 104.)
Fall semester. Steven Piker.
105. S e m in ar in Phonology: M etrical
Phonology and the A n a ly sis of Poetry.
This seminar examines metrical phonology
and its application to the metrical analysis of
poetry. No language other than English will be
assumed, although we will read about poetry
in many languages and language families. We
will also listen to tape recordings o f British
and American poets reading their own poetry.
And we will write original poetry and discuss
it in light o f the phonological principles stud
ied in the seminar. A rudimentary knowledge
of phonetics and phonology is helpful, though
not required. This seminar is meant for the
linguist interested in questions o f rhythm,
stress, tone, intonation, and poetics. But any
one else seriously interested in these aspects
of sounds and in the sounds of poetry is wel
come.
Prerequisite: Ling. 45.
Every fourth year. Next offered in 1992-93 .
Napoli.
106. Se m in ar in Phonology.
This seminar will consider recent develop
ments in the study o f the architecture of
linguistic features. We will begin with an
examination o f traditional accounts o f the
organization o f features which comprise
sounds, beginning with the original system
proposed by Jakobson, Fant, and Halle. We
will move on to consider various studies that
argue for the existence o f autosegmentalized
features o f tone, nasalization, aspiration, and
163
Linguistics
vowel quality, beginning with the work of
Williams and Goldsmith on tone in African
languages and extending to work by Steriade
on Greek. The climax o f our study will con
cern a radical new reorganization of the geom
etry of features proposed by Clements, which
organizes features hierarchically on the basis
of independent and interdependent articula
tors. We will continue with a survey o f both
precursors to and extensions o f Clements’
approach.
We will consider not only the mechanics of
3-dimensional feature representations, such
as the one proposed by Clements, but also the
physiological evidence for such a theory, as
well as the cognitive problems which arise in
formulating rules in a complex, 3 -dimensional
framework. Members of the seminar will have
the opportunity to work with a 3 -dimensional
phonological workstation to aid them in de
veloping analyses and testing the hierarchical,
3 -dimensional representations such theories
yield.
Prerequisite: Ling. 45.
Every fourth year. Next offered in 1994-95 .
107. S e m in ar in Psych o lin gu istics.
This seminar will examine child language ac
quisition from a theoretical, experimental,
and observational perspective. We will begin
with a series o f readings on learnability and
the role of input in language acquisition. Once
we have established the issues, we will discuss
a series o f experiments designed to study the
acquisition process. We will examine interest
ing syntactic constructions (the acquisition o f
prenominal adjectives, prepositions, complex
sentences, and determination o f the argument
taking properties o f verbs) as well as knowl
edge o f the sound system (learning to distin
guish or not distinguish phonemes, evidence
for the emergencies o f phonological rules).
Although our primary focus will be experi
mental methodology, we will also consider the
use o f longitudinal and diary studies. (Crosslisted as Psychology 107.)
164
This will typically be a one credit seminar and
students who are majoring in Psycholinguis
tics are encouraged to take it simultaneously
with Ling. 60.
Offered occasionally.
108. Se m in ar in Syntax.
In this seminar we will pick a particular issue
or set o f issues and follow it throughout the
term. Weekly problem sets will deal with the
theoretical issues raised. The student will be
required to choose a foreign language to con
centrate on and will be asked to test various
hypotheses by looking at the structure o f that
language.
Prerequisite: Ling. 50.
This course falls in the third category of
courses approved as counting for a computer
science concentration.
Every fourth year. Offered next in 1992-93.
Napoli.
109. Se m in ar in Syntax.
In this seminar we will study predication, the
relation between predicates and their argu
ments. In class, we will use data from English
to pose the question o f what this relation is
and what syntactic and semantic constraints
there are on it, building up gradually to what
an adequate theory should look like. Weekly
problem sets will deal with the theoretical
issues raised. Readings from books and jour
nal articles will give a sample of how different
linguists and logicians have dealt with these
issues. The students will be asked to write a
term paper.
Prerequisite: Ling. 50.
Every fourth year. Offered next in spring, 1991.
Brennan.
114. Advanced Topics in Linguistics.
Offered occasionally. Staff.
116. Language and M eaning.
(See Philosophy 116.)
Every other year. Richard Eldridge.
180. T h e sis
Every semester. Staff.
Literature
Coordinator: H an s-Jak o b Werleii
The Literature major is administered by a Lit
erature Committee representing the Depart
ments of Classics, English Literature, and
Modem Languages and Literatures. The basic
requirement for a major in Literature is work
in two or more literatures in the original
language. A student who intends to major in
Literature will submit to the Literature Com
mittee a proposed program o f integrated work
which sets forth the courses or seminars to be
taken and the principle o f coherence upon
which the selection is based. The Committee
will review the proposal and advise the stu
dent. Subject to the requirement o f serious
study o f at least two literatures in the original
language, one o f which may be English, work
in translation is encouraged, especially as it
consists o f thematic or comparative courses.
In lieu o f a regular course, the Literature
Committee will consider proposals for an
individual or cooperative project, for one or
more research papers written as course at
tachments, or for the substitution o f a thesis
for course credit when these projects have as
their purpose either the integration of work
within the major or the relating o f work out
side the major to some portion o f the major.
For a major in the Course Program the require
ments are as follows:
1. A minimum o f ten courses in two or more
literature departments, including a substantial
concentration of work—normally not fewer
than five courses—in one o f the departments.
Only courses numbered 11 or above in Classics
and Modern Languages and Literatures are
counted as constituents o f the Literature major.
Of English courses numbered 2 through 10,
only one may be counted for the major.
2. A senior essay planned early in the first
semester o f the senior year. The senior essay
counts for at least one credit, usually for two
credits, and is thus a paper o f considerable
scope or intensiveness in which a theme or
result o f the student’s individual program o f
work is developed. In some cases the Com
mittee may require that the essay be written in
whole or in part in a language other than
English.
3. A comprehensive examination taken in the
second semester o f the senior year.
For a major in the External Examination (Honors)
Program the requirements are as follows:
Not fewer than five papers in Literature,
including at least three in one department and
significant work done in a foreign language,
ancient or modem. Literature majors in the
Honors Program are encouraged to include in
their program a thesis with the purpose o f
integrating the work o f the major in accor
dance with the principle of coherence on
which the program is based.
Literature Majors in Course will meet with
members o f the Literature Committee before
the end o f the Junior Year to review and assess
informally the student’s progress under his or
her proposal o f study.
Majors in Course or in the External Examina
tion Program are asked to submit to the
Coordinator a prospectus of their thesis no
later than two weeks after the beginning o f the
student’s senior year.
Prospective majors in Literature are urged to
make their plans early so as to acquire the
necessary linguistic competence by the junior
year.
The courses and seminars that compose the
Literature major’s formal field will naturally
differ with each major. Attention is called,
however, to the following comparative offer
ings presently listed in the Catalogue:
LIT 50SA. Contem porary S p a n ish A m erican Literature.
LIT 14. M odern European Literature.
LIT 96. Thesis.
LIT 31R. Popular P o litics in R u ssia,
1861 to the P re s e n t Life and S tru ggle
LIT 97. Thesis.
at the Bottom.
LIT 6 6 6 .6oethe’s F au st.
LIT 180. Thesis.
165
Literature
English 70. R e n aissan ce Com parative
Literature.
English 72. P r o u s t Joyce, Faulkner.
English 73./French 75. Pro u st/Jo yce.
English 74. M odern Drama.
English 76. The B lack African Writer.
166
English 77. C ontem porary Drama.
English 79. Stu d ie s in Com parative
Fiction.
English 115. M odern Com parative
Literature.
Mathematics
J A M E S W. ENGLAND, Professor and Provost*6
GUDMUND R. IVERSEN, Professor o f Statistics 1
CHARLES F. KELEMEN, Professor of Computer Science and Mathematics
EUGENE A. KLOTZ, Professor
STEPHEN B. MAURER, Professor
URI T REISM AN, Lang Visiting Professor
CHARLES M. GRINSTEAD, Associate Professor
HELENE SHAPIRO, Associate Professor and Chair
DON H. SHIMAMOTO, Assistant Professor
JANET C. TALVACCHIA, Assistant Professor
PAUL KLINGSBERG, 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 o f courses to meet varying needs—
to offer a program which will both enable
students to develop a firm foundation in the
basic areas o f pure mathematics and to see
mathematical methods used to precisely define
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 o f 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), Math 7 (Introduction to Com
puter Science), and Math 9 (Discrete Mathe
matics). In the second semester, Math 1
(Statistical Thinking), Math 4 (Calculus Con
cepts), Math 7 (Introduction to Computer
Science), and Math 9 (Discrete Mathematics)
are available, again with only normal high
school preparation. Math 1, one section o f
Math 5, Math 7, and Math 9 are Primary
Distribution Courses. Students with some
calculus background from high school may
take Mathematics 6 A by passing the depart
mental Calculus I placement exam, Mathe
matics 6 B or 6 C by passing the Department
Calculus IIA Placement Exam, Mathematics
16 by passing the departmental Calculus II
placement exam, or Mathematics 16H by pass
ing the departmental Calculus II placement
exam and receiving departmental approval.
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.
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 o f 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 o f 5 on the
1 Absent on leave, fall semester, 1990.
6 On administrative assignment, 1990-91.
167
Mathematics
AB or BC Advanced Placement Test. Other
entering students who have placed into Math
6 A, 6 B, or 16 can receive one course credit by
passing the final exam for Math 5. Entering
students who place into Math 6 B or Math 16
can receive credit for Math 6A and/or Math
6 B by passing the final exams in those courses.
These exams must normally be taken during
the student’s first semester at Swarthmore, at
the time when the final exam is given in the
course. Students who wish to take these exams
must arrange to do so with the Math Department Chair. Advanced Placement credit will
only be given to entering students during their
first semester at Swarthmore. Students who
are eligible for advanced placement credit for
a course, but who take the course anyway, will
not receive the advanced placement credit.
Freshmen seeking advanced placement for
calculus taken at another college must normally
validate their work by taking the appropriate
Swarthmore examination, as described above.
Freshmen who have done work in mathemat
ics beyond the Math 5 , 6 level before entering
Swarthmore should consult the Mathematics
Department Chair to determine which course
is appropriate for them. However, the depart
ment will not normally give credit for such
work.
Computer Science: The Computer Science Pro
gram at Swarthmore works in close coopera
tion with the Engineering and Mathematics
Departments to offer a broad spectrum of
courses that may lead to a Concentration in
Computer Science. For details refer to the
Computer Science Program portion o f this
bulletin.
Secondary Teaching Certification: Whether o f
not one majors in Mathematics, the courses
required as part o f the accreditation process
for teaching mathematics at the secondary
level are: a) three semesters o f calculus (Math
5, 6 , 18); b) one semester o f linear algebra
(Math 16); c) at least one o f discrete mathe
matics (Math 9) or computer science (Math
7); d) geometry (Math 45); e) one semester of
modern pure or applied algebra (Math 3 7 ,4 8 ,
or 49); f) one semester o f statistics or prob
ability (Math 23 or 41). For further informa
tion about certification requirements, consult
the Education Department (see page 115 of
168
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 understand
ing o f 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 mathematics can
take the more theoretical Math 53 and con
tinue with the one-credit seminar Math 111.
Math 53 and Math 111 can be combined into
a paper for the External Examination Pro
gram.
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 o f 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 major in the middle o f the
second semester o f the sophomore year. As
indicated above, potential majors by this time
should normally either have credit for or be
signed up for a total o f at least 4 o f 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
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 o f 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 o f 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 Modem 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 o f
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
edge of French, German, or Russian.
Special em phases:
The above requirements allow room to choose
a special emphasis within the mathematics
major, if one wishes. For instance:
A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: a) the core
analysis course (Math 47); b) Probability
(Math 41) or the Probability Seminar (Math
105); c) Mathematical Statistics I (Math 53)
and possibly Mathematical Statistics II (Math
111) for one or two credits; d) Multivariate
Statistics (Math 27) or, perhaps, Economet
rics (Econ 108); e) another mathematics
course numbered 25 or above. Students are
encouraged but not required to select the core
algebra course (Math 49) here.
Students interested in mathematics and com
puter science should consider a Mathematics
Major with a Concentration in Computer
Science or a Special Major in Mathematics
and Computer Science. Details on these op
tions are contained in the current catalog
under Computer Science.
Sample program for students thinking of graduate
work in social or management science, or an
MBA. Basic courses: Mathematics 5, 6 ( 6 A
and 6 B), 7, 9, 16, and 18. Advanced courses:
a) Modeling (Math 61); b) at least one of
Probability (Math 41), Mathematical Statistics
I (Math 53), and possibly Mathematical Sta
tistics II (Math 111); c) at least one o f Com
binatorics (Math 65) or Operations Research
(Econ 57); d) the two core course require
ments (Math 47 and Math 49); e) Differential
Equations (Math 30). Since this is a heavy
program (someone hoping to use mathematics
in another field must have a good grasp both
o f the mathematics and o f the applications),
one o f the core course requirements may be
waived with permission of the department.
Sample program for students thinking of graduate
work in operations research. Basic courses: Math
ematics 5, 6 ( 6 A and 6 B), 7, 9, 16, and 18.
Advanced courses: a) the two core course
requirements (Math 47 and Math 49); b)
Algorithms (Math 73) and Combinatorics
(Math 65); c) either Probability (Math 41) or
Probability Seminar (Math 105); d) at least
one o f Number Theory (Math 37), Mathe
matical Statistics (Math 53), or Modeling
(Math 61).
1. S tatistic al Thinking.
Statistics provides methods for how to collect
and analyze data and generalize from the results
o f the analysis. Statistics is used in a wide
variety of fields, and the course provides an
understanding o f the role o f statistics. It is
intended for students who want an apprecia
tion o f statistics without having the need to
169
Mathematics
learn how to apply statistical methods. The
course provides an intuitive understanding of
statistical concepts and makes use o f modern
statistical software for the Macintosh com
puter.
Primary distribution course.
Both semesters. Iversen.
Not offered 1990-91 .
2. S tatistic al M ethods.
Data on one variable are examined through
graphical methods and the computations of
averages and measures o f variation. Relation
ships between two variables are studied using
methods such as chi-square, rank correlations,
analysis o f variance, and regression analysis.
The course is intended for students who want
a practical introduction to statistical methods
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, nor can it be counted toward a major or
minor in the Department.
Spring semester. Iversen.
3. B a s ic M athem atics.
For students with fewer than four years o f
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 Bxam 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. England.
4. C alcu lu s Concepts.
Introduction to the concepts, methods, and
applications o f 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 terminal
calculus course, but those who do quite well
may consult the instructor about continuing
with Math 6 . Students who have had calculus
in high school may not take Math 4 without
permission o f the instructor. Credit is not
granted for both Math 4 and Math 5.
Prerequisite: Math 3 or four years o f high
170
school mathematics not including calculus.
Interested students should take the Math place
ment exam in the fall.
Primary distribution course.
Spring semester. Staff.
5. C alcu lu s I.
This first semester calculus course will cover
topics in the differentiation and integration of
functions o f one variable. These topics in
clude: limits, derivatives, continuity, tech
niques of differentiation, applications to graph
ing and extreme value problems, the integral,
the fundamental theorem o f calculus, and
applications o f the integral.
One section o f Math 5 will be offered as a
Primary Distribution Course.
Fall semester.
6. C alc u lu s II.
The second semester o f calculus, Math 6 , is
divided into three half-credit courses, 6 A, 6B,
and 6 C. Each course will run full time for onehalf semester. Students may take one, two, or
all three o f these courses. Normally, however,
students will take 6 A and either 6 B or 6 C. All
students planning to enroll in Math 6 A, B, or
C in the fall semester are required to pass the
appropriate departmental placement exam ad
ministered during orientation week. Some
students will place out o f 6A via this depart
mental placement examination. These stu
dents may take one or the other or both of 6B
or 6 C. They may also move directly to Math
9, Math 16, or Math 18 if they wish. Students
can also place out o f both 6 A and 6 B via this
departmental placement examination. Any stu
dents with questions about the appropriate
course to take should consult the department
chairperson.
6A. C a lcu lu s 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 o f integration, im
proper integrals and Taylor polynomials, e.g.,
quadratic and cubic approximations to func
tions like e*. Math 6 A may be taken in the fall
semester by passing the departmental Calculus
I placement exam. Math 6 A is a one-half
credit course.
First half: fall semester.
First half: spring semester.
6B. C alcu lu s IIB.
This course continues the topic o f approxima
tion 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 equa
tions. Math 6 B should be taken by anyone
planning to take mathematics courses beyond
the freshman-sophomore level (Math 5, 6 , 9,
16,18). Math 6 B is required of all mathematics
majors and is recommended for students plan
ning to go on 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. C alculus IIC.
This course provides an introduction to the
differential aspects o f several variable calculus.
Topics will include geometry in 3 -space, vec
tors, 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. They
may also go directly from Math 6 A to Math
16 or Math 18 without having taken Math 6 C.
Prerequisite: Math 6 A 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.
troduced to the Pascal programming language
and gain proficiency in it by writing programs
to solve a number o f illustrative problems.
Students are also informally introduced to
many topics in computer science including:
hardware organization; system software; pro
gramming style and documentation; program
testing and verification; fundamental data
structures such as arrays, records, and linked
lists; basic algorithms for searching and sort
ing; analysis o f algorithms; computability;
and artificial intelligence.
Prerequisite: Some computing experience
such as Computing from the User’s End
(Physics 2) or its equivalent.
Frequently offered as a primary distribution
course.
Each semester.
9. Discrete M athem atics.
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 o f this course consists o f
vector spaces, matrices, and linear transfor
mations with applications to solutions o f sys
tems of linear equations, determinants, and
the eigenvalue problem.
Prerequisite: A grade o f 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. Shapiro.
7. Introduction to Com puter Science.
16H. Linear A lgebra H onors Course.
(Also listed as Computer Science 15.) This
course is an introduction to computer science
for students from all disciplines. The major
emphasis o f the course is on problem solving
and algorithm development. Students are in
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
171
Mathematics
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 o f B or better in Math
6 A or Math 9 or a passing grade on the
departmental Calculus II placement exam.
Fall semester. Shimamoto.
18. S e ve ral Variable Calculus.
This course considers differentiation and in
tegration o f functions o f 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 6 A or equivalent.
Recommended: Math 16.
Each semester. Fall semester. Talvacchia.
18H. S e ve ral Variable C alcu lu s
H on ors Course.
This honors version o f 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 o f C or better in Math
16H or permission o f the instructor.
Spring semester.
23. Statistics.
This calculus-based introduction to statistics
covers most o f 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 o f statistical methods.
Prerequisite: Math 5.
Every year.
Spring semester. Staff.
27. M ultivariate S tatistic al M ethods.
Given as a continuation o f 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 o f variance,
and the analysis o f multidimensional contin
172
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 1990-91 .
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
o f the instructor.
Spring semester.
37. Num ber Theory.
The theory o f primes, divisibility concepts,
and the theory o f multiplicative number the
ory will be developed. Students are also ex
pected to learn how to construct a mathemati
cal proof. This course is recommended for
potential mathematics majors.
Prerequisite: permission of the instructor.
Alternate years. Fall semester. Grinstead.
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.
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, transformation
geometry, dissections, tesselations, and mod
ern geometry arising from computer science
and discrete mathematics (such as computa
tional 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. Klotz.
46. Theory of Computation.
The study o f various models o f computation
leading to a characterization o f the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means o f classifying them with re
spect to how difficult they are to solve. Topics
to be covered include: formal languages and
finite state devices, Turing machines, and other
models of computation, computability, and
complexity.
Prerequisite: Computer Science 35.
Alternate years. Spring semester.
47. Introduction to Real A n alysis.
This course concentrates on the careful study
of the principles underlying the calculus of
real valued functions o f real variables. Topics
will include point set topology, compactness,
connectedness, and uniform convergence. Can
be taken with Math 101B for an external
examination paper.
Prerequisite: Math 18 or permission o f in
structor.
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.
Alternate years. Spring semester.
Not offered 1990-91 .
49. Introduction to M odern 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 many concrete
examples, the emphasis will be on abstract
theorems and proofs, and rigorous, mathe
matical reasoning. Can be taken with Math
102B for an external examination paper.
Prerequisite: Math 16 or permission of in
structor.
Primary distribution course.
Fall semester. Shimamoto.
53. M athem atical S ta tis tic s 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 o f 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. Shapiro.
61. Modeling.
An introduction to the methods and attitudes
o f mathematical modeling. Since modeling in
natural science and engineering is already
taught in courses in those disciplines, applica
tions in this course will be primarily to social
and biological sciences. Various standard me
thods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
However, the emphasis will be on how to
apply these subjects to specific modeling prob
lems, 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. Maurer.
65. Com binatorics.
This course continues the study o f 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 o f
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 Com binatorial
Optimization.
Topics vary from offering to offering and will
be chosen from such things as linear program
ming, network flows, game theory, graph the
ory algorithms, number theory algorithms,
complexity theory. Overlap with Combina
torics (Math 65) and Data Structures and
Algorithms (C S 41) will be minimized. Topics
will be announced at least one year in advance.
Prerequisites: Math 7 and 9 and at least one
173
Mathematics
other course in mathematics.
Alternate years. Fall semester.
Not offered 1990-91 .
81. Partial Differential Equations and
Orthogonal Functions (Applied
A n a ly sis I).
The first part o f the course will discuss the
classical theory o f PDEs o f elliptic, parabolic,
and hyperbolic type introduced via the classi
cal equations o f mathematical physics (La
place, heat and wave equations). Topics in
clude Fourier series, Green functions, and
possibly weak solutions, Sobolev spaces, So
bolev inequalities, etc. The second part o f the
course will be an introduction to the calculus
o f variations. Further topics depend on the
interests o f the students and instructor. These
may include geometric PDE, operators on
Hilbert space, etc.
Prerequisites: Math 18 and either Math 30, or
Physics 50, or permission of the instructor.
Fall semester. Talvacchia.
82. Functions of a Com plex Variable
(Applied A n a ly sis II).
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 examination
paper.
Prerequisite: Math 18.
Spring semester.
85. Topics in A n alysis.
Course content varies from year to year and is
dependent on student and faculty interest.
Recent offerings have included Differential
Geometry, Differential Topology, and Func
tional Analysis.
Alternate years. Spring semester.
93. Directed Reading.
96. Thesis.
97. Sen io r 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 o f a written
paper and an oral presentation on a mathemat
ical topic agreed upon by the student and the
instructor. This course is required o f all senior
course mathematics majors. Students register
for this course in the Fall, but the work is
spread throughout the year, with the talks and
papers presented in the Spring.
One half credit.
Spring semester. Klotz.
SEMINARS
101B. Real A n a ly sis II.
This seminar is a continuation o f 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.
102B. M odern A lge b ra II.
This is a continuation o f Introduction to
Modem Algebra (Math 47). Topics covered
usually include field theory, Galois theory
(including the insolvability o f the quintic),
the structure theorem for modules over prin
cipal ideal domains, and a theoretical develop
ment o f linear algebra. However, other topics
may be studied, depending on the interests of
students and instructor.
174
One credit.
Prerequisite: Math 49.
Spring semester.
103. Com plex A n alysis.
A brief study o f the geometry o f 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 classels o f functions,
such as elliptic functions, are studied. Analytic
continuation and the theory o f Weierstrass are
also discussed.
Alternate years.
104. Topology.
Introduction to point-set, combinatorial, and
algebraic topology: topological spaces, conti
nuity, classification o f surfaces, elementary
homotopy theory, the fundamental group,
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.
Alternate years. Spring semester.
Not offered 1990-91.
105. Probability.
This seminar concentrates on discrete proba
bility theory. The ideas o f sample space and
probability distribution are introduced. The
binomial and Poisson distributions are stud
ied, and the normal distribution is introduced.
Laws of large numbers and the Central Limit
Theorem are discussed. Other topics include
the idea o f randomness, generating functions,
random walk problems, and Markov chains.
Consult department chair for schedule after
1990-91.
Not offered 1990-91 .
111. M athem atical S ta tis tic s II.
This one-credit seminar is offered as a con
tinuation o f 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.
175
Medieval Studies
Coordinator: CRAIG W ILLIAM SO N (English Literature)
Committee:
Stephen P. Ben sch (History ) 3
M ich ae l W. Cothren (Art History ) 3
Dorothea Frede (Philosophy)
M ichael M a r is s e n (Music)
Helen North (Classics)
Daniel Sm artt (Art History)
W illiam N. Turpin (Classics)
M a rk I. W allace (Religion)
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 o f
Western culture, can be approached best
through a combination o f several disciplines.
Hence eight Departments (Art, Classics, En
glish Literature, History, Modem Languages,
Music, Religion, and Philosophy) cooperate
to provide a course o f 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 o f the following
fields:
1) Art History
2) History
3) Literature (Classics, English, CEL,
French, Spanish)
4) Music
5) Philosophy
6 ) Religion
3 Absent on leave, 1990-91.
176
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 o f 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 o f 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 199091.)
A rt H istory 14. M edieval Survey.
Art H istory 45. Gothic A rt and
Architecture.
Art H istory 47. Late Antique, Early
Christian, and Byzantine Art.
Lit 13. M ediaeval Com parative
Literature.
English 16. S u rve y of English
Literature, I.
English 21. Chaucer.
English 23. Old E n glish /H isto ry of the
Language.
French 20. H isto ry of the French
Language.
History 10H. The Barbarian North.
History 11. The Formation o f the
Islam ic N ear E a s t
History 14. Heretics, Friars, and
Female M y stic s: R eligio us Turmoil
in the M iddle Ages.
History 15. M edieval Towns.
History 17. The M editerranean World
in the M iddle Ages.
Latin 14. M edieval Latin.
M u s ic 20. M edieval and R en aissan ce
M usic.
M u s ic 45. Perform ance (early m u sic
ensemble).
Philosophy 19. Spirit of the M iddle
Ages.
Religion 17. W estern R eligious Thought
from 325 to 1500.
Sp a n ish 30. Literature M edieval.
Sp a n ish 41. O bras m a e stra s de la Edad
M edia y del Renacimiento.
M edieval Stu d ie s 96. Thesis.
Seminars currently offered in Medieval
Studies:
A rt H istory 145: Gothic A rt and
Architecture.
English 102: Chaucer and M edieval
Literature.
H isto ry 111: Pow er and So ciety in
M edieval Europe.
Philosophy 110: M edieval Philosophy.
177
Modera Languages and Literatures
GEORGE C. AVERY (German), Professor
THO M PSO N RRADLEY (Russian), Professor
JOHN J. H A SSET T (Spanish), Professor and Chairman, 1989-92
GEORGE KRUGOVOY (Russian), Professor
PHILIP M ET ZID A K IS (Spanish), Professor
RORERT ROZA (French), Professor 1 11
FRA N C IS P. TAFOYA (French and Spanish), Professor
M ARIO N J. FARER (German), Associate Professor
GEORGE M O SK O S (French), Associate Professor 10
ALAN RERKOWITZ (Chinese), Assistant Professor
LI-CHING CHANG M A IR (Chinese), Assistant Professor (part-time)
ANNE M ENKE (French), Assistant Professor 9
H A N S-JA K O B WERLEN (German), Assistant Professor
LAURA A. C H ESA K (Spanish), Instructor
LAURENCE M A LL (French), Instructor
ELKE PLAXTON (German), Instructor (part-time)
EDWARD DIXON (German), Lecturer
SIDNEY DONNELL (Spanish), Lecturer
JOAN FRIEDMAN (Spanish), Lecturer
EVGENIYA L KATSENELINBOIGEN (Russian), Lecturer
M A R Y K. KENNEY (Spanish), Lecturer
CAROLE NETTED (French), Lecturer
MURIELLE JEFFROY (French), Assistant
The purpose o f the major is to acquaint
students with the important periods and principal figures o f the literatures taught in the
Department, to develop an appreciation o f
literary values, to provide training in critical
analysis, and to foster an understanding o f the
relationship between literary phenomena and
the historical and cultural forces underlying
the various literary traditions. In addition to
demonstrated competence in the language, a
foreign literature major will normally complete eight credits in literature courses or
seminars (including Special Topics), and pass
the comprehensive examination. Students
whose interests lie primarily in language are
advised to consider the possibility o f a major
in Linguistics and Foreign Languages. Those
with an interest in civilization should consider
a Special Major in combination with History,
Art, or some other appropriate department,
Students interested in studying literature in
more than one language are encouraged to
consider a Literature major.
Courses numbered IB through 8 are primarily I
designed to help students acquire the linguistic |
competence necessary to
dies in a foreign language ____ r _______
the language and selected texts o f literary or I
general interest.
For a detailed description o f the orientation in
these courses see the Explanatory Note on
language courses below. Courses numbered
11 or above emphasize the study o f literature
as a humanistic discipline as well as competence in the spoken and written language.
Students who plan to major in a foreign I
language and its literature are advised to pre- I
1 Absent on leave, fall semester, 1990.
10 Program Director, Swarthmore Program
9 Campus coordinator, Swarthmore Program
in Grenoble, fall semester, 1990.
in Grenoble.
11 Program Director, Swarthmore Program
in Grenoble, spring semester, 1991.
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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 o f 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
5 or 5B (8 in German) 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
at the University of Grenoble, for one or two
semesters in the sophmore or junior year.
This program is particularly suited for majors
in the humanities and the social sciences.
Students competent in Spanish should con
sider the Hamilton College Program in Ma
drid, Spain, which is cooperatively sponsored
by Swarthmore. (The Spanish section requires
that its majors spend a minimum of one
semester o f study abroad in a program ap
proved by the Section). Students o f German
have the opportunity to join the Wesleyan
University Program in Heidelberg during the
spring semester o f each year. Participants of
the program can simultaneously enroll at the
University o f Heidelberg. Other programs
students should consider are the Wayne State
Junior Year in Germany (at the University of
Munich or the University o f Freiburg) or the
Smith College Junior Year at the University of
Hamburg. Study abroad is particularly en
couraged for students o f Chinese; academic
credit (full or partial) is generally approved
for participation in the several programs o f
varying duration in the People’s Republic o f
China and in Taiwan, recommended by the
Chinese section. Students on scholarship may
apply scholarship monies to designated pro
grams of study abroad, in addition to the
Hamilton College Program in Madrid and the
Swarthmore Program in Grenoble (see Edu
cation Abroad, pp. 59-61).
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 o f the equivalent. In
addition, they should take Linguistics 1 or a
course in the history o f 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
o f a foreign language should plan to include a
minimum o f a summer and a semester abroad
in their academic program.
Students planning to do graduate work are
reminded that, in addition to the language o f
specialization, a reading knowledge o f other
languages is often required for admission to
advanced studies.
Literatures in Translation
Students acquainted with a particular foreign
language are urged to elect an appropriate
literature course taught in the original lan
guage. LIT courses provide students with the
opportunity to study literature which they
cannot read in the original. These courses may
be used to satisfy tbe distribution require
ments, but cannot be substituted for the 11 or
12 level courses to satisfy the departmental
prerequisites for a major or minor in the
179
Modern Languages and Literatures
original languages. In some cases these courses
may form an appropriate part o f supporting
upper-level work, part of a Literature Major,
or they may serve as the basis o f preparation
for an Honors paper. Students planning pro
grams where such considerations might apply
should consult with the Department.
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 R u ssia n Novel.
13. M ediaeval Com parative Literature.
14. M odern European Literature.
Seminal contributions in theme and form to a
European tradition o f modern fiction will be
examined and compared in seminar format
(presentation and critical discussion o f stu
dent papers). Authors will include Dos
toevsky, Rilke, Conrad, Thomas Mann, Joyce,
Kafka, Virginia Woolf, and Malraux. Intended
especially for freshmen and sophomores con
templating a Literature major. Limited enroll
ment.
Primary distribution course.
Not offered 1990-91 . Avery.
16CH. The C la s s ic a l Tradition in
Chinese Literature.
(See Chinese 16.)
17CH. Vernacular, M odern and
Contem porary Chinese W ritings.
(See Chinese 17.)
206. The Contem porary Germ an Novel.
Representative works o f prose fiction from
the two German states, Austria, and Switzer
land since the end o f World War II against the
background o f literary, intellectual and poli
tico-sociological currents in German-speaking
Europe. Authors will include Ingeborg Bach-,
mann, Heinrich Boll, Max Frisch, Peter Handke, Gunter Grass, Uwe Johnson, Gabrielle
Wohmann, and Christa Wolf. Lectures, class
discussions, critical papers.
Not offered 1990-91 . Avery.
30R. The Petersburg Theme in
R u ssia n 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- I
stoy, and Bely. This course is not a regular
offering and may not be repeated in the fore
seeable future.
Spring semester 1991. Krugovoy.
31R. Popular Po litics in Russia,
1861 to the Present- Life and Struggle
at the Rottom.
The role of the lower classes in social and
political movements since the mid-nineteenth
century. The course will focus on the following
issues and problems as reflected in a variety of
historical and literary texts: the origins and
nature o f peasant and working-class radicalism
in late Imperial Russia; the relationship between the lower classes and the intelligentsia;
peasants, workers, and the building of Soviet
power; women and politics; society and contemporary Soviet politics.
(See History 31.)
Spring semester 1991. Bradley and Weinberg.
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506. Stu d ie s in M odern German
Literature.
Under this course title topics will be offered I
from year to year that reflect the richness and I
variety o f literature in German-speaking coun- I
tries, against the background of this century’s
dominant social and cultural crises. Courses
to be offered in subsequent years include: The
Novels o f Thomas Mann; Modern German
Criticism from Nietzsche to Benjamin; Ger
man Expressionism; Austrian Writers of the
20th Century; Nietzsche and his Literary In
fluence; Twentieth Century German Women
in Film and Literature; Film and Literature in
Weimar Germany; Twentieth Century Ger
man Women in Film and Literature.
Not offered 1990-91 .
A study o f continuity and change in the
relationship between the major political and
social movements and the writers before and
after 1917. Special attention will be given to
the post-revolutionary literary and political
struggle in the 1920’s and its revival o f the
1960’s.
Not offered 1990-91 . Bradley.
Topics to be discussed will include: (1) Is
feminine literature in Spanish America a
propagation o f sexism?, ( 2 ) the seduction of
woman’s pedestal: true respect or false illu
sion?, (3) the concept o f a "feminine point of
view,” and (4) the significance of feminine
literature in Spanish America today. Course
conducted in English. Open to students with
prior preparation in literature.
Not offered 1990-91 .
50S. Span ish Thought and Literature
of the Twentieth Century.
60SA. S p an ish A m erican Society
Through Its Novel.
The struggle between traditionalism and liber
alism, its background and manifestations in
Spanish thought and letters from the turn o f
the century through the Civil War to the
present day. Emphasis on Unamuno, Ortega
y Gasset, Federico Garcia Lorca, Camilo José
Cela, Carmen Laforet, and Juan Goytisolo.
Primary distribution course.
Not offered 1990-91 .
This course will explore the relationship be
tween society and the novel in Spanish Ameri
ca. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel Garcia Márquez, Juan
Rulfo and others will be discussed in conjunc
tion with sociological patterns in contempo
rary Spanish America. See Sociology-Anthro
pology 60.
Primary distribution course.
Not offered 1990-91 .
50R. R u ssian Literature and
Revolutionary Thought.
50SA. Contem porary S p a n ish American Literature.
A consideration of intellectual and social
themes and artistic innovations which mark
the coming into the mainstream o f SpanishAmerican fiction. Representative authors from
the various national literatures. ARGENTINA:
Borges, Cortarar; Valenzuela; PERU: Vargas
Llosa; COLOMBIA: Garcia Márquez; GUA
TEMALA: Asturias; MEXICO: Fuentes,
Rulfo, Garro; CHILE: Bombai; CUBA: Car
pentier, Cabrera, Infante.
Primary distribution course.
Not offered 1990-91 .
55SA. The Fiction o f Contem porary
Spanish-Am erican W om en W riters.
A study of literary innovations and contribu
tions to the evolution o f twentieth century
Spanish-American prose fiction in translation
by such writers as Maria Luisa Bombai, Elena
Poniatowska, Isabel Allende, Cristina Peri
Rossi, and others. Texts will be examined
principally within the context o f current intel
lectual concerns, sociopolitical issues, histori
cal events, and literary trends in both Spanish
America and the rest o f the Western world.
66G. Goethe’s Faust
(An interdisciplinary study). An intensive
reading of Goethe’s play as a multigeneric text
representing almost the entire European liter
ary tradition. The study will focus on the ways
Faust breaks the boundaries o f a national
tradition and attempts to integrate itself in the
context of European (World) literature. Other
topics include: the socio-economic and politi
cal background o f Faust, an ideology-analysis
o f the play, and lectures relating Faust to
music, theater, and art. We will also attempt
a critical evaluation o f different English trans
lations o f the play. Finally, we will discuss the
relationship between Geothe’s "internation
alization” o f literature and the contemporary
debate on cultural diversity (in English).
Fall semester 1990. Werlen.
70. R e n aissan ce Com parative
Literature.
(See English Literature 70.)
74. M odern Drama.
(See English Literature 74.)
79. Stu dies in Com parative Fiction.
(See English Literature 79.)
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Modern Languages and Literatures
EXPLANATORY NOTE OF FIRST- AND SECOND-YEAR
LANGUAGE CO URSES:
A. Courses numbered 1-2 are designed for
students who begin their study o f the
language in college and whose primary
interest is the acquisition o f reading skills:
1-2 combines the presentation o f gram
mar with readings from the humani
ties (including literature), social sci
ences, and sciences. Classes meet
three times per week and are con-ducted in English. May be used to
prepare for fulfilling the reading re
quirement o f graduate schools but
does not prepare students for inter
mediate or advanced courses in litera
ture taught in the original language.
Satisfactory completion o f the oneyear sequence does satisfy the lan
guage requirement.
Students who start in the 1-2 se
quence must complete 2 in order to
receive credit for 1. However, stu
dents placing directly in 2 can receive
credit for a single semester of language
work.
B. Courses numbered 1B-2B, 3B, 5B carry
one and one-half credits per semester.
Three semesters in this sequence are
equivalent to two years o f work at the
college level. Designed to impart an active
command o f the language and combine the
study or review o f grammar essentials and
readings o f varied texts with intensive
practice to develop the ability to speak the
language. Recommended for students who
want to progress rapidly and especially for
those with no previous knowledge of the
language and who are interested in prepating for intermediate or advanced courses
in literature taught in the original Ianguage. Students 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 with a native speaker of the
language, 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
semester credits. Course numbered 3B
may be taken singly for one and one-half
semester credits.
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C hinese
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 examination
program, in Chinese Language and Chinese
Literature in Translation. Interested students
should consult with the Section Head in Chi
nese.
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 I
so that studying in China, if desired, can be
incorporated into their curriculum. First
through third-year Chinese language courses
are offered each year, and an advanced fourthyear class is offered each spring. A special
introduction to Classical Chinese is offered
every other year and is open both to students
o f modern Chinese and to interested students
with no previous preparation in Chinese.
Literature courses in translation are offered
regularly each year and are open to the entire
student community. Students o f Chinese are
particularly urged to take these classes as a
means o f gaining perspective on the literary
tradition, as well as familiarity with a large
number of works.
COURSES
1B-2B. Introduction to M andarin
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
read and write in simple modern Chinese.
Mair.
3B, 4B. Seco n d-ye ar M andarin 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, Berkowitz, and staff.
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 iggo. Berkowitz.
11A. Third-year Chinese Conversation.
A half-credit course concentrating on the
further development o f oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 11.
Fall semester 1990. Staff.
12. Advanced Chinese.
Sequel to Chinese 11. Concentrates on greatly
expanding skills in reading, writing, and speak
ing modern 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 1991. Berkowitz.
12A. A dvanced Chinese Conversation.
A half-credit course concentrating on the
further development o f oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 12.
Spring semester 1991. Staff.
16. The C la s sic a l Tradition in
Chinese Literature.
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development o f traditional Chinese civili
zation, through directed readings and dis
cussions o f English translations of original
sources from early through medieval times.
Most o f the readings will be literary, including
both prose and poetry, but other texts will be
studied as appropriate.
No prerequisites, and no knowledge o f Chi
nese or o f China required.
(Cross-listed as LIT 16Ch.)
Primary distribution course.
Fall semester 1990. Berkowitz.
17. Vernacular, Modern, and
Contem porary Chinese W ritings.
Exploration o f innovative literary forms,
styles, and themes from late medieval through
contemporary China, through directed read
ings and discussions o f English translations of
original works, including poetry, expository
prose, vernacular fiction, drama, and the short
story.
No prerequisites, and no knowledge o f Chi
nese or o f China required.
(Cross-listed as LIT 17Ch.)
Not offered 1990-91 .
20. R eadings in M odern Chinese
Literature.
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 o f writing
since the May Fourth Movement. One-fourth
o f the course will be conducted in English.
Several guest lectures will provide historical
background.
One and one-half credits, meets three times
per week (5 hours).
Prerequisite: Three years o f Chinese or its
183
Modern Languages and Literatures
equivalent.
Spring semester 1991. Mair.
33. Introduction to C la s sic a l Chinese.
Classical Chinese includes both the language
o f China’s ancient literature, as well as the
literary language used for writing in China for
well over two millenia until early this century.
This course imparts the principal structures
o f the classical language through an analytical
presentation o f the rudiments o f the language
and close readings o f original texts. Conducted
in English; this is not a lecture course, with
precise translation into English an integral
component. Students with background in Chi
nese will take the course for one credit. In
trepid students with no previous preparation
in Chinese are unreservedly welcome and will
take the course for one and one-half credits.
No prerequisites, and no previous knowledge
o f Chinese required.
Spring semester 1991. Berkowitz.
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
Honors candidates are as follows: French 12
or 12A and 16, the equivalent, or evidence of
special competence.
Recommended supporting subjects: see the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are strongly
urged to spend at least one semester o f study
in France.
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 o f 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 or above, of
which one must be Studies in Stylistics
(French 16) or the equivalent, such as study
abroad; (b) do Special Topics; and (c) com
plete a comprehensive examination in the
Spring semester o f their senior year. This
examination is based on a reading list o f
essential works from the Middle Ages to the
Twentieth Century. Students may choose to
prepare any two consecutive centuries, plus
one genre in any o f two other centuries, and
they are expected to devise a suitable program
o f study on this basis in the Spring semester
184
o f the sophomore year.
Majors are required to take at least one course
in Literature before 1800. They can take no
more than two courses o f a non-literary na
ture.
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.
1-2. French Reading and Translation.
For students who wish to acquire the funda
mentals o f French grammar and a reading
knowledge o f the language. This two-semester
course is a terminal sequence. See the explana
tory note on language courses above.
1990-91 . Offered in alternate years. Tafoya.
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 lan
guage or literature taught exclusively in
French. Recommended for students who wish
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. Com position and Diction.
This course satisfies the prerequisites for in
termediate and advanced courses taught in the
original language, such as 12,12A, or 16. Em
phasis is on the consolidation o f grammatical
principles with an aim to increasing 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 programs, 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 o f 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. Jefffoy.
12. Introduction to Literary Studies.
An analytical approach to French literature
through the study o f particular genres or
specific modes o f expression.
Prerequisite: French 5, a score of 675 on the
College Entrance Examination, or the equiva
lent with special permission.
Primary distribution course.
Each semester.
12A. Im age s de la France.
Salient aspects o f 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.
Prerequisite: French 5, a score o f 675 on the
College Entrance Examination, or the equiva
lent with special permission.
Primary distribution course.
Spring semester 1991. Tafoya.
15. Freshman Sem inar.
For freshmen only. Limited enrollment.
Prerequisite: a score o f 675 or above in
French, and satisfactory performance in the
Placement Exam for Literature courses ad
ministered during Freshman Orientation.
Topic for 1990: Anti-colonial African and
Caribbean Literature in French. Readings in
négritude poetry (Césaire, Senghor, Dams)
and pre-independence novels (Laye, Beti,
Oyono, Sembene, Kane).
Primary distribution course.
Fall semester. Menke.
16. Stu d ie s in S tylistic s.
For majors or those who wish an advanced
course to develop self-expression in the writ
ten and oral language. Original compositions
are based on a stylistic study o f texts by
representative French authors from the 17th
century to the present.
