Swarthmore College Catalogue, 1995-1996

SWARTHMORE
C

O

L

L

E

•b u l l e
19 9 5

G

E

t i n
-

9 6

Swarthmore
College Bulletin 1 9 9 5 '1 9 9 6
Volume XCIII Number 1
Catalogue Issue September 1995

Svj-/bS.Tt^

Directions for
Correspondence

U i>
¿¿F7 J T 6

, <2 £
t ItS'-H

SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397
GENERAL COLLEGE POLICY

A lfre d H. B lo om

President
ACADEMIC POLICY

J e n n ie K eith

Provost
STUDENT SERVICES

N gin a Ly th co tt

Dean o f the College
ADMISSIONS AND CATALOGUES

0 . C a r l W a rte n b u rg III

Dean of Admissions
RECO RD S AND TRANSCRIPTS

M a r tin 0 . W a rn e r

Registrar
FINANCIAL INFORMATION

P a ul J . A s la n ia n

Vice President
FINANCIAL AID AND
FINANCING OPTIONS INFORMATION

L a u ra Talbot

Director of Financial Aid

CAREER PLANNING AND PLACEMENT

H. T h o m a s F r a n c is

Director
ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS

H a r r y D. G o tw a ls

Vice President
GENERAL INFORMATION

B a r b a r a H a d d a d R yan

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
consistent with relevant governmental statutes

and regulations, including those pursuant to
Title IX o f the Federal Education Amendments
o f 1972 and Section 504 o f the Federal Reha­
bilitation A ct of 1973.

This Bulletin contains policies and program
descriptions as o f July 31, 1995, the date of
publication, and should be used solely as an
informational guide. The College reserves the
right to alter or amend at any time the policies

or programs contained in the Bulletin. Stu­
dents are responsible for informing them­
selves o f current policies and meeting all
relevant requirements.

The Swarthmore College Bulletin (ISSN
0 8 88-2126), o f which this is Volume XCIII,
number 1, is published in September,
November, 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. Permit
number 0 5 3 0 -6 2 0 . Postmaster: Send address
changes to Swarthmore College Bulletin, 500
College Avenue, Swarthmore, PA 19081-1397.
Phone(6 1 0 )3 2 8 -8 0 0 0

Printed in U .S.A .

Table of Contents

CALENDAR 4
INTRODUCTION 8
EDUCATIONAL RESOURCES 10
Il

ADMISSION 19
EXPENSES 23
FINANCIAL AID 25

III

COLLEGE LIFE 38

IV

EDUCATIONAL PROGRAM 60
FACULTY REGULATIONS 71
DEGREE REQUIREMENTS 75
AWARDS AND PRIZES 77
FELLOWSHIPS 82

V

COURSES OF INSTRUCTION 85
Art 86
Asian Studies 93
Biology 97
Black Studies 102
Chemistry 105
Classics 111
Computer Science 116
Economics 122
Education 129
Engineering 134
English Literature 142
Environmental Studies 158
German Studies 160
History 162
International Relations 174
Interpretation Theory 176

VI

Linguistics 178
Literature 185
Mathematics and Statistics 187
Medieval Studies 196
M odem Languages and Literatures 198
Music and Dance 221
Peace and Conflict Studies 234
Philosophy 237
Physical Education and Athletics 242
Physics and Astronomy 244
Political Science 251
Psychology 261
Public Policy 268
Religion 273
Sociology and Anthropology 281
Women’s Studies 290

THE CORPORATION and BOARD OF MANAGERS 295
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 300
THE FACULTY 302
ADMINISTRATION 320
VISITING EXAMINERS 333
DEGREES CONFERRED 335
AWARDS AND DISTINCTIONS 340
ENROLLMENT STATISTICS 343
INDEX 344
PLAN OF COLLEGE GROUNDS 350
DIRECTIONS FOR REACHING THE COLLEGE 352

3

1996
MAY

1995
SEPTEMBER
Sun Mon 1ÍÜÍ Wed Thu
3
10
17
24

4
11
18
25

12
19
26

6
13
20
27

7
14
21
28

Fri Sat
1
2
9
8
15* 16
22
23
29 30

Sun Mon Tue Wed Thu
1
2
5
6
8
9
7
12
16
13
14
15
22 23
19 20
21
26
27 28 29 30

Fri
6
13
20
27

Sat
7
14
21
28

Sun Mon Tue Wed Thu

Fri
3
10
17
24

Sat
4
11
18
25

3
10
17
24
31

4
11
18
25

5
12
19
26

6
13
20
27

7
14
21
28

Fri
1
8
15
22
29

mm

Sat

9
16
23
30

Sun Mon Tue Wed Thu

Fri

Sat

11
18
25

12
19
26

13
20
27

8
15
22
29

9
16
23
30

10
17
24
31

Fri
5
12
19
26

Sat
6
13
20
27

Fri
2
9
16
23
30

Sat
3
10
17
24
31

Fri
6
13
20
27

Sat
7
14
21
28

Fri
4
11
18
25

Sat

Sun Mon Tue Wed Thu

Fri

Sat

5
12
19
26

8.
15
22
29

9
16
23
30

3
10
17
24
31

4
11
18
25

5
12
19
26

6
13
20
27

7
14
21
28

Fri
6
13
20
27

Sat
7
14
21
28

Fri

Sat

9
16
23

10
17
24

Sun Mon Tue Wed Thu
3
4
10
11
12
8
9
16
18
15
17
19
22 23 24 25 26
29 30

6
13
20
27

8
15
22
29

7
14
21
28

9
16
23
30

10
17
24
31

12
19
26

NOVEMBER
Fri

Sat

8
15
22
29

9
16
23
30

APRIL
Sun Mon Tue Wed Thu
1
8
9
10
11
7
15
16
18
14
17
21
22 23
24 25
28 29 30

AUGUST
Sun Mon Tue Wed Thu
1
6
8
4
5
7
12
15
11
13
14
21 22
18
19 20
25 26
27 28 29

Sun Mon Tue Wed Thu

MARCH
Sun Mon Tue Wed Thu

fed
1
8
15
22
29

Fri

Sat

12
19
26

13
20
27

3
10
17
24

4
11
18
25

1
8
15
22
29

2
9
16
23
30

6
13
20
27

Fri

, 2 : 3
9
10
16
17
23
24
30
31

Sat
4
11
18
25

FEBRUARY
2
9
16
23

3
10
17
24

4
U
18
25

5
12
19
26

6
13
20
27

Fri

Sat

7
14
21
28

8
15
22

Fri

Sat

1

MARCH

JULY

OCTOBER

FEBRUARY
Sun Mon Tue Wed Thu
1
5
6
8
4
7
11
12
13
15
14
18
21 22
19 20
28 29
25 26
27

Sun Mon Tue Wed Thu

Sun Mon Tue Wed Thu
1
2
3
4
11
8
9
10
7
18
15
16
14
17
21 22
23 24 25
28 29 30 31

5
12
19
26

SEPTEMBER

1996
JANUARY
7
14
21
28

Sun Mon Tue Wed Thu

7
14
21
28

4
11
18
25

DECEMBER
Sun Mon Tue Wed Thu

Fri

6
13
20
27

3
10
17
24

NOVEMBER
Sun Mon TUc Wed Thu
:-1■ 2
6
8
9
5
7
IS
12
13
14
16
19 20 21
22 23
26
27 28 29 30

Sat
4
11
18
25

Sat
1
8
15
22
29

2
9
16
23
30

Thu

Fri
3
10
17
24
31

JUNE

OCTOBER
Sun Mon Tue Wed Thu
1
2
3
4
5
8
11
12
10
9
16
15
17
18
19
22 23
24 25 26
31
29 30

1997
JANUARY

7
14
21
28

DECEMBER
Tue Wed Thu
3
5
4
10
11
12
18
19
17
26
24 25
31

2
9
16
23
30

3
10
17
24
31

4
11
18
25

5
12
19
26

6
13
20
27

7
14
21
28

1

8
15
22
29

APRIL
Sun Mon : Tue Wed Thu Fri i Sat
■i m - 2 , 3 : 4 j1 5:
12
7
8
9
11
6
i i| I 14 15 16 17 18 19
20
21 I 22 23
24 25 26
- 27 j 28 29 \ 30

io

MAY
Sun Mon Tue Wed Thu
1
5
6 i' 7 Í 8
4
12
13
11
14
15
i 18 | 19 20
21 22
25
26
27 ; 28 29

Fri : Sat
2 4 3
9
16
17
23 24
30 ■31

: io

JUNE
Sun Mon Tue Wed Thu Fri j Sat
: 3 ■1 " 2
3 : 4 :5 : 6 ! 7
8
12 -13
14
9
10
11
16
18
19 20 21
15
17
28
22 23 24 :25 26 27
30
29

JULY
j Sun Mon Tue Wed Thu : Fri : Sat
lit i
2
3
"4 : 5
12
8
9
10 11
I S m ' :..7 ;
■ 13
15
16
18 | 19
14
17
20 21
22 23 24 25 26
28 29 30 31
27

AUGUST
Sun !Mon Tue Wed Thu 1Fri Sat
1 ■■ 2
: 3
4: 5
6 : 7 1 8 ■? 9
13
14
15
16
10 l i . 12
17
18
19 20 [ 21 ■22 23
27 28 : 29 30
24 25 26

College Calendar

1995

Fall Semester

August 30 - Septem ber 3
Septem ber 2
Septem ber 4
Septem ber 29-30
O ctober 13

November 27
D ecem ber 1 - 2
D ecember 12
D ecem ber 13
D ecem ber 15
D ecember 15
D ecem ber 23

New student orientation
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 of last class
or seminar
Thanksgiving vacation ends, 8 :3 0 a.m.
Meeting o f the Board of Managers
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end

1996

Spring Semester

January 22
M arch 1-2
M arch 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 :3 0 a.m.
Black Alumni Weekend
Parents Weekend
Classes and Seminars end
Meeting of 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

O ctober 23
November 22

March 18
M arch 2 2 -2 4
A pril 19-21
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

College Calendar
(Tentative)

1996

Fall Semester

August 28 - Septem ber 1
August 31
Septem ber 2
Septem ber 2 7 -2 8
O ctober 11

New student orientation
Registration
Classes and Seminars begin
Meeting of the Board o f Managers
October holiday begins, end o f last class
or seminar
October holiday ends, 8 :3 0 a.m.
Thanksgiving vacation begins, end o f last class
or seminar
Thanksgiving vacation ends, 8 :3 0 a.m.
Meeting of the Board o f Managers
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end

O ctober 21
November 27
D ecem ber
D ecem ber
D ecem ber
D ecem ber
D ecem ber
D ecem ber
D ecem ber

2

6 -7
10

11
13
13
21

1997
January 20
February 28-March 1
March 7
March 17
May 2
May 2 -3
May 5
May 8
May 8
May 17
May 19
May 19-20
May 2 2 -2 4
June 1
June 2
June 6 - 8

Spring Semester
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 :3 0 a.m.
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
Commencement
Alumni Weekend

I

Introduction to
Swarthmore College

Educational Resources

Introduction to
Swarthmore 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 3 0 0 acres of rolling wooded
land in and adj acent to the borough o f Swarthmore 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 o f Swarthmore is a

residential suburb within half an hour’s com­
muting distance o f 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 of Swarthmore College is to
make its students more valuable human beings
and more useful members o f society. W hile 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 o f 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 of
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 semi'
nars, concentrated work in various fields of
study, and maximum latitude for the develop­
ment o f individual responsibility. W ithin the
Course Program, options for independent
study and interdisciplinary work offer oppor­
tunities for exploration and development over
a wide range o f individual goals. These oppor­
tunities typically include considerable flexi­
bility o f program 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 al­
though Friends now compose a minority of
the student body, the faculty, and the admin­
istration, the College seeks to illuminate the
lives o f its students with the spiritual princi­
ples o f that Society.

8

Foremost among these principles is the
individual’s responsibility for seeking and
applying truth, and for testing whatever truth
one believes one has found. As a way 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 of things and the duties of human
beings. It does, however, encourage ethical and

religious concern about such matters, and
continuing examination of any view which
may be held regarding them.

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 o f excellence it has sought to
maintain from its founding.

g

Educational Resources

The primary educational resources o f any
college are the quality of its faculty and the
spirit of the institution. Financial as well as

physical resources play an important suppor­
tive role.

TH E EN DO W M EN T
The educational resources at Swarthmore
College have been provided by gifts and be­
quests from many alumni, foundations, cor­
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for
buildings, equipment, collections o f art and
literature, and permanently endowed profes­
sorships, scholarships, awards, book funds
and lectureships. Their gifts to Swarthmore
have not only provided the physical plant, but
also have created an endowment fund o f ap­
proximately $ 5 0 5 ,0 0 0 ,0 0 0 at market value
on March 3 1,1995. Swarthmore ranks among
the top ten in the country in endowment per
student. Income from the endowment during
the academic year 1993-94 contributed ap­
proximately $14,700 to meet the total expense

o f educating each student and provide over
31% o f the College’s operating revenues.
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 of cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.

L IB R A R IE S
The College Library is an active participant in
the instructional and research program of the
College. It seeks to instruct students in the
effective and efficient use o f the library, and
to encourage them to develop the habit o f selfeducation so that books, libraries, and re­
corded communication in all forms may con­
tribute to their intellectual development in
future years. To this end the Library acquires
and organizes books, journals, audiovisuals,
and information in a variety o f digital and
other formats for the use o f students and
faculty. While the Library’s collections are
geared primarily towards undergraduate in­
struction, the demands o f student and faculty
research make necessary the provision of
source material in quantity not usually found
in undergraduate libraries. Further needs are
met through interlibrary loan or other coop­
erative arrangements. The Thom as B. and
Jean ette E. L. M cC abe Library, situated on the
front campus, is the center o f the College
Library system housing reading and seminar
rooms, administrative o ffic es, and the major
portion o f the College Library collections.

10

Total College Library holdings amount to
867 .0 0 0 volumes with some 20,000 volumes
added annually. About 2,4 0 0 periodical titles
are received regularly. T he C ornell Library o f
Science and Engineering (completed in 1982)
houses some 63,0 0 0 volumes. T he D aniel
U nderhill M usic Library contains around
16.000 books and scores, 15,000 recordings
and listening equipment. A small collection of
relevant material is located in the Black Cul­
tural Center.
S p ecial L ibrary C ollection s
The Library contains certain special collec­
tions: British A m ericana, 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. W ells;
the W. H. Auden C ollection commemorating
the English poet who taught at Swarthmore in
the mid-forties; the Bathe C ollection of the
history o f technology donated by Greville
Bathe; the Private Press C ollection representing
the work o f over 6 0 0 presses. The A udiovisual

Collection has over 1,400 recordings on disc,
tape, and over 2,2 0 0 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 o f earlier periods read both in modem
English and in the pronunciation of the time;
recordings of literary programs held at
Swarthmore, and videocassettes of U .S. and
foreign film classics. These materials are used
as adjuncts to the study o f literature, art,
dance, and history and are housed in the
McCabe Library. The Library also offers elec­
tronic database searching both CD-ROM and
online, including among others Social Sciences
Index, H um anities Index, and Science C itation
Index. The Swarthmore College Libraries to­
gether with those o f Bryn Mawr and Haverford Colleges are now linked in a fully auto­
mated Three College library system, Tripod,
with an online public access catalog and with
other multi-purpose functions.
Within the McCabe Library building are two
special libraries which enrich the academic
background o f the College:
The Friends H istorical Library, founded in 1871
by Anson Lapham, is one o f the outstanding
collections in the United States o f manu­
scripts, books, pamphlets, and pictures relat­
ing to the history o f the Society o f Friends.
The library is a depository for records of
Friends Meetings belonging to Baltimore, Phi­
ladelphia, and other Yearly Meetings. More
than 6,000 record books, dating from the
1670’s until the present, have been deposited.
Additional records are available on microfilm.
The W illiam Wade Hinshaw Index to Quaker
Meeting Records lists material o f genealogical
interest. Special collections include materials
on various subjects o f Quaker concern such as
abolition, Indian rights, utopian reform, and
the history o f women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts o f John Greenleaf Whittier, the Quaker poet), the M ott
manuscripts (over 5 0 0 autographed letters of
Lucretia M ott, antislavery and women’s rights
leader), and the Hicks manuscripts (more
than 3 0 0 letters o f Elias Hicks, a prominent

Quaker minister). The library’s collection of
books and pamphlets by and about Friends
numbers more than 42 ,0 0 0 volumes. About
200 Quaker periodicals are currently received.
There is also an extensive collection o f photo­
graphs o f meetinghouses and pictures o f rep­
resentative Friends and Quaker activities, as
well as a number of oil paintings, including
two versions of "The Peaceable Kingdom” by
Edward Hicks. It is hoped that Friends and
others will consider the advantages o f giving
to this library any books and family papers
which may throw light on the history o f the
Society of Friends.
The Swarthmore C ollege Peace C ollection is of
special interest to research students seeking
the records of the peace movement. The re­
cords of the Women’s International League
for Peace and Freedom and the personal pa­
pers o f Jane Addams o f Hull-House, Chicago,
formed the original nucleus of the Collection
(1930). Over the years other major collections
have been added including the papers of
Devere Allen, Emily Greene Balch, Julien
Cornell, Homer Jack, Lucy Biddle Lewis, A.
J. Muste, Lawrence Scott, John Nevin Sayre,
William Sollmann, E. Raymond Wilson, and
others, as well as the records o f 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 o f 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 2,0 0 0 periodical titles. Four hundred
periodicals are currently received from 22
countries. The comprehensive Guide to the
Swarthmore C ollege Peace C ollection, published
in 1981, and the Guide to Sources on Women in
the Swarthmore C ollege Peace C ollection de­
scribe the archival holdings.