Prerequisite: French 5 ,1 2 ,12A, or the equiva
lent with special permission.
Primary distribution course.
Spring semester. Netter.
20. H istory of the French Language.
22. Le Ciném a français.
An examination o f the evolution of style and
theme in French Cinema from Realism to
Nouvelle Vague. Among directors studied
will be Clair, Renoir, and Carné, as well as
Resnais, Truffaut, and Godard.
25. L’Ancien Régime.
33. Fem m es écrivains.
Women writers from the Middle Ages to the
beginning o f the XXth century.
34. Le Théâtre jusqu’au Romantism e.
Representative works from the Middle Ages
to the Romantic period included.
35. Le Rom an avant Raizac.
36. La Poésie avant Raudelaire.
A study of the major poetic figures and move
ments in France from the late Middle Ages to
the Parnassian school, with emphasis on the
Pléiade, Baroque, and Romantic schools. For
each trend, we will examine the historical,
cultural, and aesthetic context. We will look
closely at specific poems, using the explication
de texte method in order to understand better
their formal and thematic components.
Fall semester 1990. Mall.
42. Littérature du 17e Siècle.
A study o f the cultural and intellectual setting
o f the grand siecle. Representative plays, nov
els, fables, maxims.
Fall semester 1991.
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Modem Languages and Literatures
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60. Le Rom an du 19e Siècle.
A study o f innovations in techniques and
form as well as the examination o f moral
problems arising from socio-political changes
in 19th century France. Based primarily on the
novels of Balzac, Stendhal, Flaubert, and Zola.
Spring semester 1991. Moskos.
65. Baudelaire, Rimbaud, M allarm é,
Apollinaire.
Roza.
70. Théâtre Moderne.
Major trends in 20th century drama from
Anouilh, Sartre to Beckett and Ionesco.
Roza.
before and after World War II. Principally an I
examination o f the literary manifestations of I
French Existentialism. Includes works by Mai- I
raux, Satre, de Beauvoir, Camus, or others. I
Fall semester 1990. Tafoya.
I
*
v
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i
j
75. P ro u st and Joyce.
s
i
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76. Ecriture féminine.
A study o f the literary, theoretical and socio
political implications o f feminine texts in
twentieth-century France. Topics to be dis
cussed: the idea o f the author, deconstruction
and feminism, psychoanalysis and women,
and others.
Fall semester 1991. Moskos.
72. Le Rom an du 20e Siècle.
91. Sp e cial Topics.
An examination o f the tensions between hu
manistic tradition and formal innovation in
the French Novel from Proust and Gide to the
Nouveau Roman and beyond.
Roza.
Study o f individual authors, selected themes,
or critical problems.
Spring semester 1991. Menke.
73. Littérateurs Engagés.
A study o f the literature o f commitment
<
:
1
92. Colloquium.
93. Directed Reading.
94. Thesis.
SEMINARS
Preparation o f 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
o f attachments.
101. La R enaissan ce.
102. Le Théâtre C lassique.
Reading o f the plays o f Corneille, Racine, and
Molière in the context o f a male gendered,
public, institutional space (Versailles, la
Comédie Française), and the female-gendered
private space of the salons and the novel.
Fall semester 1990. Menke.
103. L’A ge d e s Lumières.
104. Stendhal et Flaub ert
Spring semester 1991. Moskos.
105. Proust.
Style and vision in lui Recherche du Tempsperdu. I
Roza.
106. Poésie Sym boliste.
From Baudelaire to Apollinaire.
Spring semester 1992. Roza.
108. Le Rom an du 20e Siècle.
Major innovations in fprm and theme from I
Gide and Proust to the New Novel.
Fall semester 1991. Roza.
109. Le Rom antism e.
Moskos.
180. Thesis.
G erm an
G erm an m ay b e o ffered a s a m a jo r in the
C o u rse P rogram o r as a m ajo r o r m in o r in the
E xternal E xam in ation (H o n o rs) Program . Pre-
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1
req u isites fo r b o th C o u rse students and
H o n o rs can didates are as follow s:
1
Required: German 11 or 12, or equivalent
work.
Recommended supporting subjects: see the
introductory departmental statement.
In normal circumstances the language o f in
struction in courses numbered 11 and above
is German. Students are expected to have a
command of the language sufficient to partici
pate in class discussions and do written work
in German. Course majors are required to do
Special Topics (German 91). Comprehensive
examinations are based on the student’s course
work, and on the "Reading List for German
Majors.”
C O U R SE S
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.
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 explana
tory note on language courses above.
To be offered 1991-92 .
1B-2B, 3B. Intensive German.
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study o f 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. Plaxton and Dixon;
2B. Werlen and Plaxton;
3B. Avery and Plaxton.
8. Writing and Sp e akin g German.
Development of communicative skills in speak
ing and writing through study o f expository
prose on contemporary topics of general in
terest in German books and major periodicals.
Attention is given to the realization of com
municative intention and to the more difficult
points of grammar. Recommended for Ger
man 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.
Spring semester. Avery.
8A. Germ an Conversation.
A half-credit conversation course concentrat
ing on the development o f the students’ speak
ing skills, based largely, but not exclusively,
on readings for German 8 .
Prerequisite: German 8 in current or a pre
vious semester or the equivalent Placement
Test score.
Spring semester. Plaxton.
11. Introduction to Germ an Literature
(early 20th century).
An introductory course which emphasizes
critical and analytical reading o f literature.
Representative poetry, drama, and prose Ac
tion from the turn o f 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.
12. Introduction to Germ an Literature
(The A ge of Goethe).
An introduction to German literature through
close reading o f selections from the second
half o f the 18th and the early part o f 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 o f transla
tion, at first theoretically, and subsequently—
and primarily—through practice in translating
texts from various fields within the humanities
from German into English. In the second half
of the course, students will pursue individual
projects in consultation with the instructor.
This course does not count towards the
major;
Prerequisite: German 2 , 3B, or the equivalent.
Not offered 1990-91 . Faber.
14. Introduction to Germ an Studies:
Culture and Society in pre-W orld W ar I
Vienna and Berlin.
Readings in the original German reflecting
characteristic elements in the socio-cultural
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Modern Languages and Literatures
life o f the Austrian and German capitals from
the turn of the century through the outbreak
o f World War I in 1914. Writings will be
selected fields such as sociology, histori
ography, theory of art, architecture. Pan-Ger
manism, Zionism, psychoanalysis, theology,
economics, music, the contemporary press,
contemporary science, and parliamentary de
bate. The course will seek to identify the
shared or distinctively separate aspects o f the
two societies in a period o f unique vitality,
creativity, and change. Among others, authors
will include Ernst Mach, Sigmund Freud,
A dolf Loos, Lou Andreas-Salome, Theodore
Herzl, Ludwig Boltzmann, Wassily Kandinsky,
Theodore Mommsen, Rosa Luxemburg,
Georg Simmel, Max Weber, Wilhelm Dilthey,
Adolph Harnack, and Martin Buber. As ap
propriate, readings may include correspon
dence, personal journals, and memoires.
Emphasis in the course, a core course for the
German Studies Concentration, is on broadening
students’ ability to read non-literay texts; the
course is open to students with some experi
ence in reading German. Discussions in En
glish.
Prerequisite: German 3B or a grade of " B ” in
German 2.
Fall semester. Avery.
50. Die deutsche Lyrik.
Readings in the major German poets. The first
half o f this course will focus on the develop
ment o f the German lyric from the Baroque to
the end o f the 19th century (e.g., Gryphius,
Goethe, Hölderlin, Heine, Mörike). In the
second half o f the semester we will concentrate
on 20th-century lyric poetry, reading Rilke,
Brecht, Celan, and very recent poets such as
Enzensberger, Ingeborg Bachmann, and Sarah
Kirsch. Our chief interest is interpretation,
but we will also include work in translation
and musical settings o f poetry, and explore the
biographical and/or political background of
the poetry.
Not offered 1990-91 .
text in various contexts. There will be oppor
tunity, for example, for students to pursue
their special interests within the field of drama,
through translation or informal performance
o f some of the works in the course. We will
relate the theatrical works studied to the socio
political conditions o f their day, and to other
arts, such as music and the visual arts. In this
way, it is hoped, the central emphasis of the
course—dramatic structure within a literary
tradition, as revealed in these texts—will be
expanded and enriched.
Fall semester. Faber.
60. Aufklaerung und Sturm und Drang.
The German Enlightenment and various re
actions to it. Authors read include Lessing,
Klopstock, Wieland, Herder, the early Goethe,
and the early Schiller.
Not offered 1990-91 .
72. Literatur d e s neunzehnten
Jahrhunderts.
Representative prose fiction, drama, and lyric
poetry from the end o f Romanticism through
the beginnings o f Modernism. Readings in
clude selections from essayistic writings re
flecting contemporary thought.
Not offered 1990-91 .
80. K la ss ik e r der Moderne.
A study o f German literature from the begin
nings o f Modernism through World War I.
Authors include Hofmannsthal, Rilke, George,
Schnitzler, Trakl, Sternheim, and Thomas
Mann.
Not offered 1990-91 .
82. Literatur d e s zw an z igste n
Jahrhunderts.
German literature from the twenties to the
present with emphasis on the continuity of the
modem tradition under the impact of political
exile and World War II. Authors include
Brecht, Thomas Mann, and post-World War
II writing in Austria, Switzerland, East and
West Germany.
Not offered 1990-91 .
52. D a s deutsche Drama.
83. K afka und Brecht.
While following the development o f German
dramatic literature from the Enlightenment to
the present (playwrights to be read will include
Lessing, Schikaneder, Schiller, Büchner, Hof
mannsthal, Barlach, Brecht, and Handke),
this course will also focus on the theatrical
A study o f the principal works o f each author
with emphasis on the emergence of major
themes and the examinations o f literary crafts
manship. Kafka’s notebooks and journals and
Brecht’s journals and critical writings will be
considered in the context o f the authors’
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cultural and social environment.
Not offered 1990-91 .
91. Special Topics.
Study of individual authors, selected themes,
or critical problems. The topic for Spring
1991 will be German Literature o f the 1980s
(Literatur der 80er Jahre). A formal and the
matic analysis o f texts (prose, lyric poetry,
drama) from the most recent literary produc
tion in the German speaking countries (Aus
tria, FRG, GDR, Switzerland). Some o f the
topics we will consider are: defining the liter
ary paradigms o f the 80s, the question of
literary post-modernism, minority literature
in German, the question o f "literariness.”
Authors read include: Peter Handke, Patrick
Süsskind, Friedericke Mayröcker, Botho
Strauss, Thomas Bernard, Christa Wolf, Erika
Pedretti, and Anna Wimschneider.
Spring semester. Werlen.
SEM IN ARS
Four German seminars are normally sched
uled on a regular two-year cycle. Preparation
of topics for External Examinations (Honors)
may be done by particular courses plus attach
ments only when seminars are not available.
Students preparing for External Examinations
should consult with the German Section on
the appropriateness and availability o f such
attachments,
104. Goethe.
A study o f Goethe’s major works in the con
text of his life and times.
Fall semester 1991.
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 include
Tieck, Novalis, Hölderlin, Kleist, Brentano,
Eichendorff, the early Büchner, and Heine.
Consideration of literary Romanticism’s leg
acy in 20th century German letters.
Fall semester. Avery.
107. M oderne Prosa.
The development o f German prose narrative
from the turn of the century through the end
o f the 1920s as reflected in works by
Nietzsche, Schnitzler, Hofmannsthal, Rilke,
Mann, Kafka, and Musil.
Spring semester 1991. Faber.
108. Deutsche Literatur nach 1950.
The emergence of distinctive works o f narra
tive fiction, lyric poetry, and drama in the two
German states, in Austria, and in Switzerland
following the defeat o f Germany under Na
tionalist Socialism. Emphasis on works by
major authors.
Spring semester 1992.
R ussian
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
Honors candidates are: Russian 6 B, 11, 12,
and 13, or equivalent work.
Recommended supporting subjects: see the
introductory department statement.
C O U R SE S
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.
1-2. R u ssia n Reading and Translation.
For students who wish to acquire the funda
mentals o f 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.
189
Modern Languages and Literatures
1B-2B, 3B. Intensive Russian.
For students who begin Russian in college.
Designed to impart an active command of the
language. Combines the study o f 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 6 B, 11, and 12.
Bradley and Katsenelinboigen.
6B. Advanced Intensive Russian.
For majors and those primarily interested in
perfecting their command o f 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 R u ssia n Literature.
Old Russian literature and its place within
European literature. 18th century: Classicism
and Sentimentalism. 19th century: Romanticism and Golden Age o f Russian poetry.
Pushkin, Lermontov, Gogol. Lectures and
discussions in Russian.
Primary distribution course.
Fall semester. Krugovoy.
12. Introduction to R u ssia n Literature.
19th and 20th century Russian literature to
1918, and its place within European literature.
Realism and literary tendencies in the first two
decades of the 20th century. Turgenev, Dos
toevsky, Tolstoy, Chekhov, Bunin, Bely. Silver
Age o f Russian poetry. Lectures and discus
sions in Russian.
Primary distribution course.
Spring semester. Krugovoy.
13. The R u ssia n Novel.
the novel in the 19th century and in the post- 1
revolutionary period. Lectures and readings 1
in English. Russian majors will be required to 1
read a part o f the material in Russian.
(Cross-listed as LIT 13R.)
Primary distribution course.
Fall semester. Bradley.
16. H isto ry of the R u ssia n Language.
An introductory course. A study of the origin
o f the Russian language and its place among
the other modern Indo-European and Slavic
languages. The uses o f philology and linguis
tics for the ideological and stylistic analysis of
literary texts.
Satisfies the linguistics requirement for teacher
certification.
Krugovoy.
91. Sp ecial Topics.
(For senior majors.) Study o f individual au
thors, selected themes, or critical problems.
Spring semester 1991. Bradley.
93. Directed Reading.
S E M IN A R S
101. Tolstoy.
Fall semester. Krugovoy.
102. R u ssia n S h o rt Story.
Spring semester. Bradley.
103. Pu shkin and Lermontov.
104. Dostoevsky.
105. Literature of the So vie t Period.
107. R u ssia n Lyrical Poetry.
106. M odern R u ssia n Poetry.
109. Chekhov.
110. Bulgakov.
Continuity and change in the development of
Span ish
Prerequisites for majors are as follows:
Required: Spanish 11,13, or equivalent work.
Recommended supporting subjects: see the
introductory departmental statement.
Majors are expected to speak Spanish with
190
sufficient fluency to take part in discussion in
the language and to pass all oral comprehen
sive examinations in Spanish.
I
COURSES
I
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I
NOTE: Not all advanced courses are offered
every year. Students wishing to major in Spanish should plan their program in consultation
with the Department.
I
1B-2B, 3B. Intensive Spanish.
I
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I
I
I
For students who begin Spanish in college.
Designed to impart an active command o f the
language. Combines the study of grammar
with intensive oral practice, writing, and readings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 5B, 11, or 13.
5B. Intensive Spanish.
I
I
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I
For majors and others who wish an advanced
language course in which the emphasis is not
primarily literary. Much attention paid to
pronunciation, writing skills, speaking, and
the most difficult concepts o f Spanish grammar. An ideal course prior to study abroad.
Each semester. Hassett, Metzidakis, Friedman.
6A. Spanish Conversation.
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I
I
A H credit conversation course which meets
once a week for 1Vi hours. The class will be
divided into small groups to facilitate discussion. Students are required to read newspapers
and other contemporary journals, see movies,
I read plays which might be performed for and
by the class, and prepare assignments which
I will generate conversation among the group.
Prerequisite: 5B or its equivalent, or permis
sion of instructor.
Each semester. Friedman.
11. Introduction to Sp a n ish Literature.
A study o f representative prose fiction, poetry,
and drama o f the 19th and 20th centuries
(works by authors such as Espronceda, Zor
rilla, Becquer, Perez Galdós, Unamuno, Baroja, Lorca, etc.). Discussions, papers.
Prerequisite: Spanish 5B, the equivalent, or
special permission.
Primary distribution course.
Fall semester. Metzidakis.
13. Introduction to S p an ish A m erican
Literature.
A study of representative prose fiction, poetry,
and drama o f the 19th and 20th centuries
(works by Echeverría, Sarmiento, Marti, Silva,
Darío, Lugones, Sánchez, Lillo, Neruda, Val
lejo, Huidobro, Rulfo, García Márquez,
Borges, Valenzuela and others). Discussions,
papers.
Prerequisite: Spanish 5B, the equivalent, or
special permission.
Primary distribution course.
Spring semester. Chesak.
NOTE: Spanish 11, 13, the equivalent, or
consent o f instructor, are prerequisite for the
courses in literature that follow.
45. La tradición P icaresca.
A study o f the picaresque tradition in Spanish
literature, beginning with the anonymous
Lazarillo de Tormes (1554) and coming into
the twentieth century. Incorporated into the
course are picaresque works from other litera
tures (French, German, English).
Spring semester 1991. Metzidakis.
68. Federico G arcia Lorca.
An in-depth study of the works (theatre,
poetry, essay) o f the most renowned Spanish
writer o f his generation. Several films and
videos regarding Lorca, his works, and the
society in which they were written will be
integrated in the organization o f the course.
Fall semester 1990. Metzidakis.
73. Unamuno: el ham bre de Dios.
A study o f Unamuno’s passionate quest for
immortality as evidenced in his major works
(novels, poetry, essay, and theater).
Fall semester 1991. Metzidakis.
75. Teatro hispanoam ericano
contem poráneo.
After a brief introduction to the origins of
Spanish American theater (including Pre-Co
lombian and Colonial), this course will focus
principally on the most important and in
novative figures o f the twentieth century. Our
selection will include works from the social
and political theater o f Florencio Sánchez,
Rudolfo Usigli, Emilio Carballido, Osvaldo
Dragón, René Marqués, Egon Wolff, Jorge
Diaz, and Griselda Gambaro.
Fall semester 1990. Chesak.
80. La N arrativa Chilena Desde
El Golpe M ilita r 1973-1992.
This course will explore the literary responses
o f Chilean intellectuals to the more than
fifteen years o f military dictatorship under
191
Modem Languages and Literatures
Augusto Pinochet. Emphasis will be given to
the socio-historical context o f the period and
o f the novels and short stories to be read.
Authors will include both those who remained
in Chile after the coup in 1973 and those who
were forced into exile. Works by Ariel Dorfman, Antonio Skármeta, Poli Delano, Isabel
Allendo, José Donoso, Jorge Edwards, Fran
cisco Simón, Elizabeth Subercaseaux, Jorge
Calvo, and Ramón Dias Eterovic.
Spring semester 1992. Hassett.
81. Invención y redescubrim iento de
Am erica.
This course will explore the preconceptions
o f America that existed before the discovery
and conquest by the Europeans, and that
influenced the vision o f America from the
colonial period to the present day. Differing
nationalistic, socio-economic, and political
agendas have all redefined the American iden
tity in their own image.
Fall semester 1991. Chesak.
Courses to be offered in subsequent years:
40. El Teatro del Renacim iento y del
S ig lo de Oro.
1
41. O b ras m a e stra s de la Edad Media y 1
del Renacimiento.
42. La P o esía del Renacim iento y
del S ig lo de Oro.
60. La Novela en el S ig lo XIX.
66. La E scrito ra Española en lo s Siglos I
X IX y XX.
70. La Generación del 98.
71. Literatura Española
Contemporánea.
72. La Novela Española de la
Posguerra.
74.
Literatura Española de Posguerra.
76. La P o esia hispanoam ericana del
s ig lo XX.
I
I
78. La Novela M ex ican a S o cial
del S ig lo XX.
79. El Cuento Hispanoam ericano.
7. Fonética española y com posición.
30. La Literatura M edieval.
85. Literatura H ispán ica
Contem poránea de lo s E stad o s Unidos. I
SEM INARS
Students wishing to take seminars must have
completed at least one course in Spanish num
bered 30 or above or obtained permission
from the instructor.
103. La Guerra Civil Española.
Emphasis on works written between 1960 and
1987. Authors will include Alejo Carpentier,
Carlos Fuentes, Mario Vargas Llosa, José Do
noso, Gabriel García Márquez, Manuel Puig,
Isabel Allende, Manlio Argueta, Luisa Valen
zuela, Antonio Skármeta, and others.
Spring semester 1991. Hassett.
The Spanish Civil War and its impact on the
Spanish writer, both within Spain and in exile.
Works to be studied include the poetry of M.
Hernández, León Felipe, Dionisio Ridruejo,
and Blas de Otero; prose fiction by Cela, Aub,
Ayala, Sender, Goytisolo, and Delibes; and
the theater of Buero Vallejo and Sastre. Several
videos on and about the war will be integrated
into the course.
Prerequisite: Spanish 11, or 13, or consent of
instructor.
Spring semester 1992. Metzidakis,
102. Cervantes.
104. La N arrativa de M a rio V argas Llosa. I
101. La Novela H ispan oam erican a
del s ig lo XX.
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Music and Dance
PETER G RAM SWING, Professor Emeritus o f Music
PATRICIA W. ROYER, Professor Emerita o f Dance
JAM ES FREEMAN, Professor o f Music 2
SHARON E. FRIEDLER, Associate Professor o f Dance and Director o f the Dance Program
GERALD LEVINSON, Associate Professor o f Music 3
ANN K. M cNAMEE, Associate Professor o f Music and Chair
JOHN ALSTON, Instructor o f Music
MICHAEL M A R ISSEN , Instructor of Music
THOMAS W HITMAN, Instructor o f Music
DOROTHY K. FREEMAN, Associate in Performance (Music)
MICHAEL JOHNS, Associate in Performance (Music)
CAROLYN REICHEK, Associate in Performance (Dance)
ARNE RUNNING, Associate in Performance (Music)
PAULA SEPINUCK, Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
RORERT M. SMART, Associate in Performance (Music)
KARIAMU W ELSH-ASANTE, Associate in Performance (Dance)
M U SIC
The study o f music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding o f music
as an artistic and intellectual achievement.
Theory courses train the student to work with
musical material, to understand modes o f
organization in composition and to evolve
methods of musical analysis. History courses
introduce students to methods o f studying the
development o f musical styles and genres, and
the relationship o f music to other arts and
areas 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. The
Department also assists instrumentalists or
singers to finance the cost o f private instruc
tion. Up to 16 half-credits may be granted
toward graduation.
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 o f a paper when augmented
by a concurrent or subsequent attached unit
o f additional research, or by directed reading,
or by a tutorial.
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
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M usic and Dance
Minor in the External Examination (Honors)
Program: A student intending to minor in the
Honors Program will normally stand for two
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 o f French
and German. A reading knowledge o f 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 instrument
well enough by their senior year to perform at
sight a two-part invention o f J. S. Bach and a
first movement o f an easy late 18th or early
19th century sonata. By the end o f the junior
year they should be able to read chamber
music scores, vocal music in four clefs, and
realize figured basses. The Department rec
ommends that majors take one or two semes
ters o f 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 freshmen and sophomores
planning to major in music and to students
enrolled in theory courses. No academic credit
is given for basic piano.
Special scholarships and awards in music in
clude:
The Boyd Barnard Music Scholarships: See p. 25.
The Garrigues Music Scholarships: See p. 27.
The Fetter String Quartet Scholarships: See p. 26.
The White Scholarship: See p. 34 .
The Arthur Fennimore Scholarship: See p. 26.
The Anna May Courtney Scholarship: See p. 26.
The Renee Gaddie Scholarship: See p. 27 .
Music Department Grants: See p. 30.
Friends of Music and Dance Summer Fellowships:
See p. 27 .
The Boyd Barnard Prize: See p. 67 .
The Peter Gram Swing Prize: See p. 69.
The Melvin B. Troy Award: See p. 69.
CREDIT FO R PERFORMANCE
NOTE: All performance courses are for half
course credit per semester. A total o f not
more than eight full credits (16 half-credit
courses) in Music and Dance may be counted
toward the degrees o f Bachelor of Arts and
Bachelor o f Science. No retroactive credit is
given for performance courses.
Individual Instruction (Music 48)
Music Majors and members o f 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 Ensemble,
and Orchestra are eligible for lessons on their
primary instrument. Students who are not
majoring in music and are not in any o f the
performing organizations listed above may
take lessons for credit if they are concurrently
194
enrolled in a History or Theory/Composition
course offered by the Music Department.
Pianists who are not Music Majors and who
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.
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 o f her/his choice, subject to the
approval o f 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
j
the student should receive credit, and if the
student can re-enroll for the next semester.
For students enrolled in lessons for credit
(Individual Instruction), one-third o f 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 o f ten lessons
through Music Department Grants. Addi
tional scholarships such as the Barnard, Gar
rigues, Fetter, White, Fennimore, Courtney,
and Gaddie Scholarships subsidize the entire
cost of private lessons with the teacher o f 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 o f 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 o f 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 o f the
group should be capable of working well both
independently and under the guidance o f a
coach, also capable o f 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 SEM INARS
1. Introduction to M u sic.
Although centered primarily on art music of
Western Europe, this course is designed to
teach intelligent listening to various kinds o f
music. The course assumes no prior musical
training.
Open to all students without prerequisite.
Primary distribution course.
Fall semester. Marissen.
2. Introduction to M usic.
A course that approaches listening and analysis
through concentration on musical fundamen
tals: reading notation and developing or ex
panding aural perception o f pitch, rhythm,
structure, phrasing, and instrumentation. The
course assumes no prior training in music.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1990-91 .
3. J a z z History.
This course traces the development o f jazz
from its roots in West Africa to the fusion
style of the 1970s. Included are the delineation
o f the various styles and detailed analysis o f
seminal figures. Emphasis is on developing
the student’s ability to identify both style and
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M usic and Dance
significant musicians aurally.
Open to all students without prerequisite.
Fall semester. Alston.
7. W.A. M o z a r t
Study o f Mozart’s compositions in various
genres (emphasis on early masses, late sym
phonies, the six string quartets dedicated to
Haydn, The Magic Flute, and Requiem) and of
the peculiar interpretive problems in Mozart
biography.
Prerequisite: a knowledge o f traditional nota
tion.
Primary distribution course.
Spring semester. Marissen.
10. A m erican M usic.
A study o f unwritten and written music in the
United States to 1940, popular and vernacular
as well as classical, using Charles Hamm,
Music in the New World, as a text. Students will
be evaluated on a portfolio of work to include
papers presented in class, reports on music
listened to, listening quizzes, and an extended
essay on a topic of choice.
No prerequisite.
Not offered 1990-91 .
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 o f that course for students who
feel they may be able to place out o f it. Majors
will normally take Music 11-12, 13-14, and
15, 16, or 17 in successive years.
11-12. H arm ony 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 o f traditional nota
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass clef.
One section o f Music 40 per week is required.
Year course. Whitman.
13-14. H arm ony and Counterpoint II.
Continued work with tonal harmony and
counterpoint at an intermediate level. Detailed
study o f selected works with assignments
derived from these works, as well as original
compositions.
Prerequisite: Music 11-12 (or the equivalent).
Year course. McNamee.
15. H arm ony and Counterpoint III.
Detailed study o f a limited number o f works
both tonal and non-tonal, with independent
196
work encouraged.
Prerequisite: Music 13-14 (or equivalent).
Fall semester. McNamee.
16. Schenker.
An introduction to Schenkerian analysis. An
extension o f traditional analytical techniques,
incorporating Schenker’s principles of voice
leading, counterpoint, and harmony.
Prerequisite: Music 13-14 (or equivalent).
Not offered 1990-91 .
17. H isto ry of M u s ic Theory.
A survey o f primary sources (in translation)
from Boethius, Tinctoris, and Zarlino through
Rameau, Riemann, and Schoenberg.
Prerequisite: Music 13-14 (or equivalent).
Not offered 1990-91 .
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 1990-91 .
19. Com position.
Fall and spring semesters. Whitman.
HISTORY OF M USIC
20. M edieval and R e n aissan ce M usic.
A survey of European art music from the late
Middle Ages to the sixteenth century. Relevant
extra-musical contexts will be considered.
Prerequisite: a knowledge o f traditional nota
tion.
Fall semester. Marissen.
21. Baroque and C la s sic a l M usic.
A survey o f 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 o f traditional nota
tion.
Spring semester. Marissen.
22. Nineteenth-Century M u sic.
The development o f the "Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1990-91 .
23. Twentieth-Century M u sic.
A study o f the various stylistic directions in
music of the 20th Century. Representative
works by composers from Debussy, Stra
vinsky, and Schoenberg, through Copland,
Messiaen, and others, to post-war composers
such as Boulez and Crumb will be examined in
detail.
Prerequisite: a knowledge o f traditional nota
tion.
Not offered 1990-91 .
30. M u sic of A s ia and the M iddle E a s t
An introduction to selected musical traditions
from the vast diversity o f non-western cul
tures. These include musics from Turkey,
India, Indonesia, Tibet, and elsewhere, as well
as a survey o f the growing influence o f these
musics on Western music. The music will be
studied in terms of both its theoretical and
cultural/philosophical backgrounds.
Prerequisite: a knowledge o f traditional (West
ern) notation.
Spring semester. Whitman.
31. Opera.
A survey of the history o f opera, with special
emphasis on and study o f scenes from selected
works by Purcell (D ido), Mozart (Figaro),
Verdi (Luise M iller), Beethoven (Fidelio), and
Wagner (Walküre). For those with vocal abili
ties, the course will include preparation of
specific scenes, but it is open as well to
students with no particular performance skills.
Prerequisite: A knowledge o f traditional nota
tion.
Not offered 1990-91 .
32. H isto ry of the Strin g 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 o f selected
works.
Open to students with permission o f the
instructor.
Not offered 1990-91 .
33. Lieder.
A study, through performance and analysis,
o f various solutions by various composers to
the problems o f relating text and music. Stu
dents should be moderately proficient either
as singers or as pianists. A knowledge o f Ger
man is desirable.
Not offered 1990-91 .
34. J.S. Bach.
The course will focus on the sacred cantatas
and the late collections (Art of Fugue, Musical
Offering, Mass in B minor).
Prerequisite: a knowledge o f traditional nota
tion.
Not offered 1990-91 .
35. Late R om anticism in Germ any
and Austria.
A study o f selected large works by Wagner
( Walküre, Tristan) Brahms (Haydn Variations,
Violin Concerto), Mahler (4th symphony), J.
Strauss (Fledermaus), R. Strauss (T ill Eulenspiegel, Salome), and Schoenberg (Verklaerte
Naclit, Pierrot Lunaire).
Prerequisite: A knowledge of traditional nota
tion.Not offered 1990-91 .
36. M u s ic S in ce 1945.
A study o f 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
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Music and Dance
examined, as well as the current trends toward
Neo-Romanticism and stylistic pluralism.
Not offered 1990-91 .
38. W om en C o m p o se rs and
C horeographers.
A survey o f 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.
Fall semester 1990. Friedler, McNamee.
39. M u s ic and Dance: C riticism and
Review ing.
This course, to be administered by the depart
ment and taught by guest lecturers who are
prominent in the field o f reviewing, will cover
various aspects o f writing about the perfor
mance o f music and dance: previewing, re
viewing, the critic’s role and responsibilities,
and the special problems o f relating perfor- )
mance to the written word.
Not offered 1990-91 .
60. Projects in Perform ance.
A study o f chamber repertoire. Performance
practice and problems in music o f various
styles will be examined in terms o f analysis,
research, and rehearsal. Ability to perform
instrumentally or vocally is required.
Fall semester. J. Freeman.
92. Independent Study.
93. Directed Reading.
95. Tutorial.
Special work in composition, theory, or his- I
tory.
One or two credits.
96. S e n io r Thesis.
One or two credits.
Fall semester. J. Freeman.
PERFORMANCE (M USIC)
NOTE: All performance courses are for halfcourse credit per semester. See p. 194 for
general provisions governing work in perfor
mance for credit toward graduation.
40. Elem ents of M usician sh ip.
Sight-singing, rhythmic and melodic dicta
tion.
Required for all Music 11-12 students without
credit. Also open to other students for half
credit.
Both semesters. Whitman.
41. Conducting.
Not offered 1990-91 .
42. Figured R a s s and S c o re Reading.
Both semesters. Smart.
43. Perform ance (chorus).
Both semesters. Smart.
44. Perform ance (orchestra).
Both semesters. Running, J. Freeman.
198
1
I
I
I
45. Perform ance (early m u sic
ensemble).
Both semesters. Marissen.
46. Perform ance (w ind ensemble).
Both semesters. Johns.
47. Perform ance (cham ber music).
Both semesters. D. Freeman and J. Freeman.
48. Perform ance (individual
instruction).
(See the guidelines for this course on page 196.)
Both semesters.
49. Keyboard W orkshop.
Developing and refining skills in accompany
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.
Fall semester. J. Freeman.
DANCE
Dance, a program within the Department o f
Music and Dance, shares the Department
philosophy that courses in theory and history
should be integrated with performance. By
offering a balance o f cognitive, creative, and
kinesthetic classes in dance we present a pro
gram which stands firmly within the tradition
of Swarthmore’s liberal arts orientation. The
instructors strive to create an atmosphere o f
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, history, music, sociology/anthropology, theatre, and other related disci
plines.
In a typical semester over twenty hours o f
dance technique classes are offered on graded
levels presenting a variety o f 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 o f 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 o f Bachelor o f Arts and
Bachelor o f 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.
Scholarships for summer study in dance are
available through funds provided by The
Friends o f 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.
performer, and audience in various societies is
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 iggo. Friedler.
11. Dance Com position I.
A study o f the basic principles of dance
composition through exploration o f the ele
ments of dance movement, invention, and
movement themes, to the end o f developing an
understanding o f 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. Three
hours per week.
Fall semester iggo. Sepinuck.
12. Dance Com position II.
An elaboration and extension o f the material
studied in Dance 11. Stylistically varying ap
proaches 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. Three hours per
week.
Spring semester iggi. Staff.
12a. Dance Com position.
Designed as a tutorial for students who have
previously taken Dance 11 and 12, or the
equivalent. Choreography o f 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. Friedler.
1. Introduction to Dance.
15. Dance Im provisation.
A survey course that approaches dance view
ing and analysis o f dance performance through
an introduction to elements o f dance compo
sition and history. The role of choreographer,
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-
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M usic and Dance
nique and as a tool for dance composition.
Individuals work on a personal vocabulary
and on developing a sense o f ensemble. A
journal is required, and a course in dance
technique must be taken concurrently. One
half credit. Three hours per week.
Fail semester 1990. Sepinuck.
21. H isto ry of Dance: Early Cultures
Through Europe’s M iddle Ages.
A study o f the scope o f dance in various
societies. Particular attention is given to the
use o f dance as an instrument o f ritual, enter
tainment, social interaction, and education.
Prerequisite: Dance 1. Two lectures and one
hour video viewing per week. One credit.
Not offered 1990-91 .
22. H isto ry of Dance: Europe’s
R e n a issa n ce Through 1900.
A study o f social and theatrical dance forms in
the context o f various societies from the Re
naissance through the nineteenth century. In
fluential choreographers, dancers, and theor
ists representative o f the periods will be
discussed.
Prerequisite: Dance 1; Dance 21 strongly rec
ommended. Two lectures and one hour video
viewing per week. One credit.
Not offered 1990-91 .
23. Twentieth Century Dance.
A study o f social and theatrical dance forms in
the context o f Western societies with an em
phasis on America. Influential choreog
raphers, dancers, and theorists will be dis
cussed.
Prerequisite: Dance 1; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Spring semester 1991. Friedler.
38. W om en C o m p o se rs and
Choreographers.
A survey o f 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.
Fall semester 1990. Friedler, McNamee.
39. M u s ic and Dance: C riticism and
Reviewing.
(See Music 39).
200
Not offered 1990-91 .
NOTE: All technique classes meet for two 1Vi
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.
40. M odern I.
An introduction to basic principles o f dance
movement: body alignment, coordination,
strength and flexibility, basic locomotion. No
previous dance experience necessary.
41. M odern II.
An elaboration and extension o f the principles
addressed in Modem I. For students who have
taken Modem I or the equivalent.
42. M odern III.
Continued practice in technical movement
skills in the modem idiom; including ap
proaches to various styles. Placement by audi
tion or permission o f the instructor.
43. A frican Dance.
An introduction to the classic dances o f west
ern and southern Africa. Analysis, study, and
performance o f Umfandalai technique in Af
rican dance.
Welsh-Asante.
44. Rallet I.
An introduction to fundamentals of classical
ballet vocabulary: correct body placement,
positions o f the feet, head and arms, basic
locomotion in the form. No previous experi
ence necessary.
Sherman.
45. Dallet ll/lll.
An elaboration and extension o f the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
Sherman.
46. J a z z I.
An introduction to basic principles of jazz
dance: body isolations, polyrhythms, synco
pation, basic locomotion. No previous dance
experience necessary.
47. J a z z ll/lll.
An elaboration and extension o f the principles
addressed in Jazz I. For students who have
taken Jazz I or its equivalent.
The study o f repertory, basics o f 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 o f the instructor. One half
credit. Three hours per week. A course in
dance technique must be taken concurrently.
Offered every semester. Staff.
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.
49. Topics in Dance.
93. Directed Reading.
Intensive study o f 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.
Available on an individual or group basis, this
course offers the student an opportunity to do
special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written re
ports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty.
Offered every semester. Staff.
48. Perform ance (Dance).
92. independent Study.
Available on an individual basis, this course
201
Philosophy
HUGH M. LACEY, Professor
H A N S OBERDIEK, Professor and Chair
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor
RICHARD ELDRIDGE, Associate Professor
DOROTHEA FREDE, Associate Professor
Philosophy addresses fundamental issues,
views that tend to be presupposed in the
activity o f other disciplines and in daily life:
the nature o f knowledge, meaning, reasoning,
morality, the character o f the world, God,
freedom, human nature, and history. The
study o f philosophy thus impinges on issues
o f significance for everyone who wishes to live
and act in a reflective and critical manner.
CO URSE OFFERINGS AND PREREQUISITES
The Philosophy Department offers several
kinds o f courses, all designed to engage stu
dents in philosophical practice. First, there
are courses and seminars to introduce students
to the major classics o f the history o f Western
philosophy: works by Plato and Aristotle
(Ancient Philosophy); Descartes, Hume, and
Kant (M odem Philosophy); Hegel and Marx
(Nineteenth Century Philosophy); Russell and
Wittgenstein (Contemporary Philosophy).
Second, there are courses and seminars which
systematically present arguments and conclu
sions in specific areas o f philosophy: Theory
o f Knowledge, Logic, Ethics, Metaphysics,
Social and Political Philosophy. Third, there
are courses and seminars concerned with the
foundations o f various other disciplines: Aes
thetics, Philosophy o f Science, Philosophy of
Language, Philosophy o f Law, Philosophy o f
the Social Sciences, Philosophy o f Psychology,
Philosophy o f Mathematics, and Philosophy
o f Religion. Fourth, from time to time,
courses are offered on philosophical aspects
o f contemporary public issues: Values and
Ethics in Science and Technology, Catholic
Social and Political Thought. Courses and
seminars in the third and fourth categories are
frequently offered in collaboration with in
structors from other relevant departments;
several of these courses are cross-listed in
other departments.
The Department o f Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Pro
gram.
202
Students majoring in philosophy must com
plete at least one course or seminar in ( 1 )
Logic and (2) Ancient or Modem Philosophy
and earn a total o f eight credits. In addition,
students majoring in philosophy are strongly
urged to take courses and seminars in areas of:
moral, social, and political philosophy; epis
temology; and metaphysics. Prospective ma
jors should complete the logic requirement as
early as possible. Course majors are encour
aged to enroll in seminars. Mastery o f at least
one foreign language is recommended. All
course students will be required to take Phi
losophy 97 or meet another requirement set
by the Department that is equivalent to a
comprehensive examination.
1. Introduction to Philosophy.
Philosophy addresses fundamental questions
that arise in a variety of practices and inquiries.
How can we tell whether an action is right,
whether an act or institution is just, or whether
any o f our beliefs are either rationally justifi
able or true? Is there a scientific method? Does
knowing require having sense-experience?
What is human happiness? What is the mean
ing o f a text? Does God exist? Each section of
Philosophy 1 concentrates on a few o f these
and related questions in order to introduce a
range o f sharply contrasting positions. Read
ings are typically drawn from the works of
both traditional and contemporary thinkers
with distinctive, carefully argued and influen
tial views regarding knowledge, morality,
mind and meaning. Socrates, Plato, Aquinas,
Descartes, Hobbes, Hume, Mill, and Marx are
philosophers frequently considered in various
sections. Close attention is paid to formulating
questions precisely and to the technique of
analyzing arguments. Students are encouraged
to develop their own positions through careful
consideration of texts and arguments.
Introduction to Philosophy is a Primary Dis
tribution Course in the Humanities and a pre
requisite for all other philosophy courses
except Logic.
Each semester. Staff.
9. Introduction to Philosophy of Science.
An examination o f the nature o f 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 o f 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 o f theo
ries? What is the feminist critique of scientific
practice?
Primary distribution course in the Humani
ties.
Spring semester. Lacey.
10. Contem porary M o ra l Issu e s.
Careful consideration will be given to concrete
moral issues, especially as they arise out of
technological innovations. In medicine, topics
include: genetic screening and engineering,
killing and letting die, the allocation o f scarce
resources, and research with human subjects.
Other topics may include: famine, affluence,
and morality; the just war; pacifism; and
freedom o f expression. Special emphasis will
be given to strategies of moral reasoning de
veloped by philosophers o f diverse orienta
tions.
Not offered 1990-91 .
11. M oral Philosophy.
Can we tell whether any action is right or
wrong, any trait a virtue or vice, any institu
tion just or unjust? Can one justify any set of
action-guiding moral principles? Or is morali
ty relative to one’s opinion, culture, or social
class? These and related questions will be
addressed through an examination o f the
works of leading moral philosophers, both
classical and contemporary.
Fall semester. Oberdiek.
12. Logic.
An introduction to the principles o f 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 o f all philosophy
majors.
Fall semester. Eldridge.
13. M odern Philosophy.
17th and 18th-century sources o f current
philosophical problems o f knowledge, free
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Raff.
14. S o c ra te s and the S o cra tic Tradition.
Socrates, the man who wrote nothing, largely
determined the course western philosophy
was to take. The course will study our major
sources about Socrates himself and the influ
ence he had on his contemporaries, as wit
nessed by the comedian Aristophanes and the
Socratic dialogues o f Plato, as well as on later
philosophers from Aristotle to the Sceptics; it
will also take up some modern reactions to
Socrates such as Kierkegaard’s or Nietzsche’s.
Fall semester. Frede.
15. Philosophical Proble m s of
Ju d aism and Modernity.
By considering philosophical (especially po
litical and ethical) aspects o f the confrontation
between Judaism and Modernity, this course
will attempt to deepen understanding o f both
Judaism and Modernity, and to shed some
light on the conflict between other traditional
cultures and modernity. Some o f the issues
which may be discussed include: ’'chosen
ness” versus equality, monotheism and unity
versus pluralism and diversity, tradition versus
change, ethics of commandment ("mitzvot” )
versus ethics o f choice. Certain philosophical
aspects of contemporary prejudice and geno
cide may also be considered.
Spring semester. Schuldenfrei.
16. Philosophy of Religion.
See Religion 14.
17. A esthetics.
How can we tell which things are worth the
special sort of attention which we often devote
to works o f art? What does "art” mean? Can
criticism of the arts be objective? What sorts
203
Philosophy
of things ought we to do with works of art,
and what things ought they to do for us? We
will attempt to answer these questions by
considering views about the nature and func
tion of works o f art held by such philosophers
as Aristotle, Hume, R. G. Collingwood, Nel
son Goodman, and Arthur Danto. Some at
tention will be paid to twentieth century
painting, to modernist and post-modernist
conceptions o f art and its value, and to issues
in the theory of criticism.
Not offered. 1990-91 .
18. Philosophy of the S o c ia l Scien ces.
See 89. Colloquium: Philosophy o f Social
Sciences.
Not offered 1990-91 .
19. The S p irit of the M iddle Ages.
The course’s aim is to provide a well-rounded
picture o f the intellectual life o f the Middle
Ages, from the decline in late antiquity
through the reemergence o f learning and its
flourishing in high scholasticism; beyond cen
tral topics such as the problem o f free will and
divine predetermination the discussion will
focus on social and political thought from St.