11

Ed u c a tio n a l R e s o u rc e s

PHYSICAL FACILITIES
Laboratories, well-equipped for undergradu­
ate instruction and in most cases for research,
exist in astronomy, biology, chemistry, com­
puter science, engineering, physics, and psy­
chology. The Sproul Observatory, with its 24inch visual refracting telescope, is the center
o f much fundamental research in multiple
star systems. A 24-inch reflecting telescope
on Papazian Hall is used for solar and stellar
spectroscopy. The Edward Martin Biological
Laboratory provides facilities for work in
molecular, organismal, and population biol­
ogy. A laboratory for Interdisciplinary Re­
search, created with a grant from the Howard
Hughes Medical Institute, is designated for
the conduct o f interdisciplinary scientific re­
search by teams of faculty and students se­
lected through an internally conducted, com­
petitive process. The Pierre S. Du Pont Science
Building provides accommodations for chem­
istry, mathematics, and physics. Hicks Hall
contains the engineering laboratories, several
o f which are equipped for computer-assisted
and computer-controlled laboratory experi­
mentation and a solar laboratory. Papazian
Hall provides facilities for work in psychol­
ogy, and for the engineering shops.
The List Art G allery for exhibitions is located
in the Eugene M. and Theresa Lang Performing
Arts Center.
The Eugene M. and Theresa Lang Music Build­
ing, opened in 1973, contains an auditorium
seating approximately 500, the Daniel Under­
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program of the
Music Department and for musical activities
at the College.
T he Eugene M. and T heresa Lang Performing
Arts Center, opened in January, 1991, houses
the Pearson-H all Theatre, the largest perform­
ing stage on campus, and also the Frear Ensem­
ble Theatre, an experimental and instructional
studio, the Patricia W ityk Boyer Dance Studio
and a Dance Lab, and the List Art Gallery. The
Lang Performing Arts Center also houses the
offices o f the English Literature Department,
Theatre Studies program, and Dance Depart­
ment, as well as seminar rooms, the theatre
design studio, and set construction shop. The

12

Pearson-H all Theatre has a seating capacity of
about 825 or of over 1,000 if seats are placed
on stage. The theatre can be divided in two,
with a cinema theatre on one side o f a movable
soundproof wall and a more intimate per­
forming space on the other. The building is
linked to the second floor of the Lang Music
Building by a walk way and faces Crum Woods
over the Ann Lubin Buttem vieser Terrace.
T he Trotter /N orth Campus Project is the Col­
lege’s newest and most visual commitment to
enhancing our educational environment.
Three years in the planning, this $25 million
project is expected to be completed by 1998.
Built in 1881, Trotter Hall is home to nearly
one-quarter of the faculty and to more than
half of all classes and seminars. Architectural
plans will maintain the historic integrity of
the exterior, and the interior will be com­
pletely renovated to provide technologically
advanced classrooms, inviting seminar rooms,
and modern faculty offices.
A new academic building, Kohlberg H all, is
currently under construction and will feature
spaces intended for use by the entire College
community including a commons, a multi­
use forum, and a dramatic courtyard. The top
two floors will house the three departments of
economics, modern languages and literatures,
and sociology/anthropology, 4 4 faculty of­
fices, 13 classrooms and seminar rooms.
The new campus plans include surrounding
these academic buildings with enhanced
landscaping, new pedestrian walkways, and
the creation o f outdoor spaces conducive to
conversing, studying, and relaxing.
T he Computing C enter, with offices located in
Beardsley Hall, provides computing and tele­
communication resources and support to all
faculty, registered students, and College staff.
Academic computing resources are com­
prised o f several components: a number of
DEC Alpha servers running UNIX managed
by the Computing Center, a network o f SUN
Sparc workstations in the Computer Science
Department, a network o f HP workstations in
the Engineering Department, a Power Macin­
tosh lab in the Mathematics Department, and
DEC Alpha systems in Chemistry, Astron-

I
I
I
I
I
I
I
I
I
I
I

omy and Physics departments. A specialized
multi-media facility in Beardsley gives faculty
a place to try out new technology and create
presentations and multi-media projects for
their courses. A DEC 5 900 server is used for
the College’s administrative data management
needs. Fiber optic cabling ties these components together into a campus-wide network.
The campus network is linked to the Internet
allowing communication and data access on a
global scale.

I Macintosh computers (the personal computer
I supported by the Computing Center) are
I widely used for word processing as well as for
I data management and analysis. Power MacinI tosh computers are available in public areas in
I Beardsley, Du Pont, Trotter, and McCabe and
I Cornell libraries. Virtually every administraI tive and faculty office is equipped with a
I Macintosh. Students may connect Macintosh
I computers to the AppleTalk network from
I their dormitory rooms. Any Macintosh conI nected to the network can be used to gain
I access to electronic mail, bulletin boards, the
I World Wide Web, Tripod (the tri-college
I electronic library card catalog), programming
I languages (C and Fortran 77 on a DEC server),
I and statistical packages (SPSS on a DEC
I server, and Macintosh programs Statview and
I JMP).
I

I

The Computer Store and a repair service are
both located in Beardsley. The Computer
Store sells a variety o f Macintosh equipment
and software at very reasonable prices, and the
repair service provides on-campus repair ser­
vices for student-owned Macintosh compu­
ters.
The telecommunications department o f the
Computing Center provides telephone and
voice mail services to faculty, staff, and stu­
dents. Every student residing in a college
dormitory room is provided with a private
telephone and personal telephone number as
well as a voice mail account. Discounted long
distance is available to students using a col­
lege-supplied calling card.

Copies o f several commonly used commercial
software packages are available on a restricted
basis on the public area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.

Assistance with the use of the College’s com­
puting resources is available on a number of
levels. Students may seek help from Consul­
tants who are available in the Beardsley public
area throughout most of the day and night,
seven days a week. Faculty may seek assistance
through a Help Desk or through Computing
Center staff assigned to their respective divi­
sion for curricular support.
T he 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.

SPECIAL FUNDS AND LECTURESHIPS
I

The W illiam J . C ooper Foundation provides a
varied program o f lectures and concerts which
enriches the academic work o f the College.
I The Foundation was established by W illiam J .
Cooper, a devoted friend o f the College,
| whose wife, Emma M dlvain Cooper, served
as a member o f the Board of Managers from
1882 to 1923. M r. Cooper bequeathed to the
College the sum o f $100,000 and provided
that the income should be used "in bringing
I
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 of 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 of note who remain in residence for

13

Ed u c a tio n a l R e s o u rc e s

a long enough period to enter into the life of
the community. Some o f 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.
T he Promise Fund, established anonymously
by an alumnus on the occasion of his gradu­
ation, is administered by the Cooper Founda­
tion Committee. Income fom the Promise
Fund brings guest speakers and performers in
music, film, dance, and theatre who show
promise of distinguished achievement.
T he A lfred H. Bloom Jr. and M artha B. Bloom,
parents o f Alfred H. Bloom, M em orial Visiting
Scholar Fund is the gift o f Frank Solomon Jr.
’50. It brings visiting scholars to campus at
the discretion o f the president.
T he B arbara W eiss Cartwright Fund for Social
Responsibility was created in 1993 by a gift
from Barbara W. Cartwright ’37 and Dorwin
P. Cartwright ’37. The Fund supports new or
existing programs which encourage involve­
ment in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to par­
ticipate in volunteer service projects linked to
the academic program.
T he W illiam I. H ull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory o f her late husband. Dr. Hull
was Professor o f History and International
Law at Swarthmore College for 4 8 years. The
Fund enables the College to bring a noted
lecturer on peace to the campus each year in
memory o f Dr. and Mrs. Hull who were peace
activists.
The Sager Fund o f Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community.
To combat homophobia and related discrimi­
nation, the fund sponsors events that focus on
concerns o f the lesbian, bisexual, and gay
communities and promotes curricular inno­
vation in the field of Lesbian and Gay Studies.
The fund also sponsors an annual three-day
symposium. The fund is administered by a
committee of women and men from the stu­
dent body, alumni, staff, faculty, and adminis­
tration.

14

T he Scott Arboretum. About three hundred
twenty-five acres are contained in the College
property, including a large tract o f woodland
and the valley of Crum Creek. Much o f this
tract has been developed as a horticultural
and botanical collection o f trees, shrubs, and
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. Arthur Hoyt Scott and Owen and Mar­
garet Moon as a memorial to Arthur Hoyt
Scott of the Class o f 1895. The plant collec­
tions are designed both to afford examples of
the better kinds o f trees and shrubs which are
hardy in the climate o f Eastern Pennsylvania
and suitable for planting by the average gar­
dener, and to beautify the campus. All collec­
tions are labeled and recorded. There are
exceptionally fine displays o f hollies, Japanese
cherries, flowering crabapples, magnolias, and
tree peonies, and a great variety o f lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed
in several specialty gardens including The
Terry Shane Teaching Garden, The Theresa
Lang Garden of Fragrance, and the Dean Bond
Rose Garden. Many interested donors have
contributed generously to the collections.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society, the performance o f hollies through the American
Holly Society, and the National Crabapple
Evaluation Program.
The Arboretum offers horticultural educa­
tional programs to the general public and
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 membership organization pro­
vides not only financial support but also
assistance in carrying out the myriad opera­
tions which make up the Arboretum’s total
program, such as plant propagation, public
lectures, and bus tours to other gardens.
Student memberships are available. The Ar-

I
“

I

boretum’s newsletter, H ybrid, serves to publicize their activities and provides up-to-date
information on seasonal gardening topics.
I Maps for self-guided tours and brochures of
I the Arboretum’s plant collections are available
I at the Scott Offices (610) 3 2 8 -8 0 2 5 , located
I in the Cunningham House.
I
I

The Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard o f Rosemont, Pennsylvania.
I The fund has been augmented by the 50-year
I class gifts from the classes o f 1917 and 1919,
I and other friends. The income from the fund
I may be used for any activity that contributes
I to the advancement o f music at the College. It
I has been used, for example, for concerts on
I the campus, for the purchase o f vocal and
orchestral scores and other musical literature,
I and to provide scholarships for students in the
Department of Music who show unusual prom­
ise as instrumentalists or vocalists.

H

The Gene D. O verstreet M em orial Fund, given
| by friends in memory o f 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 o f 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 of art. It is the outgrowth of the
Benjamin West Society which built up a
collection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was born in a house
which stands on the campus and who became
president o f the Royal Academy.
T he Swarthmore Chapter o f Sigma X i lecture
series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own re­
search.
T he L ee Frank M em orial Art Fund, endowed by
the family and friends o f 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.
T he M arjorie H eilm an V isiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory o f Marjorie Heilman to
stimulate interest in art, particularly the prac­
tice o f art, on campus.

15

E n d o w e d C h a irs

The Edmund A lien Professorship o f Chemistry
was established in 1938 by a trust set up by
his daughter Laura Allen, friend o f the college
and niece of Manager Rachel Hillbom.
T he Franklin E. and Betty B arr C hair in Econom ­
ics was established in 1989 as a memorial to
Franklin E. Barr, Jr. ’4 8 by his wife, Betty
Barr.
T he A lbert L. and Edna Pownall Buffington
Professorship was established by a bequest
from Albert Buffington, Class o f 1896, in
1964, in honor o f his wife, Edna Pownall
Buffington, Class of 1898.
T he Darwin P. Cartwright Professorship in Social
Theory and Social A ction was created in 1993
by Barbara Weiss Cartwright, Class o f 1937,
to honor her husband, Dorwin P. Cartwright,
Class o f 1937. The Professorship shall be
awarded for a period o f five years to a full
professor who has contributed to and has the
promise o f continuing major contributions to
the understanding o f how social theory can be
brought to bear on creating a more humane
and ethically responsible society.
C entennial C hairs. Three professorships, un­
restricted as to field, were created in 1964 in
honor o f Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
T he Isaac H. C lothier Professorship o f History
and International R elations was created in 1888
by Isaac H. Clothier, member o f the Board of
Managers. Originally in the field o f Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he approved
its present designation.
T he Isaac H. C lothier, Jr., Professorship o f Bi­
ology was established by Isaac H. Clothier, Jr.
as a tribute o f gratitude and esteem for Dr.
Spencer Trotter, Professor of Biology, 18881926.
T he Morris L. C lothier Professorship o f Physics
was established by Morris L. Clothier, Class
o f 1890, in 1905.
T h eju lien and V irginia C ornell 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.

16

Since 1962, from every comer 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.

I

T he A lexander Griswold Cummins Professorship
o f English Literature was established in 1911 in
honor o f Alexander Griswold Cummins,
Class of 1889, by Morris L. Clothier, Class of
1890.

I

T he H oward N . and A da J. Eavenson Professor­
ship in Engineering was established in 1959 by
a trust bequest o f Mrs. Eavenson, whose
husband graduated in 1895.
The W illiam L. and M arjorie C . Huganir C hair
was created in 1990 by W illiam L. Huganir
’42. It is to be held by the College Librarian.
The H oward M. and C harles F. Jenkins Profes­
sorship o f Q uaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’2 6 and member of the Board o f Managers, on
behalf o f the family o f Howard M . Jenkins,
member o f the Board o f Managers, to increase
the usefulness o f the Friends Historical Li­
brary and to stimulate interest in American
and Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family,
and by a 1976 bequest from C. Marshall
Taylor ’04.
T he W illiam R. Kenan, Jr. Professorship was
established in 1973 by a grant from the W il­
liam R . Kenan, Jr. Charitable Trust to "sup­
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.”
T he Eugene M. Lang R esearch 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.

I

I

I

J

>

jl

■

I

»

The Eugene M. Lang V isiting Professorship,
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of
one semester to three years an outstanding
social scientist or other suitably qualified
person who has achieved prominence and
special recognition in the area of social change.
T he Sara Law rence Lightfoot Professorship was
created by the College in 1992 in recognition
of an unrestricted gift by James A. Michener,
Class of 1929. The professorship is named in
honor o f Sara Lawrence Lightfoot, Class of
1966, Doctor o f Humane Letters, 1989, and
former member o f the Board o f Managers.
The Susan W. Lippincott Professorship o f French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member of the Board of
Managers, a contribution from her niece Caro­
line Lippincott, Class o f 1881, and gifts by
other family members.
The Edward H icks M agill Professorship o f M athe­
m atics and Astronomy was created in 1888
largely by contributions o f interested friends
of Edward H. Magill, President o f the College
1872-1889, and a bequest from John M.
George.
The C harles and H arriet Cox M cDowell Profes­
sorship o f 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 of her hus­
band, Dr. Charles McDowell, Class of 1877.
The Mari S. Michener A ssociate Professorship
was created by the College in 1992 to honor
Mrs. Michener, wife o f James A. Michener,
Class o f 1929, and in recognition o f his unre­
stricted gift.
The Gil and Frank M ustin Professorship was
established by Gilbert B. Mustin ’4 2 and
Frank H. Mustin ’4 4 in 1990. It is unrestricted
as to field.

The Richter Professorship o f P olitical Science was
established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’46 and Andrew Segal ’50.
T he Scheuer Family C hair o f H um anities 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.
The Henry C. and J. A rcher Turner Professorship
o f Engineering was established with their con­
tributions and gifts from members of the
Turner family in 1946 in recognition o f the
devoted service and wise counsel of Henry C.
Turner, Class o f 1893 and member of the
Board o f Managers, and his brother J. Archer
Turner, Class o f 1905 and member o f the
Board of Managers.
The D aniel U nderhill Professorship o f Music
was established in 1976 by a bequest from
Bertha Underhill to honor her husband, Class
o f 1894 and member o f the Board o f Manag­
ers.
T he M arian Snyder W are Professorship o f Physi­
cal Education and A thletics was established by
Marian Snyder Ware ’3 8 in 1990. It is to be
held by the Chair o f the Department of Physi­
cal Education and Athletics.
The Joseph W harton Professorship o f P olitical
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
o f the Board o f Managers.
T he Isaiah V. W illiam son Professorship o f C ivil
and M echanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

17

Admission
Inquiries concerning admission and applications should be addressed to the Dean o f Ad-

missions, Swarthmore College, 5 0 0 College
Ave., Swarthmore, Pennsylvania 19081-1397.

GENERAL STATEMENT
In the selection o f 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.

sion, provided they meet the competition of
other candidates in general maturity as well as
readiness for a rigorous academic program.

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 of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis o f their individual future
worth to society and of their collective realiz­
ation o f the purpose of the College.

2. Recommendations from the school prin­
cipal, headmaster, or guidance counselor,
and from two teachers.

It is the policy of 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.

5. A brief essay on a meaningful activity or
interest and a longer essay (subject speci­
fied).

Admission to the first-year class is normally
based upon the satisfactory completion of a
four-year secondary school program. Under
some circumstances, students who have virtu­
ally completed the normal four-year program
in three years will be considered for admis­

All applicants are selected on the following
evidence:
1. Record in secondary school.

3. Scores in the SAT-I (or earlier SAT) or the
ACT.
4. Scores in three SAT-II: Subject Tests (or
earlier Achievement Tests) one of which
must be the writing or composition test.

6 . Reading, research, work and travel expe­
rience, both in school and out.
Applicants must have satisfactory standing in
school, in aptitude and achievement tests, and
strong intellectual interests. Other factors of
interest to the College include strength of
character, promise of growth, initiative, seri­
ousness of purpose, distinction in personal
and extra-curricular interests, and a sense of
social responsibility. The College values the
diversity which varied interests and back­
grounds can bring to the community.

PREPARATION
Swarthmore does not require a set plan of
secondary school courses as preparation for
its program. The election 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 of the
principles of mathematics.
3. The strongest possible command of one or
two foreign languages. The College en­

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 of the three groups is recom­
mended.
Those planning to major in engineering
should present work in chemistry, physics,
and four years of mathematics including alge­
bra, geometry, and trigonometry.