Augustine to William o f Ockham.
Spring semester. Frede.
21. S o cia l and Political Philosophy.
Sources for this course will range from An
cient to Contemporary. Among the theorists
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 o f justice, considerable attention will be
paid to the question o f 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 o f a philosophical basis.
Fall semester. Schuldenfrei.
22. A m erican Philosophy.
Not offered 1990-91 .
23. Contem porary Philosophy.
See Philosophy 104.
Not offered 1990-91 .
24. Theory of Know ledge.
Topics in current epistemology contrast faith
with knowledge, indoctrination with educa
tion, induction with some current evidence
204
about human reasoning, traditional scepti
cisms with current literary varieties, knowl
edge in morals with science, change o f theories
with transformation o f values. Traditional
topics contrast how you know you are not
dreaming with how I do.
Fall semester. Raff.
25. Three D u alism s: M ind/Body, Free
W ill/D eterm inism , Fact/Value.
Are human action and physical phenomena
subject to explanation with the same set of
categories? Is the computer an adequate model
for this mind? Can the conflict between free
will and determinism be settled by scientific
developments? Is there a sharp distinction and
separation between fact and value? Are the
sciences value-free, and ought they be? The
connections among these questions, as well as
their historical roots, will also be addressed.
Readings will mainly be drawn from contem
porary sources.
Fall semester. Lacey.
26. Language and Meaning.
What is it to know the meaning o f an expres
sion? Can one be justified in claiming to know
meanings? How ought linguists, literary crit
ics, and psychologists to study meaning and
our knowledge of it? What philosophical con
ception o f mind is implied by our linguistic
capacity? Behaviorist theories o f meaning (as
exemplified by Quine), cognitivist theories of
meaning (as exemplified by Chomsky, Fodor,
and Davidson), and conceptions o f language
as a social practice (Wittgenstein) will be sur
veyed and criticized. Derrida and recent
French critical theory may be touched on.
Not offered 1990-91 .
27. M etap h ysics.
Not offered 1990-91 .
29. Nineteenth-Century Philosophy.
Nineteenth-century philosophers began to
think historically, hoping to establish the
natures o f knowledge and morality by seeing
how views about them emerge and evolve in a
culture. Perhaps, it was suggested, agreement
will be reached as a result o f this evolution, if
we can understand it. Whether historicism as
a method is compatible with objectivism
about such topics as knowledge, morality, the
existence o f God, and the nature of the self
will be studied by examining the historicist
treatments o f these topics put forward by
Fichte, Hegel, Kierkegaard, Marx, and Nie
tzsche.
Not offered 1990-91 .
42. Philosophical C la s sic s.
This course selects a single work for extended
study in light o f current and traditional criti
cism.
Not offered 1990-91 .
33. Philosophy and Technology.
45. Philosophy and Feminism.
We live in an environment dominated by the
products of technology and in a technological
culture. Technology not only affects how we
think and live, but is itself a product of human
thought and activity, o f the acquisition and
use of scientific knowledge. It therefore inter
sects with, and has an impact on, many areas
of traditional philosophical concern. Among
the intersections to be explored are the rela
tion between science and technology; values
in science and technology (including feminist
and marxist critiques); moral dilemmas
created by technology (e.g., regarding medi
cine, nuclear power and weapons, the envi
ronment, genetic engineering, data storage,
etc.); the impact o f technological images on
ways of thinking about ourselves and the
world (e.g., clocks, computers, steam en
gines); and the impact o f information technol
ogies.
Spring semester. Oberdiek.
Not offered 1990-91 .
34. Values and Ethics in Scie n ce and
Technology.
(Also listed as Engineering 34.)
See Engineering 34.
Not offered 1990-91 .
38. Philosophy of Science.
Not offered 1990-91 .
39. Existentialism .
Starting with the historical background and
development o f existential philosophy, the
course will center around the 19th century
thinkers Kierkegaard, Nietzsche, the Russian
novelists, Tolstoy and Dostoyevsky, and the
20th century philosophers Heidegger, Sartre,
and Camus. The main emphasis will be on the
concepts o f individuality, anxiety, freedom,
responsibility, and the problem o f objectivity
and interpretation.
Not offered 1990-91 .
40. Sem antics.
See Linguistics 40.
Not offered 1990-91 .
59. Catholic S o c ia l Thought.
The course will study the Catholic tradition of
social and political thought, recent theoretical
developments in that tradition, and its rapidly
growing influence on social and political move
ments, especially in Latin America. The prin
cipal readings will be drawn from 1) Papal
social encyclicals, 2 ) documents o f the Second
Vatican Council and Latin American Bishops’
Conferences, 3) recent documents o f the U.S.
Catholic bishops on nuclear war and the
economy, 4) writings o f liberation theology.
From time to time, selected applications of
this theory, e.g. the growth o f "base commu
nities” in Brazil, will also be studied.
Also listed as Political Science 59, Religion 59.
Spring semester. Lacey, Kurth.
78. P o st-M o d e rn ism /
Post-Stru ctu ralism .
Since the mid-1950s structures, essences, and
languages have come to be 'decentered1 or
seen as historically variable and ill-bounded.
Decenterings o f structures, at the hands of
such figures as Wittgenstein and Heidegger
(later in their careers), Lacan, Derrida, Fou
cault, and Rorty have encouraged the inmixing
o f disciplines and speculations about the
deaths o f philosophy, o f the subject, and of
art. An emerging post-modern, post-struc
turalist sensibility has come to see all activities
as already implicated in further activities and
movements that outrun our full understand
ing. These developments will be surveyed and
assessed.
Not offered 1990-91.
79. Colloquium: Language and Meaning.
This colloquium will concentrate on Wittgen
stein’s Philosophical Investigations, taking up
leading themes such as the nature o f selfunderstanding, the possibility o f scientific
semantics, the role o f rules in human action,
the relation between consciousness and lan
guage, and the relation between consciousness
and practice. Detailed study o f the text will be
205
Philosophy
combined with attention to major recent ap
preciative and critical works on Wittgenstein,
including books by Kripke, McGinn, Mal
colm, Bloor, Rubinstein, Baker and Hacker,
and Cavell. Some attention will be paid to
Wittgenstein’s middle period writings on psy
chology. One credit. May be combined with
an attachment for two credits and external
examination. Also listed as Linguistics 79.
Not offered 1990-91 .
86. Topics in Philosophy and
Psychology.
This course explores in depth different topics
that are o f interest and concern to both phi
losophers and psychologists. For example, in
Fall, 1987, the focus was rationality and the
explanation o f human action. In practical life,
we usually explain human actions by giving
the person’s reasons—his or her goals and
beliefs—for performing them. In contrast, in
experimental science, we attempt to explain
behavior by finding laws in accordance with
which it occurs. We explored the extent to
which the categories o f explanation that come
from practical life constrain or limit the scope
o f scientific explanations. The course is open
to students who have had at least the introduc
tory course in both philosophy and psychol
ogyAlso listed as Psychology 86 .
Not offered 1990-91 .
93. Directed Reading.
Each semester. Staff.
96. Thesis.
Fall semester. Staff.
97. Senio r Conference.
Fall semester. Staff.
SEMINARS
101. M o ral Philosophy.
An examination o f the principal theories o f
value, virtue, and moral obligation, and of
their justification. The focus will be primarily
on contemporary treatments of moral phi
losophy. A central question o f seminar will
be the possibility and desirability of moral
theory.
Spring semester. Oberdiek.
102. Ancient Philosophy.
A study o f the major representatives o f Greek
philosophy from the Presocratics to Hellenis
tic philosophy, with the emphasis on the
works o f Plato and Aristotle as they shaped
subsequent Western culture. The discussion
will focus especially on the development of
ethics, psyuchology, theory of knowledge,
and the emergence o f science.
Fall semester. Frede.
103. Selected M odern Philosophers.
Two or more philosophical systems o f Des
cartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
Spring semester. Raff.
104. Contem porary Philosophy.
20th Century classics by Frege, Moore, Rus
sell, Wittgenstein selected for intensive treat
ment and as ground for one or more current
206
philosophical issues, such as Subjectivity.
Not offered 1990-91 .
105. H erm eneutics and Contemporary
Theories of Interpretation.
Contemporary theories o f interpretation are
based on a rich philosophic tradition that
emerged under the influence of Hegelian phi
losophy, derived new impulses from Hei
degger’s thought, and has become the major
impact o f continental philosophy on presentday American cultural life. The seminar will
provide information on the historical back
ground o f this tradition and study some of the
major contemporary contributions by philo
sophers such as Foucault, Gadamer, Derrida,
Charles Taylor, and Richard Rorty.
Spring semester. Frede.
106. Aesthetics.
See Philosophy 17.
Not offered 1990-91 .
110. M edieval Philosophy.
Not offered 1990-91 .
111. Philosophy of Religion.
See Religion Department Preparation by course
and attachment.
113. Theory of Know ledge.
Central issues current in the theory o f knowl
edge selected to explore the nature and limits
of rationality, including Certainty, Self-decep
tion, Perception, Memory, and recent attacks
on traditional epistemic theories.
Not offered 1990-91 .
114. Nineteenth-Century Philosophy.
See Philosophy 29.
Fall semester. Eldridge.
116. Language and Meaning.
See Philosophy 26.
Not offered 1990-91 .
117. Philosophy of the S o c ia l Scien ces.
Not offered 1990-91 .
118. Philosophy of Psychology.
The seminar will address issues such as: the
nature and motivation o f scientific psychol
ogy, problems o f intentionality, current philo
sophical controversies about cognitive science,
the computer as a model o f the mind, the role
of values in psychological research.
Fall semester. Lacey.
119. The Philosophy of Science.
An examination o f some o f the central prob
lems in the philosophy of science: the nature
of scientific explanation and evidence, the
relationship between theory and observation,
the rationality o f science, the relations be
tween science and technology, the alleged
value-freedom o f science, the differences be
tween the natural and the human sciences.
Readings will be drawn mainly from contem
porary writings.
Not offered 1990-91 .
121. S o cia l and Political Philosophy.
Sources for this seminar will range from An
cient to Contemporary. Among the theorists
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 o f justice, considerable attention wil be
paid to the question o f 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 o f a philosophical basis.
Fall semester. Schuldenffei.
122. Philosophy of Law.
A study of concepts o f law, including exami
nation o f the relationships between legal sys
tems and other social and political institutions.
Such issues as the proper relationship between
law and morality, civil disobedience, legal
enforcement o f morality, and justification o f
punishment are considered. Readings in both
historical and contemporary sources.
Not offered 1990-91 .
139. Phenom enology and
Existentialism .
Not offered 1990-91 .
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.
207
Physical Education and
Athletics
ERNEST J. PRUDENTE, Professor
ROBERT E. W ILLIAM S, Professor and Chair
M ICH AEL L MULLAN, Associate Professor3
DOUGLAS M. W EISS, Associate Professor
S U S A N P. DAVIS, Assistant Professor
KARL M IRAN, Assistant Professor45
GAILE E. ROCKET, Instructor
LEE WIMBERLY, Instructor
LAWRENCE EHMER, Assistant
CURTIS A. LAUBER, Assistant4
C. J. STEFANOWICZ, Assistant4
DALE STRAWBRIDGE, Assistant4
RONALD A. TIRPAK, Assistant
M A R C PETERSON, 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 o f 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 o f good sports
manship, leadership, and cooperation in team
play. Students are also encouraged to develop
skill and interest in a variety o f activities
which can be enjoyed after graduation.
The intercollegiate athletic program is com
prehensive, including varsity teams in twentythree different sports, twelve for men and
eleven for women. During many o f these ac
tivities contests are arranged for junior varsity
teams.
Ample opportunities exist for large numbers
o f students to engage in intercollegiate compe
tition, and those who qualify may be encour
aged to participate in regional and national
4 Fall semester, 1990.
5 Spring semester, 1991.
208
championship contests. Several club teams in
various sports are also organized and a pro
gram o f 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 o f 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 o f 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.
Fall A c tiv itie s
Advanced Life Saving
Aerobics
Aquatics
Archery
Badminton
Ballet I/II/III
Beginning African Dance
**** Cross Country
1}. Field Hockey
Folk &l Square Dance
*** Football
Modern Dance I/II/III
Nautilus I
Nautilus II
Scuba
Self-Defense
* Soccer
Squash
Swimming for Fitness
* Synchronized Swimming
* Tennis
Touch Football
* * Volleyball
Winter A c tiv itie s
Aerobics
Aquatics
* * Badminton
Ballet I/II/III
* Basketball
Beginning African Dance
Fencing
Folk &. Square Dance
**** Indoor Track
Lifeguard Training
Modem Dance I/II/III
*
****
*
***
Nautilus I
Nautilus II
Scuba
Self-Defense
Squash
Swimming
Swimming for Fitness
Synchronized Swimming
Tennis
Volleyball
Wrestling
Spring A c tiv itie s
Aerobics
Archery
Aquatics
Badminton
Ballet I/II/III continued
*** Baseball
Beginning African Dance continued
Folk & Square Dance continued
* Golf
**** Lacrosse
\ Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
** Intercollegiate competition for women,
course instruction for. men and women.
*
*
*
****
Modern Dance I/II/III continued
Nautilus I
Nautilus II
Softball
Squash
Swimming for Fitness
Synchronized Swimming
Tennis
Track and Field
Volleyball
* * * Intercollegiate competition for men.
* * * * Intercollegiate competition for men and
women.
209
Physics and Astronomy
JOHN R. BOCCIO, Professor and Associate Provost for Academic Computing 6
PETER J. COLUNGS, Professor
JOHN L GAUSTAD, Professor o f Astronomy
M A R K A. HEALD, Professor
WULFF 0. HEINTZ, Professor o f Astronomy
FRANK A. MOSCATELLI, Associate Professor and Chair 2
A M Y R. BUG, Assistant Professor
STEVEN W. DANIELS, Assistant Professor
CARL H. G RO SSM AN , Assistant Professor
TERJE G. VOLD, Assistant Professor 3
LYNN A. WESTLING, Assistant Professor
The program o f the Physics and Astronomy
Department stresses the concepts and meth
ods that have led to an understanding o f the
fundamental laws explaining the physical uni
verse.
Throughout the work o f the Department, em
phasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisi
tion o f 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
o f scientists, the department offers a number
o f opportunities for students to participate in
original research projects, conducted by mem
bers o f the faculty, on (or off) campus.
The Physics and Astronomy Department of
fers five Primary Distribution Courses (PDC),
Physics 6 , 20, 23 ,2 5 , as well as Astronomy 1.
O f these, Physics 6 is required o f all students
intending to major in physics or astronomy.
Two calculus-based introductory courses are
offered. Physics 3 ,4 covers both classical and
modern physics and is the appropriate intro
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
6 On administrative assignment, 1990-91.
210
ductory physics course for those students
majoring in engineering, chemistry, and biol
ogy. Physics 7, 8 , on the other hand, which is
taken after Physics 6 , is aimed towards stu
dents planning to do further work in physics
or astronomy. The four-course sequence 6 ,7,
8 , 14 is designed to provide a comprehensive
introduction to all major areas o f physics.
The Department offers a selection o f courses
(Physics 21, 22, and Astronomy 52) that are
suitable for nonscience majors seeking to ful
fill the non-PDC science distribution require
ment.
A regular series o f colloquia on topics of
current research interest is sponsored by the
Department. Speakers are specifically chosen
so that their talks are appropriate for under
graduates. The colloquium series is an integral
part of the departmental educational program.
As such, student attendance is considered as
important as normal course work. Students
majoring in physics or astronomy are expected
to participate on a regular basis.
The Cornell Science Library possesses a large
collection o f both pedagogical texts and re
search publications including a large number
o f scientific journals.
REQUIREMENTS AND RECOMMENDATIONS
Degree Requirements: In order to receive a
degree from Swarthmore as a Physics, Astrono
my, or Astrophysics major, a student must
have taken and satisfactorily passed one o f the
programs described below:
14, and 50 in the first two years followed by
Physics 111, 112, 113, and 114 in the last two
years. In addition, advanced laboratory
courses Physics 81, and 82, and Mathematics
5, 6 A, 6 B, and 6 C, 16, 18.
The standard programs provide strong prep
aration for any graduate program in Physics
or Astronomy.
In addition, the student must satisfy the col
lege distribution requirements, including pri
mary distribution courses, and the 20 -course
rule.
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, advanced
laboratory courses Physics 81,82, and 83 and
Mathematics 5, 6 A, 6 B, and 6 C, 16, 18 must
be taken. Chemistry 10 is strongly recom
mended.
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, 6B, and 6 C, 16, and 18 must be taken
during the four year program.
The standard program in Astrophysics is
Physics 6 , 7, 8 , 14, 50, 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, advanced labora
tory courses Physics 81, 82, and 83 and
Mathematics 5, 6 A, 6 B, and 6 C, 16, 18 must
be taken during the four year program. Chem
istry 10 is strongly recommended.
The extended program in Physics allows stu
dents to study some specialized area o f Physics
or to write a thesis based on original research
work. It provides an even stronger back
ground for students intending to do graduate
work. The extended program in Physics adds
two senior application seminars (numbered
greater than 130) or a thesis to the standard
program.
The minimum program in Physics is intended
for students not planning.to pursue graduate
work in Physics. Since all major areas of
Physics are covered, this program is excellent
preparation for a career in high school teach
ing and is ideal for double-majors. The min
imum program in Physics is Physics 6 , 7, 8 ,
Students taking Physics 3, 4 and then propos
ing to take further advanced work in the De
partment must take a special directed reading
course Physics 8 A before enrolling in Physics
14 to fill in those areas o f study covered in
Physics 7, 8 but not in Physics 3, 4.
Students who wish to minor in the department
with no additional background other than
Physics 3 ,4 are encouraged to do so. However,
they must consult the department Chair to
arrange a special program.
In the Physics and Astronomy department the
seminar is the standard format for most junior
and senior level work. All prospective majors
and minors in the department should realize
this when planning programs. In keeping with
college policy regarding seminar participation,
all students will be examined on seminar ma
terial at the end o f the spring semester o f the
year in which the seminar is given. It is our
judgment that one o f the major educational
benefits o f the external examination system is
the required review o f all material studied in
seminars during the junior and senior years.
These examinations will be set by external
examiners, but for juniors, and those seniors
not pursuing an Honors degree, they will be
read by Swarthmore faculty. For students not
pursuing an Honors degree, seminar presen
tations and other contributions will be taken
into account in assigning grades in seminars.
Students who are awarded Honors and juniors
accepted.into the External Examination pro
gram will have no grades recorded on their
transcript for any seminars included in their
external examination program.
The students in the External Examination
program receive no grades, but a degree o f
Honors, High Honors, Highest Honors, Pass
or Fail depending on the performance on the
Physics and Astronomy
examinations at the end o f the senior year.
Students receiving the grades of Pass or Fail
will subsequently receive grades for each semi
nar from Swarthmore instructors.
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 in the
standard or extended program should have
completed or be completing Physics 14, Phys
ics 50, and Math 18. If applying for Astro
physics or Astronomy major they should also
have completed Astronomy 5 and 6 . Other
wise any deficiencies would have to be made
up during the following year at some incon
venience to the student’s upperclass program.
To be accepted as a standard (or extended)
major in the department, the applicant must
normally have completed the sophomore-level
course Physics 14, with a grade o f C + or
better, and must normally have an average
grade in all Physics and/or Astronomy
courses as well as Math 16,18 o f C + or better.
A student applying to become a Physics major
in the minimum program should have com
pleted or be completing at least Physics 6 , 7
and Math 5 ,6 . Otherwise it will be impossible
to fulfill all program requirements. To be
accepted as a major in Physics, the applicant
must have completed Physics 6 with a grade
o f C + or better and work in Physics 7 should
be at the same or better level.
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) ability
of the students not only to benefit from this
mode o f instruction but also to contribute
positively to the seminars. Grades in prior
courses are our best criteria in admitting
majors, since they tend to indicate reliably
whether or not the student can handle ad
vanced work at Swarthmore levels without
being overwhelmed. However, lively and con
structive participation in classes and labs is
212
also taken into account.
I I
To be accepted into the External Examination I
program in the department, the applicant
must present an acceptable set of fields in
which they wish to be examined and an appropriate program o f study to prepare for them. I
In addition they must normally have an average grade in all Physics and/or Astronomy
courses o f B or better.
Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, J15, I
116) are each accompanied by a full laboratory I
program, namely Physics 81 (no credit), Phys- I
ics 82, 83 (each one-half credit) requiring I
approximately one afternoon a week. Students I
enrolled in these seminars must arrange their I
programs so that they can schedule an after- I
noon for lab each week free o f conflicts with I
other classes, extracurricular activities, and II
sports.
I
Independent Work: Physics and Astronomy I
majors are encouraged to undertake indepen-1
dent research projects, especially in the senior I
year, either in conjunction with one of the I
senior seminars, or as a special project for I
separate credit (Physics/Astronomy 94). I
Members o f the physics of astronomy faculty I
are willing to suggest possible projects and to I
supervise any one o f these if the student I
chooses to pursue it. In preparation for inde-1
pendent experimental work, prospective ma-1
jors are strongly urged to take Physics 6 3 ,1
Procedures in Experimental Physics, during I
their fall semester o f their sophomore year, I
which will qualify them to work in the depart-1
mental shops. Good shop facilities, electronics I
facilities, a wide range o f instrumentation, and |
extensive computing facilities are available to I
support independent work. Students com-1
pleting work under Physics/Astronomy 94 I
are required to submit final written and oral I
reports o f their work to the department.
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during the summer.
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Thesis: Students may elect to do a theoretical
or experimental research thesis representing
the results o f independent work done under
the supervision o f a faculty member. This
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summer after the junior year and completed
during the senior year. External examination
students can choose to submit a thesis as one
o f their papers in place of a senior seminar.
FACILITIES AND RESEARCH PROGRAMS
Several research facilities are maintained by
the Department. All are available for student
participation in faculty research. The laser
atomic-spectroscopy laboratory includes a
single-mode tunable dye laser pumped by a 6 watt argon-ion laser and various associated
optical, electronic, and computer interfacing
equipment. A scanning tunneling microscope
has been constructed and is now in operation.
Extensive computing facilities, including four
VAXStation 3100s, a DECStation 3100, a
DECStation 5000, several Macintosh II, a
powerful graphics processing computer, ex
tensive computer graphics equipment, and
many other microcomputers are available for
research and projects. Physics faculty research
interests include the areas o f lasers, high res
olution atomic spectroscopy, biophysics,
scanning tunneling microscopy, molecular dy
namics, computer simulation, computer gra
phics, as well as liquid crystals.
A 61-cm Cassegrain reflector, located on top
of Papazian Hall, is equipped with a highresolution spectrometer and a Reticon array
detector. With computer-based control and
data acquisition systems, it is used for solar
and stellar spectroscopy.
:ar, I Swarthmore’s principal telescope, which is
trt-1 located in Sproul Observatory and has been in
lies I continuous operation since 1912, is a 61-cm
refractor with a focal length of 11 meters. Is
is used for research on the distances, motions,
orbits, and masses of stars by means o f visual
and photographic observations. Auxiliary
equipment includes a high-precision photo
graphic plate measuring machine, photoelectic, and photographic photometers, and a
Brashear micrometer. The observatory also
houses a 15-cm refractor.
A monthly visitor’s night at the Observatory
is announced in the college calendar.
Program for the Last Two Years: We will be
offering one-unit seminars in the following
fields every year:
111 (Classical Mechanics), 112 (Electrody
namics), 113 (Quantum Theory), 114 (Statis
tical Physics), 115 (Quantum Applications
Physics), 116 (Modern Optics).
In addition, one, two, or three one-unit ad
vanced application seminars will be offered
each spring for senior majors in physics and
astronomy. Typical topics will be:
130 (General Relativity), 131 (Particle Phys
ics), 132 (Non-Linear Dynamics/Chaos), 133
(Atomic Physics: Spectroscopy), 134 (Ad
vanced Quantum Physics), 135 (Solid State
Physics), 136 (Quantum Optics; Lasers).
tnd I
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■ m-1
EXTERNAL EXAMINATION PAPERS
941
trai I External examinations, based on the topics
covered in the seminars listed above, will be
for I possible in the following fields:
ark I Every Year: Classical Physics (based on 111,
lets I 112), Quantum Physics (based on 113, 115),
Statistical Physics (based on 113, 114), and
leal Physical Optics (based on 112, 116).
ing
der
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Every Other Year beginning with 1990/91:
Astrophysics (based on Astronomy 117,118).
Planned Program (next two years) subject to
students’ interests: 1990-91: Linear and Non
linear Dynamics (based on 111, 132), Quan
tum Theory (based on 113, 134), Atomic and
Laser Spectroscopy (based on 116, 133).
1991-92: General Relativity (based on 111,
130), Modern Optics (based on 116, 136),
Solid State Physics (based on 114, 135).
Physics and Astronomy
PHYSICS
3,4. General P h y s ic s I, II.
8. Electricity, M agn etism , and Waves.
A presentation o f a unified view o f physics
through analysis of basic principles, their
implications, and their limitations. Special
emphasis will be placed on analytical under
standing o f physical phenomena through the
use o f calculus.
Fall semester. Topics include vectors, kinema
tics in one, two, and three dimensions, New
ton’s laws and dynamics, conservation laws,
work and energy, oscillatory motion, systems
o f particles, rigid body rotation about fixed
axis, special relativity, and thermodynamics.
Spring semester. Topics include wave phenom
ena, geometrical and physical optics, electicity
and magnetism, direct and alternating-current
circuits, and introductory quantum physics.
Laboratory and homework exercises include
extensive use o f interactive computing and
computer graphics. Three lectures and a lab
oratory period weekly.
Prerequisite: Mathematics 5, 6 A taken con
currently, or comparable preparation in math
ematics.
Bug and staff.
A sophisticated introductory treatment of
wave and electric and magnetic phenomena.
Topics include: oscillatory motion, forced
vibrations and resonance, coupled oscillators
and normal modes, continuous systems and
Fourier analysis progressive waves, boundary
effects and interference, the electrostatic field
and potential, electrical work and energy,
conductors, D.C. and A.C. circuits, the relati
vistic basis o f magnetism, magnetostatic fields,
electromagnetic induction and Maxwell’s equa
tions. The laboratory curriculum will also in
clude geometrical optics.
6. The Character of P h y sic a l Law.
An introduction to the concepts o f physics
and the thought processes inherent to the
discipline. Topic coverage will range from
relativity to quantum theory to elementary
particles to non-determinate dynamics (chaos).
The primary emphasis o f the course will be on
the accepted principles o f physics and their
application to specific areas. Attention will be
given to philosophical aspects o f physics,
discussions o f what kind o f problems physi
cists address and how they go about addressing
them. The course includes a substantial writ
ing component. Three lecture/discussion sec
tions per week and a laboratory.
Primary distribution course.
Fall semester. Collings and Moscatelli.
7. M e c h a n ic s and Therm odynam ics.
The classical mechanics o f point particles.
Vector algebra and calculus, kinematics, dy
namics, rigid bodies, nonlinear systems, spe
cial relativity, statistical mechanics. Three lec
tures and one laboratory weekly.
Spring semester. Staff.
214
Three lectures, a strongly recommended prob
lem / discussion section, and a laboratory
weekly.
Prerequisites: Physics 7. Mathematics 6 A, 6C,
18 (can be taken concurrently).
Fall semester. Boccio.
8A. S p e c ial Sem inar: General Physics.
This course is designed to supplement Physics
3,4 in order to bring student preparation to
the level o f Physics 7,8. Half-credit course.
Prerequisite: Physics 4, and Mathematics 6C
or 18 concurrently.
Fall semester. Heald.
14. M odern P h ysics.
An introduction to moderns physics, includ
ing relativistic dynamics, wave mechanics,
Schrodinger equation applied to one-dimen
sional systems, and properties o f atoms, mole
cules, solids, nuclei, and elementary particles.
The quantum aspects of the interaction of
photons with matter. The empirical basis of
the subject is emphasized. Three lectures and
a laboratory weekly.
Prerequisites: Physics 8 with Physics 50 taken
concurrently.
Spring semester. Westling.
20. P rin cip le s of the Earth Sciences.
An analysis o f the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
A new emphasis on earth’s changing atmo
sphere and on climatic changes. Reading and
discussion based on current literature. The
underlying physical and chemical principles
are stressed. Laboratory demonstrations and
one or more field trips. No special scientific
background required.
Primary distribution course.
Not offered 1990-91 .
21. Principles of Aeronautics.
Principles of flight, elements o f aircraft struc
ture and performance, flight instruments, navi
gation aids and methods, flight meteorology,
airspace utilization. Lectures, afternoon ground
lab, field trips. No prerequisites, but enroll
ment limited. (The Department o f Physics is
certified by the F.A.A. as a Pilot Ground
School.) Acceptable for non-PDC science dis
tribution requirement.
Not offered 1990-91 . Bilaniuk.
23. Relativity.
A non-mathematical introduction to the spe
cial and general theories o f relativity as devel
oped by Einstein and others during the 20th
century. We will address questions such as:
What is spacetime? Do you know where you
are or what time it is? Are there really any
forces? What is gravity? What are black holes
and should you worry about them? Emphasis
will be on spacetime diagrams and geometrical
concepts. No previous physical courses are
required. The course will use only high school
algebra and geometry.
Primary distribution course.
Not offered 1990-91 . Boccio.
25. Quantum P h ysics.
A non-mathematical introduction to quantum
mechanics. The course will present a modern
viewdescribing the intellectual challenges and
disagreements in the study o f the behavior of
atomic and sub-atomic particles. This theory
has completely changed our view o f the physi
cal world and the meaning o f reality, but is still
the subject of unresolved debate about its
fundamental interpretation.
Primary distribution course.
Not offered 1990-91 .
50. Mathem atical M ethods of P h ysics.
A survey of analytical and numerical tech
niques with the emphasis on applications.
Topics include: multivariable calculus, optomization, ordinary differential equations,
partial differential equations and Sturm-Liouville systems, orthogonal functions, Fourier
series, Fourier and Laplace transforms, and
numerical methods for integration, solution
o f differential equations, and data analysis.
Prerequisites: Mathematics 16 and either 6 C
or 18; a knowledge o f some programming
language.
Spring semester. Bug.
63. Procedures in Experimental Physics.
Laboratory work directed toward the acquisi
tion o f knowledge and skills which will be
useful in future research participation. Tech
niques, materials, and the design o f experi
mental apparatus. Shop practice. Printed cir
cuit 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.
94. R ese arch P ro je c t
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.
97. S e n io r Conference.
This half-course is designed to give students
an overview o f all o f their physics courses by
studying a variety o f physical problems. Most
recently this has been accomplished by way o f
a written thesis and an oral presentation on a
topic agreed upon by the student and the
instructor. When offered, this course replaces
the departmental comprehensive examination.
Half-credit course.
Spring semester.
215
Physics and Astronomy
SEMINARS
111. M echanics.
A general study of classical mechnics. Topics
include: motion o f a particle in one, two, and
three dimensions. Kepler’s laws and planetary
motion. Phase space. Oscillatory motion;
damping; nonlinear effects. Lagrange equa
tions and variational principles. Systems o f
particles; collisions and cross sections. Motion
o f a rigid body in two and three dimensions;
Euler’s equations. Rotating frames of refer
ence. Small oscillations and normal modes.
Wave phenomena in one and two dimensions.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Grossman.
112. Electrodynam ics.
A general study of electricity and magnetism
using vector calculus. Topics include: Electric
and magnetic fields. Dielectric and magnetic
materials. Electromagnetic induction. Devel
opment o f Maxwell’s field equations in differ
ential form. Displacement current. Poynting
theorem and electromagnetic waves. Bound
ary-value problems. Radiation. Four vector
formulation o f relativistic electrodynamics.
Prerequisite: Physics 14, 50; Math 18.
One credit.
Fall semester. Heald.
113. Quantum Theory.
Topics include: Review o f classical concepts.
Postulates o f 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
perturbation theory. Time-dependent pertur
bation theory. Transition rates.
Prerequisites: Physics 111, 112, and Mathe
matics 16.
One credit.
Spring semester. Staff.
114. S tatistic al P h ysic s.
The statistical behavior of classical and quan
tum systems. Topics include: temperature and
entropy, equations o f state, engines and refrig
erators, statistical basis o f thermodynamics,
microcanonical, canonical and grand canoni
216
cal distributions, phase transitions, and appli
cations of quantum mechanics including sta
tistics o f bosons and fermions, black body
radiation, and electronic and thermal proper
ties o f quantum liquids and solids.
Prerequisites: Mathematics 6 C or 18, Physics
14.
Spring semester. Collings.
115. Quantum Applications.
Applications o f theory developed in Physics
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: Physics 113 and 114.
One credit.
Fall semester. Westling.
116. M odern Optics.
The phenomena that are a direct result of the
physical wave nature of light including wave
equations, superposition, interference, Frauenhofer and Fresnel diffraction, polarization.
Optical instruments which rely upon these
phenomena, such as spectrometers, inter
ferometers, etalons. Topics in modern optics
including matrix methods, propagation in fi
bers, Fourier optics, spatial and temporal
coherence, lasers, and elements of nonlinear
optics. Aspects o f the quantum theory of light
including blackbody radiation, modes, quan
tization o f the electromagnetic field, photons,
coherent states, and intensity fluctuations.
Prerequisites: Physics 113.
One credit.
Fall semester. Daniels.
130. General Relativity.
Newton’s gravitational theory. Special rela
tivity. Linear field theory. Gravitational waves.
Measurement of spacetime. Riemannian geom
etry. Geometrodynamics and Einstein’s equa
tions. The Schwarzschild solution. Black holes
and gravitational collapse. Cosmology.
Prerequisites: Physics 111 and 112.
One credit.
131. P article P h ysic s.
Experimental techniques. Symmetries and
groups. Particle spectroscopy and phenome
nology. Feynman rules and Quantum Electro
dynamics. Partons, Quarks. Quantum Chro
modynamics and gluons. Weak interactions.
Electroweak theory. Gauge theory. The path
towards unified theories.
Prerequisites: Physics 113 and 115.
One credit.
132. Non-Linear D yn am ics and Chaos.
Non-linear differential equations. Non-linear
difference equations. Limit points and cycles.
Attractors. Fractals. Bifurcations and period
doubling. Quasiperiodicity. Chaos. Univer
sality and scaling. Onset of turbulence.
Prerequisites: Physics 111 and 112.
One credit.
Spring semester. Staff.
133. Atom ic P h y s ic s and
Spectroscopy.
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. The
use of atoms and atomic spectroscopy in tests
of fundamental physics such as symmetries,
invariance, and quantum reality.
Prerequisites: Physics 113, 115, and 116.
One credit.
Spring semester. Staff.
134. Advanced Quantum M ech anics.
Photon polarization. Quantum interference
effects. Measurement theory. Potential scat-
texing. Coulomb scattering. Time-indepen
dent and time-dependent perturbation theory.
Interaction o f the quantized radiation field
with matter. Spin Vi. Addition o f angular
momentum. Rotations and tensor operators.
Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. Relati
vistic spin Vi particles. The Dirac equation.
Prerequisites: Physics 113 and 115.
One credit.
Spring semester. Staff.
135. S olid State P h ysics.
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. Electrons
in periodic structures. The Bloch theorem.
Band structure. Semidassical electron dynam
ics. Semiconductors. Magnetic and optical
properties o f solids. Superconductivity.
Prerequisites: Physics 113, 114, and 115.
One credit.
136. Quantum Optics and Lase rs.
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 superradiance.
Prerequisites: Physics 113 and 116.
One credit.
UPPERCLASS LABORATORY PROGRAM
81. Laboratory Electronics.
83. Advanced Laboratory/R esearch.
Design techniques for analog and digital cir
cuits including microprocessors.
No credit.
Fall semester. Grossman.
Experiments in modern optics, lasers (contin
uous and pulsed), atomic spectroscopy using
tunable lasers and advanced nuclear physics.
One-half credit. (Upon consultation with a
faculty member, Physics 94 may be substi
tuted.)
Fall semester. Daniels, Westling.
82. Advanced Laboratory.
Experiments in mechanics, electricity and mag
netism, waves, thermal and statistical physics,
atomic and nuclear physics.
One-half credit.
Spring semester. Daniels, Westling.
217
Physics and Astronomy
ASTRONOMY
I. Introductory Astronom y.
A primary distribution course which high
lights the scientific investigation o f the uni
verse by observation and theory, and includes
the basic notions o f physics as needed in
astronomical applications. Topics include as
tronomical instruments and radiation; the sun
and planets; properties, structure, and evolu
tion o f stars; the Galaxy and extragalactic
systems; and the origin and evolution o f the
universe. Three class periods each week plus
some evening labs.
Primary distribution course.
Each semester. Gaustad, Heintz.
5,6. General A stro n om y I, II.
Intended for science students, these courses
introduce the methods and results o f astrono
my and astrophysics, making use o f basic
physical and mathematical principles.
I: Celestial coordinates. Astronomical instru
ments. Laws o f physics relevant to astronomy.
Observed properties o f the sun and stars.
Stellar structure evolution. Star clusters. Ce
lestial mechanics. Binary stars.
II. Interstellar matter. The Milky Way Galaxy.
Galaxies and quasars. Cosmology. The solar
system.
Prerequisite: Mathematics 5 or equivalent.
Astro 5: Fall semester 1991. Heintz.
Astro 6 : Fall semester 1990. Gaustad.
9. M eteorology.
The elements o f weather, its recording and
prediction. Structure and dynamics o f the
atmosphere. Includes regular weather obser
vations and comparison with maps.
Prerequisites: Mathematics 5, 6 A, or equiva
lent.
Fall semester. Heintz.
Prerequisite: Astronomy 1.
Not offered 1990-91 . Heintz.
55. Planetary Science.
Methods and results o f the exploration of the
solar system.
Prerequisite: Astronomy 6 .
Not offered 1990-91 . Heintz.
56. Cosm ology.
General relativity and the theoretical frame
work o f cosmology. World models. Optical
and radio results on galaxies and quasars.
Prerequisites: Astronomy 5, 6 ; Mathematics
6 A, 6 B.
Spring semester. Heintz.
59. Positional Astronom y.
Coordinate systems and transformations; fun
damental and apparent positions; proper mo
tion and binary-star analysis.
Prerequisite: Astronomy 6 .
Not offered 1990-91 .
61. Current P ro ble m s in Astronom y
and A stro p h ysics.
A half-course involving reading and discus
sion o f selected research papers from the
astronomical literature. Instruction will be
given in techniques o f journal reading, use of
abstract services, and other aids for the effi
cient maintenance of awareness in a technical
field. May be repeated for credit.
Not offered 1990-91 . Gaustad.
64. G alactic Structure.
23. M eth o ds of O bservational
Astronom y.
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 distri
bution.
Prerequisites: Astronomy 6 , Math 6A, or
equivalent.
Not offered 1990-91 .
Not offered 1990-91 . Heintz.
93. Directed Reading.
51. C elestial M echanics.
94. R ese arch P ro je c t
Not offered 1990-91 . Heintz.
52. Concepts of the C osm os.
Historical survey o f astronomical thought.
Includes oriental astrology, hellenistic geom
etry and cosmology, and the development o f
observation and astrophysics in the 200 years
from Halley to Einstein.
218
117,118. Theoretical Astrophysics.
Techniques applied to the physical interpreta
tion of astronomical phenomena. Topics in
clude electromagnetic processes in space,
quantum and relativistic astrophysics, radia
tive transfer in stellar atmospheres, interpre
tation o f stellar spectra, and stellar structure
of evolution. Problems and projects will be
assigned.
Prerequisites: Astronomy 5, 6 ; Physics 14.
Fall and spring semesters. Gaustad.
219
Political Science
CHARLES R. REITZ, Professor and Chair
CHARLES E. GILBERT, Professor Emeritus4
RAYMOND F. HOPKINS, Professor 12
J A M E S R. KURTH, Professor
RICH ARD L. RUBIN, Professor (part-time)
KENNETH E. SHARPE, Professor
DAVID G. SM IT H , Professor
HILLARD POUNCY, Associate Professor
NANCY J. H IRSCH M ANN, Assistant Professor 34
D IA R M U ID MAGUIRE, Assistant Professor
DEEPA OLLAPALLY, Assistant Professor (part-time)
LESLIE THIELE, Assistant Professor
KATHRYN WAGNER, Assistant Professor (part-time)
TYRENE WHITE, Assistant Professor 1
Courses and seminars offered by the Political
Science Department deal with the place o f
politics in society and contribute to an under
standing o f the purposes, organization, and
operation o f political institutions, domestic
and international. For the beginning student,
the Department offers courses dealing gen
erally with the basic concepts o f political
science and the processes o f politics as illus
trated by case studies, by theoretical analysis,
and by more extended study o f politics in
various institutional settings. Advanced work
in the department, both in courses and semi
nars, covers the major subfields of American
politics, comparative politics, international
politics, and political theory. In addition spe
cial topics are offered in such areas as defense
policy, food policy, health policy, jurispru
dence, and the Vietnam war. Basic attention to
the causes and consequences o f political action
and normative concerns regarding freedom,
authority, and human dignity are addressed
throughout the curriculum.
REQUIREM ENTS AND RECOMMENDATIONS
Students planning to study political science
are advised to start with either Elements of
Politics (Political Science 1) or Policy-Making
in America (Political Science 2). They should
then continue with one or more other intro
ductory courses offered in the second semes
ter: Policy-Making in America (Political Sci
ence 2), Comparative Politics (Political
Science 3), and International Politics (Political
Science 4). Normally any two o f these courses,
preferably including Political Science 1 or
Political Science 2, constitute the prerequisite
for further work in the Department and are
1
2
3
4
Absent on leave, fall semester, 1990.
Absent on leave, spring semester, 1991.
Absent on leave, 1990-91.
Fall semester, 1990.
220
particularly recommended for majors. Stu
dents who intend to major in political science
should begin their work in the freshman year
if possible. Supporting courses strongly rec
ommended for all majors are Statistics for
Observational Data (Mathematics 1); and In
troduction to Economics (Economics 1-2).
Political Theory, either in seminar (Political
Science (100 or 101) or in course (Political
Science 54 or 55) is required o f all majors.
Concentration in International Relations: This
concentration, designed for students espe-
dally interested in a career in international
relations or planning a career involving overseas work, is described on page 156. Students
may elect this concentration while majoring in
several alternative departments including his
tory, economics, and modern language. For
political science majors concentrating in inter
national relations the comprehensive require
ments for course majors are adjusted to allow
students to demonstrate graduation level com
petencies appropriate to work done in the
concentration. Similar options may be ap
proved by the department for students in the
external examination program. Details for
each program are worked out with the Coor
dinator of the concentration.
Concentration in Public Policy: This concentra
tion, designed for students expecting to pre
pare for work in government or to pursue
further study in the field o f public policy is
described on page 236. The normal political
science comprehensive requirements apply,
but these allow students flexibility in prepar
ing to graduate, in either the course or external
examination programs, so that they may have
work reviewed and/or competency tested in
their policy concentration.
Teacher Certification: Occasionally, majors in
Political Science wish to pursue certification
for secondary school teaching. For such stu
dents, 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 Sci
ence, and Sociology-Anthropology are re
quired 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, o f
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. 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.
Comprehensive Requirement: Majors not sitting
for the external examination should review
their programs periodically with the depart
ment, normally with the chairman. A ll work
programs in the department should be prepared
with a view to meeting the distributional require
ments of the comprehensive examinations. The
department recommends for graduation stu
dents be able to write papers that demonstrate
three competencies: use of empirical evidence,
analysis of political theory, and evaluation of
policy. Students must also show knowledge of
material in at least three o f the four major
subfields o f the discipline: political theory,
American politics, comparative politics, and
international politics. Usually papers origi
nally prepared in a course best serve as the
basis for meeting the comprehensive require
ment. More detailed information on the im
plication of this requirement for course selec
tion is offered during the junior year. In
formation on comprehensive requirements is
available in the political science department
office and sent to seniors early each fall.
Comprehensive qualifying papers must be
submitted well before the end o f the senior
year.