19

A d m is s io n

APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through either the Regular Decision or Early
Decision plans. Applicants follow the same
procedures, submit the same supporting
materials, and are evaluated by the same cri­
teria under each plan.
The Regular D ecision plan is designed for
those candidates who wish to keep open
several different options for their undergradu­
ate education throughout the admissions pro­
cess. Applications under this plan will be
accepted at any time up to the January 1
deadline, but the Personal Information Form
(Part 1 of the application) should be submit­
ted as early as possible to create a file for the
candidate to which supporting material will
be added up to the deadline.
The Early D ecision plan is designed for candi­
dates who have thoroughly and thoughtfully
investigated Swarthmore and other colleges
and found Swarthmore to be an unequivocal
first choice. Early Decision candidates may
file regular applications at other colleges with
the understanding that these applications will
be withdrawn upon admission to Swarth­
more; however, one benefit o f the Early Deci­
sion plan is the reduction of cost, effort, and
anxiety inherent in multiple application proce­
dures.
Application under either plan must be accom­
panied by a non-refundable deposit o f $50.
Timetables for the two plans are:
Fall Early Decision
Closing date for applications

November 15

Notification o f candidate

on or before
December 15

Regular Decision
Closing date for applications
Notification o f candidate
Candidates reply date

20

January 1
on or before
April 10
May 1

Any Early Decision candidate not accepted by
the December 15 notification date will receive
one of two determinations: denial o f admis­
sion, which withdraws the application from
further consideration, or a deferral o f deci­
sion, which secures reconsideration for the
candidate among the Regular Decision candi­
dates.
All applicants for first-year admission must
take the SAT-I (or earlier SAT) or the ACT.
They must also take three SAT-II: Subject
Tests (or earlier Achievement Tests) one of
which must be the writing or composition
test. Applicants for Engineering must take an
SAT-II (or Achievement Test) in Mathematics.
Application to take these tests is usually done
through the secondary school counseling of­
fice, but application may be made directly to
the College Entrance Examination Board, Box
592, Princeton, New Jersey 08540. A bulletin
o f information may be obtained without
charge from the Board. Students who wish to
be examined in any of the following western
states, provinces, and Pacific areas—Alaska,
Arizona, California, Colorado, Hawaii, Idaho,
Montana, Nevada, New Mexico, Oregon,
Utah, Washington, Wyoming, Alberta, Brit­
ish Columbia, Manitoba, Saskatchewan, Mex­
ico, Australia, and all Pacific Islands including
Formosa and Japan—should address their in­
quiries and send their applications to the
College Entrance Examination Board, Box
1025, Berkeley, California 94701. Application
should be made to the Board at least a month
before the date on which the test will be taken.
For those students wishing to take the ACT,
information may be obtained by writing to
ACT, P.O. Box 414, Iowa City, IA 52243.
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
25 -3 7 .

THE INTERVIEW
An admissions interview with a representative
o f 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 6 10 -3 2 8 -8 3 0 0 .

ADVANCED PLACEMENT
Entering first-year students with special cre­
dentials may apply during the first semester
for advanced placement (placement into
courses with prerequisites) and/or credit
(towards graduation from Swarthmore—32
credits required). All decisions are made on a
subject by subject basis by individual Swarth­
more departments. Typically, special creden­
tials consist of Advanced Placement examina­
tions of the College Entrance Examination
Board, higher level examinations of the Inter­
national Baccalaureate, certain other foreign
certifications (such as British A-Levels or the
German Abitur), or courses taken at another
college. Every effort is made to place students
at the appropriate level, but no department is
required to give credit for work done else­
where. Credit is denied if a student chooses to
take a course at Swarthmore that essentially
repeats the work covered by the credit.
In some cases students may qualify for ad­
vanced standing—they may become juniors

in their second year. To qualify for advanced
standing a student must 1 ) do satisfactory
work in the first semester; 2) obtain 14 credits
by the end o f the first year; 3 ) intend to
complete the degree requirements in 3 years;
and 4 ) signify this intention when she/he
applies for a major by writing a sophomore
paper during the spring o f the first year.
Those students who wish to have courses
taken at another college considered for either
advanced placement or credit must provide an
official transcript from the institution 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 first year at
Swarthmore. Departments may set additional
requirements. For instance, students may be
required to take a placement examination at
Swarthmore to validate their previous work.

APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students. Applicants for transfer must have
had a good academic record in the institution
attended and must present full credentials for
both college and preparatory work, including

a statement of honorable dismissal. They must
take the SAT-I (or earlier SAT) given by the
College Entrance Examination Board or the
ACT if one of these tests has not been taken
previously.

21

A d m is s io n

Four semesters o f study at Swarthmore Col­
lege constitute the minimum requirement for
a degree, two o f which must be those o f the
senior year. Applications for transfer must be
filed by April 1 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 trans­
fer students as long as they are not foreign
nationals.

See page 73 for information on withdrawal and readmission for health related reasons.*

* Directions for reaching the College can be found inside the back cover of this catalogue.

Expenses

STUDENT CHARGES
Total charges for the 1995-96 academic year
(two semesters) are as follows:
Tuition
$19,992
Room
3,5 3 6
Board
3,3 4 4
Student Activities Fee
________ 194
$27,066
These are the only charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items.
Students engaged in independent projects
away from the College for which regular aca­
demic credit is anticipated are expected to
register in advance in the usual way and pay
normal tuition. If the student is away from the
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.
Students who study abroad in a program for
which they may receive Swarthmore credit
must pay the full Swarthmore charges (ex­

cluding the Student Activities Fee) beginning
with fall semester 1995. Financial aid is avail­
able for these programs as it is for study at
Swarthmore. Students should contact Steven
Piker, Foreign Study Advisor, well in advance
to discuss academic and other details. Office
for Foreign Study: 610-328-7826/ 27.
Late fees of lVi% per month will accrue on all
past-due balances. Students with past-due
balances will not be permitted to attend col­
lege the following semester.
The regular College tuition covets the normal
program of four courses per term as well as
variations of as many as five courses or as few
as three courses. Students who elect to carry
more than five courses incur a unit charge for
the additional course ($ 2 ,5 0 0 ) or half course
($1,250), although they may within the reg­
ular tuition vary their programs to average as
many as five courses in the two semesters of
any academic year. College policy does not
permit programs o f fewer than three courses
for degree candidates in their first eight se­
mesters o f enrollment.

PAYMENT POLICY
Semester bills are mailed in July and Decem­
ber. Payment for the first semester is due by
August 1 and for the second semester by
January 2. A 1.5 percent late fee will be
assessed monthly on payments received after
the due date. Many parents have indicated a

preference to pay college charges on a monthly
basis rather than in two installments. For this
reason, Swarthmore offers a monthly payment
plan, which provides for payment in instal­
lments without interest charges. Information
on the plan is mailed to all parents in April.

WITHDRAWAL POLICY
Charges for tuition and fees will be reduced for students who withdraw for reasons approved by
the Dean prior to or during a semester. Reductions in charges will be made in the following ways:
for students who withdraw prior to
tuition and fees will be reduced
board fees will be reduced
week 2 of classes
to $200
by 95%
week 3 of classes
by 90%
by 90%
week 4 of classes
by 80%
by 85%
by 70%
week 5 of classes
by 80%
week 6 of classes
by 60%
by 75%
week 7 of classes
by 50%
by 70%
week 8 of classes
no further reductions
by 65%
week 9 of classes
by 60%
week 10 of classes
by 55%
no reductions thereafter

23

Expenses

The following penalties will be imposed on
students who select a room in the lottery but
do not live in it.
For Fall Semester: I f you selected a room in the
lottery and choose to live off-campus but are
still enrolled, you will be assessed a $500.00
penalty unless everyone in the space notifies
the Residential Life Office by the end of the
spring semester that they will not be occupy­
ing that room. If you selected a room in the
lottery and take a Leave o f Absence and notify
the Dean’s Office by August 1, there will be
a $100.00 penalty; after August 1 and before
mid-semester, a penalty of one half the room
charge for the semester, approximately $825;
after mid-semester, there will be no room
refund.
For Spring Sem ester: If you selected a room in
the lottery and choose to live off-campus but
are still enrolled, you will be assessed a

24

$ 2 5 0 .0 0 penalty unless everyone in the unit
leaves this space.
If you selected a room in the lottery and take
a Leave o f Absence and notify the Dean’s
Office by December 1, there will be no pen­
alty; between December 1 and January 5, a
$100.00 penalty; after January 5 and before
mid-semester, one half the room charge for
the semester, $825 penalty; after mid-semes­
ter, no room refund.
An insurance policy, offered by Dewar, Inc.,
can be purchased to cover the balance of the
entire semester comprehensive fee in case of
accident or illness. Information on the Dewar
Tuition Refund Plan is mailed to parents in
July.
IN Q U IR IE S All correspondence regarding
payment o f student charges should be ad­
dressed to: Monique Constantino, Bursar.
610/ 328-8394

Financial Aid

The College strives to make it possible for all
students who are admitted to attend Swarthmore, regardless of their financial circum­
stances, and to enable them to complete their
education when financial reversals take place.
About forty-eight percent o f the total student
body currently receives aid from the College.
M ost financial aid awarded by the College is
based upon demonstrated financial need and
is usually a combination o f scholarship, loan,
and student employment. The College is com­
mitted to meeting all demonstrated financial
need, and need is assessed after a careful
review o f families’ financial circumstances.
A prospective student must apply for College
as well as outside assistance while applying for
admission: admission and financial aid deci­
sions are, however, made separately. Instruc­
tions for obtaining and filing an application
are included in the admissions application.
Financial assistance will be offered 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 de­
mands as taxes, living expenses, medical ex­
penses, and siblings’ undergraduate tuition
expenses. It also includes the expectation of
$ 1 ,2 0 0 -$ 1 ,6 0 0 from the student’s summer
earnings as well as a portion o f his or her
personal savings and assets.
For 1995-96 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $27,066.
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 $ 2 8,620. This allows $1,554 for
books and personal expenses. A travel allow­
ance is added to the budget for those who live
in the U .S. but more than 100 miles from the
College.

In keeping with the policy of basing financial
aid upon need, the College reviews each stu­
dent’s award annually. Mid-year each student
who has aid must submit a new financial aid
application for the next academic year. A
student’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only for the duration o f a normallength undergraduate program (8 semesters)
and while a student makes satisfactory aca­
demic progress. These limitations are applied
in our consideration o f a sibling’s educational
expenses also. Students who choose to live off
campus may not receive College scholarship
or loan assistance in excess of 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 o f Registration
Compliance, but additional funds have been
made available for those who are unable to
accept need-based federal aid because they
have not registered with the Selective Service.
Aid for foreign citizens is limited and can be
requested during the admission process only.
A special brochure has been prepared to
advise families o f the various sources o f aid,
as well as a variety o f financing options.
Please request a copy.

SCHOLARSHIPS
For the academic year 1995-96 we awarded
more than $8 million in Swarthmore scholar­
ship funds. About one half o f that sum was
provided through the generosity o f alumni

and friends by special gifts and the endowed
scholarships listed on pp. 27-37. The Federal
government also makes Pell Grants and Sup­
plemental Educational Opportunity Grants

25

Fin a n c ia l A id

available. It is not necessary to apply for a
specific College scholarship; the College de­
cides who is to receive endowed scholarships
and others are helped from general scholarship
funds. Although some endowed scholarships
are restricted by locality, sex, religion or

physical vigor, the College’s system o f award­
ing aid makes it possible to meet need without
regard to these restrictions. Financial need is
a requirem ent for a ll scholarships unless otherwise
indicated.

LOAN FUNDS
Long-term, low-interest loan funds with gen­
erous repayment terms combine with Swarthmore’s program of scholarships to enable the
College to meet the needs o f each student.
Although most offers o f support from the
College include elements of self-help (work
and borrowing opportunities), the College,
strives to keep a student’s debt at a manageable
level.
Aided students will be expected to meet a
portion o f their demonstrated need (from
$1,000 to about $3,760) through the Perkins
Loan, the Swarthmore College Loan (SCL),
or the Stafford Loan Programs (the College
will determine which source is appropriate for
the student). Each o f these programs allows
the borrower to delay repayment until after
leaving 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 a bank.
Parents who wish to borrow might consider

the Federal PLUS Loan. Up to $25,000 per
year is available at a variable interest rate.
Repayment may be made over a period o f 10
years.
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:
T he C lass o f ig i6 Loan Fund
T he C lass o f 1920 Loan Fund
T he C lass o f 1936 Loan Fund
T he C lass o f 1937 Loan Fund
T he Jay and Sandra Levine Loan Fund
T he John A. M iller Loan Fund
T he Paul M . Pearson Loan Fund
T he T hatcher Family Loan Fund
T he Ellis D. W illiam s Fund
T he Swarthmore C ollege Student Loan Fund
The Joseph W. Conard M em orial Fund, estab­
lished by friends of the late Professor Conard,
provides short-term loans without interest to
meet student emergencies. Income earned by
The Alphonse N. Bertrand Fund is also available
for this purpose.

STUDENT EMPLOYMENT
Student employment on the Swarthmore cam­
pus is handled by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library,
departmental offices, the post office, and the
student-run coffee house, etc., and placements
can be arranged when students arrive in the
fall. On-campus rates o f pay run from $5.18
to $5.59 per hour. Students receiving financial
aid are usually offered the opportunity to
earn up to $1,230 during the year and are
given hiring priority, but there are usually

26

jobs available for others who wish to work on
campus.
The Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
detriment to their academic performance.
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

1

I
Philadelphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer (when
federal funds are sufficient). Among suitable

I

Scholarships
All students who demonstrate financial need
are offered our scholarship aid, and some of
that aid is drawn from the following endow­
ments. Students need not worry, however, if
they do not fit specific restrictions listed
below, for their scholarships can be drawn
from other sources not listed here.
(Financial need is a requirem ent for a ll scholar­
ships unless otherwise indicated. No separate
application is needed.)
T he A etna Foundation Scholarship Grant pro­
vides assistance to minority students with
financial need.

I

I

T he L isa P. A lbert Scholarship is awarded to a
young man or woman on the basis o f scholarship and need with preference given to those
with a demonstrated interest in the humani­
ties.
The George I. A lden Scholarship Fund established 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 V ivian 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.
T he Jonathan Leigh Altm an 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 of the Department of
Art, to a junior who has a strong interest in
the studio arts. It is held during the senior
year.

*

agencies are hospitals, schools, museums, so­
cial service agencies and local, state or federal
government agencies.

The Alumni Scholarship is awarded to students
on the basis o f financial need. Established in
1991, this endowment is funded through
alumni gifts and bequests.

T he 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.
T he Frank and M arie 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 o f Frank
Aydelotte, President of the College from 19211940, and originator of the Honors program
at Swarthmore, and o f Marie Osgood Ayde­
lotte, his wife.
T he 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 o f 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 Philip H. Barley M em orial 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
qualities at Swarthmore.
The Franklin E. Barr, Jr. ’48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and
who shows promise 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.
T he H. A lbert 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-

27

Fin a n c ia l A id

dowed through the generous bequest of Mr.
Beekhuis, neighbor, friend, and successful
engineer.
T he B elville Scholarship has been endowed in
memory o f Robert Chambers Belville and
Margaret Klein Belville. It is awarded annually
to an incoming student of particular promise
and is renewable for his or her years at Swarthmore.
The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
The Curtis B ok 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
nus o f Swarthmore. The scholarship is as­
signed annually to a junior or senior whose
qualities of mind and character indicate a
potential for humanitarian service such as
Curtis Bok himself rendered and would have
wished to develop in young people. Students
in any field 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 M em orial Scholarship,
established by Mr. and Mrs. Ward T. Bower
in memory o f their son, Class o f ’42, is
awarded annually to a man or woman student
who ranks high in scholarship, character, and
personality.
T he D aniel W alter Brenner M em orial Scholar­
ship, established by family and friends in
memory o f 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 preserva­
tion, or animal behavior research. The recipi­
ent is chosen with the approval of biology and
Classics faculty.
T he Malcolm Cam pbell Scholarship, established
by Malcolm Campbell ’4 4 on the occasion of
his 50th Reunion, is awarded to a student
who is an active Unitarian Universalist with
financial need and a strong academic record.
The scholarship is renewable through the
senior year.
The W illiam and Eleanor Stabler C larke Schol­
arships, established in their honor by Cornelia
Clarke Schmidt ’4 6 and W. Marshall Schmidt

28

’47, are awarded to two worthy freshmen with
need. Preference is to be accorded to members
o f the Society o f Friends. These scholarships
are renewable through the senior year.
T he C lass o f 1930 Scholarship was endowed by
the Class on the occasion o f their 60th re­
union. It is awarded alternately to a woman ox
a man on the basis of sound character and
academic achievement, with preference to
those who exercise leadership in athletics and
community service. The scholarship is renew­
able through the senior year.
The C lass o f 1939 Scholarship was established
at the 50th reunion of the class in fond
memory o f Frank Aydelotte, President o f the
College from 1921 to 1940, and his wife,
Marie Aydelotte. It is awarded to a worthy
student with need and is renewable through
the senior year.
The C lass o f 1941 Scholarship was created in
celebration o f the fiftieth reunion o f the Class.
It is awarded on the basis o f merit and need
and is renewable through the senior year.
The C lass o f 1943 Scholarship, established to
honor the 50th reunion o f that class, is
awarded to a student in the sophomore class
on the basis o f sound character and academic
achievement, with preference given to those
participating in athletics and community ser­
vice. The scholarship is renewable through the
senior year.
T he C lass o f 1963 Scholarship is awarded on the
basis of merit and need and is renewable
through the senior year. The scholarship was
created in honor of the class’s 25th reunion.
T he C lass o f 1969 Scholarship was established
at the 25th Reunion of the class in honor of
the contributions made by Courtney Smith,
president of Swarthmore College from 1953
to 1969. The scholarship was given with
bittersweet memories of the campus turmoil
of the 1960s and with confidence in the power
of open discussion and reconciliation. The
scholarship is awarded on the basis o f merit
and need and is renewable through the senior
year.
The N. Harvey Collision Scholarship established
by his family and the O lin 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 D avid S. Cowden Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarthmore from 1949 until his death in May 1983.
It is awarded on the basis of financial need.
I

I

f
I

I

The M arion 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
grandmother of six students who attended
Swarthmore.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded alternately to
students intending to major either in engi­
neering or in the humanities. It is awarded on
the basis of need and merit and is renewable
annually. It is the gift of Edith and Russell de
Burlo.
T he D istrict o f Colum bia Scholarship was estab­
lished by alumni residents in the area of
Washington, D.C., to encourage educational
opportunity for qualified minority and disadvantaged students. Awards are made on the
basis of merit and need.
The Francis W. D ’O lier Scholarship, in memory
of Francis W. D ’Olier o f the Class of 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality, and ability.
The Robert K . Eriders Scholarship, established
by his friends and former students, to honor
Dr. Robert K. Enders, a member o f the Col­
lege faculty from 1932 to 1970, is awarded
annually to a worthy student with an interest
in the study of biological problems in a natural
environment.