1. Elem ents of Politics.
Designed to probe some major questions of
politics, this course asks: Who governs in the
interests o f whom? How? What are the sources
o f political stability and change? How is politi
cal power created, maintained, or challenged?
Answering these questions will involve a study
of the basic institutions, concepts, and moving
forces of politics and exploring problems
such as justice, freedom, equality, and obliga
tion. Materials will be drawn from the United
States and other countries.
Primary distribution course.
Fall semester. Staff.
2. P o lic y -M ak in g in Am erica.
Consideration of basic elements o f American
national politics, and o f ways o f defining and
explaining the functions and results o f Ameri
can politics. Major attention will be devoted
to electoral organizations, voting behavior
and opinion formation, legislation and presi
dential leadership, administration and policy
choices.
Primary distribution course.
Each semester. Staff.
3. Com parative Politics.
An introduction to the logic o f comparative
221
Political Science
inquiry and its application to the study of
political systems. Major attention will be given
to the political systems o f Western Europe,
particularly Britain, Italy, France, and West
Germany. The course will focus on (1) the
historical evolution and character o f state
institutions (e.g., liberal democracy, social
democracy, and fascism), ( 2 ) the range and
nature o f political parties (including the
Greens and Communists), and (3) unconven
tional forms o f political participation (from
peaceful protest to terrorism). Some time will
also be devoted to the political systems of
Third World and Communist countries.
Primary distribution course.
Each semester. Maquire.
4. International Politics.
An introduction to the analysis o f the contem
porary international system and its evolution
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. Staff.
14. A m erican Foreign Policy.
An examination o f the making o f American
foreign policy and of the major problems
faced by the United States in the modern
world. The course will focus on the influence
o f political, bureaucratic, and economic forces
and on the problems o f war, intervention, and
economic conflict.
Prerequisite: Political Science 4 or the equiva
lent.
Fall semester. Ollapally.
19. C om parative C om m unist Politics.
A comparative study o f communist regimes,
with primary emphasis on the Soviet Union,
China, and Eastern Europe. In addition to an
examination o f competing models o f commu
nist politics, topics will include: (1) MarxismLeninism as a revolutionary ideology; (2)
origins o f the Russian and Chinese revolu
tions; (3) the Stalinist model o f economic
development; (4) sources o f political conflict
within society; (5) problems o f organization
and policy process; ( 6 ) dilemmas o f socialist
reform. Special attention will be given to the
dramatic events of 1989, including the over
throw o f Leninist regimes in Eastern Europe,
the democracy movement in China, and Lithu
222
ania’s declaration o f independence from the
Soviet Union.
Spring semester. White.
20. Po litics of China.
This course will survey Chinese politics since
1949, the beginning o f communist rule. Topics
will include: ( 1 ) origins and consequences of
the communist revolution; ( 2 ) the content of
"M ao Zedong thought” ; (3) the legacy of the
Maoist regime; (4) political organization and
policy process; (5) political and economic
reform in the post-Mao era; ( 6 ) Sino-Soviet
relations. We will also examine the pro
democracy movement o f 1989, including the
historical context for the movement, student
tactics and organization, the motives for the
bloody crackdown in Beijing, and the political
aftermath.
Spring semester. White.
21. P o litics of Africa.
A survey o f political forces in contemporary
Africa. Selected countries will be studied to
illuminate important aspects of political
change including traditional attitudes, leader
ship, ethnic rivalry, socialism, neocolonialism,
military intervention, national integration, and
international involvements.
Not offered 1990-91 . Hopkins.
22. Latin Am erican Politics.
This introduction to Latin American politics
will explore such topics as the colonial legacy
o f Latin America; the difficulties of creating
viable political institutions; contemporary
sources o f instability, revolution, and military
intervention; the different meaning of politics
for various groups (Indians, peasants,
workers, middle-class groups, industrialists,
landowners, etc.); and the economic and po
litical difficulties raised by U.S.-Latin Ameri
can relations. These topics will be approached
through a comparative study of such countries
as Guatemala, El Salvadore, and Nicaragua.
Spring semester. Sharpe.
27. The P o litics of Settler States.
A comparative analysis o f native-settler rela
tions as they first emerged in Ireland, Austra
lia, the United States, South Africa, and Israel.
We shall examine how conflicts over land,
labour, and citizenship contributed to the
political character o f these settler states. Al
though major attention will be given to the
"founding periods” o f these countries, there
will be some opportunity to consider contem
porary circumstances.
Prerequisite: an introductory political science
course and permission o f the instructor.
Spring semester. Maguire.
28. Soviet Politics.
This course will survey the historical, political,
ideological, and economic factors which ac
count for the role o f the Soviet Union in the
current international system. Topics include
the causes and consequences o f the cold war,
rise and fall o f detente, relations with the
Third World, and new thinking introduced
under Gorbachev. Particular emphasis will be
placed on the domestic-international linkages
which shape Soviet policies.
Fall semester. Ollapally.
31. Feminist Political T ho ught
A study o f central political and theoretical
issues such as citizenship, political participa
tion, obligation, authority, justice, freedom
and the state, as they relate to women. The
first part o f the course will concentrate on the
relation o f women to politics according to
traditional theory. The second part will exam
ine contemporary feminist theory. We will
explore whether women can be included in
the governmental structures put forth by tra
ditional theories, and what alternative visions
of politics might take their place.
Not offered 1990-91 . Hirschmann.
40. The Vietnam War.
The aim o f this course is to explore the
reasons for U .S. military involvement in Viet
nam in the 1950s and 1960s and for the
military withdrawal in the 1970s. Topics in
clude Vietnam’s colonial background; the
defeat of the French and the partition o f
Vietnam in 1954; the U .S. military commit
ment; foreign policy in the Kennedy-Johnson
years; the anti-war movement; the Nixon pol
icy of "Vietnamization” ; and the effects o f the
war on Cambodia and Laos.
Not offered 1990-91 . Beitz.
41. Defense Policy.
Analysis of the history and structure o f Ameri
can defense policy since World War II, with
particular emphasis on the choice o f weapons
systems and military strategies. Political, eco
nomic, bureaucratic, and other explanations
of past and present policies will be explored.
Fall semester. Kurth.
42. Health Policy.
(Also listed as Economics 75.) Analysis o f
governmental policy toward health care and
public health, its impact upon institutions and
resource allocation, and major alternatives for
action. Central topics are the organization o f
health care delivery (roles and views o f phy
sicians, nurses, administrators, patients and
insurers); the interplay of federal, state, and
local governments, quasi-public authorities,
and interest groups; technical and political
aspects o f health insurance alternatives; health
manpower (medical and nursing schools,
para-professionals); biomedical research pro
grams. Students wishing to take this course
should consult in advance with the instruc
tors. Prior work in at least two o f the following
will be helpful: Economics 1-2,4,26; Political
Science 2, 51; Mathematics 1; Engineering 4,
32.
Spring semester. Smith.
43. Food Policy: National and
International issu e s.
The causes and possible solutions to major
food problems: hunger, rural poverty, and
food insecurity. The role o f government policy
in production, distribution, and consumption
o f food. Principal focus will be upon the
American agricultural experience, food sys
tems in less developed countries, international
trade and aid as solutions, and international
measures to improve food security. A field
trip, an early final exam, and a substantial
paper are features o f the course. Students with
little work in political science may be admitted
with the consent o f the instructor.
Not offered 1990-91 . Hopkins.
44. Race, Ethnicity and Public Policy.
An analysis of important policy questions
with direct and indirect bearing on racial and
ethnic groups. The focus of the course is on:
1 ) the political institutions that shape the
formulation o f policy (elections and parties,
courts, administrative agencies); 2 ) specific
policy areas o f contemporary conflict (hous
ing, education, employment); 3 ) the various
mechanisms (affirmative action, quotas, tar
geted job aid) used as remedies. The format
will be discussion. Suggested prerequisite
either Political Science 1 or 2.
Fall semester. Pouncy and Rubin.
223
Political Science
45. Environm ental P o licie s and Politics.
An assessment o f the governmental efforts to
date to protect the environment. Analysis of
major environmental laws and their impact
upon political institutions and the policymak
ing process is the principal focus. Emphasis
on the formulation and implementation o f air,
water, and various waste policies, the interplay
o f federal, state, and local governments and
interests groups, and the use o f scientific and
technical information in the policy process.
Challenges to the government posed by global
environmental issues and cross-media pollu
tion problems also examined.
Fall semester. Wagner.
49. C o n gre ss: Elections and Legislation.
An analysis o f the role o f Congress in the
American political system. Emphasis on exa
mining the representation o f interests in Con
gress through the electoral and legislative pro
cesses. Study o f political parties, interest
groups, public opinion, voting behavior and
the electoral process, and the politics of the
legislative process. The historical evolution of
the institution o f Congress, with an emphasis
on its changing relationships with the judicial
and executive branches and the dynamic na
ture o f its legislative power.
Spring semester. Wagner.
50. Public Law and Public
Adm inistration.
Theory and practice o f administrative law in
the United States. Role o f the courts in gov
ernmental administration. Issues o f organiza
tion and procedure. The interaction o f public
law and public policy, with particular attention
to certain sectors o f public policy.
Not offered 1990-91 .
51. P o litics of Adm inistrative Law
and Policy.
An examination o f the American administra
tive process. The role o f law in effecting
public policy and administrative governance
will be studied with attention to how different
administrations interact with Congress, the
Judiciary, and interest groups over issues of
public administration. Among topics reviewed
will be environmental and health regulations.
Not offered 1990-91 .
52. A m erican Constitutional Law.
The role of the Supreme Court in the Ameri
224
can political system, viewed both historically
and through analysis o f leading cases. Areas of
constitutional law and development empha
sized are: the nature and exercise o f judicial
review; federalism and the scope o f national
power; due process, equal protection, the
First Amendment, and other civil liberties.
Open to sophomores and upperclassmen.
Fall semester. Smith.
53. A m erican Presidential Politics
and the M a s s Media.
The central focus o f the course is on electoral
connections between public opinion, political
organizations and institutions, and the exercise
o f presidential power with special attention to
role o f mass media.
Fall semester. Rubin.
54. Political Theory: Plato to
M achiavelli.
The development o f political thought in the
ancient and medieval periods, and the emer
gence o f a distinctively modern political out
look. Topics considered include: the origins,
functions, and purposes of the city-state; the
role o f law and knowledge in government; the
relation o f ethics and politics; justice, and its
relation to Greek and Christian thought.
Fall semester. Thiele.
55. M odern Political Theory.
A study and critique o f liberalism through
close reading and analysis o f the writings of
such theorists as Hobbes, Locke, Rousseau,
Bentham, J.S. Mill, Marx, and Rawls. The
course will consider problems regarding lib
erty, political obligation, the common good,
human nature, and distributive justice. Not
open to students who plan to take the Political
Theory seminar.
Spring semester. Beitz.
56. Contem porary Political Theory.
A study of current issues in political thought,
their historical and theoretical foundations
and their practical consequences. Topics of
special concern may include the nature of
citizenship, its responsibilities and constraints;
the relation o f politics to violence; the nature
o f global concerns, such as prevention of
nuclear warfare and protection o f the envi
ronment, as they impinge upon national poli
tics; and the capacity for present ideologies,
such as conservatism, liberalism, socialism,
and anarchism to structure future political
life. Readings and discussions will reflect the
perennial question of the connection o f politi
cal theory to political practice.
Spring semester. Thiele.
57. Jurisprudence.
An exploration o f the concept of law as it has
been understood by lawyers, judges, philoso
phers, and social scientists. Issues to be con
sidered include the nature and validity of law,
the relation o f law to morality, and the place
of political theory in the judicial decision.
Some current moral issues in law may be dis
cussed. Readings will be chosen from classical
and contemporary works in the philosophy
and social science o f law as well as from rep
resentative cases.
Spring semester. Smith.
58. International Political Theory.
An examination of several important moral
problems in international affairs. Topics to be
discussed include the morality o f war, war
crimes and the rules o f warfare, and the ethics
of nuclear deterrence; intervention, selfdetermination, and the moral status o f the
nation-state; and international distributive jus
tice. Readings will be selected from classical
and contemporary sources.
Not offered 1990-91 . Beitz.
62. Colloquium and R ese arch Project on
Presidential Elections.
The principal requirement of this course is the
successful completion of an independent re
search project that examines a single presiden
tial election campaign between 1952 and
1984. There will be background readings and
discussion o f the presidential election system,
the dynamics of shifting groups in coalitions,
and the role of the mass media. Each student
will be doing an independent research paper.
Topics for papers include analyzing candidate
images, political themes, public opinion, and
campaign strategies during a particular elec
tion year, putting the specific campaign in the
broader context o f election cycles, institu
tional changes, and shifts in public policy.
Enrollment will be limited; interested students
should see Professor Rubin for permission.
Prerequisite: Political Science 2 and/or an
advanced course in American politics.
Not offered 1990-91 . Rubin.
63. The P o litics and Political Culture of
Am erican Jew s.
The subject o f this course will be an analysis
of the actual political behavior o f American
Jews, and the attitudinal substructures and
cultural underpinnings that shape that behav
ior. Theories accounting for distinctive Ameri
can Jewish behavior will be evaluated, and
empirical studies o f mass and elite behavior
59. Catholic S o c ia l Thought.
(Also listed as Philosophy 59 and Religion will be assessed. A colloquium-seminar for
59. ) The course will study the Catholic tradi mat will be used to explore the relative influ
tion of social thought, recent theoretical de ence of ethnic socio-religious values and expe
velopment in that tradition, and its rapidly rience, group social and political objectives,
growing influence on social and political move and the impact of American culture and ide
ments, especially in Latin America. The prin ology on contemporary American Jewish po
cipal readings will be drawn from 1) Papal litical thinking. The first half of the semester
social encyclicals; 2) documents o f the Second will be devoted to exploring specific questions
Vatican Council and Latin American bishops through reading and discussion. The second
on nuclear war and the economy; 3) writings half will involve the completion by each stu
of liberation theology. From time to time, dent o f a major research paper on a topic
selected applications o f this theory, e.g., the emanating from the prior discussions. This
growth of "base communities” in Brazil will research thesis, rather than exams, will be the
sole written component.
also be studied.
Not offered 1990-91 . Rubin.
Spring semester. Kurth and Lacey.
60. Special T opics in Political
Science.
Open to senior Course majors in Political
Science. Devoted to the preparation o f three
qualifying papers in the senior year.
Each semester. Members o f the Department.
64. Political So cializatio n and Scho o ls.
(Also listed as Education 64. See course de
scription under Program in Education.)
Not offered 1990-91 . Travers.
65. Political Psychology.
A psychological examination o f individuals’
225
Political Science
participation in and impact upon politics and
the effect o f various political systems on
individuals. Personality differences and psychological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies o f
presidents and other leaders; psychological
distortion in political decision; personality
types among the public; psychological factors
in public opinion and revolution. Projects
may involve class or individual research.
(Cross-listed as Psychology 65.)
Fall semester. Peabody.
68. Environm ental Policy.
(A lso listed as Engineering 6 8 .) Issues in
environmental policy formulation and imple
mentation are explored. Topics: survey of
environmental problems including global
population, global climate change, water and
air pollution, and resource depletion; survey
o f developments in the law o f environmental
protection; use and abuse of cost-benefit analy
sis in environmental regulation. Concepts
from mathematics and technology are intro
duced, as necessary, to understand environ
mental processes. Additional topics may in
clude environmental political movements in
the U .S. and Europe, environmental degrada
tion in developing nations, and quantitative
policy models implemented by computer.
This course does not satisfy the distribution
requirements.
Spring semester. McGarity.
93. Directed R eadings in Political
Science.
Available on an individual or group basis,
subject to the approval o f the chairman and
the instructor.
96. Thesis.
With the permission o f the chairman and a
supervising instructor, any major in Course
may substitute a thesis for one course, nor
mally during either semester o f the senior
year.
97,98. Public Policy T hesis.
(Cross-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.
SE M IN A R S
The following seminars prepare for examina
tion for a degree with Honors:
100. Political Theory: A n cie n t
The development o f political thought in the
ancient and medieval periods, and the emer
gence o f a distinctively modern political out
look. Topics considered include: the origins,
functions, and purposes o f the city-state; the
role o f law and knowledge in government; the
relation o f ethics and politics; justice, and its
relation to Greek and Christian thought.
Fall semester. Thiele.
101. Political Theory: Modern.
An analytical and critical examination o f the
philosophical foundations o f liberalism and
socialism, drawing on the writings o f theorists
from Hobbes to Marx and including works of
some contemporary political philosophers.
The subjects considered include such prob
lems as the nature o f legitimate authority, the
226
basis o f political obligation, liberty, and de
mocracy. Particular attention will be given to
the question o f distributive justice and the
relevance o f Marx’s political and philosophi
cal writings to liberal theory.
Each semester. Beitz.
102. P o litics and Legislation.
The study o f political parties, interest groups,
public opinion and voting behavior, electoral
systems and representation, the legislative pro
cess. Emphasis is on American politics, with
some comparative material; and, ultimately,
on politics from the standpoint o f theories of
political democracy.
Fall semester. Gilbert.
103. P ro ble m s in 6overnm ent and
Adm inistration.
Problems o f administrative organization, pol
icymaking and responsibility, with primary
reference to the United States and to selected
fields of policy.
Not offered 1990-91 .
Soviet Union.
Spring semester. White.
104. International Politics.
108. Com parative Politics: Europe.
An inquiry into problems in international
politics. Topics will include (1) competing
theories o f international politics, ( 2 ) war and
the uses of force, and (3) the management o f
various global and economic issues.
Prerequisite: Political Science 4 or the equiva
lent.
Spring semester. Maguire.
An introduction to the logic o f comparative
inquiry and its application to the study of
political systems. Major attention will be given
to the political systems o f Western Europe,
particularly Britain, Italy, France, and West
Germany. The focus will be on the relationship
between state institutions, political parties,
and mass movements. The central question
explored will be: Why have some nation
states fostered stable liberal-democratic in
stitutions, strong two-party systems, and
peaceful protest movements, while others have
experienced Fascism, electoral instability, and
terrorism?
Prerequisite: Political Science 3 or permission
o f the instructor.
Fall semester. Maguire.
105. Am erican Foreign Policy.
A study o f key problems faced by the United
States in the modem world together with a
critical investigation of the making and imple
menting o f American foreign policy. A variety
of explanations o f American foreign policy
will be discussed and evaluated, and the politi
cal, economic, and social influences upon
it will be considered. Key assumptions o f
United States policy-makers will be subjected
to scrutiny, and alternate assumptions and
policies will be analyzed.
Fall semester. Not offered 1990-91 .
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 o f the judicial process and
other problems o f jurisprudence, illustrated
by judicial decisions and other legal materials
relating to selected areas o f law.
Spring semester. Smith.
107. Com parative Politics: Com m unist
Regimes.
A comparative study o f communist regimes,
with primary emphasis on the Soviet Union,
China, and Eastern Europe. In addition to an
examination o f competing models o f commu
nist politics, topics will include: (1) MarxismLeninism as a revolutionary ideology; (2)
origins of the Russian and Chinese revolu
tions; (3) the Stalinist model o f economic
development; (4) sources of political conflict
within society; (5) problems o f organization
and policy process; ( 6 ) dilemmas o f socialist
reform. Special attention will be given to the
dramatic events o f 1989, including the over
throw of Leninist regimes in Eastern Europe,
the democracy movement in China, and Lithu
ania’s declaration o f independence from the
109. Com parative Politics: A frica and
the Third World.
A comparative study of the politics of subSarahan African societies undergoing change
and pursuing economic development. Various
theories, approaches, and methods o f expla
nation are examined. The role o f Africa and
other third world states vis-a-vis advanced
industrial societies is also considered.
Fall semester. Hopkins.
I i a C om parative Politics: Latin
Am erica.
A comparative study o f the politics o f several
Latin American countries: Chile, Brazil, Cuba,
Mexico, Peru, Argentina, the Dominican Re
public. The course will focus on important
differences in major institutions, class struc
tures and social values, and an examination o f
various theories explaining political stability
and change. Problems will include: difficulties
o f creating stable democratic institutions;
causes and results o f revolutions, coups, and
military interventions; different meanings of
politics for various classes in socialist, corporatist, and (formerly) democratic regimes;
and the utility o f dependency theory in ex
plaining U.S.-Latin American relations.
Spring semester. Sharpe.
172. R ese arch on the Urban U nde rclass.
(Cross-listed as Economics 172.) This seminar
will focus on currently on-going research on
227
Political Science
urban concentrations o f disadvantaged per
sons, often referred to as the "urban under
class.” The seminar will review economic,
political, sociological, and anthropological stu
dies dealing with employment, education, wel
fare, crime, housing, transportation in urban
areas o f the U .S. and the institutions and
governmental policies that influence disad
vantaged persons’ experiences in these areas.
Participants in this seminar are expected to
228
have initiated research on topics in these areas
either with one o f the professors or through
summer internships with relevant agencies or
research groups. Participants will report on
their on-going research and critique the re
search of others.
Spring semester. Hollister and Pouncy.
180. Thesis.
All members o f the Department.
Psychology
KENNETH J. GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor 3
JEANNE MARECEK, Professor and Department Head
DEAN PEARODY, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor 3
JOHN SHOTTED, Cornell Visiting Professor
PHILIP J. KELLMAN, Associate Professor
VIRGINIA BRENNAN, Assistant Professor 8
CHRISTINE M. M ASSEY, Assistant Professor
ETHEL 0. MOORE, Assistant Professor
FRANCIS J. SCHWOERI, Visiting Assistant Professor 12
VIRGINIA VANDERSLICE, Visiting Assistant Professor 4*
HANS WALLACH, Research Psychologist
The work o f the Department o f Psychology
concerns the systematic study o f human behavior and experience; processes o f percep
tion, learning, thinking, and motivation are
considered in their relation to the develop
ment o f the individual personality, and to the
relations o f the individual to other persons.
The courses and seminars o f 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 o f 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 Lin
guistics Program.
A special major in Psychobiology is offered in
cooperation with the Department o f Biology.
Consult either Department Head.
R EQ U IR EM EN T S A N D R E C O M M E N D A T IO N S
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 o f at least eight
courses, excluding courses cross-listed in psy
chology that are taught by members o f other
departments, and normally including four of
the core courses (with course numbers in the
30’s): Physiological Psychology, Learning and
Motivation, Perception, Cognitive Psychol
ogy, Psychology o f Language, Social Psychol
ogy, Personality, Concepts o f the Person, Ab
normal Psychology, and Child Development.
Students may not take both Psychology 36,
Personality, and Psychology 37, Concepts of
the Person. Students who think they may want
to take a seminar in a particular area should
be careful to check whether the seminar is two
credits (in which case the core course covering
related material should not be taken) or one
credit (in which case the core course covering
3 Absent on leave, 1990-91.
4 Fall semester, 1990.
8 Joint appointment with Linguistics.
12 Joint appointment with Education.
229
Psychology
related material is required as prerequisite).
See the departmental information 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 o f different fields o f psychology. Suc
cessful completion o f Psychology 98 substi
tutes for the comprehensive examination.
Completion o f 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 o f the
statistics courses offered by the Department
o f Mathematics.
T E A C H E R C E R T IFIC A T IO N
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 o f 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, o f 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 o f 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 process under
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which normal
and abnormal behavior are determined by
learning, motivation, neural, cognitive, and
social processes.
Each semester. Staff.
6. C ritical Is s u 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
the relation between psychological theories
230
and the evidence testing them. The topics
covered may vary from year to year; the
department can supply information on the
coverage in a particular year.
Primary distribution course.
Fall semester. Staff.
12. P sych o lo g ic al Know ledge:
Developm ent and Justification.
Designed to introduce students to the problem
o f psychological knowledge. How do we gain
knowledge o f others and ourselves, by what
standards can we say that knowledge has been
enhanced, and how are we to judge proposi
tions about the mental world? After exploring
classic attempts to answer such questions, two
major positions are contrasted; the empiricist
and the hermeneutic. Psychological theory
and research are used to illustrate.
Primary distribution course.
Spring semester. Gergen.
21. Educational Psychology.
(See Education 21.)
Fall semester. Renninger.
22. Counseling.
(See Education 25.)
Fall semester. Schwoeri.
23. Adolescence.
(See Education 23.)
Spring semester. Smulyan.
30. P h ysio lo gical Psychology.
A survey o f 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.
Spring semester. Brennan.
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 o f condi
tioning and explore how conditioning com
bines with complex cognitive and social fac
tors to influence what organisms do. The
course includes a laboratory that is intended
to acquaint students with central phenomena
of learning and motivation.
Not offered 1990-91 . Schwartz.
An examination o f 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.
32. Perception.
How do we get knowledge o f the world
through our senses? The study o f perception
addresses this question by seeking lawful re
lationships between the physical world, our
experiences o f it, and activity in our nervous
system. Theories o f direct perception are con
trasted with those asserting the importance of
inference or hypothesis in perceiving. Primary
emphasis is on research in adult visual percep
tion, but other senses and some developmental
issues are also treated. Implications of the
study o f perception for the theories o f knowl
edge and the visual arts are examined. There
is a laboratory component, usually consisting
of an original experiment conducted by the
class.
Fall semester. Kellman.
33. Cognitive Psychology.
A broad overview o f the psychology of knowl
edge. Models o f human cognition are exam
ined in light o f experimental data. Attention,
memory, concepts, thinking, and problem
solving are treated, among other topics. Lab
oratory exercises and demonstrations are in
cluded to acquaint students with the issues
and methods in the field.
Fall semester. Massey.
34. The P sy ch o lo g y of Language.
This course addresses the cognitive processes
involved in using and understanding language,
and in learning to speak. Topics include speech
procedures and perception, the biological
basis of language, the nature o f grammatical
and lexical knowledge, production and pro
cessing of languages in different modalities
(oral, auditory, visual, manual), language ac
quisition and language breakdown. The course
includes both lectures and in-class labora
tories. (Cross-listed as Linguistics 34).
35. S o cia l Psychology.
36. Personality.
An integration o f the theory and research on
human personality including a sampling o f
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.
Spring semester. Moore.
37. Concepts of the Person.
An analysis o f central conceptions o f psycho
logical functioning from both an historical
and cultural prespective. Central attention is
given to the developing concept o f the person
within the discipline o f psychology from the
turn o f the century to the present. Theories of
Freud, Jung, and the neo-Freudians receive
attention, as well as more recent learning,
cognitive, and trait formulations. Questions
concerning the conception o f the person
emerging within the post-modem period are
also raised. Not open to students who have
taken Psychology 36.
Fall semester. Gergen.
38. Abnorm al Psychology.
A survey o f major forms o f 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. Schwoeri.
39. Developm ental Psychology.
A selective survey o f cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature
o f developmental change are examined, in
cluding those o f Piaget and his critics. Topics
include the formation o f social attachments,
the foundations and growth o f perceptual,
cognitive, and social skills, gender typing,
moral development, and the impact o f parents
231
Psychology
and other social agents on the development of
the child.
Fall semester. Massey.
40. D iscou rse, Identity, and Community.
The focal concern o f this course is the use of
discourse in the construction o f personhood,
including identity and moral accountability.
In turn, forms o f discourse are traced to
processes o f social interchange and to the
formation o f symbolic communities.
Fall semester. Shotter.
42. Hum an Intelligence.
This course adopts a broad view o f its topic,
Human Intelligence. One major set o f sub
topics is drawn from the intelligence-testing
(IQ) tradition and the controversies emerging
from it—including the heritability o f IQ, and
the conception o f intelligence as a general trait
or as a set o f specific abilities. Other and less
traditional concerns include cognitive theories
o f intelligence, developmental theories of in
telligence, everyday conceptions of intelli
gence, the relation between infant and adult
intelligence, and the relation between human
and animal intelligence.
Not offered 1990-91 . Kemler Nelson.
43. C om parative Cognition.
An exploration o f cross-cultural research on
human cognition. What are the universals of
human cognition? What are its distinctive
features? What are the major factors that are
responsible for cross-cultural variation in
human cognition? What are the virtues and
pitfalls o f comparative approaches to the study
o f cognition? The course is open to all students
who have had introductory psychology.
Not offered 1990-91 . Kemler Nelson.
44. P sy ch o lo g y and Women.
An examination o f psychological theory and
research on women and gender. We will study
representations o f women and men in tradi
tional and feminist writings. We shall compare
the assumptive bases of traditional and femi
nist psychologies o f women, and examine the
critical assumptions found in feminist con
ceptions o f gender. In the latter part o f the
course, we will study important issues for
women such as domestic violence, represen
tations o f male and female sexuality, and
problems with eating.
Fall semester. Vanderslice.
232
45. Life Transitions: A Psych o lo gical
Perspective.
An exploration o f theory and research on
developmental issues across the adult life
span. Major life transitions will be examined,
focusing on the normative and idiographic
tasks that make up the transition. Life histories
o f men and women will be considered.
Fall semester. Moore.
46. Hum an Factors.
This course explores perceiving and thinking
in applied contexts. Topics to be considered in
depth include 1) Human factors in aviation
and automobile safety, 2) Decisionmaking
under uncertainty, and 3) Product safety. The
aviation and driving segment o f the course will
emphasize attention, perceptual learning, and
automaticity in training and performance.
Decisionmaking in both personal and public
policy contexts will be considered. Finally, the
product safety aspects of the course will em
phasize human factors relevant to product
design and use. Introductory psychology is
the only prerequisite for the course. Aspects
o f cognition, perception, and research meth
ods will be introduced as needed in relation to
particular applications.
Kellman.
52. R epresentations of W om en’s
Identity.
(See English 82). Satisfies distribution re
quirement in group 1 not group 3.
Spring semester. Marecek and Blum.
62. The Construction of
P sych o lo g ic al Theory.
How are psychological theories created, con
structed, and sustained? What limits are there
to psychological understanding? This course
explores various social, aesthetic, and ideo
logical factors that enter into the process of
theory construction. Special attention is also
given to the linguistic and literary conventions
that govern interpretations o f human action.
Prerequisite: Introductory Psychology and at
least one additional course in psychology.
Not offered 1990-91 . Gergen.
63. Sp e cial Topics in Cognitive
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 o f cognition and current experimental
findings. Also, the development o f cognitive
skills receives attention.
1
I
I
65. Political Psychology.
!
I
I
1
I
A psychological examination o f individuals’
participation in and impact upon politics and
the effect of various political systems on
individuals. Personality differences and psy
chological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies o f 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.
I
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.
I
69. Special Topics in Personality.
I
Considers selected topics in personality or
ganization and dynamics.
Not offered 1990-91 .
I
I
86. Topics in Philosophy and
Psychology.
This course explores in depth different topics
that are of interest and concern to both phi
losophers and psychologists. For example, in
Fall, 1987, the focus was rationality and the
explanation of human action. In practical life,
we usually explain human actions by giving
the person’s reasons—his or her goals and
beliefs—for performing them. In contrast, in
experimental science, we attempt to explain
behavior by finding laws in accordance with
which it occurs. We explored the extent to
which the categories o f explanation that come
from practical life constrain or limit the scope
of scientific explanations. The course is open
to students who have had at least the introduc
tory course in both philosophy and psychol
ogy. (Cross-listed as Philosophy 8 6 .)
Not offered 1990-91 . Schwartz and Lacey.
87. Colloquium: Psychology, Biology
and Econom ic Rationality.
The concept o f "economic man,” in rational
pursuit of self-interest, has had a profound
impact on theory and research throughout the
social sciences in the last two centuries. This
course offers a critical examination o f the
notion o f economic rationality, exploring the
role it plays in economics, in evolutionary
biology (sociobiology), and in psychology.
The implications o f this notion for thinking
about morality and about social organization
are also considered. The course is taught in
seminar format.
Prerequisites: The course is open, by applica
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Not offered 1990-91 . Schwartz.
90. Practicum in Clinical Psychology.
An opportunity for advanced psychology stu
dents to gain supervised experience working
in off-campus research projects or clinical
settings. Course requirements and evaluations
are tailored to individual projects. Advance
arrangements for placements should be made
in consultation with a member o f the psycholo
gy department.
Each semester. Staff.
91. R ese arch Practicum in
Ph ysio lo gical Psychology.
Research on the neural and chemical bases of
learning and memory. Current theories are
discussed. Special topics include: interhemispheric transfer, memory consolidation, and
recovery from retrograde amnesia. Laboratory
work is designed to introduce students to
techniques in physiological psychology.
Prerequisite: Psychology 30. By permission of
the instructor.
Fall semester. Schneider.
94. Independent Research.
Students conduct independent research proj
ects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report o f 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.
233
Psychology
95. Tutorial.
Any student may, under the supervision of a
member of the psychology department, work
in a tutorial arrangement for a single semester.
The student is thus allowed to select a topic of
particular interest, and in consultation with a
faculty member, prepare a reading list and
work plan. Tutorial work may include field re
search outside Swarthmore.
Each semester. Staff.
96,97. S e n io r Thesis.
With the permission o f the Department, stu
dents may conduct a year-long 2 -credit re
search project in the senior year as one way to
meet the comprehensive requirement. Such
theses must be supervised by a member o f the
psychology department. 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.
98. H isto ry and S y s t e m s of Psychology.
Intended to provide integration o f different
fields o f psychology and to offer majors one
way to meet the comprehensive requirement.
Historical treatment concentrates on the major
systematic points o f view. Special considera
tion is given to problems overlapping several
areas o f psychology.
Spring semester. Peabody.
SE M IN A R S
104. Individual in Society.
An analysis o f the relationship between people
and their society. Basic social processes are
discussed, including the understanding o f
other persons, theories of cognitive consis
tency, group influence and conformity. Ap
plications to political attitudes, group preju
dices, the relation o f attitudes and personality,
and the relation o f psychology to the social
sciences are also considered. Two credits.
Fall semester. Peabody.
105. Personality.
An exploration o f general theories o f human
functioning from Freud to the present, includ
ing consideration o f empirical tests o f the
theories. Attention is given to methods o f
personality assessment.
106. Personality Theory and
Interpretation.
An exploration o f major theories o f human
personality functioning, with special emphasis
on the process o f exploration itself. Thus,
critical inquiry is made into the theories o f
Freud, Jung, the neo-Freudians, Existential
and dramaturgic contributions and trait the
ory. At the same time a variety o f readings in
literary theory, rhetoric, hermeneutics, and
related realms are used to elucidate the process
by which views o f the human personality are
developed and sustained. The seminar em
234
phasizes the close relation between presump
tions o f inquiry—literary, ideological, episte
mological—and its outcomes. Preliminary
background in relevant areas o f study re
quired. By permission. Two credits.
Spring semester. Gergen.
107. P sych o lin gu istics.
This seminar examines child language acqui
sition from a theoretical, experimental, and
observational perspective. We begin with a
series o f readings on leamability and the role
o f input in language acquisition. Once we
have established the issues, we discuss a series
o f experiments designed to study the acquisi
tion process. We examine interesting syntactic
constructions (the acquisition o f prenominal
adjectives, prepositions, complex sentences,
and determination o f the argument taking
properties o f verbs) as well as knowledge of
the sound system (learning to distinguish or
not distinguish phonemes, evidence for the
emergence of phonological rules). Although
the primary focus is on experimental method
ology, we will also consider the use of longi
tudinal and diary studies. (Cross-listed as
Linguistics 107.) One credit.
Not offered 1990-91 .
108. Abnorm al Psychology.
A study in depth o f various theoretical per
spectives on psychological disorders, includ
ing schizophrenia, autism, depression, and
anxiety disorders. Underlying assumptions o f
each theory will be considered, as well as
empirical evidence supporting the theory. Ap
proaches to treatment will also be studied.
Two credits.
Fall semester. Marecek.
tion o f form, space, motion and their inter
relations are major concerns. Intersensory co
ordination, some auditory perception and
perceptual adaptation are also considered.
Prerequisite: Psychology 32. One credit.
Spring semester. Kellman.
109. P h ysiological Psychology.
See description o f Psychology 33. The seminar
is an intensive study of higher mental pro
cesses. Specific topics include mental repre
sentation, memory organization, imagery,
attention and consciousness, concept forma
tion, reading, thinking, and problem-solving.
Prerequisite: Psychology 33. One credit.
Spring semester. Massey.
An analysis of the neural bases o f motivation,
emotion, learning, memory and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Two credits.
Spring semester. Schneider.
131. Learning and Motivation.
See description of Psychology 31. The seminar
considers in depth special topics o f interest
discussed in the Learning and Motivation
course.
Prerequisite: Psychology 31. One credit.
Not offered 1990-91 . Schwartz.
132. Perception.
See description of Psychology 32. The seminar
explores selected topics in human perception.
Major theories and experimental data direct
our exploration o f the roles o f inborn mech
anisms and inferential processes in producing
perceptual experience. Adult visual percep
133. Cognitive Psychology.
139. Developm ental Psychology.
See description of Psychology 39. The seminar
considers in depth special topics o f interest
within the field. A research component is fre
quently included.
Prerequisite: Psychology 39. One credit.
Not offered 1990-91. Kemler Nelson.
180. Thesis.
May be presented as a substitute for one semi
nar. A thesis must be supervised by a member
o f 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.
235
Public Policy
Coordinator: RAYMOND F. H O PKINS
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, such as
social welfare, health, energy, environment,
food and agriculture, and national security.
These issue areas may be within domestic,
foreign, or international government domains.
Courses in the concentration focus on the
development, formulation, implementation,
and evaluation o f policy. The departments
centrally concerned with the concentration
are Political Science, Economics, and Engi-
neering; but work in other departments is
decidedly pertinent to the concentration. Fac
ulty members from other departments may be
directly involved in the concentration, and
course or seminar offerings from other de
partments may, in certain circumstances, meet
requirements for the concentration. Some
competence in formal or quantitative methods
is required for students concentrating in Pub
lic Policy, but work in the concentration
equally emphasizes historical, institutional,
and normative analysis.
R E Q U IR E M E N T S A N D R E C O M M E N D A T IO N S
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, and it can be combined most inte
grally with a major in one or more of the
participating departments o f Political Science,
Economics, or Engineering. At a minimum,
the concentration consists of certain course
requirements, totaling six credits (some of
which are also counted toward one’s depart
ment major), and an internship. The program
o f each concentrator should be worked out in
consultation with the Coordinator o f the
Public Policy Program and approved by the
Coordinator, preferably at the same time as
majors in the Course and Honors Programs
are planned, but not later than the middle of
one’s junior year.
Academic requirements for the concentration
cover three basic areas: ( 1 ) economic analysis,
(2) political analysis, and (3) quantitative
analysis. These may normally be met by prepa
ration in specified courses. The economic
analysis requirement can be met by Economics
11 (Intermediate Economics) or Economics
101 (Economics Theory) or Economics 41
(Public Finance) or Economics 141 (Public
Finance). The political analysis requirement
can be met by Political Science 50 (Public Law
and Public Administration) or Political Sci
ence 51 (Topics in Public Administration and
Policy) or Political Science 2 (Policy-Making
236
in America). The quantitative analysis re
quirement can be met by Mathematics 1 (Sta
tistical Thinking), Mathematics 2 (Statistical
Methods), or Mathematics 23 (Statistics),
Economics 31 (Statistics for Economists),
Engineering 57/Economics 32 (Operations
Research), or Economics 35 or Economics
135 (Econometrics). Equivalent honors
courses 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 substantitive policy courses
listed below. These courses deal with substan
tive sectors and institutional aspects o f public
policy analysis. Many o f the courses will be
offered for one credit. Seminars or courses
approved for double credit may be taken as
units in the External Examination program.
With approval o f the Coordinator and the
seminar instructor, some seminars with sub
stantial policy content may be approved for
one-credit 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 those 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 o f internships, will
be the responsibility o f the coordinator and
the committee on public policy studies.
IN TER N SH IP
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 super
vised by the faculty member serving as coor
dinator of the concentration, and specific
opportunities may be worked out for the
students.
PU BLIC PO LIC Y T H E S IS .
Economics 97, 98/Political Science 97, 98 is
designed to provide a structured opportunity
to write a substantial paper on a public policy
issue. It is especially aimed to allow those who
have cultivated (through internships or other
preparation) a well-developed understanding
of some policy question to complete research
and analysis under the supervision o f the
director o f the public policy program and one
or more other core faculty. Paper topics may
focus on national or international policy issues
and may range widely within areas of compe
tence. For example, work may be on food,
health, welfare, macro-economic, educational,
or environmental issues. Examples include:
the effects o f macro-economic adjustment
policy on health care in Africa; causes and
consequences of U .S. educational policy
change; U .S. welfare policy and the urban
underclass; and environmental externalities
and political support for regulation in a par
ticular country or internationally.
Each student will refine a topic early in the
year and will work on a draft to be presented
to a student/faculty seminar that will meet
periodically, but most regularly toward the
end o f the first semester. Topics may be varied
but should reflect clear prior preparation and
interest. Students wishing to complete twocredit work, especially as a thesis under the
extrnal examination program, may do so by
signing up for PS97 and 98. Such a thesis must
receive prior approval by the relevant depart
ment.
ELIG IBILITY
The concentration is open to students major
ing in any field, although students in the social
and natural sciences are likely to be able to
meet the requirements most readily. Any stu
dent with acceptable preparation is welcome
to undertake work in a public policy course,
subject to the priority for concentrators. For
students concentrating in Public Policy and
reading for Honors, certain work in the con
centration will normally be eligible for exter
nal examination.
Policy C o u rses O ffered
(seminars count as one unit)
Econ om ics 41.
Public Finance.
Econ om ics 62.
Government Regulation o f Industry.
Econ om ics 72.
Social Economics.
Econ om ics 73.
Women and Minorities in the Economy.
Econ om ics 7 5 /Po litical S cie n c e 42.
Health Policy.
Econom ics 141.
Public Finance.
237
Public Policy
Econ om ics 151.
^Political Scie n ce 53.
International Economics.
American Presidential Politics and
Mass Media.
Econ om ics 161.
Industrial Organization and Public Policy.
‘ Political Scie n c e 104.
Econ om ics 171.
International Politics.
Labor and Social Economics.
‘ Political Scie n ce 108.
Econ om ics 172/Political Scie n ce 172.
Comparative Politics: Europe.
Research Seminar on the Urban Underclass.
Political Scie n ce 109.
Econ om ics 181.
Comparative Politics: Africa and the
Third World.
Economic Development.
Econ om ics 185.
Comparative Economic Systems.
Political Scie n ce 41.
Defense Policy.
Political Scie n c e 43.
Food Policy.
Political Scie n c e 44.
Race, Ethnicity, and Public Policy.
Political Scie n ce 45.
Environmental Policies and Politics.
238
Econ om ics 72.
Social Economics.
‘ Engineering/Political Scie n ce 68.
Environmental Policy.
Econ om ics 9 7 ,9 8 /Political
Scie n ce 97,98.
Public Policy Thesis.
‘ Education 68.
Urban Education.
‘ with approval of the Public Policy
Concentration Coordinator and the
course instructor.
Religion
J. W ILLIAM FROST, Professor and Director of the Friends Historical Library
DONALD K. SWEARER, Professor and Chair
P. LINWOOD URSAN, JR., Professor Emeritus
STEVEN R. GOODMAN, Assistant Professor
AMY-JILL LEVINE, Assistant Professor
M ARK I. WALLACE, Assistant Professor
Religion as a field of study encompasses his
torical religious traditions and varied dimen
sions of human experience on social and
personal levels evidenced at all times and in all
forms of human society. Because o f the di
verse and pervasive nature o f religion, several
methodologies have evolved for its study,
including the skills o f historical investigation,
textual criticism, philosophical analysis, and
socio-cultural interpretation. Added to these
skills is the important ingredient o f empathy
toward the claims religious persons make
regarding what they have perceived to be
ultimately real.
Any course numbered 1 through 10 may be
taken as introductory to other courses in the
Department. Religion and Human Experience
(Religion 1), our primary distribution course,
explores the nature o f religion in terms of its
particular and historical aspects as well as its
generic and universal meanings. Successful
completion of Religion 1 or another o f the
introductory courses (2 through 10 ) is nor
mally required for admission to courses num
bered 11 and above. Completion o f two
courses is usually prerequisite for admission
to a major in Course or an External Examina
tion major or minor.