I

The P hilip Evans Scholarship is established in
fond memory o f a member of the Class of
1948 by his friend Jerome Kohlberg ’46 and
seeks to expand the diversity of the Swarth­
more community by bringing to this campus
outstanding students with need, whether from
near or far. The scholarship is awarded to
members of the freshman class and is renew­
able annually, and provides a summer oppor­
tunity grant which is awarded on the recom­
mendation of the Dean.

The Samuel and Gretchen Vogel Feldm an Schol­
arship is awarded to a student interested in
pursuing a teaching career. It is awarded on
the basis o f need and is renewable through the
senior year.
The E lizabeth Pollard Fetter String Q uartet
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 of 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 of any semester, other students
may challenge and compete for a place in the
Quartet.
The Eleanor Flexner Scholarship is awarded on
the basis o f merit and need to a student in the
humanities. It is the gift of Eleanor Flexner of
the Class of 1930, author o f Century o f Struggle
and Mary W ollstonecraft: 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 ’5 8 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.
T he D avid W. Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends of David Fraser in
honor of his service as President of Swarth­
more College from 1982 to 1991. This needbased scholarship will be awarded each se­
mester to one student enrolled in an approved
program of academic study outside the bound­
aries o f the United States. Preference will be
given for students studying in Asian, Middle
Eastern, and African countries.
The Theodore and E lizabeth Friend Scholarship
is established as an expression of respect and
appreciation by Board members and others
who have been associated with them in the
service o f Swarthmore College. The scholar­
ship will be awarded each year on the basis of
need to a worthy student.

29

Fin a n c ia l A id

The Joyce M ertz Gilmore Scholarship is awarded
to an entering freshman, and may be renewed
for each of the following three undergraduate
years. The recipient is chosen on the basis of
mental vigor, concern for human welfare, and
the potential to contribute to the College and
the Community outside. The award was es­
tablished in 1976 by Harold Mertz ’2 6 in
memory o f Joyce Mertz Gilmore, who was a
member of the class o f 1951.
T he B arbara Entenberg Gimbel Scholarship Fund
was endowed in memory o f Barbara Entenberg
Gimbel ’3 9 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis of need to a worthy student, with pref­
erence to a black candidate.
The John D. Goldman ’71 Scholarship is awarded
on the basis of need to a student with a strong
academic record and leadership qualities. Pref­
erence is given to students from northern
California.
The B erda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is aneedbased scholarship awarded annually to a
music major beginning in his or her junior
year. Mrs. Goldsmith was a music lover and
patroness o f the Settlement Music School.
Accordingly, in the selection of The Berda
Goldsmith Scholar, preference will be given
to a student who attended the Settlement
Music School; preference also will be given to
a student who shows interest and proficiency
in playing the piano.
The Stella and C harles G utm an 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 of 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.
T he Lucinda Buchanan Thom as ’ 34 and Joseph
H. H afkenschiel ’37 Scholarship Fund was es­
tablished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A. Thomas ’69, Mark C. ’72, and John
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D. graduated with the Class of 1899. This

30

*

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 M ason H aire Scholarship is given by his
wife, Vivian, in honor of this member o f the
Class o f 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 distinguished for intellectual promise and leader­
ship. It is renewable through the senior year.
The M argaret Johnson H all Scholarship for the
Performing Arts is the gift o f Margaret Johnson
Hall, Class o f 1941. It provides financial assis­
tance based on merit and need, with prefer­
ence to students intending to pursue a career
in music or dance.

»

g,

»

■

The W illiam Randolph H earst Scholarship Fund
for M inority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.

I

The Stephen B. H itchner, Jr., ’67 Scholarship
was established in 1990 by the Board of
Managers in memory of Stephen B. Hitchner,
Jr. with gratitude for his strong leadership of
the Student Life Committee and his previous
service to the College. Recipients o f this needbased scholarship will be selected from the
junior class for their interest in a career in the
public or non-profit sectors and is renewable
in the senior year.

*

T he Betty Stem H offenberg Scholarship, estab­
lished in 1987 in honor of this meniber o f the
Class o f 1943, is awarded to a junior or senior
with merit and need who shows unusual prom­
ise, character, and intellectual strength. Strong
preference is given to a student majoring in
history.
T he H adassah M. L. H olcombe Scholarship is
awarded to a freshman with financial need
and is renewable for three years at the discre­
tion o f the College. Preference will be given to
members of the Society of Friends.
The C arl R. H orten ’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.

»

a

»

X
The R ichard 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, established this fund through a bequest "to
provide scholarship aid to needy students.”
The W illiam 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 W illiam and Florence Ivins Scholarship
Fund, established by their daughter, Barbara
Ivins, Class o f 1935, provides financial assis­
tance to worthy students "in discrete aid of
their education.”

*

»1

,

T he George B. Jackson ’21 Scholarship has been
endowed by Gene Lang ’3 8 in honor o f the
man who guided him to Swarthmore. It is to
be awarded on the basis o f need and merit
with preference given to a student from the
New York metropolitan area.
The H oward M. and E lsa P. Jenkins Scholarship
in engineering provides financial assistance to
a promising sophomore or junior with need
who is interested in pursuing a career in
engineering. It is the gift o f Elsa Palmer Jen­
kins ’22, Swarthmore’s first woman graduate
in engineering.
The H oward C ooper 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 of the Society of Friends.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar­
ship is awarded on the basis of need and merit
and is renewable through four years.
The Florence and M elville 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 W illiam H. K istler ’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 Jan e Kopsch Scholarship
Fund, established through a gift of 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 Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle, Jr. ’52, is awarded in the
junior or senior year to a student who has
shown leadership capability, made significant
contributions to the life o f the College, and
demonstrated the need for financial assis­
tance.
T he Laurence L afore ’38 Scholarship was estab­
lished in his memory in 1986 by family,
friends, classmates, and former students. Pro­
fessor Lafore, author of numerous books and
essays, taught history at Swarthmore from
1945 until 1969. This scholarship is awarded
to a needy student showing unusual promise
and is renewable through four years.
The B arbara 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 ’3 8 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 commit­
tee on the basis of distinguished academic and
extra-curricular achievement and demonstra­
ble interest in social change. Stipends are
based on financial need and take the form of
full grants up to the amount o f total college
charges. Each Lang Scholar is also eligible for
summer or academic year community service
support, while an undergraduate, up to a

31

Fin a n c ia l A id

maximum o f $11,000. Projects, which must
be approved in advance by a faculty commit­
tee, are expected to facilitate social change in
a significant way. The program is made possi­
ble by the gift o f Eugene M. Lang ’38.
T he Id a and D aniel Lang Scholarship estab­
lished by their son, Eugene M. Lang o f the
Class of 1938, provides financial assistance
for a man or woman who ranks high in
scholarship, character, and personality.
T he 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 o f 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.
T he Scott B. Lilly Scholarship, endowed by
Jacob T. Schless o f the Class of 1914 at
Swarthmore College, was offered for the first
time in 1950. This scholarship is in honor of
a former distinguished Professor o f Engineer­
ing and, therefore, students who plan to major
in engineering are given preference. An award
is made annually.
The C hristian R. and Mary F. Lindback Founda­
tion Scholarship is awarded to deserving stu­
dents from the states of Pennsylvania, New
Jersey, Delaware, or Maryland.
T he Lloyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dick­
inson ’83. It is awarded on the basis o f merit
and need and is renewable through the senior
year.
T he 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 of merit
and need and is renewable through the senior
year.

32

The D avid Laurent Low M em orial Scholarship,
established by Martin L. Low, Class o f 1940,
his wife, Alice, Andy Low, Class of 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 aca­
demic excellence, and places emphasis, in
order, on qualities of leadership, a concern for
others, and character, or outstanding and
unusual promise. The scholarship is awarded
to a freshman and is renewable for the under­
graduate years.
The Lyman Scholarship, established by Frank
L. Lyman, Jr. ’43 and his wife, Julia, on the
occasion o f his 50th Reunion in 1993, is
awarded to a student who is a member of the
Religious Society o f Friends or whose parents
are members o f the Religious Society of
Friends, on the basis o f need, and is renewable
through the senior year.
The Leland S. M acPhail, Jr. Scholarship, given
by Major League Baseball in recognition of 48
years o f dedicated service by Leland S. Mac­
Phail, Jr. ’39, will be awarded annually to a
deserving student on the basis of need and
merit.
The Dorothy Maynor Scholarship, established
by the Hearst Foundation, is awarded to a
student from the Harlem School o f the Arts in
honor of its founder. It provides a grant for
the full amount of need and for music lessons.
The awardee will be nominated by the Harlem
School o f the Arts and selected by Swarth­
more College on the basis of all-around quali­
fications.
T he Thomas B. M cC abe Awards, established
by Thomas B. McCabe ’15, are awarded to
entering students from the Delmarva Penin­
sula, and Delaware County, Pennsylvania. 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 1.
T he C harlotte G oette ’ 20 and W allace M. Mc­
Curdy Scholarship is awarded to a freshman on
the basis o f need and merit, and is renewable

I

I

t

^

»

I

annually. It has been endowed by Charlotte
McCurdy ’20.