The major in Religion is planned through con
sultation with faculty members in the Depart
ment. Majors in both the Course and the
External Examination Programs are required
to have completed Religion 1, and course or
seminar work inclusive o f several religious
traditions as well as three areas o f analysis and
interpretation: historical-critical, philosophi
cal-theological, and socio-cultural. Majors in
both Course and the External Examination
Program are expected to have taken the back
ground 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).
Only one course cross-listed from another
department can be counted toward the major.
Majors in course will write a one-credit Senior
Paper, or, with the consent of the Department,
a two-credit Thesis. They will also take an oral
comprehensive examination based on the
Senior Paper or Thesis and on courses taken
in the major.
1. Religion and Hum an Experience.
This primary distribution course introduces
the nature o f religious worldviews, their cul
tural manifestations, and their influence on
personal and social self-understanding and
action. The course explores various themes
and structures seminal to the nature o f religion
and its study: narrative and sacred scripture;
visions o f ultimate reality and their various
manifestations in art, architecture, literature,
and film; religious experience and its expres
sion in ritual behavior and moral action; the
relationships among religious experience, lan
guage, and reason; religion as both a legitima
tion o f and challenge to cultural norms.
Members o f the Department will lecture and
lead weekly discussion sections.
Primary distribution course.
Fall semester. Staff.
2. R eligion and Literature.
A major component in the understanding of
most religions is the study o f the sacred
literature and subsequent commentaries that
mediate the religious vision in question. This
course will focus on the problem o f how
different communities (some religious, some
not) interpret a variety of basic religious texts.
To this end, we will consider various contem
porary tools and models for interpreting reli
gious literature: reader-response criticism, rhe
torical analysis, social theory, historical meth
od, feminism, and deconstruction.
Not offered 1990-91 . Wallace.
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Religion
3. Introduction to the Hebrew
Scriptures.
A comprehensive introduction to the history
o f ancient Israel and biblical Judaism as known
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 com
posed, and to the various approaches—his
torical, literary, sociological, etc.—by which
the texts have been interpreted.
Fall semester. Levine.
4. Introduction to Christian Scriptures.
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) o f the documents, and investigates the
continuities and the transformations o f Chris
tianity from Jewish movement to independent
religion.
Spring semester. Levine.
5. P ro ble m s of R eligio us Thought.
This course investigates the social and intel
lectual problems and issues that confront reli
gious thought and experience at the end o f the
twentieth century. Topics include: the chal
lenge o f radical evil to religious belief; the
problem o f the social construction o f religious
knowledge; the question o f ethical integrity
from the perspective o f religious commitment;
the task o f interfaith dialogue in a global
context; and the corrosive influence of racism
and sexism within religious communities.
Authors include: Karl Barth, Martin Buber,
Michel Foucault, René Girard, Sallie MeFague', Paul Ricoeur, Richard Rorty, and Cor
nel West.
Fall semester. Wallace.
6. W ar and Peace.
An analysis o f the moral issues posed by war,
with consideration of the arguments for holy
wars, just wars, real politik, and pacifism. The
first part o f the course will trace the evolution
o f major ideas o f war from the Bible to the
present. A study o f America’s wars since 1940
will show the application o f these ideas in this
nation’s response to organized violence.
Fall semester. Frost.
240
7. Introduction to Form ative Judaism .
A survey o f the varieties of institutional struc
tures and beliefs o f Judaism from the encoun
ter with Hellenism to the codification of the
Talmud. Particular attention is paid to the
struggle between ancient tradition and cultural
adaptation, the diversity o f pre- and nonRabbinic Judaisms (e.g., Diaspora accommo
dations, the writers of the Dead Sea Scrolls
and the Pseudepigrapha), the formation of the
Biblical canon, Targumim, Midrash, and
Mishnah, the distinctions between orthodoxy
and heresy, and the political and social factors
in which this history took shape.
Primary distribution course.
Not offered 1990-91 . Levine.
8. R eligio ns of India.
This course will survey the doctrinal and cul
tural development o f Hinduism and other
religious systems o f India, including Bud
dhism, Jainism, Sikhism, and Islam. The intel
lectual life of India will be examined through
principal texts and the work of scholars.
Topics will include the ritual system of the
Vedas, the speculative philosophy of the Upanishads, the mythic tales o f the Epics and
Puranas, the devotionalism of Bhakti, the
esoteric Tantra, and the challenges to the
tradition offered by non-orthodox systems
such as Buddhism, by the ideology o f Islam,
and by modern reform movements.
Not offered 1990-91 .
9. The Buddhist Tradition.
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 (Tantrayana); and the faith tra
dition in Japan (Jodo Shin Shu).
Spring semester. Swearer.
10. Varieties of R eligio us Belief.
This course will examine four world-views:
Naturalism, Humanism, Pantheism, and The
ism. Its focus will be primarily descriptive,
although there will be ample opportunity for
critical reflection. Readings include selections
from classical and contemporary literature,
e.g., sacred scriptures, mystical literature,
feminist writings, and sociobiology. Authors
include Peter Berger, F. Doestoevski, Carol
Gilligan, Eric Fromm, Immanuel Kant, S.
Kierkegaard, Sallie McFague, Bertrand Russell, and W.T. Stace.
Fall semester. Urban.
11. The History, Religion, and
Culture of Japan.
This course explores the historical dynamics
of the religion and culture o f Japan from its
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 o f
political and social changes over the centuries.
Not offered 1990-91 . Swearer.
12. Introduction to Islam .
This course will explore some o f the many
facets of Islam; its history, doctrines, and
institutions. Topics will include a study o f
Islamic origins, its conception o f God, proph
ecy and revelation, philosophy and law, Sufi
mysticism, as well as the Islamic revival and an
examination of modern conflicts and misun
derstandings. A principal source for this study
will the the Qur’an.
Not offered 1990-91 .
13. Comparative R eligio us M y sticism .
Mysticism is studied as a distinctive phenom
enon within the religious traditions o f Asia
and the West. The writings o f particular mys
tics, e.g., Eckhart, the Baal-shem, Rabi’a, Mahadeviyakkha, are studied, and such problems
as mystic states o f consciousness, language
and mystical experience, the mystic and tradi
tional religious authority, mysticism and com
munity are explored.
Not offered 1990-91 .
14. Philosophy of Religion.
A study o f the question o f religious knowl
edge, the relationship o f faith and reason, the
problem of evil, theistic proofs, and different
"ideal types” for the understanding o f reli
gious experience. Both critics and advocates
of religious faith will be considered, as well as
resources from Anglo-American and conti
nental philosophical traditions. Representa
tive philosophers that are studied might in
clude Kant, Hegel, Marx, Ricoeur, Gadamer,
Swinburne, and Plantinga.
Not offered 1990-91 . Wallace.
16. The Apostolic Age.
An investigation o f the origin and expansion
of the Christian Church from the later writings
o f the Christian canon until the Edict of
Constantine, this course explores through the
use o f primary sources several key transition
points in Christian history, including compe
tition with Judaism, post-canonical develop
ments of legend and doctrine, the causes of
and responses to persecution, Gnosticism,
asceticism, the position o f women in the
Church, and the distinctions between ortho
doxy and heresy. (Cross-listed as Classics 38.)
Fall semester. Levine.
17. W estern R eligio us Thought
from 325 to 1500.
Survey of western religious thought from the
early to the late Middle Ages. The focus will
fall on representative figures such as Augus
tine, Bernard o f Clairvaux, Abelard, Anselm,
Aquinas, Maimonides, Eckhart, Julian o f Nor
wich, Wyclif, and Hus; and it will also include
movements such as the early christological
and trinitarian controversies, scholasticism,
monastic reforms, mysticism, rabbinism, sufism, and the appearance o f early Reformation
themes.
Spring semester. Wallace.
18. W estern R eligious Thought
from 1500 to 1900.
Survey o f western religious thought from the
Reformation to the modern period. The focus
will fall on representative figures such as
Luther, Calvin, Loyola, Fox, Mendelssohn,
Kant, Schleiermacher, Edwards, and Hutchin
son; and it will also include movements such
as the Protestant, Catholic, and Radical Re
formations, English Puritanism, neo-Scholasticism, Hasidism, Enlightenment theologies,
American empiricism, and the rise o f histori
cal consciousness and biblical criticism.
Not offered 1990-91 . Wallace.
19. Quakerism .
The history of the distinctive religious and
social ideas o f the Friends from the time of
George Fox until the present. Particular atten
tion is paid to differences in the development
o f Quakerism in England and America.
Spring semester. Frost.
20. Is s u e s in Scie n ce and Religion.
A study o f the interaction between scientific
and religious thought from Plato to Quantum
Physics. Authors include: Plato, Leibniz, Spi
noza, Newton, Darwin, and Einstein. Con-
241
Religion
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temporary issues include: relativity, creation
science, sociobiology, and chaos theory. Guest
lectures and student presentations will be
features o f the course.
Not offered 1990-91 . Urban.
evaluation o f a just society.
Fall semester. Swearer.
22. Religion and Ecology.
(See Classics 37.)
An examination o f the relationship o f religious
thought and life to the global ecological and
nuclear crises o f our day. Themes will include
perspectives on technology, notions o f human
embodiment, and philosophies o f the Other.
Theologies that stress "fecundity” (where na
ture is understood as necessary ecosystem)
and theologies that stress "ascent” (where
nature is viewed as temporary adjunct to
spirit) will be studied on a critical and com
parative basis.
Spring semester. Wallace and Swearer.
29. R eligio us Relief and M o ra l Action.
An examination o f the relationship between
religion and morality. Basic moral concepts o f
several religious traditions (Buddhism, Chris
tianity, and Hinduism) will be studied and
compared. The relationship o f moral teachings
to the cosmological and theological frame
work in which they occur will be discussed.
The course will analyze concepts o f virtue and
moral reasoning, the religious view o f what it
means to be a moral person, and the religious
30.
Religion a s a Cultural Institution.
(See Sociology and Anthropology 30.)
37.
Topics in Greek and Rom an Religion. I
59. Catholic S o c ia l T ho ught
(See Philosophy 59/Political Science 59.)
93. Directed Reading.
Staff.
95. Tutorial.
Staff.
96. Thesis.
Majors in Course may, with Departmental I
permission, write a two-credit thesis.
97. Senio r Paper.
Senior majors in Course will normally write I
a one-credit paper as the major part of their I
comprehensive requirement.
Spring semester. Staff.
C o u rses o ffered occasion ally :
P sy ch o lo g y and R eligio us Experience
R eligious Sio graph y
A frican-A m e rican Religion and
S la c k Liberation
P E A C E S T U D IE S
15. Introduction to Peace Studies.
The course begins with an examination of
perspectives on the causes o f war found in
sociology, economics, history, political sci
ence, sociobiology, and religion. Then we will
consider various governmental and private
organizations and methods supposed to allevi
ate the causes o f war. Topics to be discussed
include the United Nations, the World Court,
international law, and private groups such as
Amnesty International, Women’s Interna
tional League for Peace and Freedom, Ameri
can Friends Service Committee. Students will
be expected to write term papers using the
242
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 o f war.
This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course and cannot count as a
Humanities division course. It may not be
normally used to fulfill any department’s
major requirements.
Spring semester. Frost.
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PREPARATION F O R E X T E R N A L EX A M IN A T IO N S
The Department will arrange External Examina
tions in the following areas, to be prepared for
in the ways indicated.
Preparation by sem inar:
The Idea of God in H istorical
Perspective. (Sem inar: 102).
An examination o f the development of the
concept of God from pre-historic times to the
present. The study will include mythological
materials, the Bible, Sankara, Kierkegaard,
and others.
Prerequisite: Religion 5 or 14, or permission
of instructor.
Fall semester. Urban.
Asian Religious Thought
(Seminar: 103).
A study of seminal writings in India and China
which have had a decisive influence on the
religious traditions o f these two cultures. The
traditions considered are: Vedanta, SamkhyaYoga, Mahayana Buddhism, Confucianism,
and Taoism.
Prerequisite: Religion 10 or 11, or permission
of instructor.
Fall semester. Goodman.
Buddhism in Southeast A s ia
(Seminar: 104).
An analysis o f Theravada Buddhism as a part
of the cultural traditions o f Sri Lanka, Burma,
and Thailand. The seminar focuses on three
major themes: Buddhism and the legitimation
of the state, the syncretic character o f popular
Buddhist thought and practice, and the various
responses of Buddhism to the challenges o f
the modem period.
Prerequisite: Religion 8 or the permission o f
the instructor.
Not offered 1990-91 . Swearer.
Religion and So ciety (Sem inar: 105).
How have religious ideas and institutions
shaped and been influenced by American
culture? Topics include the varieties o f Protes
tantism from Puritanism to the moral majori
ty, the adaptation o f Roman Catholicism and
Judaism to the American context, the encoun
ter of the traditional religions of the Indians
and Blacks with Christianity, and the patterns
of contemporary religious practices. Special
themes will be revivals, millenialism, the im
pact of class, alternative or sectarian groups,
church and state, and the role of women.
Not offered 1990-91 . Frost.
Contem porary R eligio us Thought
(Sem inar: 106).
An analysis of the important movements (e.g.,
neoorthodoxy, neo-Thomism, death-of-God
theology, liberation theology, feminist theol
ogy) and thinkers (e.g., Karl Barth, Paul Til
lich, Martin Buber, Karl Rahner, Mark C.
Taylor, Gustavo Gutierrez, Mary Daly) that
define the development of twentieth-century
religious thought.
Prerequisite: one o f the following: Religion 2,
5, 14, 18, or the permission of the instructor.
Spring semester. Wallace.
Liberation Theology
(Sem inar: 107).
A study o f the principal themes o f liberation
theology as it has developed in Latin America
during recent decades; the preferential option
for the poor, the relationship between salva
tion and political liberation, the Biblical cri
tique o f injustice, faith and politics, the role
o f social analysis in theological discourse,
views concerning the Church, Christology
and spirituality, and the conception o f the
ology as a critical reflection on liberating
practices made from the stance of participa
tion in such practices. Readings will be drawn
from such Latin American theologians as Boff,
Gutierrez, and Segundo. Attention will also be
given to the relationship o f liberation theology
to the Roman Catholic tradition, to the social
and political movements which it has influ
enced, and to its critics.
Prerequisite: one o f the following: Religion 4,
6 , 29, or the permission of the instructor.
Not offered 1990-91 . Lacey.
J e w is h and Christian Self-Definition
(Sem inar: 108).
A study o f the various options facing both
Judaism and Christianity in the first century
C.E. and of the processes by which each
religion narrowed those options in the attempt
to establish a normative identity during the
following two centuries. This seminar focuses
on the development o f the two systems as they
defined themselves through the formulations
243
Religion
o f scriptural canons, through debate with
each other and with the secular authorities,
and through their attempts to distinguish
heresy from orthodox belief. Readings include
selections from the Christian Scriptures, the
Pseudepigrapha, patristic and rabbinic sourc
es, the New Testament Apocrypha, and rec
ords o f the Roman government.
Prerequisite: one o f the following: Religion 4,
7 , 16, or the permission o f the instructor.
Spring semester. Levine.
Fem inist Interpretation of Scriptu re
(Sem inar: 109).
Using various approaches to biblical study
(historical-critical, feminist, literary, socio
logical, theological), this seminar explores
depictions o f women in both Testaments, the
Apocrypha and Pseudepigrapha, and selected
rabbinic, patristic, and Gnostic writings; the
influence o f patriarchal structures on this
literature and its interpretation; and the re
covery of women’s history. Particular atten
tion will be given to the myths o f creation and
fall, including the ancient Near-Eastern god
dess traditions; the subversive and the wise
woman; the "feminine” depiction o f deity;
Jesus’ and Paul’s attitudes toward women and
sexuality; and the relationship between ortho
dox institutionalism and women’s leadership
roles.
Prerequisite: one o f the following: Religion 3,
4 , 7 , 16, or the permission o f the instructor.
Not offered 1990-91 . Levine.
Preparation by course and attachm ent:
Indian Religion
R eligio ns of India (Swearer)
Buddhism
The Buddhist Tradition.
(Swearer)
244
Comparative Religious Ethics
R eligio us Belief and M o ra l Action
(Swearer)
Medieval Religious Thought
W estern R eligious Thought
from 150 tO 1600. (Wallace)
Philosophy of Religion
Philosophy of Religion (Wallace)
Modem Religious Thought
W estern R eligions Thought
from 1600 to 1900. (Wallace)
Formative Judaism
introduction to Form ative Judaism
(Levine)
Hebrew Scriptures
Introduction to the H ebrew Scriptures
(Levine)
Preparation by combinations o f courses:
Early Christianity
The Christian Scrip tu re s (Levine)
The A po sto lic A ge (Levine)
Preparation by Thesis:
Students who declare a major in Religion in
their External Examination Program may, with
permission o f the Department, offer a thesis as
one of their External Examination papers.
Students are encouraged to explore the possi
bility of taking complementary religion courses
at Haverford and Bryn Mawr which do not
duplicate Swarthmore offerings in religious
studies, for example, Islam at Haverford and
Jewish Law and Folklore at Bryn Mawr.
Sociology and
Anthropology
I JENNIE KEITH, Professor and Chair
ASMAROM LEGESSE, Professor
I STEVEN I. PIKER, Professor
JOY CHARLTON, Associate Professor
SAMUEL KAPLAN, Associate Professor
BRAULIO MUÑOZ, Associate Professor
ROBIN E. W AGNER-PACIFICI, Associate Professor 3
I MIGUEL DIAZ-BARRIGA, Visiting Assistant Professor
! The program o f this department emphasizes
that Sociology and Anthropology are engaged
! in a common intellectual task. Studies in the
I department are directed toward understanding
I the order, meaning, and coherence of life in
I human societies and cultures, as well as the
I pressures and contradictions that produce
I patterns of conflict and change. Courses variI ously emphasize the comparative study of
I societies and cultures; the conditions of social
I organization as well as disorganization; evoluI tion and the bases o f human adaption; change
I as well as continuity; gender and culture; the
I human life course; the symbolic aspects of
I human social life.
Sociology and Anthropology to the study of
modern and, particularly, American society,
and to the social problems o f 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 o f 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.
Emphasis is also placed on the relevance of
in in I
with I R EQ U IR EM EN TS A N D R EC O M M E N D A T IO N S
¡isas I
s.
Courses numbered 1 through 12, as well as
Normally, majors will complete course 50 by
the end o f their junior years, and prospective
24, may serve as points o f entry for students
ossi- 1 wishing to begin work in the department.
majors are encouraged to take the course
irses Enrollment in these courses is unrestricted,
during their sophomore years. Course 21 is
* not and completion of one o f them will normally
strongly recommended for majors.
¡ious serve as prerequisite to all other work in the
The
department emphasizes the importance of
i and department (Course 30 may, however, with
familiarity with appropriate elementary statis
permission of the instructor, be taken without
tics as well as computer literacy, both for
prerequisite.)
work taken at the College and for subsequent
Applicants for major will normally be ex career development. Toward underlining this,
pected to have completed at least two courses the Department crosslists Mathematics courses
in the department. Course majors will com 1, 2, and 23 (listed as, respectively Sociology
plete a minimum of eight units of work in the and Anthropology 18, 19, and 20), any one of
Department, including a double-credit thesis which may be taken as one o f the eight units
tutorial to be taken during the fall and spring o f work required for completion o f a major in
semesters of the senior year, as well as course Sociology and Anthropology.
50. Majors in the external examination pro
gram are also required to complete course 50.
3 Absent on leave, 1990-91.
245
Sociology and Anthropology
A R E A S O F S P E C IA L C O N C E N T R A T IO N IN
SO C IO L O G Y A N D A N T H R O P O LO G Y
Teaching and research interests o f members o f
the department cluster to create a number o f
subject matter areas. Students who are inter
ested in one o f these are encouraged to meet
with the indicated department members to
plan a program of study.
(1) Social Theory and Social Philosophy
(Diaz-Barriga, Kaplan, Munoz, Piker,
Wagner-Pacifici)
(2) Human Adaptation, Cultural Ecology,
and Human Evolution (Legesse, Piker)
(3) Post-Industrial Society (Charlton, DiazBarriga, Kaplan, Keith, Wagner-Pacifici)
(4) Cultural and Ethnic Pluralism (Charl
ton, Kaplan, Keith, Legesse)
(5) Religion and Culture (Charlton and
Piker)
( 6 ) Psychology and Culture (Charlton,
Piker)
(7) Sociology of Art and Intellectual Life
(Kaplan, Munoz, Wagner-Pacifici)
(8 ) Modernization and Development (DiazBarriga, Legesse)
(9) Modern America (Charlton, Kaplan,
Keith, Legesse, Wagner-Pacifici)
(10) The Life Course (Keith, Legesse, Piker)
(11) Inequality (Charlton, Diaz-Barriga, Kap
lan, Legesse, Wagner-Pacifici)
(12) Political Behavior and Culture (DiazBarriga, Kaplan, Keith, Legesse, WagnerPacifici)
C ER T IFIC A T IO N F O R SE C O N D A R Y SC H O O L T E A C H IN G
There are two normal routes to Social Studies
certification. One o f these is through a major
in the social sciences, plus four to six semesters
o f courses in other social sciences. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major;
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 o f 1987, at least one course in
American history and one social science
course focusing on Third World or non-Anglo
subject matter are required.
1. M odern Am erica: Culture, Society,
and State.
This course will explore central themes and
conflicts in American life, especially the major
bases of inequality (e.g., work, wealth, gender,
race) and various ambiguous consolations
(e.g., the media, religion, community, love,
sex, and family).
Primary distribution course.
Spring/fall semester. Kaplan.
246
2. Introduction to S o cia l and Cultural
Change.
The 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 responses
to economic and ecological crisis and as forces
of social transformation. Students will partici
pate in an ethnographic encounter session as
an experiment in cross-cultural communica
tion.
Primary distribution course.
Fail semester. Legesse.
4. Community: The Human Strategy.
This course considers the conditions under
which both feelings and structures o f com
munity emerge and persist, especially in the
context o f modern society, and the conse
quences for individuals of participation in
community. The stimulus for these questions
is the recent shift in human social relations
from the small, face-to-face groups in which
most o f our history was experienced, toward
large-scale, complex organizations. What are
the consequences o f the co-existence o f these
different types o f social relation for the quality
of human lives? Do we still need and/or want
community? Where are we likely to find it?
Aspects o f communal life examined include
conflict management, charismatic leadership,
ritual, maintenance o f distinctiveness, family,
meanings o f work. Most course readings will
be case studies o f various types o f community:
hunting and gathering bands, utopian experi
ments, retirement villages, communes, kib
butzim, "distinctive groups” (Amish, gyp
sies), religious communities (Shakers, Bruderhof), therapeutic communities.
Primary distribution course.
Spring semester. Keith.
5. Freshman Sem inar: Introduction to
Contemporary S o cia l T ho ught
A general introduction to major theoretical
developments in the study o f social life since
the 19th century. Selected readings will be
drawn from the work o f such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Giddens,
Lukes, and Rieff will also be included. These
developments will be studied against the back
ground of the socio-philosophical climate of
the 19th century. Limited enrollment.
Not offered 1990-91 . Munoz.
6. Family.
An investigation o f the main structures and
processes o f family life in several societies and
their causes. The course is cross-cultural and
draws on material from many areas o f the
world in an attempt to develop general prin
ciples about the normative and behavioral
character of family life, but it especially em
phasizes the European family since the middle
ages, and class and ethnic variations in the
contemporary United States.
Not offered 1990-91 . Kaplan.
7. Gender, Power, and Identity.
An exploration of the social, political, and
psychological implications o f gender, drawing
on socio-biological, cross-cultural, and his
torical materials. The primary emphasis will
be placed on developments in contemporary
America.
Primary distribution course.
Fall semester. Charlton.
9. Introduction to H ispan ic Studies.
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, and Rosaldo. (All materials available in English.)
Fall semester. Diaz-Barriga.
10. H um an Evolution.
Humankind and culture are seen in cross
species and evolutionary perspective. The
course emphasizes Primate adaptations; con
tinuities and discontinuities between humans
and other Primates; and the stages and dynam
ics o f Hominid evolution. A lab section will
be devoted to student projects.
Primary distribution course.
Fall semester. Piker.
11. Place and People: The
P e rsp e ctiv e s of Geography.
(Cross-listed with Economics 8 .) The modern
discipline o f geography seeks to understand
the structure and interaction o f the ecological
system linking people to their environment
and the spatial system linking one region to
another by a complex system o f flows. Hence
place and people form the basic themes o f
geography. The discipline synthesizes knowl
edge from both the natural and social sciences
in order to bring understanding to this link
between place and people.
The course begins with a survey o f the major
themes o f modern geography; then turns to
two specialized themes; and ends with a study
of the basic skills o f cartography. For this year
the two themes are: the geography o f cities—
how they begin and develop, the social and
economic forces that influence their structure,
and the different roles played by the inner city
and suburbia; and the geography o f developing
nations.
Not offered 1990-91 .
18. S tatistic al Thinking.
(Cross-listed as Math 1. Please see Mathe
matics entry for description.)
19. Sta tistic a l Methods.
(Cross-listed as Math 2. Please see Mathe
matics entry for description.)
247
Sociology and Anthropology
20. Statistics.
(Cross-listed as Math 23. Please see Mathe
matics entry for description.)
21. R ese arch D e sign Colloquium.
Introduction to the process o f research on
human social life: creation o f research ques
tions, strategies for obtaining evidence, tech
niques o f evaluating hypotheses, and generat
ing theory. The roles o f theory, ethical issues,
and cultural and historical context in the
research enterprise will be addressed. Students
will design and undertake individual research
projects, and members o f the department will
visit the class to discuss their own research
experience.
Spring semester. Charlton, Keith.
24. P sy ch o lo g ic a l 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 psycho
logical, or symbolic, capacities presupposed
by culture; b) socialization, or the transmis
sion o f culture from generation to generation;
c) the cultural distribution of personality
traits. Case materials will be principally, but
not exclusively, non-Western, and the crosscultural study o f 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 Am erican
Anthropology.
The course examines the history of the anthro
pology o f Latin America focusing on indige
nismo, 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. A fro-A m e rican Culture and
Society.
Black culture is examined at several stages of
its development in the twentieth century—as
a culture o f survival, assimilation, pan-Africanism, prophetism, nationalism, and revolu
tion. The sociology o f Black American com
248
munities is viewed in terms of the lifecycle,
family structure, associational life, religious
institutions, and class structure, and how
these systems react to racism, urban migra
tion, economic deprivation, and political
change.
Not offered 1990-91 . Legesse.
30. Religion a s 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 evolu
tion; religion as a force for both social stability
and social change; psychological aspects of
religious belief; and religious change in mod
ern America, with particular emphasis on
both Fundamentalism and the "cults.” May
be taken without prerequisites with permis
sion o f instructor.
Spring semester. Piker.
33. Ecology and Society.
Examination of different types of ecological
conditions and how they influence pastoral,
agricultural, peri-urban, and urban social sys
tems. Special attention will be given to the
world food crisis, to climatic change, demo
graphic pressures, environmental degradation,
and a wide range o f adaptive strategies that
have developed in response to ecological stress.
Spring semester. Legesse.
35. The Transform ation of Western
M arriage.
An introduction to the sociological and an
thropological study o f marriage, concentrating
on its diverse and changing forms since about
1200 C.E. The materials draw from history,
literature, and the social sciences to show how
the family, functioning as an advantage-seek
ing organization in a competitive environment,
takes shape under the pressure of both struc
tural and ideological forces. The analysis
distinguishes family ideals, literary construc
tions, and social science descriptions of mar
riage and investigates the connections among
them.
Spring semester. Kaplan.
36. Peoples and Cultures of Africa.
An introduction to traditional and modern
Africa with emphasis on representative soci£-
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.
Not offered 1990-91 . Legesse.
made or avoided, and the ways in which
conflict is defined, mediated, and resolved or
extended. Subject matter will include political
communities in various cultural contexts and
at various levels o f social and technological
complexity.
Not offered 1990-91 . Keith.
43. Society and Culture in Sp an ish
America.
47. Sch o o l and Society.
The relationship between society and culture
in Spanish America. Recent and historical
developments in social stratification and eth
nic relations will be considered as crucial
factors underlying Spanish-American culture.
Particular attention will be given to SpanishAmerican social thought as evidenced in social
sciences research, theology, philosophy, and
literature.
Spring semester. Munoz.
44. Social Inequality.
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the na
ture and representations o f work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is phenome
nological: how are inequalities made social
and how are they disrupted?
Not offered 1990-91 . Wagner-Pacifici.
45. Field Stu dies in Prim ate Behavior.
An investigation o f primate ethology as stud
ied in the animal’s natural environment. Par
ticular emphasis will be placed on those stu
dies relating social behavior to habitat or
population stress. The course will include
both lecture and seminar format; although
there is no scheduled laboratory, students will
be expected to participate in at least one field
trip.
Prerequisites: Biology 2 or one introductory
level course in Sociology/Anthropology giving
an appropriate background in anthropology.
Not offered 1990-91 . Williams.
46. Political Anthropology.
This course will utilize the comparative per
spective o f anthropology to study the ways in
which authority is acquired and accepted as
legitimate, the ways in which decisions are
(Also listed as Education 47.) This course will
examine the paradoxical nature of schools as
possible agents o f social change and as insti
tutions which perpetuate existing social struc
tures and hierarchies. It will first focus on the
school as a social system and then explore
some o f the key areas in which school and
society intersect: in the life and career histories
of teachers, the interactions between families
and schools, and the relationship o f the school
and the local community. We will also exam
ine the processes of socialization that occur in
schools and possible approaches for reforming
schools. Students will be introduced, through
reading and field work, to several methods for
studying schools as social institutions.
Spring semester. Smulyan.
49. The M eanin g of Work: S o c io lo g y of
Occupations and P ro fe ssio n s.
This course will take up theory and research
pertaining to the social organization o f work
and the meaning o f work experience in mod
ern societies. Among the topics to be discussed
are classic statements on the division of labor,
theories o f "post-industrial” society, occupa
tional structure, labor market stratification,
occupational choice and recruitment, occupa
tional socialization, ideology and identity,
career patterns, work and social relationships,
work and family. Particular case studies will
include various types o f blue and pink collar
work, business and the corporate world, pro
fessions and semi-professions.
Not offered 1990-91. Charlton.
50. Intellectual Foundations of
Contem porary S o cio lo gy and
Anthropology.
Examination o f fundamental and recurrent
theoretical issues in sociology and anthropol
ogy, from the perspective o f intellectual his
tory. This course will normally be taken by
Course majors during their junior year. It is
open to non-majors, though freshman and
sophomores must have permission of the
249
Sociology and Anthropology
Department chairman.
Fall semester. Diaz-Barriga, Muñoz, Piker.
Not offered 1990-91 . Wagner-Paciflci.
51. An Introduction to Archaeology.
This course examines the experience of war
for both combatants and non-combatants. It
begins with an analysis o f major technological
changes which have shaped the ways that
nations prepare for and engage in warfare and
discusses their implications, such as the complexities o f maintaining a military force when
swift and ultimate devastation is possible.
Then it takes up several detailed studies and
memoirs of combat experience, particularly
that o f ordinary soldiers in various kinds of
ground battles, but also that of fliers and
sailors, as a way o f studying the various effects
o f technology and social organization on warfare. A third module does the same thing with
civilians, emphasizing especially the experience o f populations subjected to heavy aerial
bombardment by high-explosive munitions,
by fire-storm attacks, and by nuclear weapons.
The course then treats the consequences of
protracted modem war on civilian populations not directly or severely subjected to
attack by looking at effects on work and
family life. Finally, it inquires into the culture
o f war in peacetime, in periods of intense
military preparation, during war itself, and in
war’s aftermath.
Fall semester. Kaplan.
(See listing under Department o f Classics.)
55. A ge in Society.
The course will examine age from a crosscultural perspective with the goal of distin
guishing universal aspects o f the aging process
from the diverse effects o f social and cultural
context on roles o f old and young people and
the use o f age as a principle o f group defini
tion. Specific problems will include relations
between generations, political organization of
older people, and the role o f older people in
the family and the household.
Fall semester. Keith.
60. S p a n ish A m erican Society
Through Its Novel.
(Also listed as SA L 60—see Modern Lan
guages.) This course will explore the relation
ship between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Gabriel García Márquez,
Miguel Angel Asturias and others will be
discussed in conjunction with sociological
patterns in contemporary Spanish America.
Spring semester. Hassett and Muñoz.
62. Latin Am erican Urbanization.
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview o f the
processes behind the urbanization o f Latin
America and explores housing policy options.
Members o f the class will be introduced to
concepts such as dependency, underdevelop
ment, the informal sector, marginality, the
culture o f poverty, self-construction, and selfhelp. The role o f the informal sector in urban
development, housing, and the dependent
economy is a particular focus.
Spring semester. 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 o f Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question of state autonomy,
political legitimacy, and the interpenetration
o f the personal and the political.
250
65. S o c io lo g y o f War.
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68. Urban Education.
(See Education 68 .)
70. S o cio lo gy of Film.
A study of the cultural, economic, and organirational forces that shape commercial feature
films in several societies, including United
States, France, and Japan. Required viewing
lab.
Not offered 1990-91 . Kaplan.
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81. Colloquium: Hum an R esp o n se s
to Technology.
I
An exploratory colloquium that examines the
reciprocal impacts between culture and technology, i.e., how culture influences the evolution of technology and how technology affects
social life. Possible topics: appropriate technology, human engineering in relation to
physical anthropology, environmental impacts
seen from the perspective of human ecology,
the microelectronic revolution seen from a
proxemic perspective, nuclear technology and
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bio technology.
Sfmng semester. Legesse.
82. Colloquium: Developm ent and
Urbanization in the Third World.
An examination o f 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 o f urban poverty will
receive special attention. Case material will be
drawn from Africa, Asia, and Latin America.
Not offered 1990-91. Legesse.
83. Colloquium: A rt and Society.
The course examines the relationship between
art and society from a sociological perspective.
This semester all 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, Illn ess, and Health.
This course will treat, 1) evolved human
adaptations, with reference to health and ill
ness; 2 ) cultural constructions o f and re
sponses; and, 3) the intersection o f nonWestem and Western medical systems. Crosscultural as well as evolutionary materials will
be featured.
Spring semester. Piker.
90. Research Internship.
The purpose of this course is to offer students
research experience in professional contexts.
Students are placed in professional research
settings and participate in on-going social
science research projects under supervision.
Settings available for placement may vary
from year to year. Research skills learned and
practiced depend on the topic and type of
project, and on the current stage o f the re
search in progress. Juniors and seniors with a
B average who will commit themselves to at
least one and one-half days work on their
project per week are eligible for the course.
Transportation costs will be paid by the de
partment. Credit may be one, one and onehalf, or two credits, depending on individual
involvement in the program and is normally
awarded on a credit/no credit basis. Since
available projects may change, students inter
ested in the course are encouraged to see the
instructor before registration. Students are
also strongly encouraged to take S & A 21,
either before or during the semester they
participate in S& A 90.
Fall and spring semester. Charlton, Keith, and
Smith.
93. Directed Reading.
Individual or group study in fields o f special
interest to the students not dealt with in the
regular course offerings. Consent o f the de
partment chair and o f the instructor is re
quired.
Members o f the Department.
9 6 -97. T hesis. T h e se s w ill be required
of all C o urse m ajors.
Seniors in the Course program will normally
take two consecutive semesters o f thesis tu
torial. Students are urged to discuss their
thesis proposals with faculty during the spring
semester o f their junior year, especially if they
are interested in the possibility of field work.
Members of the Department.
The fo llo w in g c o u rse s, with attachment,
can be taken in preparation for External Ex
aminations: S& A 30, 33, 44, 55, 63, 82.
SEMINARS
101. Critical M odern S o c ia l Theory.
This seminar will trace the development of
critical modern social theory from the works
of Marx to present day social theorists. Par
ticular attention will be paid to selected works
by Marx, Lukács, Adorno, Horkheimer, Mar
cuse, Freire, and Habermas.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political Sci
ence; or permission of the instructor.
Spring semester. Munoz.
102. Creation of Community.
The central question for the seminar is under
what conditions community can successfully
be created. Utopian experiments, squatter
settlements, and institutions such as retire251
Sociology and Anthropology
ment residences and monasteries will be com
pared as examples of intentional and uninten
tional, planned and unplanned community
creation.
Not offered 1990-91 . Keith.
103. Political Anthropology.
A cross-cultural perspective on politics: the
structures and processes of authority, conflict
and group definition. Specific problems will
include legitimation o f authority, decision
making, agenda-building, expansion, contain
ment, and resolution o f conflict. Particular
emphasis will be placed on symbolic aspects
o f politics. Readings will cover a wide range of
cultures and degrees o f societal complexity; in
addition, each student will work intensively
with ethnographic material from one tradi
tional society.
Not offered 1990-91 . Keith.
104. Culture and Creativity.
(Formerly, Human Nature and Culture: Con
vergent Perspectives.) The orientation o f this
seminar is evolutionary and interdisciplinary.
Whatever we are, psychologically and cultur
ally, is in some sense the result o f our evolu
tionary history. But in what sense? The focal
issue: How do natives selectively and creatively
make use of available cultural resources to
construct themselves and their lifeways? The
vast diversity of human lifeways argues that
such creative construction is a—perhaps the—
hallmark o f human adaptation. Toward explor
ing this issue, the seminar will treat, a) human
evolution materials; b) foraging band mate
rials; c) language; d) human intelligence;
e) human sexuality; f) emotion; g) gender;
and, h) an appropriate conception of history
('elective affinity’). Readings will include eth
nographies, novels, and native narratives. The
seminar may be taken for either two or three
units o f credit. Two: a normal seminar. Three:
a normal seminar, plus a research paper to be
worked out in consultation with the instruc
tor.
Fall semester. Piker.
105. M odern S o c ia l Theory.
An analysis o f selected works by the founders
of modern social theory and contemporary
social theorists. Works by Matx, Weber, Durkheim, and Freud will be discussed.
Fall semester. Munoz.
252
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 modern America.
Spring semester. Piker.
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108. S o cia l Inequality.
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the na
ture and representations o f 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. Kaplan.
109. S o cia l 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,
Peru, Brazil, Mexico, Nigeria, Kenya, and
South Africa.
Prerequisites: Entry-level course in Sociology/
Anthropology or permission o f the instructor.
Not offered 1990-91 . Legesse.
110. W ork and the Workplace.
This seminar will take up theory and research
pertaining to the social organization of work
and the meaning o f work experience in modem societies. Among the topics to be discussed
are classic statements on the division of labor,
theories, o f ' 'post-industrial’ ’ society, occupational structure, labor market stratification,
occupational choice and recruitment, occupational socialization, ideology and identity,
career patterns, work and social relationships,
work and family. Particular case studies will
include various types o f blue and pink collar
work, business and the corporate world, professions and semi-professions.
Spring semester. Charlton.
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114. Political Sociology.
This seminar analyzes the ways in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks. 6f Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question o f state autonomy,
political legitimacy, and the interpenetration
of the personal and the political.
Not offered 1990-91 . Wagner-Pacifici.
115. Freud and M odern S o c ia l 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 1990-91 . Munoz.
118. Ecology and Society.
Examination o f diffèrent types o f ecological
conditions and how they influence pastoral,
cultural, peri-urban, and urban social systems.
Special attention will be given to the world
food crisis, to climatic change, demographic
pressures, environmental degradation, and a
wide range o f adaptive strategies that have
developed in response to ecological stress.
Not offered 1990-91 . Legesse.
119. Age, Culture, and Society.
The social and cultural significance o f age will
be examined in this seminar. Generational
conflicts, rites o f passage, peer grouping cul
tural definitions o f the life course will be
major topics. Case material will include EastAfrican and Latin-American age grades, mod
ern retirement communities, life histories
from various cultures. Seminar members will
also do observation and interview projects
focused on age.
Not offered 1990-91 . Keith.
120. Gender and Culture.
A comparative exploration o f the social con
struction of gender utilizing diverse theoretical
and empirical perspectives.
Fall semester. 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.
253
Women’s Studies
Coordinator: ABBE BLU M (English Literature)
Committee: Nathalie F. An derson (English Literature)
Jo y Charlton (Sociology & Anthropology)
Robert S. D u PleSSiS (History)
N an cy J. H irschm an n (Political Science) 3
Laurie Langbauer (English Literature)
Jeanne M a re c e k (Psychology)
A program in Women’s Studies providés stu
dents with the opportunity to learn the con
tributions o f women to society, science, and
the arts, to study gender and gender roles in a
variety o f social and historical contexts, and
to explore new methods and theories arising
from interdisciplinary study. Women’s Stud
ies encourages students to examine critically
the representations o f women in religion, in
the arts and literature, in social and political
theory, and in the sciences.
Students in any major may add either a con-
centration or a focus for External Examination
in Women’s Studies to their program by ful
filling the requirements stated below. Students
intending to pursue Women’s Studies should
submit their proposed program to the coordi
nator o f the concentration at the time they
submit their sophomore papers. All program
proposals must be approved by the Women’s
Studies Committee.
The Jean Brosius Walton ’35 Fund contributes
to the support o f activities sponsored by the
Women’s Studies Committee.
CONCENTRATION
Each concentration must include a minimum
o f six credits o f Women’s Studies courses, and
in addition two courses shall be outside the
student’s major. One course must be the Cap
stone Colloquium. Students may elect, with
the approval o f 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 pro
grams courses on women and gender offered
at Bryn Mawr, Haverford, and the University
o f Pennsylvania. Students will normally take
the Capstone Colloquium in the spring semes
ter o f the senior year. Concentrators must
complete the equivalent o f a comprehensive
examination devised by the colloquium in
structor.
Econ om ics 73. W om en and Minorities
in the Economy.
Education 31. W om en and Education.
English Literature 12. The Other:
Literary Representations of Gender,
Culture, and Place.
English 29. In sc rip tio n s of the
Feminine in 16th- and 17th-Century
England.
English 34. W om en W riters, 1790-1830.
English Literature 53: Contemporary
W om en’s Poetry.
English Literature 8 2 /P sy c h o lo gy 52.
Representations of W om en’s
Identity.
Courses on women and gender currently of
fered for the concentration:
English Literature 91. Fem inist Literary
Criticism .
Biology 93. Directed Reading in
Fem inist C ritiques of Biology.
English Literature 112. Women and
Literature.
3 Absent on leave, 1990-91.
254
History 10G. Freshm an S e m in a r
Women in Early A frican
Civilizations.
History 25. Women, Society, and
Change in M odern Europe.
History 54. Women, Society, and
Politics.
Modern Lan gu age s 76F. Ecriture
Feminine.
Modern Language s 102. Le Théâtre
Classique.
Music 38. Wom en C o m p o se rs and
Choreographers.
Philosophy 45. Philosophy and
Feminism.
Political Scien ce 31. Fem inist Political
Thought
Psychology 44. P sy ch o lo g y and
Women.
Religion 109. Fem inist Interpretation of
Scripture.
S o c io lo g y and Anthropology 7. Gender,
Power, and Identity.
S o c io lo g y and Anthropology 120.
Gender and Culture.
W om en’s Stu d ie s 91. Capstone
Colloquium in W om en’s Studies.
Advanced study o f gender within the various
academic disciplines, and across disciplines of
topical issues as they relate to women’s stud
ies. Theoretical and methodological questions
that arise when women are placed at the center
o f study are emphasized. The class is normally
limited to Women’s Studies concentrators in
their senior year who have satisfactorily com
pleted their courses in Women’s Studies and
cannot normally be used to fulfill distribution
requirements.
Spring semester. A. Blum.
Psychology 52. Representations of
Women’s Identity.
A FOCUS FOR EXTERNAL EXAMINATION
Each focus for External Examination must
include the following 12 credits, after which
the student may take the appropriate external
examinations and may, at the discretion o f the
external examiners, receive honors in Wom
en’s Studies:
1 ) three fields as defined by the student’s de
partmental major, one field o f which must
also be a Women’s Studies field as defined by
the Women’s Studies committee and listed
below, 2) three fields in Women’s Studies
outside the student’s departmental major,
fields as defined by the Women’s Studies
committee and listed below, 3 ) one o f the
Women’s Studies fields outside the depart
mental major must be the Women’s Studies
Capstone Seminar, normally taken in the
spring semester o f the student’s senior year.
The following is the list o f fields in Women’s
Studies for which external examinations may
be arranged. (Courses may not be substi
tuted.) Though a course or seminar may
appear in more than one combined field on
the list, a course or seminar may be used only
once in a student’s program o f study. Students
should note that some courses and seminars
may have prerequisites for which they will be
responsible. More information is available
from the Women’s Studies Coordinator.
Fields
Preparations by Course Combinations
W om en and the Economy. (2 or 3 credits)
At the general level this field examines topics
in labor and/or social economics. These in
clude the organization of labor markets, deter
minants of wages, income inequality, and
discrimination. Government policies with re
spect to labor relations, health, education, and
welfare are also studied. The particular em
phasis in examining these topics is on the
experience and special problems o f women in
the economy, including labor market dis
crimination, wage differentials, and unem
ployment. Students may prepare for this field
by taking a combination o f the following
255
Women’s Studies
courses.
pare for this field with the following courses.
1. Economics 73. Women and Minorities in
the Economy plus either
2. Economics 71. Labor Economics an d /o r
3. Economics 72. Social Economics or
4. Economics 171. Labor and Social
Economics.
1. Psychology 52/English 82. Representations
o f Women’s Identity plus
2. English 91. Feminist Literary Criticism.
[Four combinations are possible here: Eco
nomics 73 plus Economics 71 (2 credits),
Economics 73 plus 72 (2 credits), Economics
73 plus Economics 71 plus Economics 72
(3 credits), or Economics 73 plus Economics
171 (3 credits).]
W om en in Am erican H isto ry and
the Economy. (2 credit)
This field covers the experience o f women in
American society from the Colonial period to
the present, with emphasis on women’s place
in the larger economy, the changing nature of
work, economic explanations o f differences
in wages (discrimination, human capital, oc
cupational segregation), the rise o f feminism,
and the resistance to women’s rights. Students
may prepare for this field with a combination
o f the following courses.
Fem inism , Philosophy, and Politics.
(2 credit)
This field encompasses the theoretical consid
eration o f women’s relation to political and
philosophical concepts through the study of
both classic works in political theory and
philosophy, and contemporary feminist schol
arship. Students may prepare for this field
with a combination o f the following courses.
1. Political Science 31. Feminist Political
Thought plus
2. Philosophy 45. Philosophy and Feminism.
Preparation by Seminars and Theses
W om en and Literature: Fem inist Theory
and W om en N o v e lists— Revolt or
Containm ent? (2 credit)
English 112.
W om en and Literature: The Politics of
Subject, Other, Self. (2 credit)
English 112.
1. History 54. Women, Society, and Politics
plus
2. Economics 73. Women and Minorities in
the Economy.
(2 credit)
English 112.
Fem inist A pp ro ach e s to Poetry.
(2 credit)
(2 credit)
A consideration o f contemporary American
women’s poetry through the perspectives of
fered by contemporary feminist theory. Stu
dents may prepare for this field with a com
bination o f the following courses.
1. English 53. Contemporary Women’s Poetry
plus
2. English 91. Feminist Literary Criticism.
Fem inist A pp ro ach e s to
Representation. (2 credit)
This field examines different approaches to
the category o f woman and the subject and
considers social, cultural, psychological, and
linguistic constructions of identity. The focus
is on discovering the gender assumptions that
underlie various representations o f the self,
and on questioning how representation medi
ates our notions o f identity. Students may pre
256
W om en and Literature: M odern Poetry.
Fem inist Interpretation of Scripture.
Religion 109.
Gender and Culture. (2 credit)
Sociology-Anthropology 120
T hesis. (2 credit)
Thesis to be on a related women’s studies
topic, appropriate from any department which
approves the student’s proposal.
Capstone Se m in ar in W om en’s Studies.
Advanced study of gender within the various
academic disciplines, and across disciplines of
topical issues as they relate to women’s stud
ies. Theoretical and methodological questions
that arise when women are placed at the center
o f study are emphasized. Required of, and
normally limited to, students in the spring of
their senior year who are completing either a
concentration or a focus for external exami
nation in Women’s Studies. (Students who
wish to complete a Focus for External Exami-
nation may take a one-credit attachment to
the one-credit Capstone Colloquium to com-
plete the 2 credit field.)
Women’s Studies 100.
257
VI
T he C o rp o ratio n
B o ard o f M anagers
A lu m n i A sso ciatio n
O fficers & . A lum n i
C o u n cil
T he Faculty
258
A dm in istration
V isitin g Exam iners
D egrees C on ferred
A w ards and D istinctions
Enrollm ent Statistics
The Corporation
Neil R. Austrian, Chairman
22 Ballwood Road
Old Greenwich, C T 06870
Elise F. Jones, Secretary
108 Beaumont Drive
Newtown, PA 18940
J. Lawrence Shane, Vice Chairman
21 College Avenue
Swarthmore, PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081-1397
Board of Managers
Ex officio
David W. Fraser
Swarthmore College
Swarthmore, PA 19081-1397
Chairman of the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Emeriti
Boyd T. 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
209 N. Fairfield Road
Devon, PA 19333
Julien Cornell
Central Valley, NY 10917
Clark Kerr
8300 Buckingham Drive
El Cerrito, CA 94530
Walter Lamb
Merlin Road
Chester Springs, PA 19425
Charles C. Price III
15 Dogwood Lane
Swarthmore, PA 19081
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. Willis
Foulkeways, Apt. N14
Gwynedd, PA 19436
Term Expires December 1990
Neil Austrian
22 Ballwood Road
Old Greenwich, CT 06870
‘ John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105
‘ Nominated by the Alumni Association
*Marilyn Tindall Glater
131 Myrtle Street
Boston, MA 02114
Board of M anagers
Samuel Hayes III
Harvard Business School
Soldiers Field
Boston, MA 02163
Richard Hurd
167 Wharton Lane
Bethlehem, PA 18017
Barbara Weber Mather
Pepper, Hamilton & Scheetz
3000 Two Logan Square
33rd floor
18th and Arch Streets
Philadelphia, PA 19103
Term Expires December 1991
Mary Schmidt Campbell
457 N. 144th Street
New York, NY 10031
Graham O. Harrison
Howard Hughes Medical Institute
6701 Rockledge Drive
Bethesda, MD 20817
James C. Hormel
1546 Market Street
San Francisco, CA 94102-6007
Elise F. Jones
108 Beaumont Drive
Newtown, PA 18940
Avery P. Rome
64 Raynham Road
Merion, PA 19066-1829
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023
*Daniel Singer
5410 39th St., N.W.
Washington, DC 20015
‘ Sally A. Warren
11 East 63rd Street, #3A
New York, NY 10021
Rosalind Chang Whitehead
525 E. 72nd Street, Apr. 18 D-E
New York, NY 10021
Term Expires December, 1992
Dulany Ogden Bennett
3527 S.E. Ankeny Street
Portland, OR 97214
Frederick A. Hargadon
295 Harrison Street
Princeton, NJ 08540
Stephen B. Hitchner, Jr.
The Urban Institute
2100 M Street, N.W.
Washington, DC 20037
Jerome Kohlberg, Jr.
Kohlberg & Company
116 Radio Circle
Mt. Kisco, NY 10549
‘ Nominated by the Alumni Association
260
William F. Lee, Jr.
Three Rosemont Business Campus
Suite 211
919 Conestoga Road
Rosemont, PA 19010
Elizabeth J. McCormack
Rockefeller Family &. Associates
Room 5600
30 Rockefeller Plaza
New York, NY 10112
‘ Susan Willis Ruff
3521 Ordway Street, N.W.
Washington, DC 20016
‘ M arcJ. Sonnenfeld
2000 One Logan Square
Philadelphia, PA 19103
Term Expires December, 1993
Nancy Bekavac
Scripps College
1030 Columbia Avenue
Clarement, CA 91711-3948
Ann Lubin Buttenwieser
1080 Fifth Avenue
New York, NY 10028
Christopher F. Edley, Jr.
Griswold Hall, Room 208
Harvard Law School
Cambridge, MA 02138
*M. Jane Holding
2420 Damascus Church Road
Chapel Hill, NC 27516
Lloyd W. Lewis
65 Twin Pine Way
Glen Mills, PA 19342
James W. Noyes
300 W. State Street
Media, PA 19063
Barbara Hall Partee
50 Hobart Lane
Amherst, MA 01002
Ramon Lee Posel
212 Walnut Street
Philadelphia, PA 19106
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Edward J. Steiner
P.O. Box 354
Milford, DE 19963
*George M. Wohlreich
71 Merbrook Bend
Merion, PA 19066
Com m ittees O f T he B oard
The Chairman of the Board is ex officio a member o f every Committee.
Executive
Neil R. Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Marilyn Tindall Glater
Graham O. Harrison
Stephen B. Hitchner, Jr.
Richard Hurd
Elise F. Jones
Eugene M. Lang
William F. Lee, Jr.
Barbara Weber Mather
Elizabeth J. McCormack
Marge Pearlman Scheuer
Finance and Trusts Administration
J. Lawrence Shane, Chair
Eleanor Duguid Craig
Ckhristopher F. Edley, Jr.
Richard Hurd
Walter Lamb
Barbara Weber Mather
Daniel Singer
Marc J. Sonnenfeld
Richard B. Willis
George M. Wohlreich
‘ Nominated by the Alumni Association
261
Board of M anagers
Instruction and Libraries
Marilyn Tindall Glater, Chair
Dulany Ogden Bennett
Julien Cornell
Christopher F. Edley, Jr.
Frederick A. Hargadon
Stephen B. Hitchner, Jr.
Elise F. Jones
Clark Kerr
Jerome Kohlberg, Jr.
Barbara Weber Mather
Elizabeth J. McCormack
Ramon Lee Posel
Charles C. Price III
Avery P. Rome
Marge Pearlman Scheuer
Sue Thomas Turner
Investment
Graham O. Harrison, Chair
Samuel Hayes III, Vice Chair
Terry Glenn
Donald J. Lloyd-Jones
Ann Brownell Sloane
Sally A. Warren
Richard B. Willis
Property
Richard Hurd, Chair
Ann Lubin Buttenwieser, Vice Chair
Boyd T. Barnard
Mary Schmidt Campbell
Julien Cornell
John C. Crowley
James C. Hormel
Walter Lamb
William F. Lee, Jr.
Lloyd W. Lewis
Ramon Lee Posel
Avery Rome
Susan Willis Ruff
Marge Pearlman Scheuer
Daniel Singer
Sally A. Warren
two faculty members
two student members
Student Life
Stephen B. Hitchner, Chair
Susan Willis Ruff, Vice Chair
Dulany Ogden Bennett
Ann Lubin Buttenwieser
Mary Schmidt Campbell
Christopher F. Edley, Jr.
Marilyn Tindall Glater
Frederick A. Hargadon
James C. Hormel
Elise F. Jones
Eugene M. Lang
Marc J. Sonnenfeld
Sue Thomas Turner
three faculty members
five student members
Nominating
Marge Pearlman Scheuer, Chair
Samuel Hayes III
Stephen B. Hitchner, Jr.
Elise F. Jones
William F. Lee, Jr.
Barbara Weber Mather
Development
William F. Lee, Jr., Chair
Sally A. Warren, Vice Chair
Boyd T. Barnard
262
Julien Cornell
John C. Crowley
Samuel Hayes III
I
I
I
T
J
I
I
I
I
Richard Hurd
Jerome Kohlberg, Jr.
Walter Lamb
Eugene M. Lang
Elizabeth J. McCormack
Susan Willis R uff
Daniel Singer
MarcJ. Sonnenfeld
Sue Thomas Turner
Rosalind Chang Whitehead
Richard B. Willis
Elinor Meyer Haupt, ex officio
Thomas Henderer, ex officio
Suzanne Rekate Post, ex officio
three faculty members
three student members
263
Alumni Association
Officers & Alumni Council
President
Vice President
Elinor Meyer Haupt ’55
Box 36, Between-the-Lakes Road
Salisbury, C T 06068
William C. Fredericks ’83
17 West 64th Street, Apt. 2-B
New York, NY 10023
President Designate
S e c re tary
Francis M. James III ’57
15 Graylyn Place Lane
Winston-Salem, NC 27106
Margaret L. MacLaren ’49
152 E. 94th Street, Apt. 2B
New York, NY 10128
Vice President
Gretchen Mann Handwerger *56
3427 34th Place, NW
Washington, DC 20016
Terms Expire in June
Zone A
Delaware, Pennsylvania
1991
David C. Rowley ’65
401 Strath Haven Avenue
Swarthmore, PA 19081
Nancy Fitts Donaldson ’46
765 E. Forge Road
Media, PA 19063
1992
Jane Martin Newcomer ’45
600 Pleasure Road
Lancaster, PA 17601
Samuel C. Newbury ’67
7422 Ben Hur Street
Pittsburgh, PA 15208
1993
Deborah Carey Lyons ’70
419 W. Union Street
West Chester, PA 19382
Michael A. Gross ’64
RD 1, Box 288
Hughesville, PA 17737
Zone B
New Jersey, New York
1991
Carolyn Shuler Minionis ’56
82 Rushmore Avenue
Roslyn Heights, NY 11577
C. Dante DiPirro *83
4658 Province Line Road
Princeton, NJ 08540
1992
Debra Felix ’83
501 W. 121 Street, Apt. 56
New York, NY 10027
264
John W. Harbeson ’60
86 Old Post Road, S.
Croton-on-Hudson, NY 10520
1993
Henry O. Leichter ’48
845 West End Avenue
New York, NY 10025
Adrienne Asch ’69
319 West 104th Street, Apt. 3A
New York, NY 10025
ZoneC
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont
1991
Colgate S. Prentice ’49
672 River Road
Westport, MA 02790-5161
Robert M. Lippincott ’74
16 Pheasant Trail
Weston, MA 02193
Patricia Imbrie Moore ’55
Box 96, O ff State Road
West Tisbury, MA 02575
1992
Heinz Valtin ’49
Route 1, Box 526, Bradley Hill Road
Norwich, V T 05055
Beverly Bruhn Major ’57
RFD 3, Box 631
Putney, VT 05346
1993
Stephen C. Schoenbaum ’62
18 Osborne Road
Brookline, MA 02146
Lucy Hoisington Carver ’48
R.R.2, Box 103
Lincolnville, ME 04849
ZoneD
District of Columbia, Maryland, Virginia
1991
Barbara Starfield ’54
2008 South Road
Baltimore, MD 21209
1992
Carol Ann Dubivsky Becker ’57
12 Fendali Avenue
Alexandria, VA 22304
David H. Wise ’67
3943 White Rose Way
Ellicott City, MD 21043
265
Alumni Association
Officers & Alumni Council
1993
Gretchen Gayle Ellsworth ’61
1837 Mintwood Place, NW
Washington, D C 20009
Thomas E. Simkin ’55
4902 Rock Spring Road
Arlington, VA 22207
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West Virginia, Wisconsin
1991
Allen B. Maxwell ’61
2705 W. Jefferson Road
Kokomo, IN 46901
Jill Kempthorne Thompson ’73
974 Osceola Avenue
St. Paul, MN 55105
1992
Frank R. Borchert, Jr. ’58
2631 Ashton Road
Cleveland Heights, OH 44118
Barbara Allen Fuchsman ’63
192 Forest Street
Oberlin, OH 44074
1993
Nancy Roberts ’76
2616 West 55th Street
Minneapolis, MN 55410
Peter J. Schoenbach ’62
19519 Shrewsbury Road
Detroit, MI 48221
Zone F
Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina,
South Carolina, Tennessee, territories, dependencies, and foreign countries
1991
Robert N. Stauffer ’44
7 Downshire Lane
Decatur, GA 30033
Anne Smith Weatherford ’51
Rt. 1, Box 102
Black Mountain, NC 28711
1992
Margaret Reno Hurchalla ’62
5775 SE Nassau Terrace
Stuart, FL 33494
William D. Jones, Jr. ’54
1051 Coronado Drive, NW
Atlanta, GA 30327
1993
Peter Calingaert ’52
711 Churchill Drive
Chapel Hill, NC 27514
266
Sara Guthrie Geers ’56
P.O. Box 232
Cuba, A L 36907
Zone G
Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico,
Oregon, Utah, Washington, Wyoming
1991
John F. Humphrie, Jr. ’74
4442 S. Morgan Street
Seattle, WA 98118
Carol Thompson Hemingway ’52
250 Moss Bridge Road
Bozeman, MT 59715
1992
Dana Carroll ’65
498 11th Avenue
Salt Lake City, U T 84103
Ann Baerwald ’60
4938 Alhama Drive
Woodland Hills, CA 91364
1993
Franklin J. Apfel ’67
302 Henry Street
Ukiah, CA 95482
Catherine Kapp ’66
1903 2nd Avenue West
Seattle, WA 98119
Mem bers at Large
Joan Heifetz Hollinger ’61
502 Rock Creek Drive
Ann Arbor, MI 48104
Lowell W. Livezey ’66
5400 S. Eastview Park, Apt. 1
Chicago, IL 60615
Alice Handsaker Kidder ’63
239 Randall Road
Berlin, MA 01503
Freeman L. Palmer ’79
5215 Raven’s Crest Drive
Plainsboro, NJ 08536
Connection R epresentatives
Virginia Mussari Bates ’73
115 Ashland Street
Melrose, MA 02176
Carolyn Morgan Hayden ’83
116 Willow Way, Folsom, PA 19033
Sohail Bengali ’79
3643 Glenwood Avenue
Redwood City, CA 94062
Constance Gayl Pious ’53
3602 E. Schubert Place
Seattle, WA 98122
William R. Carroll ’38
4802 Broad Brook Drive
Bethesda, MD 20814
Mary Schless ’81
1946 N. Seminary, 3rd Fir.
Chicago, IL 60614
Donald Fujihira ’69
1199 Park Avenue, Apt. 7B
New York, NY 10128
Diana Royce Smith ’68
1930 Oak Avenue
Boulder, CO 80302
267
Alumni Association
Officers & Alumni Council
Craig E. Stein ’78
5700 Collins Avenue, # 8 M
Miami Beach, FL 33140
Sally Vongsathorn ’86
1448 W. Cornelia, #2
Chicago, IL 60657
Consuelo Staisey Woodhead ’70
500 Prospect Boulevard
Pasadena, CA 91103
The Faculty
David W. Fraser, B.A., Haverford College;
M.D., Harvard Medical School, President.
324 Cedar Lane.
Jam es W. England, B.A., Kansas State
Teachers College; M.A. and Ph.D.,
University o f Missouri, Provost and
Professor of Mathematics. 925 Strath Haven
Avenue.
M ich ae l 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.
Emi K. H orikaw a, B.S., University of
Nevada; M.A., University o f Utah, Science
Librarian. 309 Rutgers Avenue.
Janet Smith Dickerson, B.A., Western
College for Women; M.Ed., Xavier
University, Dean o f the College. 531 Bryn
Mawr Avenue.
Steven W. S o w a rd s, B.A., Stanford
Harry D. Gotw als, B.A. and M.A.S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.
550 Elm Avenue.
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.
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 o f Pennsylvania,
Dean of Admissions. 510 Strath Haven
Avenue,
University; M.A., M .L.S., Ph.D., Indiana
University, Humanities Librarian. 3 Crum
Ledge.
Leighton C. Whitaker, B.A., Swarthmore
College; M.A., University of Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology o f the American
Board o f Professional Psychology, Director,
Psychological Services. 220 Turner Road,
Wallingford, PA 19086.
Jane H. Mullins, B.A., Swarthmore
College, Registrar. 11 S. Princeton Avenue.
EMERITI
Elisa AsensiO, M.A., Middlebury College,
Professor Emerita o f Spanish. 510 Panmure
Road, Haverford, PA 19041.
Lydia Baer, B.A., Oberlin College; M.A.
and Ph.D., University o f Pennsylvania,
Professor Emerita o f German. Manatee
River Hotel, Bradenton, FL 33505.
Carl BarUS, B.A., Brown University; M.S.
in E.E., Massachusetts Institute of
Technology, Professor Emeritus of
Engineering. 404 Walnut Lane.
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.
O le k sa-M yro n 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.
David L. Bow ler, B.S. in E.E., Bucknell
University; M.S. in E.E., Massachusetts
Institute o f Technology; M.A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus o f Electrical
Engineering. 505 Yale Avenue.
A lice Brodhead, B.S. and M.A.,
University o f Pennsylvania, Professor
Emerita o f Education. 144 Park Avenue.
Hilde D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita o f German.
Strath Haven Condominiums.
269
Faculty
Tatiana Iff. Cosntan, b .a . and M.A.,
Middlebury College; M.A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita o f
Russian. 306 S. Chester Road.
Com er H. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus o f Physical Education.
225 Cornell Avenue.
W illiam C. Elmore, B.s., Lehigh
University; Ph.D., Yale University, Morris
L. Clothier Professor Emeritus of Physics.
288 Paxon Hollow Road, Media, PA 19063.
L e w is H. ElverSOn, B.S., University o f
Pennsylvania, Professor Emeritus o f Physical
Education for Men. 535 Cornell Avenue.
Edw ard A. Fehnel, B .s., M .S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus o f Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
J a m e s A. Field, Jr., B.s., M.A., and
Ph.D., Harvard University, Isaac H.
Clothier Professor Emeritus o f History.
605 Hillborn Avenue.
Launce J. Flem ister, b .a ., m .a . and
Ph.D., Duke University, Professor Emeritus
o f Zoology. P.O. Box F, Swarthmore, PA
19081.
M ilan W. G a rre tt B.A. and M.A., Stanford
University; B.A. and D. Phil., University of
Oxford, Professor Emeritus o f Physics.
16 Beach Road, Severna Park, MD 21146.
C h arle s E. G ilb e rt4 b .a ., Haverford
College; Ph.D., Northwestern University,
Professor Emeritus of Political Science.
223 Kenyon Avenue.
Barb ara Lange Godfrey, Dean Emerita o f
Women. Strath Haven Condominiums.
Eleanor K. H e ss, b .s . and M .s .,
University o f Pennsylvania, Professor
Emerita o f Physical Education. 302 North
Chester Road.
4 Fall semester, 1990.
27D
Olga Lang, Graduate, University of
Moscow; Ph.D., Columbia University,
Professor Emerita of Russian. 611 W. 111th
St., New York, NY 10025.
S a ra h Lee Lippin cott B.A., University of
Pennsylvania; M.A., Swarthmore College;
D.Sc., Villanova University, Professor
Emerita o f Astronomy and Director
Emerita o f the Sproul Observatory. 507
Cedar Lane.
Paul C. M angel sdori, Jr., B.A.,
Swarthmore College; Ph.D., Harvard
University, Morris L. Clothier Professor
Emeritus o f Physics. 110 Cornell Avenue.
Franz H. Mautner, Dr. Phil., University of
Vienna, Professor Emeritus o f German.
Apt. E106, Martin’s Run Life Center,
Marple Township, PA 19063.
John D. M cCrum m , b .a . and M .s .,
University o f Colorado, Howard N, and
Ada J. Eavenson Professor Emeritus of
Engineering. 606 Ogden Avenue.
Iro n s 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. M oore, 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 M orrill, B .s. in M.E.,
Massachusetts Institute of Technology;
M.M.E., University o f Delaware; Ph.D.,
University o f Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 1014 Strath Haven
Condominiums.
Faculty
J. Roland Pennock, B.A., Swarthmore
College; M.A. and Ph.D., Harvard
University, Richter Professor Emeritus o f
Political Science. 739 Harvard Avenue.
Jean Ashm ead Perkins, B.A.,
Swarthmore College; M.A. and Ph.D.,
Columbia University, Susan W. Lippincott
Professor Emerita o f 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.
Hedley H. Rhys, B.A., West Virginia
University; M.A. and Ph.D., Harvard
University, Professor Emeritus o f Art
History. Apt. 217, Crosslands, Kennett
Square, PA 19348.
David Rosen,4 B.A., New York University;
M.A. and Ph.D., University o f Pennsylvania,
Professor Emeritus o f Mathematics.
394 Riverview Road.
Albtirt M. Rosenberg, B.A., Harvard
University; M.S.,University o f Florida;
Ph.D., University o f Pennsylvania, Associate
Professor Emeritus of Natural Science.
Bernard S. Smith, b .a . and M.A.,
University o f Oxford; Ph.D., Harvard
University, Professor Emeritus o f History.
Simone Voisin Sm ith, Licence et Lettres,
University o f Grenoble, Professor Emerita
of French. 125 Forest Lane.
Gilmore Stott, B.A. and M.A., University
of Cincinnati; B.A. and M.A., University o f
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean o f the College Emeritus.
318 Dartmouth Avenue.
Peter Gram S w in g, 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 Hillborn Avenue.
Derek Traversi, b .a . and M.A.,
University of Oxford, Alexander Griswold
Cummins Professor Emeritus o f English.
12 Richmond Mansions, Denton Road,
Twickinham, Midd, TW 1, 2HH, England.
Peter van de Kamp, Cand. and Docts.,
University o f Utrecht; Ph.D., University of
California; D. Phil., University o f
Groningen, Edward Hicks Magill Professor
Emeritus o f Astronomy and Director
Emeritus o f the Sprout Observatory,
c /o Peter Rademacher, R.D. 2, Salem,
New York 12865.
P. Linw ood Urban, Jr., 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.
H an s W allach, Dr. Phil., University o f
Berlin, Centennial Professor Emeritus of
Psychology. 510 Bryn Mawr Avenue.
Neal A. Weber, B.A., M.S., and D.Sc.,
University o f North Dakota; M.A. and
Ph.D., Harvard University, Professor
Emeritus o f Zoology. 1805 Aaron Drive,
Tallahassee, FL 32303.
M. Jo se p h W illis, B.C.E., University o f
Washington; M .S., Cornell University;
Ph.D., The Johns Hopkins University,
Professor Emeritus o f Engineering. Box 397,
103 Jefferson Street, Oxford, MD 21654.
4 Fall semester, 1990.
271
Faculty
PROFESSORS
George C. Avery, B.A., m .a ., and Ph.D.,
University o f Pennsylvania, Professor of
German. 230 Haverford Avenue.
Robert C. Bannister, b .a . and Ph.D., Yale
University; B.A. and M.A., University of
Oxford, Scheuer Professor o f History.
737 Harvard Avenue.
C h arle s R. Beitz, B.A., Colgate University;
M.A., University o f Michigan; M.A. and
Ph.D., Princeton University, Professor of
Political Science. 509 Harvard Avenue.
T h o m as H. Blackburn, B.A., Amherst;
B.A. and M.A., University o f Oxford;
Ph.D., Stanford University, Professor o f
English. 609 Elm Avenue.
John R. Boccio, B.S., Polytechnic Institute
o f Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 14 Park Avenue.
Thom pson Bradley, B.A., Yale University;
M.A., Columbia University, Professor o f
Russian. Price’s Lane, Moylan, PA 19065.
Peter J. C odings, B.A., Amherst College;
M.Ph. and Ph.D., Yale University, Professor
o f Physics. Swarthmore College.
Lee Devin,3 B.A., San Jose College; M.A.
and Ph.D., Indiana University, Professor o f
English Literature and Director o f the
Theatre. 512 Elm Avenue.
H. S e a rl Dunn,1
2 B.S.E. and M.S.E.,
Princeton University; Ph.D., Brown
University, Henry C. and J. Archer Turner
Professor o f Engineering. 603 Elm Avenue.
Robert S. Du P le s s is , B.A., Williams
College; M.A. and Ph.D., Columbia
University, Professor o f History.
211 Rutgers Avenue.
J a m e s D. Freeman,2 b .a ., m .a ., and
Ph.D., Harvard University, Daniel Underhill
Professor o f Music and Director o f the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.
J. W illiam Frost, B.A., DePauw
University; M.A. and Ph.D., University o f
1 Absent on leave, fall semester, 1990.
2 Absent on leave, spring semester, 1991.
272
Wisconsin, Howard M. and Charles F.
Jenkins Professor o f Quaker History and
Research, and Director o f the Friends
Historical Library. 3 Whittier Place.
John E. Gaustad, A.B., Harvard
University; Ph.D., Princeton University,
Edward Hicks Magill Professor of
Astronomy. 430 S. Chester Road.
Kenneth J. Gergen, b .a ., Yale University;
Ph.D., Duke University, Professor of
Psychology. 331 Rogers Lane, Wallingford,
PA 19086.
J a m e s H. Ham m ons, B.A., Amherst
College; M.A. and Ph.D., The Johns
Hopkins University, Professor o f Chemistry.
17 Furness Lane, Wallingford, PA 19086.
John J. Hassett, B.A., St. Francis College;
M.A., University o f Iowa; Ph.D., University
o f Wisconsin, Professor o f Spanish. 514 S.
Providence Road, Wallingford, PA 19086.
M a rk A. Heald, B.A., Oberlin College;
M.S. and Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 420 Rutgers
Avenue.
Wulff D. Heintz, Dr. rer. nat. Miinchen
University, Professor o f Astronomy.
540 Riverview Avenue.
Robinson G. Hollister, Jr., B.A., Amherst
College; Ph.D., Stanford University,
Professor o f Economics. 1 Whittier Place.
Raym ond F. Hopkins,2 B.A., Ohio
Wesleyan University; M.A., Ohio State
University; M.A. and Ph.D., Yale
University, Professor o f Political Science.
308 Ogden Avenue.
C onstan ce Cain Hungerford, b .a .,
Wellesley College; M.A., Ph.D., University
o f California, Berkeley, Professor o f Art
History. 410 Dickinson Avenue.
Gudmund R. Iversen,1M.A., University of
Michigan; Ph.D., Harvard University,
Professor o f Statistics, and Director, Center
for Social and Policy Studies.
212 Elm Avenue.
3 Absent on leave, 1990-91.
6 On administrative assignment, 1990-91.
Mark Jacobs,2 B.A., Harvard University;
Ph.D., Stanford University, Centennial
Professor of Biology. 606 North Chester
I Road.
Charles L. Jam es, B.S., State University
I 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.
I John B. Jenkins, B.S. and M .S., Utah
State University; Ph.D., University of
California, Los Angeles, Professor of
Biology. 403 Walnut Lane.
! Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Centennial Professor o f Anthropology.
612 Ogden Avenue.
* Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor o f Computer Science
I and Mathematics. 2105 N. Providence Road,
I Media, PA 19063.
I
Deborah G. Kem ler Nelson,3 B.A., M.A.,
I and Ph.D., Brown University, Professor o f
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.
James R. Kurth, B.A., Stanford
I University; M.A. and Ph.D., Harvard
I University, Professor of Political Science.
I 100 Rutgers Avenue.
Hugh M. Lacey, B.A. and M.A., University
I of Melbourne; Ph.D., Indiana University,
I Professor of Philosophy.
4 Whittier Place.
Lynn H. Lees,4 B.A., Swarthmore College;
M.A. and Ph.D., Harvard University,
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
Visiting Professor o f History. Department o f
History, University o f Pennsylvania.
A sm aro m Legesse, B.A., University
College o f Addis Ababa; Ed.M. and Ph.D.,
Harvard University, Professor of
Anthropology. 407 Vassar Avenue.
Lillian M. Li, A.B., Raddiffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 8B Whittier Place.
NelSOn A. M acken, B.S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor of Engineering.
250 Haverford Avenue.
Jeanne M arecek, B.S., Loyola University;
Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media,
PA 19063.
Stephen B. M aurer, B.A., Swarthmore
College; M.A. and Ph.D., Princeton
University, Professor o f Mathematics.
206 Benjamin West Avenue.
Philip M etzidakis, B.A., Dartmouth
College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.
Kathryn L. M organ,2 B.A., Virginia State
College; M.A., Howard University; M.A.
and Ph.D., University of Pennsylvania,
Professor o f History. Apt. 710, Strath
Haven Condominiums.
Donna J o Napoli,3 B.A., M.A., and Ph.D.,
Harvard University, Professor of
Linguistics. 226 Park Avenue.
Helen F. North, B.A., M.A., and Ph.D.,
Cornell University, Centennial Professor o f
Classics. 604 Ogden Avenue.
H an s F. Oberdiek, B.S. and Ph.D.,
University of Wisconsin, Professor o f
Philosophy. 410 Dickinson Avenue.
M artin Ostw ald,3 B.A., University of
Toronto; M.A., University of Chicago;
Ph.D., Columbia University, William R.
Kenan, Jr., Professor o f Classics.
408 Walnut Lane.
4 Fall semester, 1990.
273
Faculty
Harold E. Pagliaro, A.B., M.A., p k .d .,
Columbia University, Alexander Griswold
Cummins Professor o f English Literature.
536 Ogden Avenue.
Robert F. Pasternack, B.A. and Ph.D.,
Cornell University, Edmund Allen Professor
o f Chemistry. 404 Park Avenue.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor of
Psychology. 405 Rogers Lane, Wallingford,
PA 19086.
Steven I. Piker, B.A., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology. 125 Rutgers Avenue.
Ernest J. Prudente, B.S. and M.S.,
University o f 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
o f Economics (part-time). 740 Harvard
Avenue.
C h arle s Raff, B.A., University of
Rochester; M.A. and Ph.D., Brown
University, Professor o f Philosophy.
214 Rutgers Avenue.
Gilbert P. Rose,3 b .a . and Ph.D.,
University o f California, Berkeley, Professor
o f Classics. 551 Marietta Avenue.
Robert Roza,1 11 B.A., University of
Toronto; M.A. and Ph.D., Princeton
University, Professor o f French. 233
Cornell Avenue.
Richard L Rubio, A.B., Brown University;
M.A. and Ph.D., Columbia University,
Professor o f Political Science and Public
Policy (part-time). Swarthmore College.
Bernard Saffran, b .a ., City College of
New York; Ph.D., University o f Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.
Robert E. S a v a g e ,1B.A., Oberlin College;
M.S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr., Professor o f Biology.
411 Vassar Avenue.
1 Absent on leave, fall semester, 1990.
3 A b se n t o n leave, 1 9 9 0 -9 1 .
274
Allen M. Schneider, B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 608 Elm Avenue.
Richard Schuldenfrei, B.A. and M.A.,
University o f Pennsylvania; Ph.D.,
University o f Pittsburgh, Professor of
Philosophy. 2 Furness Lane, Wallingford,
PA 19086.
B a rry S ch w artz ,3 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 o f Political Science.
521 Elm Avenue.
John ShOtter, B.Sc., Birkbeck College;
Ph.D., University o f Nottingham, Cornell
Visiting Professor o f Psychology.
Swarthmore College.
David G. Sm ith, B.A., and M.A.,
University o f Oklahoma; Ph.D., The Johns
Hopkins University, Richter Professor of
Political Science. 63 Todmordon Dr., Rose
Valley, PA 19086.
S u s a n Snyder, B.A., Hunter College; M.A.
and Ph.D., Columbia University, Gil and
Frank Mustin Professor o f English
Literature. 524 Westminster Avenue.
Donald K. Sw e are r, B.A., M.A., and
Ph.D., Princeton University; B.D. and
S.T.M., Yale Divinity School, Lang Research
Professor o f Religion. 109 Columbia
Avenue.
Francis P. Tafoya, B.S. and M.A.,
University of Colorado; Ph.D., Yale
University, Professor o f French and
Spanish. 620 North Chester Road.
Peter T. Thompson, b .a ., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor o f Chemistry.
203 College Avenue.
Uri Treism an, B.A., University of
California at Los Angeles; M.A. and Ph.D.,
11 Program Director, Swarthmore Program
in G ren o b le, sprin g sem ester, 1991.
University o f California at Berkeley, Lang
Visiting Professor. Swarthmore College.
Philip M. Weinstein,2 A.B., Princeton
[ University; A.M. and Ph.D., Harvard
University, Professor of English Literature.
510 Ogden Avenue.
Larry E. Westphal, B.A., Occidental
College; Ph.D., Harvard University,
Professor of Economics. Swarthmore
College.
Robert E. W illiam s, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor o f Physical
Education and Athletics. 507 Oak Crest
I Lane, Wallingford, PA 19086.
Timothy C. W illiam s, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor o f Biology.
314 Rutgers Avenue.
C raig W illiam son, B.A., Stanford
University; M.A., Harvard University;
Ph.D., University o f Pennsylvania, Professor
o f English Literature. 602 Elm Avenue.
Jerom e H. Wood, Jr., B.A., Howard
University; Ph.D., Brown University,
Professor o f History. 103 E. Providence Rd.,
Aldan, PA 19018.
H arriso n M. Wright, B.A., M.A., and
Ph.D, Harvard University, Isaac H. Clothier
Professor o f 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 Bllim, B.A., University o f California,
Berkeley; B.A. and M.A., Cambridge
University; Ph.D., Yale University,
Associate Professor o f English Literature.
400 Walnut Lane.
Joy Charlton, B.A., University o f Virginia;
M.A. and Ph.D., Northwestern University,
Associate Professor o f Sociology. 503 North
Chester Road.
Michael W. Cothren, B.A., Vanderbilt
University; M.A. and Ph.D., Columbia
1 University, Associate Professor o f Art
History. 611 Strath Haven Avenue.
Richard Eldridge, A.B., Middlebury
1 College; M.A. and Ph.D., University of
Chicago, Associate Professor of Philosophy.
423 Harvard Avenue.
Randall L. Exon, B.F.A., Washburn
| University; M.A. and M.F.A., University o f
| Iowa, Associate Professor of Studio Arts.
431 Rogers Lane, Wallingford, PA 19086.
M ario n J. Faber, B.A. and M.A.,
University o f California, Berkeley; Ph.D.,
Harvard University, Associate Professor of
German. 234 Benjamin West Avenue.
G regory L Florant, B.S., Cornell
University, Ph.D., Stanford University,
Associate Professor o f Biology. 304
Woodridge Lane, Media, PA 19063.
Dorothea Frede, Hamburg University;
Ph.D., Gottingen University, Associate
Professor of Philosophy. 2 Whittier Place.
Sharon Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Associate Professor o f Dance and Director
o f the Dance Program. 11 Franklin Street,
Trumbull, C T 06611.
SCOtt F. Gilbert,3 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.
318 N. Chester Road.
C h arle s M. Grinstead, B.A., Pomona
College; M.A. and Ph.D., University of
3 Absent on leave, 1990-91.
275
Faculty
California, Los Angeles, Associate Professor
of Mathematics. 8 Whittier Place.
N ancy V. Hamlett,4 b .s . and m .s .,
University o f Florida, Gainesville; Ph.D.,
The Johns Hopkins University, Associate
Professor of Biology. 915 Harvard Avenue.
Sam u el Kaplan, M.A., University o f
California, Berkeley, Associate Professor of
Sociology. Swarthmore College.
Philip J. Kellman, B.A., Georgetown
University; M.A. and Ph.D., University o f
Pennsylvania, Associate Professor of
Psychology. 1021 Stewart Avenue,
Springfield, PA 19064.
M a rk Kuperberg, B.A., Amherst College;
M.A. and Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. 147 Park Avenue.
M ichael L. M ullan,3 B.A., University of
California, Berkeley; M.Ed., Temple
University, Associate Professor of Physical
Education. 511 Harvard Aveue.
Braulio Muñoz, B.A., University of Rhode
Island; M.A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 500 Harvard Avenue.
M arjo rie Murphy,3 B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University o f California, Davis,
Associate Professor o f History.
723 Yale Avenue.
Stephen O’Connell, A.B., Oberlin College;
Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. Swarthmore College.
Pennsylvania; M.A. and Ph.D., University o f
Chicago, Associate Professor o f Music.
2 Crum Ledge.
Frederick L. Orthlieb, B.S. and M.S.,
Massachusetts Institute o f Technology;
Ph.D., Camegie-Mellon University,
Associate Professor o f Engineering. 13
Green Valley Road, Wallingford, PA 19086.
Ann K o s a k o w sk i M cNam ee, B.A.,
Wellesley College; M.Phil. and Ph.D., Yale
University, Associate Professor o f Music.
6 Whittier Place.
Brian Peterson, B.A., University of
Pennsylvania; M.F.A., University of
Delaware, Associate Professor of Studio
Arts. Swarthmore College.
Arthur E. M cGarity, B.A., Trinity
University; M.S.E., Ph.D., The Johns
Hopkins University, Associate Professor of
Engineering. 135 Rutgers Avenue.
H illard Pouncy, B.S., Boston College;
M.A., Columbia University, Ph.D.,
Massachusetts Institute o f Technology,
Associate Professor o f Political Science.
Swarthmore College.
Gerald Levinson,2
34B.A., University o f
Brian A. M e u n ie iy B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler
School o f Art, Temple University, Associate
Professor o f Studio Arts. 5 Whittier Place.
Celia B. Reism an,4 B.F.A., Carnegie'
Mellon University; M.F.A., Yale University,
Associate Professor o f Studio Arts.
Swarthmore College.
Frank A. M o scate lli,2 B.s., c. w. Post
College; M.S. and Ph.D., New York
University, Associate Professor o f Physics.
302 Avondale Road, Wallingford, PA
19086.
K. Ann Renninger, B.A., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Education.
20 President Avenue, Rutledge, PA 19070.
George M o s k o s ,10 B •A., Davidson College;
M.A. and Ph.D., University o f Wisconsin,
Madison, Associate Professor o f French.
730 Yale Avenue.
Peter J. Schm idt, B.A., Oberlin College;
M.A. and Ph.D., University o f Virginia,
Associate Professor of English Literature.
606 Elm Avenue.
2 Absent on leave, spring semester, 1991.
3 Absent on leave, 1990-91.
4 Fall semester, 1990.
5 Spring semester, 1991.
10 Program Director, Swarthmore Program
in Grenoble, fall semester, 1990.
Faculty
Helene Shapiro, B.A., Kenyon College;
M.A. Princeton University; Ph.D.,
California Institute of Technology, 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 o f Engineering.
636 Yale Avenue.
Barbara Yost Stew art, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Biology.
1062 Lancaster Avenue, Rosemont, PA
19010.
Eva F. Travers,6 B.A., Connecticut
College; M.A. and Ed.D., Harvard
University, Associate Professor o f
Education. 416 Park Avenue.
W illiam N. Turpin, M.A., University o f St.
Andrews; M.A., University of Toronto;
Ph.D., Cambridge University, Associate
Professor o f Classics. Swarthmore College.
Judith G. Voet, B.S., Antioch College;
Ph.D., Brandeis University, Associate
Professor o f Chemistry. 368 Trevor Lane,
Bala Cynwyd, PA 19004.
Robin E. W agner-Pacifici. B.A., Brown
University; M.A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 330 North Princeton Avenue.
Jac o b Weiner, B.A., Antioch College;
M .S., University o f Michigan; Ph.D.,
University o f Oregon, Associate Professor
o f Biology. 16 S. Princeton Avenue.
D o u glas M. W eiss, A.T.C., Associate
Professor o f Physical Education.
117 S. Chester Road.
ASSISTANT PROFESSORS
Dave Barker-Plum m er, B.A., Lancaster
University; Ph.D., University o f Edinburgh,
Assistant Professor of Computer Science.
2227 Delaney Place, #4, Philadelphia, PA
19103.
A m y R. Bug, B.A., Williams College;
Ph.D., Massachusetts Institute of
Technology, Assistant Professor o f Physics.
915 Harvard Avenue.
Stephen P. Bensch, M.A., University of
University, Assistant Professor of
Economics. 318 North Chester Road.
Toronto; Ph.D., University of California,
Berkeley, Assistant Professor o f History.
614 Yale Avenue.
Alan Berkowitz, 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, B.A., Yale University;
M.A., Columbia University; Ph.D.,
University of Massachusetts at Amherst,
Assistant Professor o f Linguistics.
Swarthmore College.
1 Absent on leave, fall sem ester, 1990.
3 Absent on leave, 1 9 9 0 -9 1 .
John P. Caskey, Ph.D., Stanford
Jeffrey A. Charonnat, B.S., Stanford
University; M.A., M. Phil., Ph.D.,
Columbia University, Assistant Professor o f
Chemistry. 510 Elm Avenue.
Erik Cheever,1B.S., Swarthmore College;
M.S.E. and Ph.D., University of
Pennsylvania, Assistant Professor of
Engineering. 732 Yale Avenue.
Peter Corcoran, A.B., Antioch College;
M.Ed. and Ed.D., University of Maine,
Assistant Professor o f Education.
Swarthmore College.
Steven W. Daniels, B.A., Swarthmore
College; M.S. and Ph.D., University of
Maryland. Assistant Professor o f Physics.
140 Park Avenue.
6 On administrative assignment, 1990-91.
277
Faculty
S u s a n P. Davis, B.S., Springfield College;
M.S., Smith College, Assistant Professor o f
Physical Education. 2411 Whitehouse Road,
Berwyn, PA 19312.
M igu e l D iaz-B arriga, B.A., University of
Chicago; M.A., Stanford University,
Visiting Assistant Professor o f Sociology.
Swarthmore College.
Erich C a rr Everbach, A.B., Harvard
College; M.S. in M.E., and Ph.D., Yale
University, Assistant Professor of
Engineering. Swarthmore College.
Steven B. Goodman, m .a ., Temple
University, Assistant Professor o f Religion.
Swarthmore College.
C arl H. G ro ssm an, B.Sc. and Ph.D.,
University o f Pennsylvania, Assistant
Professor o f Physics. 3439 Barclay Street,
Philadelphia, PA 19129.
N an cy H irschm ann,3 A.B., Smith College;
M.A. and Ph.D., Johns Hopkins University,
Assistant Professor o f Political Science.
Swarthmore College.
L isa K allet-M arx, B.A., University of
Wisconsin, Madison; M.A., University of
Colorado; Ph.D., University o f California,
Berkeley, Assistant Professor o f Classics.
408 Walnut Lane.
Ron Klein,5 B.F.A., University of Colorado;
M.F.A., University o f Minnesota, Assistant
Professor o f Studio Arts. Swarthmore
College.
Laurie Langbauer, B.A., Wesleyan
University; M.A. and Ph.D., Cornell
University, Assistant Professor o f English
Literature. Swarthmore College.
Diarm uid M aguire, M.A., Cornell
University, Assistant Professor of Political
Science. Swarthmore College.
Li-ching Chang M air, b .a . and m .a .,
National Taiwan University; M.A.,
University o f Washington, Assistant
Professor o f Chinese. 23 Oberlin Avenue.
Christine M a ss e y , B.A., Wellesley
College; M.A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology.
Anne Menke,9 b .a ., San Francisco State
University; M.A. and Ph.D., Harvard
University, Assistant Professor of French.
Swarthmore College.
Rachel M erz, B.A., Western New Mexico
University; M .S., University o f Florida;
Ph.D., University o f Chicago, Assistant
Professor o f Biology. 515 Elm Avenue.
K arl M iran,4 Assistant Professor of
Physical Education. Swarthmore College.
Lynne A. Molter,3 B.s. and B.A.,
Swarthmore College; S.M. and Sc.D.,
Massachusetts Institute of Technology,
Assistant Professor o f Engineering.
Swarthmore College.
Ethel D. M oore, B.A., California State
University; A.M. and Ph.D., University of
Michigan, Assistant Professor o f
Psychology. 404 Elm Avenue.
Jo yc e J. Nagata, b .f .a . and M.A.,
University of Illinois, Champaign; M.F.A.,
University o f Wisconsin, Milwaukee;
Assistant Professor o f Studio Arts (parttime). 517 Cedar Lane.
M.A. and Ph.D., Duke University, Assistant
Professor o f Religion. Swarthmore College.
M atth ew Neuberg, B.A., Swarthmore
College; M.A., Yale University; Ph.D.,
Cornell University, Assistant Professor of
Classics. 555 Cornell Avenue.
Ellen B. M agenheim , B.A., University of
Rochester; M.A., Ph.D., University of
Maryland, Assistant Professor of
Economics. 316 Maple Avenue.
Diane O’Donoghue, B.A., Mount Holyoke
College; M.A., Harvard University,
Assistant Professor o f Art History.
Swarthmore College,
A m y-Jill Levine, B.A., Smith College;
3 Absent on leave, 1990-91.
4 Fall semester, 1990.
5 Spring semester, 1991.
278
9 Campus coordinator, Swarthmore Program
in Grenoble.
Deepa Ollapally, B.A., Florida State
University; M.A., Columbia University,
Assistant Professor of Political Science.
Swarthmore College.
Emilie PaSSOW, B.A., City College o f New
York; M.A. and Ph.D., Columbia
University, Visiting Assistant Professor of
English Literature. 30 N. Highland Avenue,
Bala Cynwyd, PA 19004.
Stephen M. Platt,1B.S., Rensselaer
Polytechnic Institute; M.S.E. and Ph.D.,
University of Pennsylvania, Assistant
Professor of Engineering.
I 81 Oberlin Avenue.
Francis J. Schw oeri,5 B.A., LaSalle
I
I
I
I
College; M.A., New School for Social
Research; Ph.D., Bryn Mawr College,
Visiting Assistant Professor o f Psychology.
200 Laurel Lane, Mt. Laurel, NJ 08054.
Don Shimamoto, B.S., Stanford
University; M.A. and Ph.D., Brandeis
I University, Assistant Professor of
I Mathematics. Swarthmore College.
Kathleen K. S iw icki, B.S., Brown
I University; M. Phil., Cambridge University;
Ph.D., Harvard University, Assistant
Professor of Biology. 109 Barley Mill Road,
Wallingford, PA 19086.
U sa Smulyan, B.A., Swarthmore College;
I M.A.T., Brown University; Ed.D., Harvard
I Graduate School o f Education, Assistant
I Professor of Education. 115 College Avenue.
Thomas Stephenson, B.S., Furman
I University; Ph.D., The University of
I Chicago, Assistant Professor of Chemistry.
I 221 Woodward Road, Moylan, PA 19065.
| Janet C. Talvacchia, M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Assistant Professor o f Mathematics.
Swarthmore College.
Virginia Vanderslice,4 B.S., M .S., Cornell
University; Ph.D., State University of New
York at Buffalo, Visiting Assistant Professor
o f Psychology. 531 Durham Street,
Philadelphia, PA 19119.
Terje G. Void,3 B.A., Oberlin College; M.S.
and Ph.D., University o f Washington,
Assistant Professor o f Physics.
525 Elm Avenue.
A m y Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of
Illinois, Assistant Professor o f Biology.
Swarthmore College.
Kathryn D. W agner, A.B., oberlin
College; M.A. and Ph.D., Columbia
University, Assistant Professor o f Political
Science. Swarthmore College.
M a rk I. W allace, B.A., University of
California at Santa Barbara; M.Div.,
Princeton Theological Seminary; Ph.D.,
University o f Chicago, Assistant Professor
o f Religion. 318 North Chester Road.
Robert E. W einberg, B.S., Cornell
University; M.A., Indiana University;
Ph.D., University o f California, Berkeley,
Assistant Professor of History.
512 Elm Avenue.
Steven R. Welch, B.A., College of the
Holy Cross; M.Phil., M.A., Ph.D.,
Columbia University, Assistant Professor o f
History. Swarthmore College.
H an s-Jak o b Werlen, M.A., University o f
Notre Dame; Ph.D., Stanford University,
Assistant Professor o f German.
515 Elm Avenue.
Lynn W estling, B.A., Rollins College; B.S.,
Georgia Institute o f Technology; M.A. and
Ph.D., University o f Rochester, Assistant
Professor of Physics. 2 Crum Ledge Lane.
Calgary, Assistant Professor o f Political
Science. Swarthmore College.
B. Tyrene White, B.A., Middle Tennessee
State University; M.A., Ph.D., Ohio State
University, Assistant Professor of Political
Science. 318 N. Chester Road.
1 A bsent on leave, fall sem ester, 1990.
3 Absent on leave, 1 9 9 0 -9 1 .
4 Fall sem ester, 1990.
5 S p rin g sem ester, 1991.
Leslie P. Thiele, M.A., University o f
279
Faculty
A liso n P. W illiam s, M .s. and Ph.D.,
University o f Rochester, Assistant Professor
o f Chemistry. Swarthmore College.
C onstance W ilm arth, M.A. and Ph.D„
fi
INSTRUCTORS
John Alston, B.M., Yankton College;
M.M., University of Northern Iowa,
Instructor in Music. Swarthmore College.
Laura A. Chesak, M.A., University o f
Wisconsin, Instructor in Spanish.
Swarthmore College.
Katherine F. Hacker,5 B.F.A., Ohio
University; M .S., University o f Oregon,
Instructor in Art History. Swarthmore
College
Steven Hannahs, B.A., Millersville State
College; M.A., Monterey Institute o f
International Studies, Instructor in
Linguistics. 334 East Main Street, Newark,
DE 19711.
Allen Kuharski, B.A., University of
Wisconsin-Madison; M.A., University of
California, Berkeley, Instructor in English
Literature. Swarthmore College.
Laurence M all, M.A. and Ph.D.,
University o f Pennsylvania, Instructor in
French. Swarthmore College.
W illiam M arsh a ll, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor o f English Literature and Designer I
and Technical Director o f The Theatre.
Swarthmore College.
Elke Plaxton, B.A., Brigham Young
University; M.A., University o f Colorado, I
Instructor in German. 2022 Brandywine
Street, Philadelphia, PA 19103.
Gaile Rockey, B.S., West Chester
University, Instructor in Physical Education. I
404 Elm Avenue.
Daniel Sm artt, M.A., Emory University,
Instructor in Art History. Swarthmore
College.
T h o m as Whitman, B.A., Swarthmore
College; M. A ., University of Pennsylvania,
Instructor in Music. Swarthmore College.
LECTURERS
Elizabeth Benedict, Lecturer in English
Literature. Swarthmore College.
Edw ard Dixon, B.A., LaSalle College;
M.A., Pennsylvania State University,
Lecturer in German. Swarthmore College.
Sid ney Donnell, B.A. University of Texas
5 Spring semester, 1991.
280
I
Lee W im berly, B.A., Stanford University; I
J.D ., University o f California at Berkeley,
Instructor in Physical Education.
Swarthmore College.
M ich ae l M arrlse n , B.A., Calvin College,
Instructor in Music. 915 Harvard Avenue
#1301.
A b igail A dam s,5 Diploma, Royal Academy
o f Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in
Theatre. Swarthmore College.
I
Yale University, Assistant Professor of
English Literature. Swarthmore College.
at Austin; M.A., University o f Pennsylvania,
Lecturer in Spanish. 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.
Evgeniya L. Katsenelinboigen, Moscow
Polygraphic Institute, Lecturer in Russian.
133 Deerpath Lane, Media, PA 19063.
M ary K. Kenney, A.B., chestnut Hill
College; M.A., Villanova University,
Lecturer in Spanish. 404 Elm Avenue.
Carole Netter, Maitrisse and DEA,
University of Paris, Lecturer in French.
Swarthmore College.
Leah Johnson Sm ith,5 b .a ., Stanford
University; Ph.D., The Johns Hopkins
University, Lecturer in Economics. 406
Cedar Lane.
J a c k Topiol,5 B.S., Yale University; M.A.,
University o f Pennsylvania, Visiting
Lecturer in Economics. 10 Llanfair Road,
Unit #9, Ardmore, PA 19003.
ASSISTANTS AND ASSOCIATES
Darlene D. Bram ucci, b .a . and M.S.,
University of Maryland, Assistant in
Biology. 532 Milmont Avenue, Milmont
Park, PA 19033.
Carolyn Reichek, B.S., Columbia
University, Associate in Performance
(Dance). Swarthmore College.
Ursula M. DaviS, B.S., Colby Junior
(Music). Swarthmore College.
College, Assistant in Chemistry. 11 Rampart
West, Media, PA 19063.
Paula Sepinuck, B.A., Bennington
College; M.A., Villanova University,
Associate in Performance (Dance).
309 Dickinson Avenue.
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.
Virginia M. Indivero, B.S., Elizabethtown
College; M.S. Villanova University,
Assistant in Chemistry. 2915 Wakefield
Drive, Holmes, PA 19043.
Murielle Jeffroy, Maitrise and D.E.A.,
University of Grenoble, Assistant in French.
Swarthmore College.
Arne Running, Associate in Performance
Jon Sherm an, B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Robert M. Sm art, B.A., Curtis Institute o f
Music; M.A., Westminster Choir College,
College Organist and Director of the
Chorus, Associate in Performance (Music).
18 Oberlin Avenue.
C. Jo se p h Stefanow icz,4 B.A., Lafayette
College, Assistant in Physical Education.
921 Flora Lane, Boothwyn, PA 19061.
Anne Stork, B.A., Mount Holyoke College,
(Music). Swarthmore College.
Assistant in Biology. 1304 Virginia Avenue,
Havertown, PA 19083.
Curtis Lauber,4 A.B., Duke University;
M.A., Villanova University, Assistant in
Physical Education. 167 Indian Lane,
Media, PA 19063.
Dale Straw bridge,4 B.S., slippery Rock
State College; M.Ed., Pennsylvania State
University, Assistant in Physical Education.
8 Wood Lane, West Chester, PA 19380.
M argaret M. Lehman, B.A., Swarthmore
College, Assistant in Chemistry. 765 W.
Valley Road, Wayne,-PA 19087.
Ronald A. Tirpak, B.A., Millersville
University; M.A., Temple University,
Assistant in Physical Education. 103
Hinkson Boulevard, Ridley Park, PA 19078.
Michael Johns, Associate in Performance
M ark Peterson, Assistant in Physical
Education. Swarthmore College.
4 Fall semester, 1990.
K ariam u W elsh-Asante, Associate in
Performance (Dance). Swarthmore College.
5 Spring semester, 1991.
281
Faculty
Women’s Concerns
Secretary to the Faculty
TRAVERS, Bug, Cleland, James, C., Levine,
Magenheim, Nagata, Oberdiek, Rockey,
Shapiro, 3 staff members, 3 students
Pryor (fall), Iversen (spring)
Parliamentarian
Frost
Standing C om m ittees o f the Faculty 1990-91
Academic Requirements
D ICKERSON *, England*, Hammons,
Kurth, Macken, Mullins*, North,
Shimamoto, Siwicki, Travers*
Curriculum
Admissions and Scholarships
OBERDIEK, Avery, Barr*, Charonnat,
Eldridge, M .*, Maurer, Schmidt, Talbot*,
Thomas-Walker*
ANDERSON, N., Mullan, Werlen, Wood
EN GLAND*, Faber*, Frede, Kellman,
Kuperberg, Mullins*, 2 students
Faculty Equal Opportunity Advisory
Black and Minority Concerns
BRADLEY, Cleland, Corcoran, Davis,
Dickerson*, England*, Grinstead, Rubin,
Siddiqui, Thomas-Walker*, Volmer,
Williams, A., 2 staff members, 2 students
Bookstore
STEWART, North, Rinker*, Sharpe,
Sowards
Council on Educational Policy
EN GLAND*, Blum, DuPlessis, Faber*,
Fraser*, Lacey, Munoz, Pagliaro, Voet,
2 students
Council on Faculty Procedures
FRA SER *, Charlton, England*, Grinstead,
Hollister, Hungerford, McNamee, Swearer
Computing Services
BLACKBURN, Bannister, Boccio*,
Hopkins (fall), White (spring), Talvaccia
Cooper
FRIEDLER, Durkan, Eldridge, M .*, Exon,
Klotz, Kuharski, Langbauer, Pouncy,
Weinberg, Williamson, 2 students
*staff ex officio
282
Faculty and Staff Benefits
SPOCK, Caskey, Dunn, England*,
Magenheim, Rinker*, Robinson*,
Smith, D., 3 staff members
Fellowships and Prizes
ST O T T *, Freeman (fall), Langbauer,
Marrisen, McGarity, Travers*, Turpin,
Wallace, Westling
Foreign Study
PIKER, Dickerson*, Golub, Hopkins (fall),
Legesse, Metizdakis, Moscatelli, Smulyan,
Wright
Health Sciences Advisory
STEW ART*, Goundie*, Hamlett (fall),
Mullins*, Schneider, Thompson, Weiss
Library
DURKAN, Kitao, Saffran, Weiner,
1 staff member
Physical Education and Athletics
MAURER, Goundie, Moore, Moscatelli,
Rockey, Williams, R.
Promotion and Tenure
FRA SER *, England*, Gaustad, Hungerford,
Marecek, Smith, D.
Research Ethics
WILLIAMS, X , Iversen (spring), Raff,
Westling
Space Use and Energy Conservation
ORTHLIEB, Golub, Heintz, Mullins*,
Schall*, Schuldenfrei, Smythe*, 2 staff
members
Research Support
PEABODY, Frost, Hoover*, Jenkins,
Krugovoy
Faculty R epresentatives to O ther C om m ittees
College Judiciary
Honorary Degrees
THOMPSON, Hassett, Merz, Mullins*
FRA SER *, Gergen, Li, Shapiro
Community Space Advisory Committee
Lang Scholarship
WRIGHT, Director*, Exon, Friedler,
Kuharski, McNamee, Schall*, Smith, L .*,
Smulyan, Williamson, 2 students
KELEMEN, Snyder, Westphal
Exchange
Luce
EXON, Eldridge, Friedler
Kuperberg
Sager
Financial Planning
SMARTT, Blum, Dickerson, Dixon, Huber,
Kuharski, O ’Donoghue (fall), Savage
(spring)
BEITZ, Hollister, Renninger, Stephenson,
2 staff members, 2 students
Watson
Strategic Planning
Legesse, Li, Weiner
BEITZ, Hollister, McNamee, Renninger,
Stephenson, 1 representative from CEP,
2 students
Faculty R epresentatives to C om m ittees o f the B oard
Board Observers
Student Life
Anderson, Safffan
James, C., Schmidt, Snyder
Property
Heald, Orthlieb
*staff ex officio
283
Faculty
D ivision s and D epartm ents
I.
DIVISION OF THE HUM ANITIES
Dorothea Frede, Chair
Art
M ath e m atics
Michael Cothren, Chair
Randall L. Exon, Acting Chair
Helene Shapiro, Chair
'C la s s ic s
John J. Hassett, Chair
Helen F. North, Chairman
English Literature
Harold Pagliaro, Chair
H isto ry
Lillian M. Li, Chair
Lin g u istics (Program )
Donna Jo Napoli, Program Director
M odern Lan gu age s and Literatures
M u s ic
Ann K. McNamee, Chair
Philosophy
Hans Oberdiek, Chair
P sy ch o lo g y
Jeanne Marecek, Department Head
Religion
Donald K. Swearer, Chair
n. DIVISION OF THE NATURAL SCIENCES AND ENGINEERING
Philip Kellman, Chair
B iology
Jacob Weiner, Chair
C hem istry
Judith G. Voet, Chair
M ath e m atics
Helene Shapiro, Chair
Philosophy
Hans Oberdiek
Com puter Scie n c e (Program )
P h y s ic s and A stro n om y
Charles F. Kelemen, Program Director
Frank A. Moscatelli, Chair
Engineering
P sych o lo g y
Nelson A. Macken, Chair
Jeanne Marecek, Department Head
III. DIVISION OF THE SO CIAL SCIENCES
Mark Kuperberg, Chair
Econ om ics
M ath e m atics
Larry Westphal, Chair
Helene Shapiro, Chair
Education (Program )
Philosophy
Lisa Smulyan, Acting Director
Hans Oberdiek, Chair
Engineering
Political Scie n ce
Nelson A. Macken, Chair
Charles R. Beitz, Chair
H istory
P sy ch o lo g y
Lillian M. Li, Chair
Jeanne Marecek, Department Head
Lin g u istics (Program )
S o c io lo g y and Anthropology
Donna Jo Napoli, Program Director
Jennie Keith, Chair
284
Administration
PRESIDENT’S OFFICE
David W. Fraser, B.A., Haverford College;
M.D., Harvard Medical School, President.
Lisa M. Brighenti, B.A., Swarthmore
College, Social Coordinator.
Leah J. Smith, B.A., Stanford University;
Ph.D., The Johns Hopkins University,
Assistant to the President and Director of
Institutional Research.
M a rg a re t 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.
Suzanne P. Welsh, B.A., B.S., University
o f Delaware; M.B.A., University o f
Pennsylvania, Treasurer.
William T. Spock, B.A., Swarthmore
College, Vice President—Business and
Finance.
Secretaries/Assistants.
Pauline M. Carroll, M a ry C. Kasper,
PROVOST’S OFFICE
Jam es W. England, B.A., Kansas State
Teachers College; M.A. and Ph.D.,
University of Missouri, Provost.
BOCCiO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Associate Provost for Academic Computing
and Professor of Physics.
John R.
M arion J. Faber, B.A. and M.A.,
University o f California, Berkeley; Ph.D.,
Harvard University, Associate Provost and
Associate Professor o f German (part-time).
M a rc ia C. Brow n, B.A., Villanova
University, Assistant to the Provost.
Karen D. Jones, Secretary.
DEAN’S OFFICE
Janet Sm ith Dickerson, B.A., Western
S u s a n Dinsm ore Smythe, B.A., Wesleyan
College for Women; M.Ed., Xavier
University, Dean o f the College.
University, Coordinator o f Student
Activities.
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.
Gloria C arey Evans, B.A., Western
Washington College o f Education; M .S.,
University o f Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.
Eva F. Travers, B.A., Connecticut College;
M.A. and Ed.D., Harvard University,
Associate Dean and Professor o f Education.
M y rt W estphal, A.B., Occidental College;
Ed.M., Boston University, Director of
Adventures in Math and Science (AIM S)
Summer Program and Coordinator for
Services for the Blind and Visually
Impaired.
Tedd R, Goundie, B.S., Muhlenberg
College; M.S., Bowling Green State
University, Assistant Dean for New Student
Affairs and Lecturer in Biology.
Deborah L. Gauck, B.A., Swarthmore
College, Assistant to the Deans and
Coordinator, Volunteer Programs.
285
Administration
Norm a Boyle, A.A., Temple University,
Cathy Pescatore, A lm a E. Stew art,
Secretaries.
ADMISSIONS OFFICE
Robert A. Barr, Jr., B.A., Swarthmore
College; M.A., University o f Pennsylvania,
Dean o f Admissions.
W allace Ann Ayres, B.A., Swarthmore
College; Ed.M., Harvard University,
Associate Dean o f Admissions.
P h yllis Hall Raymond, B.A., Indiana
University; M.A., Swarthmore College,
Associate Dean o f Admissions.
David A. Walter, B.S., Swarthmore
College; M.Div., Princeton Theological
Seminary, Associate Dean o f Admissions.
Gloria T hom as Walker, B.A., Swarthmore
College, Assistant Dean o f Admissions.
S u s a n K. Untereker, B.A., Smith College;
M.A., Columbia Teachers College, Assistant I
to the Dean o f Admissions.
Ellen Dolski, Barb ara A. Hadly,
M aureen M cKeon, A g n e s Shonert,
Secretaries.
Arlene K. M ooshian, B.S., West Chester
University, Receptionist.
M. Regina M a iso g , B.A., Swarthmore
College, Assistant Dean o f Admissions and
Western Regional Representative.
ALUMNI RELATIONS, PUBLIC RELATIONS, AND PUBLICATIONS
"M a ra ly n Orbison Gillespie, B.A.,
Swarthmore College, Associate Vice
President - Alumni Relations, Publications,
and Public Relations.
David H. Allgeier, B.A., Swarthmore
College, Assistant Director o f Alumni
Relations.
M im i GeiSS, Assistant Director o f Alumni
Relations.
Catherine Downing, B.A., Kent State
University, Associate Director of
Publications.
Rebecca R. Aim, B.A., Valparaiso
University; M.A., University o f Chicago,
Copy and Class Notes Editor.
Ann D. Geer, B.A., Randolph -Macon
Woman’s College, Copy Editor.-
Lorna Greene Shurkin, B.A., Brooklyn
A strid Devaney, Ja c k ie Fink, Sherry A.
Pringle, A.A., University of Toledo,
College, Director of Public Relations.
Secretaries.
M a rsh a Mullan, B.A., Washington State
University, Assistant Director o f Public
Relations.
BUSINESS OFFICE
M e ryle Rinker, B.A., Southern Oregon
State College; M.B.A., The University of
Tulsa, Director of Financial Operations/
Controller.
286
I
Louisa Ridgw ay, B.A., Vassar College,
M.B.A., University o f Pennsylvania,
Associate Controller.
Nancy E. Sheppard, Business Office
Manager.
Monique Constantino, Bursar.
M ary P. Walker, Purchasing Clerk.
Maureen M arch, B.A., Georgian Court
College, Director of Financial Systems.
Word Processing Center
Diane S tasiu n as, Director.
Jean English, Accounts Payable/
Purchasing Supervisor.
Judith F. Valori, B.A., University of
Maryland, Payroll Supervisor.
Kebede Teferi, M.Sc., University o f
Timshoara, Accountant.
Christine Hourican, B.A., B.S., Temple
University, Manager o f Bookstore.
Darryl Robinson, B.A., West Chester
University, Fixed Asset Clerk.
Ernestine Griendling, Secretary.
Ellen R. Augsberger, Jo y Doherty, Jean
RaiSCh, Payroll Administrators.
Joann M. M a ss a ry , Cheryl Robinson,
Laura McLaughlin, Cashier.
A.A.S., Delaware County Community
College, Secretaries.
CAREER PLANNING AND PLACEMENT
H. Thom as Francis, B.A., Kalamazoo
College; M.A., Western Michigan
University, Director.
Patricia E. Trinder, A.B., Oxford College
o f Technology, Recruitment Coordinator/
Office Manager.
Eiaine Medierai!, B.A., University of
Vermont; M.Ed., University o f 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 o f Public Policy
Program.
Gudmund R. Iversen, M.A., University o f
Michigan; Ph.D., Harvard University,
Director.
Naom i M a rc u s, Secretary.
COMPUTING SERVICES
John R, Boccio, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Associate Provost for Academic Computing.
Judy R. Downing, Director o f
Administrative Computing.
William E. Conner, Jr., B.A., B.S.,
Villanova University, Director o f System
and Network Operations.
Jane F. Jam es, B.S., State University of
New York at New Paltz, User Services and
Training Coordinator.
College, Senior System Analyst.
Robin Jacobsen, b .b .s ., Temple
University, Senior System Analyst.
M a ry K. H asbrouck, B.A., oberlin
College, Natural Sciences Computing
Coordinator.
K im berly A. Jordan, B.A., Williams
College, Social Sciences Computing
Coordinator.
Lawrence Ehmer, B.A., Swarthmore
287
Administration
Karen V. Roop, A.S., Brandywine College,
B.S., Widener University, Hardware
Support Technician.
A lice H. M cGovern, B.S., Fordham
University, Information Coordinator/
Computer Operator.
1
Lisa Brunner-Bireley, A.A.S., Delaware
County Community College, Computer
Operator.
Hazel C. Rapp, Secretary.
DEVELOPMENT
M au ric e G. Eldridge. B.A., Swarthmore
College; M.Ed., University o f
Massachusetts, Associate Director.
Judith Egan Pagliaro, B.S., Columbia
D o u glas B. H asbrouck, B.A., Hampshire
Secretaries.
University, Assistant Director.
Carolyn C. Anderson, R o se Sack s,
College, Associate Director.
A n n ual Funds
Elizabeth D. M acintosh, A.B., Bryn Mawr
College, Director.
S a ra h Achenbach, B.A., Hollins College,
1
Ruth V. Kennedy, B.A., University of
Pennsylvania, M ich ele Sharkey, June
TaSSOni, Secretaries.
Assistant Director.
Corporate and Foundation R elations
I
K aren W. Hoover, B.S., McPherson
S u s a n A. Johnson, B.S., Arizona State
College; M.A., Bethany Theological
Seminary, Director.
University, Assistant Director.
C hristine Fox, Laurie Hallett, Secretaries.
Plan ned G iving
M a rg a re t W. Nikelly, B.A., Upsala
College, Director.
Cindy R o ssle y, Secretary.
Anne Bonner, B.A., University o f
Wyoming; M.A., University o f Washington,
Assistant Director o f Planned Giving.
1
1
G ift and A lum ni Records
Diane C. Brow n, Assistant Director o f
Development - Records and Data Systems.
Irene M artin, B.A., Lock Haven
University, Senior Gift Recorder.
Josephine Younkin, Alumni Recorder.
M a rc ia Esterling, Gift Recorder.
Pauline M etzid akis, Office Manager.
Kim Stan sell, Secretary.
288
EQUAL OPPORTUNITY OFFICE
Patricia A. Whitman, B.A., West Chester
State College; M.A., Miami University of
Ohio, Equal Opportunity Officer.
P e ggy Giovannini, Secretary.
FACILITIES AND SERVICES
Lawrence M. Schall, B.A., Swarthmore
College; J.D., University o f Pennsylvania,
Associate Vice President.
Karen M azza, Auxiliary Services
Assistant.
Didi Beebe, B.A., Gettysburg College,
Secretary.
Food Service
Paul Tuennerman, Director of Dining
Services.
Donald Tingo, B.A., State University o f
New York, Associate Director o f Dining
Services.
Karen Piomelli, Catering Manager.
Daniel Papuga, S c o tt Holdredge, A.A.,
Luzerne County Community College,
T h o m as M cHugh, B.A., Gannon
University, Managers.
Physical Plan t
David R. Downer, B.S., Harvard College;
M.A., University of Oklahoma, Director of
Physical Plant.
Alice Balbierer, Assistant to the Director.
Claire Ennis, Secretary.
April Edw ards-Pollock, Facilities
T h o m as Busker, Purchasing.
Eleanor Breischaft, Accounting.
C. S tu art Hain, Project Director for
Deferred Maintenance.
Kenneth Silveira, Site Supervisor for
Deferred Maintenance.
Coordinator.
Maintenance
Ralph Thayer , Director o f Miantenance.
Gary M o rrisse y , Paint Foreman.
Tom Cochrane, Mechanical Foreman.
Esther Kelley, Work Order Secretary.
John Scham bers, Trades Foreman.
Environmental Services
Tony White, Director o f Environmental
Services.
Dorothy Dallam, Judy M ajors, Patricia
ThompkinS, Environmental Technician
Barbara Green, Assistant Director of
Supervisors.
Environmental Services.
Grounds
Jeff JabCO, B.S. and M.S, Penn State
University, Director o f Grounds and
Assistant Director—Horticulture.
Paul Erickson, B.S., University o f
Delaware, Crew Leader.
T h o m as Lohse, Crew Leader.
Richard Evans, Foreman.
289
Administration
P lan n in g and C onstruction
Peter R. Vishton, B.S. and M .S., Drexel
University, Project Engineer for Planning
and Construction.
Frederick Dickel, Owner’s Representative
for the Performing Arts Center,
Jo se p h DeLozier, Jr., Plant Engineering
Coordinator.
FINANCIAL AID OFFICE
Laura T alb o t B.A., Wheaton College,
Director o f Financial Aid.
Joanne Barracliff, Helen Elmer,
Secretaries.
Patricia Serianni, B.A., M.Ed.,
Pennsylvania State University,
Assistant Director o f Financial Aid.
HEALTH SCIENCE ADVISORY PROGRAM
Barb ara Yost S t e w a r t B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Health Sciences Advisor.
Bonnie B. Harvey, B.A., Swarthmore
College, Secretary.
HEALTH AND PSYCHOLOGICAL SERVICES
Worth H ealth Center
Linda Echols, r .n ., b .s .n ., and m .s .n .,
University o f Pennsylvania; M.B.A.,
Wharton School; CRNP, Johns Hopkins
Hospital, Director o f Worth Health Center.
M a ry Jane O sm ick, B. Med., University
o f Delaware; M.D., Temple University
Medical School, College Physician.
Alan Zweben, B.S., SUNY, Stoney Brook;
M.D., New York Medical College, College
Physician.
E lis s a R. Chansky, R.N., Beth Israel
Hospital, B.S., St. Joseph’s College,
C onstan ce 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, B arb ara A. Sm etana, R.N.,
Samaritan Hospital, B.S., St. Joseph’s
290
College, College Health Nurse Practitioner,
Brigham Young University. J a m e s E. Clark,
B.A., West Virginia University; M.D.,
Jefferson Medical College, Senior College
Physician.
Paul S. Zam ostien, B.S., Ursinus College;
M.D., Jefferson Medical College, Consulting
Gynecologist.
Frank P. Giammattei, B.A., Williams
College; M.D., University o f Cincinnati,
Orthopedic Consultant.
C h arle s D. Hummer, Jr., B.A., Amherst
College; M.D., Hahnemann Medical
College, Athletic Orthopedic Consultant.
Anita M. Know les, Health Services
Secretary.
Psychological Services
Leighton C. Whitaker, B.A., Swarthmore
College; M.A., University o f Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology o f 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.
Ella Ray, B.A., University o f Pennsylvania;
M.A., Temple University; Ph.D., Temple
University, Staff Psychologist.
J a c k L. Solom an, B.S., Villanova
University; M.D., Hahnemann University,
Consulting Psychiatrist.
W illiam C. Rullock, B.A., California State
University, Clinical Psychology Intern from
Widener University.
Ju lia M ayer, B.A., University of
Pennsylvania, Clinical Psychology Intern
from Widener University.
J. K ara Sch w e e rs, B.A., Bryn Mawr
College, Clinical Psychology Intern from
Widener University.
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.
Acquisitions
Elizabeth Amann, B.A., Swarthmore
College; M.S. in L.S., Rutgers University,
Acquisitions Librarian.
Susan Daniels, B.A., Cleveland State
University; M.A., University o f Maryland,
Records and Purchasing Assistant.
R o se M arie Johnson, Assistant/
Acquisitions.
Elizabeth W oolson, A.B., Chestnut Hill
College, Periodicals Assistant.
M a rg a re t Rivello, Assistant/Periodicals.
Pauline M arshall, B.S., Simmons College,
Continuations Assistant.
Cataloging
Amy V. M orrison, B.A. and M.L.S.,
Rutgers University, Catalog Librarian.
Louise Petrilla, A.A., Delaware County
Community College, Cataloging Editor.
Barbara J. Weir, B.A., Pennsylvania State
University; M .L.S., Drexel University,
Serials Cataloger.
J a m e s A. Lawler, B.A., Villanova
Netta Shinbaum, B.A., State University of
Swarthmore College; M.S. in Ed.,
University o f Pennsylvania, Processing
Assistant.
New York-Oswego,-Senior Cataloging
Editor.
So-Young Jones, B.A., Euha Womens
University, Korea; M-L.S., Simmons
College, Senior Cataloging Editor.
University, Cataloging Editor.
S an d ra M. Vermeychuk, B.A.,
Anne Sw ann, B.A., Swarthmore College,
Filing Assistant.
291
Administration
Circulation and Reserve
Catherine J. Sm ith, B.A., Swarthmore
College; B.S. in L.S., Drexel University,
Circulation Librarian.
Jean Pfeiffer, Circulation Assistant.
N an cy C. Bech, Assistant.
Dorian B. Berry, B.A., Temple University,
Assistant.
M a ria n B. Bruce, B.S., James Madison
University, Assistant.
Pauline L Hallman, Receptionist.
Claire R. Smith, Receptionist.
Diane van Roden, Receptionist.
Viola G. H oldsw orth, B.S., Westminster
College; M.E.D., Temple University,
Receptionist.
L isa F. Infante, B.A., Pennsylvania State
University; M .L.S., Widener University,
Receptionist.
Edw ard H. Fuller, B.A., Widener College;
M.S. in L.S., Drexel University, Special
Collections Librarian.
Bibliographic Instruction and Reference
Steven W. S o w a rd s, B.A., Stanford
University; M.A., M .L.S., Ph.D., Indiana
University, Humanities Librarian.
Kathryn M. Cieland, b .a . and M.A.,
SUNY at Albany; M.A., University o f
Chicago, Social Sciences Librarian.
M inda Hart, B.A., Pennsylvania State
Kate C. M yer, b .a ., Neumann College,
Assistant/Interlibrary Loan.
Jacqueline M a g a gn o sc , b .a ., University
o f California, Berkeley, Assistant/
Documents.
Eric J. M ailloux, B.A., Temple University,
Audio-Visual Coordinator.
University, Interlibrary Loan Assistant.
Cornell Library
Emi K. H orikaw a, B.S., University of
Nevada; M.A., University o f Utah, Science
Librarian.
M e g E. Spencer, B.A., University of
Richmond, Science Library Assistant.
U nderhill Library
George K. Huber, B.A., University of
Pennsylvania; M.S. in L.S., Drexel
University, Music Librarian.
Three College Library A utom ation
Linda G. Bills, B.A., University of
California, Los Angeles; M .S.L.S., Case
Western Reserve University, Coordinator.
Friends H istorical Library
J. W illiam Frost, B.A., DePauw
University; M.A. and Ph.D., University o f
Wisconsin, Director.
292
Claire B. Shetter, Cataloguer.
N ancy p S p e e r s , Archivist.
M ary Ellen Chijioke, B.A., Swarthmore
College; M.A., University o f California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University o f Ibadan;
Advanced Certificate o f Librarianship,
Columbia University, Curator.
Patricia Chapin O’Donnell, b .a . and
M.A., University o f Pennsylvania; M.A.,
University o f Delaware, Archivist.
Charlotte A. Blandford, Program
Secretary.
Swarthmore College Peace Collection
Wendy E. Chm ielew ski, 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.
Eleanor M. Barr, B.A., Mount Holyoke
College, M .L.S., University o f Pittsburgh,
Archivist.
Kate C. M yer, B.A., Neumann College,
Periodicals Assistant.
M arth a P. Shane, B.A., Swarthmore
College, Archivist.
Honorary Curators of the Friends Historical Library
M argaret Hope Bacon, John Edwin
Brush, Harriet Frorer Durham, David C.
Elkinton, LaVerne Forbush, Caroline
Biddle Malin, John M. M oore, Lym an W.
Riley.
Advisory Council of the Swarthmore College Peace Collection
Irwin Abram s, Helen M. Carroll, Julien
Cornell, Hilary Conroy, M e rle Curti,
Larry Gara, Phebe R. Jacobsen, Kendall
Landis.
PERSONNEL
Lee Robinson, B.A., Rhode Island College,
Director of Personnel.
Gail V. Redden, A.A., Sullins College,
Benefits Administrator.
Joan K. Krehnbrink, B.A., Pennsylvania
Patricia Powell, Office Manager.
State University, Associate Director o f
Personnel.
M ildred L. Connell, Personnel
Administrator.
POST OFFICE
Theresa Matteo, Supervisor.
M ich ae l W eem s, Mail Courier.
Barbara Bachand, Assistant.
REGISTRAR’S OFFICE
J3I1G H. M ullins, B.A., Swarthmore
College, Registrar.
A g n e s Kennedy, N an cy Ochs, Recorders.
Evdyn G. Huk, Senior Recorder.
293
Administration
THE SCO TT ARBORETUM
Claire S a w y e rs, B.S. and M .S., Purdue
University; M.S., University o f Delaware,
Director.
Josephine 0. Hopkins, Office Manager.
Jeff JabCO, B.S. and M .S., Penn State
Horticulturist.
University, Director o f Grounds and
Assistant Director—Horticulture.
Erica Glasener, B.S., University of
Maryland, Education Coordinator.
Helen DiFeliCiantOniO, Secretary.
J a c k H. Potter, B.S., Swarthmore College,
J a m e s Moll, University o f Wisconsin'
Madison, Curatorial Intern.
Laurie A. Jeffers, B.S., State University of
New York, Education Intern.
SECURITY AND SAFETY SERVICES
Ow en Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director o f Security
and Safety Services.
Leon Francis, Coordinator o f Safety
Services.
Terri Narkin, Secretary.
Brian H arris, Security Patrol Lieutenant,
John Kelley, Security Patrol Corporal.
Patrick Brow n, Judy Feiy, Ellie
Kolachny, Eve M agee, Stephen
SiSSOnS, Communication Center Staff.
Jeffrey B u ss, J a m e s Ellis, M ichael
Hart, Fred Kohlbrenner, Robert
W illiam s, Bobby Van W ilson, Security
Officers.
UPWARD BOUND
Edwin A. Collins, B.A., Lincoln
University; B.S. and M.Ed., Cheyney
University, Director.
DeLoiS M. Collins, B.A., Temple
University, Associate Director.
Robin D. Greene, Secretary.
DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS
Art: June V. Cianfrana, Secretary.
William H. Bishop, Jr., B.F.A., Colorado
State University; M.F.A., University of
Cincinnati; M .L.S., University o f Texas at
Austin, Slide Curator.
A stro n om y Research: Patricia O ’Hara,
Research Assistant.
Biology: Maria E. Musika, Secretary;
George Flickinger, Shop Engineer; Anne M.
Rawson, B.A., Swarthmore College; M .S.,
Cornell University, Manager o f Martin
Laboratories; Judith M. Meenen, Laboratory
Technician.
294
Linguistics: Eileen McElrone,
Administrative Assistant.
M athem atics: Joyce A. Glackin, Secretary.
M odern Languages: Eleonore Baginski,
B.S., St. Joseph’s University, Secretary;
Edward Dixon, B.A., La Salle College; M.A.,
Pennsylvania State University, Language
Laboratory Assistant.
M u sic: Judy Lord, A.A., Wesley College,
Secretary.
Philosophy: Fran Cuneo, B.S., West Chester
University, Secretary.
Chemistry: Dixie Andrews, Secretary;
James W. Bell, Instrument Coordinator.
C lassics: Sarah S. Fought, B.A. and M .A.,
University of Wisconsin, Secretary.
Computer Scie n ce -A stro n om y
Research: Barbara C. Niebruegge, A.B.,
Radcliffe College, Secretary.
Economics: Teresa Klingler, A.A., Hershey,
Secretary.
Education: Janet A. Kazio, Secretary.
Electronics Technicians: John J.
Dougherty, Charles A. White.
Engineering: Jacqueline Robinson,
Administrative Secretary; Grant Lee Smith,
Mechanician.
English Literature: Thelma M. Miller,
Administrative Secretary.
History: Eleanor W. Bennett,
Administrative Secretary.
P h y sic a l Education and Athletics: Ethel
Rudsill, Karen Russo, Secretaries; Octavius
Holland, David Lester, Equipment
Managers; Marie Mancini, A.T., C., B.S.,
West Chester University, Doug Weiss Sports
Medicine Resident.
PhysiCS: Marie L. Sidor, Secretary; John R.
Andrews, Mechanician.
Political Science: Kathleen Kerns, B.A.,
University of Pennsylvania; Mary Marissen,
M.M., Catholic University of America,
Secretaries; Nancy Maclay, B.A., Grove City
College, Secretary (International Relations);
Naomi Marcus, Secretary (Public Policy).
Psycho lo gy: Donald Reynolds,
Instrumentation Technician; Julia L.
Welbon, B.A., William Smith College,
Academic Coordinator; Joanne M. Bramley,
Secretary..
Religion: Eileen McElrone, Secretary.
S o c io lo g y and Anthropology: Marie C.
Ominski, Secretary.
295
Visiting Examiners 1990
Art
English
Professor Bernadine Barnes, Wake Forrest
University
Professor Christine Hasenmueller-Colley,
Hampden-Sydney College
Professor Donna Sadler, Agnes Scott College
Dr. John Anderson, University of
Pennsylvania
Professor Kathleen Balutansky, University of
Virginia
Professor Claudia Brodsky, Princeton
University
Professor Christina Crosby, Wesleyan
University
Professor Susan S. Friedman, University of
Wisconsin-Madison
Professor John Guillory, Johns Hopkins
University
Professor Jean E. Howard, Columbia
University
Professor Edward B. Irving, Jr., University of
Pennsylvania
Professor Ann Rosalind Jones, Smith College
Dr. Cary Mazer, University of Pennsylvania
Professor Leonard Trawick, Cleveland State
University
A sia n Stu dies
Professor David W. Carpenter, St. Joseph’s
University
Dr. Victor Mair, University of Pennsylvania
Biology
Dr. Fred Cross, Rockefeller University
C hem istry
Professor Anthony Addison, Drexel
University
Professor David Ash, Temple University
Medical School
Professor Robert M. Hanson, St. O laf
College
C la s s ic s
Professor Joseph A. Farrell, Jr., University of
Pennsylvania
Professor Ralph M. Rosen, University of
Pennsylvania
Professor Russell Scott, Bryn Mawr College
Com puter Scie n c e
Professor Douglas L. Long, Wellesley College
Econ om ics
Professor Martin Baily, University of
Maryland
Professor Ralph Beals, Amherst College
Professor Roger Betancourt, University of
Maryland
Professor Glen Cain, University of Wisconsin
Professor Michael Gavin, Columbia
University
Professor Jeffrey Miller, University of
Delaw are/U.S. Naval Academy
Professor Geoffrey Woglom, Amherst College
Engineering
Professor Maurice F. Aburdene, Bucknell
University
Professor Philip Christie, University of
Delaware
Dr. Charles Cox, Massachusetts Institute of
Technology
Dr. Mark Kuzyk, AT&T Bell Laboratories
Dr. Doran Smith, U .S. Army
296
H isto ry
Professor James M. Bergquist, Villanova
University
Professor Richard L. Bushman, Columbia
University
Professor Pamela Crossley, Dartmouth
College
Professor Diane Owen Hughes, University of
Michigan
Professor Thomas Jonathan J. Lears, Rutgers
University
Professor Lynn Lees, University of
Pennsylvania
Professor Joan Neuberger, Lafayette College
Professor Sean Redding, Amherst College
Professor Arthur P. Schmidt, Temple
University
Professor William O. Walker III, Cornell
University
Professor Steven R. Welch, Barnard College
Lin gu istics
Professor Caroline Carrithers, Rutgers
University
Professor Gilbert Youmans, University of
Missouri'Columbia
M ath e m atics
Professor Dennis De Turck, University of
Pennsylvania
Professor Curtis Greene, Haverford College
Modern Language s— French
Professor Michael Guggenheim, Bryn Mawr
College
Professor Carol Rifelj, Middlebury College
Modern Language s— R u ssian
Professor George Pahomov, Bryn Manir
College
Modern Language s— S p an ish
Dr. Peter Earle, University of Pennsylvania
Professor Antonio Giménez, Williams
College
Philosophy
Professor Stanley Bates, Middlebury College
Dr. John Carriero, Harvard University
Dr. Samuel Freeman, University of
Pennsylvania
Professor David Kolb, Bates College
Professor Helen Lang, Trinity College
Dr. Gisela Striker, Harvard University
Physics/Astronom y
Professor Alfonso Albano, Bryn Maun
College
Professor James McCray, Drexel University
Professor Jay Pasachoff, Williams College
Professor P. James Peebles, Princeton
University
Professor William Reinhardt, University of
Pennsylvania
Professor Arthur Upgren, Wesleyan
University
Professor Arjun Yodh, University of
Pennsylvania
Political Scien ce
Professor David Bachman, Princeton
University
Dr. Douglas Bennett, Reed College
Professor Thomas Callaghy, University of
Pennsylvania
Professor John Ikenberry, Princeton
University
Professor Nancy Love, Pennsylvania State
University
Professor Richard Mansbach, Iouia State
University
Professor David Mayhew, Yale University
Professor Emeritus J. Roland Pennock,
Suiarthmore College
Professor Peter Swenson, University of
Pennsylvania
P sych o lo gy
Dr. Robert Becklen, Sarah Lawrence College
Professor Jill Morawski, Wesleyan University
Professor Jaine Strauss, Williams College
Professor Earl Thomas, Bryn Mawr College
Professor Sandra Waxman, Harvard
University
Professor Alan Wolfe, City University of New
York
Religion
Professor Claudia V. Camp, Texas Christian
University
Professor J. David Dawson, Haverford
College
Professor Mel Ende, Hamilton College
Professor Alan D. Fox, Temple University
Professor William Werpehowski, Villanova
University
Dr. Benjamin Wright, Franklin & Marshall
College
S o c io lo g y & Anthropology
Professor Bruce Bellingham, Florida State
University
Professor Harold Bershady, University of
Pennsylvania
Professor Charlotte Ikels, Case Western
Reserve University
Professor Patricia Passuth, Drexel University
Professor Steve Warner, University of IllinoisChicago Circle
Professor Wendy Wilson, University of
Maryland
297
Degrees Conferred
June 4, 1990
BACHELOR O F ARTS
Leslie Ann Abbey5, Political Science
Karim Kamal Bahgat Abdel-Motaal3,
Economics
Teresa Dora Addison, Special Major: Theories
of Criticism/Gender Studies
Lauren Elizabeth Alexander, Music
Laura Ann Almasy, Psychology and Biology
Eric Shawn Altman, English Literature
Michelle Maria Arcinue, Psychology
Karen Arndt, English Literature
Myron Philip Amowitt, Religion
Stephanie Charlene Austin, Sociology &
Anthropology
Jennifer Anne Austrian, History
Danna Joy Azrieli, Sociology & Anthropology
Nancy Anne Bacon, German and Economics
Tonia Anne Bair4, Economics
Kyle Douglas Baird, Religion
Anne-Marie Bairstow, Political Science
Benjamin Brooks Barnes, History
Anthony Scott Barnett3, History
Claude Peter Bart4, Political Science
Lisa Ann Batt, Special Major: C lassical
Archaeology
Paula Kristine Beck, Psychology
Andreas Stecher Beckmann3, History
Abiona Virginia Berkeley, English Literature
Michael Edward Bernstein, Special Major:
Linguistics and Computer Science
Carolyn Michelle Doreen Black, Sociology &
Anthropology and Psychology
Samantha Blackburn, Sociology &
Anthropology
Ashley Lynnette Blackwood, Theatre Studies
Jonathan William Blaine, Sociology &
Anthropology
Susanna Rowsell Blake3, Political Science
Anthony Antonio Blasingame, Economics
James Louis Edward Bock, III, Religion
Marc Francois Bonenberger, Economics
Ossie Borosh, Music
Tanya Elizabeth Boudreau, History
Victoria Thelwell Bowles6, Sociology &
Anthropology
Jeremy Brest, Mathematics
Thomas H. Broadus, III, Ancient History
Ruth Catherine Brown, Sociology &
Anthropology
Stephen J. Burd, History
Christine Mary Burkhalter, Economics
Emily Buss, Psychology
Sarah Elizabeth Byrne, Asian Studies
Bryan Thomas Callahan, History
Garikai Campbell, Mathematics
Neal Carey, Economics
Norman Seth Carter, Psychology
Sally Ann Carter, History
Lee Noel Chase, Art History
Emay Bonnie Chen, Economics
Joy Sheng-fei Chiu, Psychology
Cathy D. Chong, Biology
Peter Nicholai Christensen, Economics and
Music
Elizabeth Joan Maria Clarke, Psychology
Christopher James Cobb, English Literature
Neil William Cockerill, Sociology &
Anthropology and Psychology
Derric Zanus Cofield, Religion
Marina Charron Cole, Russian
John Christopher Collins, Economics
Carolyn Ward Comiskey, History
Donald Gary Cooper, Jr., Philosophy
Daniel M. Covitz, Economics
Mandy Catharine Cummings3, History
Jason Gustav Cummins3, Economics
Catherine Elaine Cunniff5, Political Science
Caroline Rivers Curry, Economics
Francis Vincent Cuttita, Psychology
Jane Rose D ’Alonzo, Special Major: Cognitive
Studies
Anne Marie Danielson, Biology
Geoffrey Jerome Dare, English Literature
Julia Maryane DeAlmeida, History
James Robinson Deane, Physics
Sean Michael Decatur123, Chemistry
Thomas Sean Dee4, Economics
Naomi Iskindir Desta, Sociology &
Anthropology
Jessica Shaw Dietrich, Latin
Baird Willard Dodge, Chemistry
Michael Scott Dorsch, Art History
Bridget Marie Drury, Psychology
1 with the Concentration in Black Studies
2 with the Concentration in Computer Science
3 with the Concentration in International Relations
298
4 with the Concentration in Public Policy
5 with the Concentration in Women’s Studies
6 Pennsylvania Teacher Certification
Jill Deanna Earley, Chemistry
Melissa Ann Edwards6, English Literature
David Latham Eldridge, Special Major:
African Studies
Paul Robert Elwood, Philosophy
Joey Dewayne English, Biology
Thomas Witt Faber, History
Sandy Jane Falk, Special Major: Psychobiology
David Arthur Feinstein, Psychology
Lisa Ann Feldman6, History
Alexis Samuel Fleisig, Art History
Godlove Taminang Fonjweng, Special Major:
Geochemistry
Andrew Merrell Fortune, Art History and
Psychology
Janice Louise Frankel, Chemistry
Paul E. Freedman, Psychology
Margaret Gail Friedman, English Literature
Sonja Diane Fritts, History
Phyllis Catherine Fuchsman, Special Major:
Environmental Studies
Emily Lauren Gage, Religion
Jennifer Margaret Galloway, English
Literature
Ellen Beth Gamerman, History
Julia Denise Gardner, English Literature
Deborah Lynn Gauck5, Psychology
Margaret Chase George-Levin, English
Literature
Daniel Mark Gessel, Mathematics
Emily Elizabeth Gibson, English Literature
Charlotte Liles Gill, Music
Michael Aron Gittelman, Special Major:
Psychobiology
Stephen Joshua Gordon, Economics
Jacob Kulp Gotwals, Special Major: Computer
Science
David Howard Green, Political Science
Deirdre Dea Green, English Literature
Harold Wilson Guadalupe, Biology
Caitlin M. Gutheil5 6, English Literature
Catherine Rebecca Guttman, Political Science
Andria Hagstrom, Political Science
Quentin Hahn, English Literature
Bruce Mathieu Hahne, Physics
Steffan Haithcox, Biology
Dalia Sami Hakura, Economics
John William Halbert, Philosophy
1 with the Concentration in Black Studies
2 with the Concentration in Computer Science
3 with the Concentration in International Relations
Susan Ellen Halpern, Asian Studies
John Joseph Hanlon3, Russian
Mills Marshall Happer, IV, German
Paul Harrison, Economics
Heather Marie Hart, Psychology
Jedediah Elysdir Hartman, English Literature
and Special Major: Computational
Linguistics
Julia Winslow Haslett, English Literature
Elizabeth Ann Hayes, Political Science
Jennifer Hayes, Psychology
Martin Darren Hebei, Art History
Rachael Gaye Henriques, Chemistry
Angela Lynn Hexum, English Literature and
Psychology
Jessica Ann Hines, Mathematics and
Psychology
Michelle Denise Hines, Biology
Linda Jane Hockey, Psychology
Heidi Ellen Houlihan, Psychology
Jonathan William Hugg4, Political Science
Martin Kyle Hunt, Economics
Maria Miel lies, Art History
Tessa Izenour, Art
Janet Marcy Jerrow, Art History
Leda Alice Johnson, Psychology
Christopher Blake Johnstone3, History
Simon Peter Kahn, Asian Studies
Gordon Andrew Katz, History
Karen Rachel Katz, Special Major: Psychology
and Linguistics
Suzanne Renee Kazenoff, English Literature
Douglas Brian Keim, Biology
Kathleen Louise Keller6, Biology
Dennis Vaughn Kennedy, Art History
Barton Phillips Kilpatrick, History
Kerry Ann King, Philosophy
Grace Spencer Welles Knight, Religion
Sanjit Shirish Korde, Religion
Rebecca Irene Kozlosky, Political Science
Janette Lee Krutzfeldt4, Economics
Hollis Lenore Krym, History
Emily Kucer, English Literature
Kofi Antwi Kwakwa4, Economics and
Mathematics
David Alan Landau4, Economics
Carrie Anne LaPorte, Art History
Anna Kristina Lasher6, Psychology
4 with the Concentration in Public Policy
5 with the Concentration in Women’s Studies
6 Pennsylvania Teacher Certification
299
Degrees Conferred
Joanne Marie Lathwell, English Literature
David Scott Law, Psychology
Melissa Jan Layman, Special Major:
Psychobiology
Khanh Minh Le, Economics
Carline Geneivieve Leblanc123, History
David Howard Lebson6, Special Major:
Psychobiology
Paige Marcie Levin, Biology
Julian Arnold Levinson, Literature
Stephen Evarts Lewis, Jr., English Literature
Francis William Lipinski, History
Maritza Lopez Novella, Economics
Samuel Lorber, Music
Jon Reis Lorsch, Chemistry
Andrew Nicholas Louden, Biology
Michael Joseph Louie, Biology
Cynthia Ann Loukides, Biology
Lorin Williams Lyle, Sociology &
Anthropology
George Sevemius Lynch, III, English
Literature
John Keith Mackay, History
Scott Robert Maines, History
David William Malaxos, Philosophy
George Peter Maris, Economics
Sharon Marroquin, Biology
Jennifer Elizabeth Martin, Biology
Patricia Marie Martin, History
William Joseph Martin, Psychology
Gloria Quirarte Martinez, Political Science
Peter Thomas Mastroianni, Philosophy
Sarah Landis Mather, English Literature
Christopher Edward McCabe, Economics
Ellen Marie McClure, French
Emily Rose McHugh, Special Major: French,
Spanish and Linguistics
Kate Helen Carey McIntosh, Special Major:
Psychobiology
Jeffrey David McKenna, Sociology &
Anthropology
Gretchen Margaret Meller, Biology
Julie Merson, Political Science
Lorelei Beth Mitchell5, Psychology
Morgan Wilfred Mitchell, Physics
Robert Egan Mitchell, Spanish
Darryl Stuart Mitteldorf, Political Science
Marie Elaina Mohl, English Literature
Jonathan Hovey Morrill, Economics
John Andrew Mouer4, Political Science and
Economics
Susan Andrea Muir, Philosophy and
Economics
Nandeeni Mukerjee, Biology
Katharine Mulhem, English Literature
Luke Stephen Mulligan, Psychology
Anupama Murgai, Economics
Brian William Murry, History
Amir Aghazadeh Naini, Special Major:
Biochemistry
Catherine Donna Neblett, Sociology &
Anthropology
Whitney Anne Nelson, Psychology
Sarah O ’Beime Newland, English Literature
Jennifer Mary Nolan, History
Cigdem Oktem, Economics
Ben David Orlanski, Philosophy
Jane Ellin Ossandon, German
Paraskevi Paka, History
James Alastair Parchment, Psychology
Ewan Charles Park6, History
Monica Amarilis Pastor, Biology
Tracey Elaine Patillo, Economics
Curtis Allen Peterson, English Literature
Michelle Fannie Pokorny, Special Major:
Psychobiology
Jeanne Marie Ponessa, Religion
Kevin Joseph Porter, Economics
Richard Willis Post, Jr., Psychology and
Economics
Catherine Elizabeth Price, Psychology
Carlos Enrique Provencio, Economics
Karen Elizabeth Pulis, English Literature
Joanne Sharon Ramist4, Economics
Sara Alice Ranck, Biology
Mary Elizabeth Rechner5, English Literature
Courtland Lewis Reichman, Economics
Clark Franklin Rodman1, Philosophy
David Edward Root, Chemistry
Christine Elizabeth Roy, History
Kevin Michael Roy, Political Science
David Philip Ruby, Political Science
Hans Juergen Ruehsen, Jr., Special Major:
Psychobiology
Christina Ruff, Latin
Lois Anne Sack, Music and English Literature
1 with the Concentration in Black Studies
4 with the Concentration in Public Policy
2 with the Concentration in Computer Science
3 with the Concentration in International Relations
5 with the Concentration in Women s Studies
6 Pennsylvania Teacher Certification
300
Michele Orly Sachar123, Political Science
James Edward Sailer, Political Science
Barbara Anne Schaefer5, Special Major:
Psychobiology
Matthew Alan Schaffer, Sociology &
Anthropology and Psychology
Daniel Allan Schwartz, Biology
Erin Marie Scott, History
Teresa Lynn Scurto, Biology
Duane Michael Seward, Psychology
Jonathan James Shakes4, Political Science
Rebecca Ann Sharpless, Philosophy
Angela Faith Shaw, Sociology & Anthropology
and English Literature
Jonathan Aaron Sher, Philosophy
Meera Bhavani Siddharth5, History
Melissa Philae Silverman, English Literature
Michael Scott Simpson, Economics
Sumathi Sivapalasingam, Physics
Bradford Skillman6, History
Sarah Marie Skumick, History
Gregory Steven Smirin, Economics
Robert Edward Smith, Physics
Roger K. Smith, English Literature
Caroline Michelle Soter, Sociology &
Anthropology
Rachel Mary Spratt, Biology
Jesse Halcomb Springer, Psychology
Matthew Blaze Squire2, Mathematics
James Alfred Stahley, Economics and Political
Science
Eden Rachel Steinberg, Religion
David George Sterner, Psychology
Jonathan Charles Stillerman, Psychology
David Michael Stokes6, English Literature
Lisa Alyne Streisfeld, Biology
Steve Su, Economics
Sarah Beth Sullivan5 6, English Literature
Neil Koehler Swenson, Psychology
Joshua Moross Tarjan, Religion
Brian David Taylor2, Mathematics
Elizabeth Amy Taylor, History
Cynthia Karen Thomas, Psychology and
Sociology & Anthropology
Madia Jamina A. Thomson, History
Laura McFarland Townsend, Psychology
Michelle Lea Triggs, Sociology &
Anthropology
Kristen Leslie Tucker, Special Major:
Environmental Studies
Alexander Terry Urquhart, History
Kumudini Uswatte-Aratchi, Economics
Gretchen Ann Van de Walle, Psychology
Deborah Jean Van Lenten, Chemistry
Michael Warren Vischak, Mathematics
Elizabeth Langworthy Volz5, Political Science
Jack Richad Waas, Chemistry and Music
Karin Ann Wagner, Religion
Paul Avi Waldman, Political Science
Cheri Louise Walker, Biology
Marc Damon Walkow, Philosophy
Christopher Joseph Walsh, Psychology
Barbara Sheng-Hua Wang3, Economics
Sara Anne Waterman, Sociology &
Anthropology
David Edward Weinstein, Special Major:
Biochemistry
Scott Alan Weirich, Medieval Studies
Philip Jacob Weiser4, Political Science
Barbara Ellen West5, Literature
Darin Lee Weyhrich, History and Economics
Parke Edward Wilde3, Political Science
Karen Virginia Wilenski, Economics and
Psychology
Erik Joseph Wilk, Mathematics and Political
Science
John Kevin Williams, Physics
Richard John Williamson, Philosophy
Teri Alisa Willis, Psychology
Montgomery Leslie Wilson, English
Literature
Rachel Eden Yassky, Sociology &
Anthropology
Reinald Scott Yoder, Political Science
Jong Hyun Yoon, Sociology & Anthropology
Matthew Yaro Zbornik, Art History
1 with the Concentration in Black Studies
2 with the Concentration in Computer Science
3 with the Concentration in International Relations
4 with the Concentration in Public Policy
5 with the Concentration in Women's Studies
6 Pennsylvania Teacher Certification
301
Degrees Conferred
BACHELOR OF SCIENCE
Sally Ann Carter, Engineering
Jennefer Susan Hardin, Engineering
Cory Leonard Hinds, Engineering
Geoffrey Spencer Hopcraft2, Engineering
Stephen Allen Hurly, Engineering
Adrian Felix L ’Armand, Engineering
Khanh Minh Le, Engineering
Thieu Ky Le, Engineering
Christine Elizabeth Lehman, Engineering
Francis William Lipinski, Engineering
Joseph John Palovick, III, Engineering
Kirk Andrew Paluska, Engineering
Matthew Peron, Engineering
Kevin Joseph Porter, Engineering
Patrick Edward Ransom4, Engineering
Keith Allen Schwab, Engineering
Robert Edward Smith, Engineering
Garth Russell Snyder, Engineering
Lane Elizabeth Wilder, Engineering
2 with the Concentration in Computer Science
4 with the Concentration in Public Policy
302
Awards and Distinctions
HONORS AWARDED BY THE VISITING EXAM INERS—26 MAY 1990
HIGHEST HONORS:
Christopher James Cobb, Ellen Marie
McClure, Brian William Murry, Jennifer
Mary Nolan.
HIGH HONORS:
Karim Kamal Bahgat Abdel-Motaal, Karen
Arndt, Andreas Stecher Beckmann, Tanya
Elizabeth Boudreau, Bryan Thomas
Callahan, Jason Gustav Cummins, Sean
Michael Decatur, Ellen Beth Gamerman,
Paul Harrison, Stephen Evarts Lewis, Jr.,
Morgan Wilfred Mitchell, Anupama
Murgai, Ben David Orlanski, David Philip
Ruby, Michele Orly Sachar, Jonathan James
Shakes, Rebecca Ann Sharpless, Robert
Edward Smith, Roger K. Smith, Garth
Russell Snyder, Gretchen Ann Van de
Walle, Marc Damon Walkow, Philip Jacob
Weiser.
HONORS:
Leslie Ann Abbey, Anne-Marie Bairstow,
Claude Peter Bart, Paula Kristine Beck,
Anthony Antonio Blasingame, Carolyn
Ward Comiskey, Daniel M. Covitz, Jessica
Shaw Dietrich, Michael Scott Dorsch, Emily
Lauren Gage, Julia Denise Gardner,
Margaret Chase George-Levin, Bruce
Mathieu Hahne, Dalia Sami Hakura, John
William Halbert, Jonathan William Hugg,
Christopher Blake Johnstone, Barton
Phillips Kilpatrick, Maritza Lopez Novella,
Jon Reis Lorsch, Patricia Marie Martin,
Katharine Mulhem, Cigdem Oktem, Tracey
Elaine Patillo, Karen Elizabeth Pulis, Joanne
Sharon Ramist, Courtland Lewis Reichman,
Christina Ruff, James Edward Sailer, Erin
Marie Scott, Sarah Marie Skurnick,
Elizabeth Amy Taylor, Paul Avi Waldman,
Helen Petra Weiss, Parke Edward Wilde,
John Kevin Williams.
DISTINCTION IN CO U RSE AWARDED BY FACULTY
Lauren Elizabeth Alexander, Eric Shawn
Altman, Stephanie Charlene Austin,
Michael Edward Bernstein, Jeremy Brest,
Stephen J. Burd, Christine Mary Burkhalter,
Cathy D. Chong, Jane Rose D ’Alonzo, Anne
Marie Danielson, Joey Dewayne English,
Sandy Jane Falk, Andrew Merrell Fortune,
Paul E. Freedman, Phyllis Catherine
Fuchsman, Charlotte Liles Gill, Stephen
Joshua Gordon, Jacob Kulp Gotwals,
Catherine Rebecca Guttman, Andria
Hagstrom, Jennefer Susan Hardin, Julia
Winslow Haslett, Jessica Ann Hines, Linda
Jane Hockey, Geoffrey Spencer Hopcraft,
Tessa Izenour, Carrie Anne LaPorte, Julian
Arnold Levinson, David William Malaxos,
Kate Helen Carey McIntosh, Gretchen
Margaret Meller, Whitney Anne Nelson,
Sarah O ’Beirne Newland, Joseph John
Palovick, III, Matthew Peron, Kevin Joseph
Porter, David Edward Root, Hans Juergen
Ruehsen, Jr., Teresa Lynn Scurto, Angela
Faith Shaw, Matthew Blaze Squire, Eden
Rachel Steinberg, Neil Koehler Swenson,
Joshua Moross Tarjan, Brian David Taylor,
Laura McFarland Townsend, Jack Richad
Waas, Sara Anne Waterman, Barbara Ellen
West, Darin Lee Weyhrich, Rachel Eden
Yassky.
ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA:
Karim Kamal Bahgat Abdel-Motaal, Karen
Arndt, Stephanie Charlene Austin, Andreas
Stecher Beckmann, Michael Edward
Bernstein, Emily Buss, Sarah Elizabeth
Byrne, Bryan Thomas Callahan, Christopher
James Cobb, Sean Michael Decatur, Joey
Dewayne English, Sandy Jane Falk, Andrew
Merrell Fortune, Phyllis Catherine
Fuchsman, Stephen Joshua Gordon,
Catherine Rebecca Guttman, Steffan
Haithcox, Paul Harrison, Jessica Ann Hines,
Linda Jane Hockey, Carrie Anne LaPorte,
303
Awards and Distinctions
Julian Arnold Levinson, Stephen Evarts
Lewis, Jr., Jon Reis Lorsch, Ellen Marie
McClure, Morgan Wilfred Mitchell,
Anupama Murgai, Brian William Murry,
Sarah O ’Beime Newland, Jennifer Mary
Nolan, Ben David Orlanski, Joseph John
Palovick, III, Joanne Sharon Ramist, David
Edward Root, David Philip Ruby, Jonathan
James Shakes, Rebecca Ann Sharpless,
Robert Edward Smith, Roger K. Smith,
Garth Russell Snyder, Eden Rachel
Steinberg, Neil Koehler Swenson, Brian
David Taylor, Laura McFarland Townsend,
Jack Richad Waas, Marc Damon Walkow,
Barbara Ellen West, Darin Lee Weyhrich,
Rachel Eden Yassky.
S IG M A XI:
Jill Earley, Sandy Falk, Janice Frankel,
Godlove Fonjweng, Michael Gittleman,
Jennefer Hardin, Jessica Hines, Geoffrey
Hopcraft, Melissa Layman, David Lebson,
Paige Levin, Jon Lorsch, William Martin,
Gretchen Meller, Morgan Mitchell, Amir
Naini, Michelle Pokomy, Kevin Porter,
Sarah Ranck, Hans Ruehsen, Jr., David
Root, Daniel Schwartz, Teresa Scurto,
Sumathi Sivapalasingam, Robert Smith,
Garth Snyder, Rachel Spratt, Brian Taylor,
Gretchen Van de Walle, Jack Waas, Cheri
Walker.
TAU BETA PI:
Geoffrey Hopcraft, Joseph Palovick,
Matthew Peron, Kevin Porter, Robert
Smith, Garth Snyder.
James Deane, Sean Decatur, Bridget Drury,
FELLOW SHIPS
The Jonathan Leigh Altman Summer Grant to
Jesse Amar ’91
The Jonathan Leigh Altman Scholarship to
Jason Corder ’91
The Sarah Kaighn Cooper Scholarship to
Marguerita Ann Eisenstein ’91
The Elizabeth Pollard. Fetter String Quartet
Scholarships to Baird Dodge ’90 (violin),
Rachel Wallace ’93 (violin), Ana Ruesink
’92 (viola), and Anne McCormick ’93
(cello)
Friends of Music and Dance Summer
Scholarships: Michelle Roy ’92, Ossie Borosh
’90, David Anthony ’91, and Bridget
McGuinn ’93 (music); Sharon Marroquin
’90, Sara Shay ’92, Brian Kloppenberg ’93,
and Melanie Kloetzel ’93 (dance)
Phi Beta Kappa Fellowship to Julian Arnold
Levinson ’90
The Hannah A . Leedom Fellowship to Ossie
Borosh ’90, Nandeeni Mukerjee ’90, and
Rebecca Ann Sharpless ’90
The Eugene M. Lang Graduate Incentive
Fellowship to Melissa Anne Edwards, ’90 and
Maritza Lopez Novella ’90
The Joshua Lippincott Fellowship to Julie
Elena Blue ’89, John Andrew Mouer ’90,
Anupama Murgai ’90, and Jane Ellin
Ossandon ’90
The Thomas M. McCabe, Jr., and Yvonne
Motley McCabe Memorial Fellowship to
Michael Miele ’87 and Ruwan Salgado ’85
The Lucretia Mott Fellowship to Janet Chance
’87, Teresa Scott ’88 , and Barbara Ellen
West ’90
The Martha E. Tyson Fellowship to Lisa
Gillim ’86 and Sarah Marie Skurnick ’90
AWARDS AND PRIZES
The Academy of American Poets Prize to Jack
Ruehsen ’90 and Angela Shaw ’90;
honorable mention to Larissa Heinrich ’91
The Stanley Adamson Prize in Chemistry to
Sarah Walter ’91
The American Chemical Society Scholastic
Achievement Award for 1990 to Sean
304
Decatur ’90
The American Institute of Chemists Student
Honor Award to David Root ’90
The Boyd Barnard Award to Roxanna Glass
’91
The James H. Button ’72 Award to Duane
Malone ’93
I [The Paul H. Beik Prize in History to Darin L.
I [Weyhrich ’90
I [The Tim Berman Memorial Award to Chris
I [McCabe ’90
I [The Black Alumni Prize to Serge Francois
I |’9 1; honorable mention to Josiane Lajoie
I F92
I (The Brand Blanshard Prize to Jeremy Brest
I ¡’90 and Claudia Eisen ’91
I IThe Heinrich W. Brinkmann Mathematics
I [Prize to Matthew Blaze Squire ’90
I [The Susan P. Cobbs Scholarship to Jennifer
I [Rowley ’91
[The Alice L. Crossley Prize in Asian Stitdies to
Lisa Byrne ’90 and Ewan Park ’90
The John Russell Hayes Poetry Prizes to Scott
Hess ’92, first prize (original work); Elise
[Richer ’92, second prize (translation and
[original work)
I [The Flack Achievement Award to Nieri-he
I [Hsieh ’92 and Markus Goldstein ’92
I [The Dorothy Ditter Gondos Award to Ellen
I [Foster Licking ’92 and Jill McElderry ’92
■ The Gonzalez-Vilaplana Prize for Outstanding
I [Achievement in Chemistry to Sean Decatur
I j’90 and Jon Lorsch ’90
I [The Philip M. Hicks Prize for Literary CritiI [cism Essay to Jonathan Wald ’91; Larissa
I [Heinrich ’91, honorable mention
I [The Jesse H. Holmes Prize in Religion to JoI shua M. Tarjan ’90 and Elizabeth M. Bell ’91
I [The Ivy Award to Sean M. Decatur ’90
The Kwink Trophy to Marshall Happer ’90
The Linguistic Prizes to Jane D ’Alonzo ’90
(psycholinguistics) and Michael Bernstein
’90 (theoretical linguistics)
The McCabe Engineering Award to Robert
Edward Smith ’90
The Lois Morrell Poetry Award to Angela
Shaw ’90
The A. Edward Newton Library Prize to
Samuel Vandervelde ’93, first prize; Anna
Sutherland King ’93, second prize; Tessa
Izenour ’90, third prize
The Oak Leaf Award to Barbara Ellen West
’90 and Elizabeth Joan Maria Clarke ’90
The William Plummer Potter Prizes in Fiction:
Jason Mezey ’93 (first prize); Joseph
Gangemi ’92 (second prize); Brian Lockey
’91 (third prize)
The Judith Polgar Ruchkin Prize Essay to
Andria Hagstrom ’90 and James Stahley ’90
The Frank Solomon, Jr., Student Art Prize to
Tessa Izenour ’90
The Karen Dvonch Steinmetz ’76 Memorial
Award to Jane Woo ’91 and Timothy
Childers ’91
The Peter Gram Swing Prize to Charlotte Gill
’90
The Melvin B. Troy Award to Heather
Despres-Burack ’91, Barbara West ’90, Jack
Waas ’90, and Holly Winkler ’91
The Hans Wallach Summer Research Prize to
Peter Vishton ’91
Enrollment Statistics
ENROLLM ENT OF STUDENTS BY CLA SSES 1989-90
Seniors
Juniors
Sophomores
Freshmen
Graduate Students
Special Students
TOTAL
MEN
WOMEN
TOTAL
167
130
170
337
209
160
117
183
158
247
392
666
628
1294
0
0
0
6
4
10
672
632
1304
318
GEOGRAPHICAL DISTRIBUTION O F STUDENTS 1989-90
New York .................... . 196
Pennsylvania .............. . 168
New Jersey .................. . 116
California .................... . . . 9 1
Maryland .................... . . 8 2
Massachusetts ............ . . 6 9
Connecticut ................ . . . 4 6
Ohio .............................. . . 3 8
Florida ........................ . . 3 4
Washington ................ . . . 3 1
Illin ois.......................... . . . 3 0
North Carolina .......... . . . 2 6
V irginia........................ . . . 2 6
D elaw are...................... . . . 2 2
District o f Columbia . . . . 1 8
Texas ........................... . . . 1 7
Oregon ....................... . . . 1 5
Colorado .................. . . . 1 4
M ichigan.............................14
West V irgin ia.....................14
Maine .................................13
M innesota...........................12
Arizona ...............................11
Missouri .............................10
Vermont .............................10
Georgia ................................ 9
Indiana ......................
9
Wisconsin .......................... 9
Tennessee .......................... 8
Io w a ...................................... 5
N ebrask a.............................. 5
New M e x ic o ........ ................5
Rhode Island ...................... 5
306
A rk an sas..................
Idaho ........................
K a n s a s......................
Montana ..................
New H am pshire___
Utah ........................
Alabama ..................
Kentucky ................
Nevada ....................
O klah om a................
Puerto Rico ............
South Carolina ---Wyoming ................
Louisiana ................
Mississippi ..............
A la s k a ......................
H aw aii......................
Virgin Islan d s..........
........ 4
........ 4
........ 4
........ 4
........ 4
........ 4
........ 3
........ 3
........ 3
........ 3
........ 3
........ 3
........ 3
........ 2
........ 2
........ 1
........ 1
........ 1
Total U .S.A .............1230
Canada ............................... 6
India ..................
6
G reec e.................................. 4
Sri Lanka ............................ 4
Ethiopia .............................. 3
France .................................. 3
H ongkong............................ 3
South A fric a ........................ 3
Bangladesh .......................... 2
E n glan d................................ 2
Ghana .................................. 2
Jamaica .................................2
K o r e a .................................... 2
Malaysia ...........................
Mexico .............................
Singapore .........................
Sweden .............................
Turkey...............................
Union o f Soviet
Socialist Republics --A u stralia...........................
Bahamas ...........................
Barbados ...........................
B elgium .............................
B o liv ia ........................... . •
B u lgaria.............................
Chile .................................
Cyprus .............................
Egypt .................................
Guam ...............................
Guyana .............................
Ireland
Japan ...................................1
K uw ait.................................1
Lebanon .............................1
Pakistan...............................1
Paraguay .............................1
Peoples Republic
o f China . . . . .. . ............ 1
United Arab Emirates .. «i l
West Germany . .................1
Total from Abroad . . . . . 74
GRAND TOTAL . . . . 1304
Index
Absence from examinations, 63
Academic honesty, 63
Administration and staff, 285
ADMISSION PROCEDURE, 18
Application dates, 19
Scholastic Aptitude and Achievement
Tests, 19
School subjects recommended, 18
Advanced Degrees, 65
Advanced Placement, 20
Advanced Standing, 20
Advising, 39
AIMS, 47
Alumni Association Officers, 264
Alumni Council, 264
Alumni Office, 42
Ancient History and Civilization, 101
Art History, 76
Arts, Studio, 45, 80
Asian Studies, 82
Astronomy, 84, 218
Athletic fields, see map
Athletics, 47, 208
Attachments to Courses, 56
Attendance at Classes, 62
Automobiles, regulations 44
Awards and Distinctions, 303
Awards and Prizes, 67
Bachelor of Arts Degree, 65
Bachelor of Science Degree, 65
Bequests, 10
Biology, 85
Black Cultural Center, 38
Black Studies, 92
Board of Managers, 259
Committees of, 261
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 40
Center for Social and Policy Studies, 13
Chemistry, 94
Chinese, 182
Classics, 99
ICollege Entrance Examinations, 19
j College, committees of, 282
College jobs, 23
Comprehensive Examinations, 51, 65
Computer Science, 105
! Computing Center, 12
Cooper (William J.) Foundation, 13
Cooperation with neighboring institutions, 59
Cornell Library o f Science and Engineering, 10
| Corporation, officers of, 259
Courses o f Instruction, 74
Course Program, 53
Creative Arts, 58
Curriculum, 50
Dance, 46, 199
Degree Requirements, 65
Degrees offered, 65
Degrees conferred, 298
Dining Hall, 37
Directed Reading, 56
Directions for Correspondence, 2
Directions for reaching the College, 320
Distinction in Course, 53
Distribution requirements, 51
Divisions and Departments, 284
Dormitories, 37
Drama, 46, 139
Du Pont (Pierre S.) Science Building, 12
Economics, 109
Education, 115
Education Abroad, 59
Emeritus Professors, 269
Endowed Professorships, 15
Endowment, 10
Engineering, 120
English Literature, 129
Enrollment statistics, 306
Equal Opportunity Office, 289
Equal Opportunity Statement, 2
Examination regulations, 63
Exceptions to the four-year program, 55
Exclusion from College, 64
Expenses, 21
External Examination
(Honors) Program, 50, 53
Extra-curricular activities, 45
Faculty advisers, 39, 51, 52
Faculty, committees of, 282
Faculty members, 269
Faculty Regulations, 62
Fees (tuition, residence, etc.) 21, 66
Fellowships, 71
Financial Aid, 22
Fine Arts, see Art History
Foreign students, 306
Formats o f Instruction, 56
Fraternities, 38
French, 184
Friends Historical Library, 11
Friends Meeting, 38
Geographical distribution o f Students, 306
German, 186
German Studies, 143
Gifts, 10
307
Index
Grades, 62
Graduate study, 65
Graduation requirements, 65
(see also Distribution requirements)
Greek, 100
Grenoble Program, 59
Handicapped Student Services, 39, 55
Health care, 38
Health Sciences Advisory Program, 58
history, 145
Honors Program,
(See External Examination Program)
Honors Examiners, 55, 296
Housing, 37
Insurance, 37
Interdisciplinary work, 57
International Relations, 156
Judicial Bodies, 44
Lang Music Building, 12, 46
Lang Performing Arts Center, 12
Language Laboratory, 13
Latin, 100
Leaves o f Absence, 64
Libraries, 10
Linguistics, 158
Literature Program, 165
Loans to students, 23
Madrid Program, 60
Map o f College grounds, 318
Martin Biological Laboratory, 12
Master’s degrees, 65
Mathematics, 167
McCabe Library, 10
Media, Student, 47
Medieval Studies, 176
Modem Languages and Literatures, 178
Music, 45, 193
Music, performance, 194, 198
Normal Course Load, 56
Observatory, 12, 213
Papazian Hall, 12
Peace Studies, 242
Pearson Hall, 12
Philosophy, 202
Physical Education and Athletics, 208
Physical Education requirements, 64, 208
Physics and Astronomy, 210
Political Science, 220
Practical work, 56
Pre-medical Program, 58
Prizes, 67
308
I
PROGRAM OF STUDY, 50
Freshmen and Sophomores, 51
Juniors and Seniors, 52
External Examination (Honors) Program, 53 I
Psychological Services, 39
Psychology, 229
Public Policy, 236
Public Relations, 43
Publications, College, 43
Publications, Student, 47
Registration, 63
Religion, 239
Religious life, 8, 38
Requirements for Admission, 18
Requirements for Graduation, 65
(see also Distribution requirements)
Residence, regulations, 37
Russian, 189
Scholarships, 24
Scholastic Aptitude Test, 19
Scott Arboretum, 13
Security Policies and Procedures, 41
Sharpies Dining Hall, 37
Social Affairs Committee, 45
Sociology and Anthropology, 245
Spanish, 190
Special Major, 53
Sproul Observatory, 12, 213
Student Art Association, 45
Student conduct, 44
Student-run courses, 56
Student Council, 44
Student employment, 23
Student Exchange Programs, 59
Study Abroad, 59
Summer school work, 64
Swarthmore College Peace Collection, 11
I
Swarthmore Foundation, 48
Tarble Social Center, 38
Theatre, Courses in, 139
Transfer, application for, 20
Tuition and other fees, 21, 66
Tutorials, 56
Upward Bound, 47
Visiting Examiners, 296
I
Vocational Advising, 40
Volunteer Program, 48
Withdrawal and Readmission
for Health Reasons, 40
Women’s Center, 38
Women’s Studies, 254
Worth Health Center, 38
Swarthmore College Campus Map
ii
'•at"
w
34
jr
9
sto
m ,
«Tb
--3T| Explanation of Buildings
¿ M
1. Parrish Hall— Admissions O ffice, administration offices, business offices,
classrooms, and dormitory
2. Parrish Annex— Faculty offices
3. Scott Building— Relief map o f campus
4 . The Eugene M. and Theresa Lang Performing Arts Center— Theater,
and English
r
1
■ :
^ ,
K* ^
K‘ (
^
V*
5. Lang Music Building— U n d e rh ill M usic Library and music
6 . Martin Biological Laboratory and Animal Laboratory— Biology, language I
laboratory, and K irb y Lecture H a ll
1
I ,
7. Cornell Science Library
I l
8 . Du Pont Science Building— Chemistry, mathematics, physics, and astronomjB i
9. Beardsley Hall—Art history and studio art, and Computing Center
S* 1
10. Hicks Hall—Engineering
11. Trotter Hall—Social sciences and Center for Social and Policy Studies
B j
12. Pearson Arts Center— Education, religion, studio arts, and faculty offices j (
13. Papazian Hall—Linguistics, philosophy, psychology, and engineering laborauM /
14. Friends Meeting House
B. 1
15. Whittier House
(
318
16. Cunnineham House—
1 Scott Arboretum Offices and
I The Shane Teaching Garden
Wister Greenhouse
McCabe Library
k»
Old Tarble
JO. Worth Health Center
Beniamin West House—
11
Birthplace of Benjamin
I West (designated a
■ national historical
■ landmark)— Visitor informatio
‘j B security, and communications
B * Bond Memorial and
I Lodges—Dormitory space
■ and meeting rooms
B - Robinson House— Black
■ Cultural Center
Ashton Guest House
Tennis Courts
V * Cunningham Fields
27. Clothier Fields
28. Barn
29. Lam b'M iller Field House—
Dormitories and Residences
30.
31.
32.
33.
Tarble Pavilion— Physical éducation
Ware Swimming Pool
Squash Courts
Service Building—Maintenance, grounds, and
environmental services
34. Heating Plant
35. Fraternity and Social Lodges— A lice
Paul
Center
36. Sharpies Dining Hall
37. Tarble Social Center in Clothier Memorial—
Women's
Personnel offices, snack bar, student offices,
bookstore
38. Sproul Observatory—Astronomy and computer
science
1. Parrish Hall
Dana Dormitory
B. Hallowell Dormitory
C. Wharton Hall
D. Willets Dormitory
E. Worth Dormitory
F. Mertz Hall
6. Palmer Hall
H. Pittenger Hall
I. Roberts Hall
J . Mary Lyon Building
K. Woolman House
L Professors’ Houses
M. Employees’ Houses
N. Courtney Smith House—
A.
Physical education
President's House
39. Scott O utdoor Auditorium
319
Directions for Reaching
Swarthm ore College
DRIVING
From the Pennsylvania Turnpike
Take Exit 24 (Valley Forge). From the toll booth, travel about 2 miles
on 1-76 to the Gulph M ills exit, then follow Route 320 South
approximately 14.5 miles to College Avenue. (Beware: Route 320 has
unexpected turns along the way.) Turn right onto College Avenue and
follow the road to Parrish Hall. (The entrance to the Admissions
Office is through the archway at the back of Parrish Hall.)
From the New J e rs e y Turnpike
Take Exit 3 and follow signs to the W alt Whitman Bridge. After
crossing the Bridge, stay to the right and follow signs for 1-95 South.
Pass Philadelphia International Airport and continue on 1-95 toward
Chester, Pa. Exit onto MacDade Boulevard. Follow signs for MacDade
Boulevard East. Turn left at first light on MacDade (D unkin’ Donuts
is on the corner to the right) onto Fairview Road. Continue 1.2 miles
to Route 320 North (Chester Road). Turn right and go one mile to
College Avenue. Turn left onto College Avenue and follow the road
to Parrish Hall.
From the South
Traveling on 1-95 from the south, exit on MacDade Boulevard.
Follow signs for MacDade Boulevard East. Turn left at first light on
MacDade (D unkin’ Donuts is on the corner to the right) onto
Fairview Road. Continue 1.2 miles to Route 320 North (Chester
Road). Turn right and go one mile to College Avenue. Turn left onto
College Avenue and follow the road to Parrish Hall.
TRAIN
The College is readily accessible from Philadelphia by train. Amtrak
trains from New York and Washington arrive hourly at Philadelphia’s
30th Street Station. From 30th Street Station, the SEPTA Media
Local (R 3) takes 21 minutes to reach the campus.
AIR
A n 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 30 minutes.
320
Second-Class Postage Pa
500 College Avenue!
Swarthmore, PA 19081-1^
ISSN-0888-2126 1
■
.1
Swarthmore College
500 College Avenue
Swarthmore, PA 19081-1397
215 328-8000
-
Swarthmore College Catalogue, 1990-1991
A digital archive of the Swarthmore College Annual Catalog.
1990 - 1991
324 pages
reformatted digital