I

■ The Dorothy Shoem aker ’ 29 and Hugh M cDiar| mid ’30 Scholarship is awarded to a freshman
I man or woman student on the basis o f merit
I and need and is renewable through the senior
I year. It is the gift of the McDiarmid family in
I commemoration o f their close association
I with Swarthmore College.

I
I

The Norman M einkoth Scholarship, established
by his friends and former students, to honor
* Dr. Norman A. Meinkoth, a member of the
I College faculty from 1947 to 1978, is awarded
I annually to a worthy student with an interest
I in the study of biological problems in a natural
■ environment.
I

The Peter M ertz Scholarship is awarded to an
entering freshman outstanding in mental and
physical vigor, who shows promise of spending these talents for the good of the college
* community and of the larger community outI side. The award was established in 1955 by
I Harold, LuEsther and Joyce Mertz in memory
I of Peter Mertz, who was a member of the class
I of 1957. It is renewable for the undergraduate
I
years.

I
I
I

I
I
I

The M ari M ichener Scholarship provides financial support to four students on the basis of
merit and need. It is the gift of James Michener
'29.

I
I
I

The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a preference given to students of South Asian origin.

I

I

The Florence Eising Naumhurg Scholarship,
named in 1975 in honor of the mother of an
I alumna of the Class of 1943, is awarded to a
I student whose past performance gives evi■ dence of intellectual attainment, leadership,
I and character, and who shows potential for
I future intellectual growth, creativity, and
I scholarship, and for being a contributor to the
I College and ultimately to society.
*

I

The Thom as S. ’30 and M arian Hamming Nicely
’30 Scholarship is awarded to a freshman with
I need who shows promise of academic achieveI ment, fine character, and athletic ability. Preference will be given to a person who has been
I on the varsity tennis, squash, racquets, golf,
I or swimming teams in high or preparatory
I schools.
I

T he John H. Nixon Scholarship was established
by John H. Nixon, Class o f ’35, to assist Third
World students, especially those who plan to
return to their country of origin.
T he 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 renew­
able through four years.
T he Rogers Palmer Scholarships, established in
1973 by Rogers Palmer o f the Class of 1926,
are awarded to members o f the freshman class
who show promise of leadership and who
have need of financial assistance. The scholar­
ships are renewable for a total o f four years at
the discretion of the College.
The Tory Parsons ’ 63 Scholarship was estab­
lished in 1991 in his memory by a member of
the Class of 1964 to provide scholarship aid
to students with demonstrated need.
T he J. Roland Pennock Scholarships were estab­
lished by Ann and Guerin Todd ’3 8 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 of merit and need,
preferably to one scholar in each class.
The C ornelia Chapm an 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.
Lauram a 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 Beekm an Pool Scholarship. This
scholarship is awarded to an incoming fresh­
man man of promise and intellectual curiosity.
It is given in memory of Tony Pool of the Class
o f 1959.
T he Henry L . Price, Jr., M .D ., ’44 Scholarship in
N atural Sciences was established in 1994 by

33

Fin a n c ia l A id

»

Hal and Meme Price and is awarded to a
student who has declared the intention to
choose a major in the Division of Natural
Sciences excluding engineering. It is awarded
on the basis of merit and need and is renewable
through the senior year. This scholarship is in
memory o f Dr. Price’s parents Sara Millechamps Anderson and Henry Locher Price.

need, with preference to an economics major.
It is renewable in the senior year. The M arcia
Perry Ruddick C ook ’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.

The Raruey-Chandra and Niyomsit Scholarships
are given by Renoo Suvamsit ’47 in memory
of his parents. They are given in alternate
years: the Raruey-Chandra Scholarship to a
woman for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a
deceased mother or father.

The D avid B arker Rushmore Scholarship, estab­
lished in honor of David Barker Rushmore,
Class o f 1894, by his niece Dorothea Rushmore Egan ’24, is awarded annually to a
worthy student who plans to major in Engi­
neering or Economics.

The Byron T. Roberts Scholarship, endowed by
his family in memory of Byron T. Roberts,
’12, is awarded annually to an incoming stu­
dent and is renewable for his or her years of
study at Swarthmore.
T he Louis N . Robinson Scholarship was estab­
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member
o f the Swarthmore College faculty and
founder of the Economics Discussion Group.
A member of the junior or senior class who
has demonstrated interest and ability in the
study 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 of Edwin P.
Rome ’37 by his wife, Mrs. Rita Rome, and
the William Penn Foundation on whose board
he served.
The A lexis 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 Id a and W illiam Rosenthal Scholarship was
established by Elizabeth Coleman ’6 9 to be
awarded to a student with need from a middle
income family.
T he Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis o f merit and

34

T he A m elia Emhardt Sands Scholarship Fund,
established through a bequest from the estate
o f Amelia Emhardt Sands ’31, is awarded on
the basis o f merit and need.
The K atharine Scherman Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter­
ests, however, will not be excluded from
consideration. Awarded in honor of Katharine
Scherman, of the Class o f 1938, it is renewable
for the full period o f undergraduate study.
T he H oward A . Schneiderman, C lass o f 1948,
Scholarship, established in 1991 by his family,
is awarded to a freshman student and is
renewable through the senior year. Preference
is given to students with interest in the biologi­
cal sciences.
T he Jo e and Terry Shane Scholarship, created in
honor o f Joe Shane ’25, who was Vice President 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 o f 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.
T he Florence C reer Shepard ’26 Scholarship,
established by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.

I

9

I

I

I

.»

I

I
I

*»

The Sarah W. Shreiner Scholarship, given in
loving memory by her daughter, Leah S.
Leeds of the Class o f 1927, is awarded annu­
ally to a woman who ranks high in scholarship,
character, and personality.
The W illiam C. and Barbara Tipping Sieck
Scholarship is awarded annually to a student
showing distinction in academics, leadership
qualities, and extra-curricular activities, and
who indicates an interest in a career in busi­
ness.
The Nancy Baxter Skallerup Scholarship, estab­
lished by her husband and children, is awarded
to an incoming freshman with financial need.
It is renewable through four years.
The W illiam W. Slocum, Jr. Scholarship fund
established in 1981 by a member of the Class
of 1943 is awarded to a deserving student on
the basis of merit and need.
The Courtney C. Smith Scholarship is for stu­
dents who best exemplify the characteristics
of Swarthmore’s Ninth President: intellect
and intellectual courage, natural dignity, hu­
mane purpose, and capacity for leadership.
Normally the award will be made to a member
of the freshman class on the basis o f merit and
need. It is renewable during the undergraduate
years. Holders of this scholarship gain access
to a special file in the Friends Historical
Library left by the scholarship’s creator, the
Class o f 1957, inviting them to perpetuate the
memory o f this individual’s sixteen years of
stewardship of the College’s affairs and his
tragic death in its service.
The W .W . Smith C haritable Trust provides
scholarships to students who qualify on the
basis of need and merit.
The H arold E. and Ruth C alw ell Snyder Premed­
ical Scholarship is the gift of Harold E. Snyder,
Class of 1929. It provides support up to full
tuition and fees for junior or senior pre­
medical students and is awarded on the basis
of merit and need.
The Cindy Solomon M em orial 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 H elen Solomon Scholarship is given in her
memory by her son, Frank Solomon Jr. of the

Class of 1950. It is awarded to a freshman on
the basis of merit and need and is renewable
through the senior year.
T he B abette S. Spiegel Scholarship Award, given
in memory o f 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 o f financial assis­
tance. The Department of English determines
those eligible.
T he 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 D avid Parks Steelm an Scholarship Fund, es­
tablished in his memory in 1990 by C. W il­
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 C larence K . Streit Scholarship is awarded to
a student entering the junior or senior year
and majoring in history. Preference is given to
persons, outstanding in initiative and scholar­
ship, who demonstrate a particular interest in
American pre-Revolutionary War History.
This scholarship honors Clarence K. Streit,
author o f U nion Now: A Proposal For An At­
lantic Federal U nion o f the Free, whose seminal
ideas were made public in three Cooper Foun­
dation lectures at Swarthmore.
T he K atharine Bennett Tappen, C lass o f 1931,
M em orial 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.

35

Fin a n c ia l A id

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 of the
Mississippi River or south o f Springfield in
the State o f Illinois.
T he Audrey Friedm an 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 of the College. In awarding the
scholarship, prime consideration is given to
the ability o f the prospective scholar to profit
from a Swarthmore education, and to be a
contributor to the College and ultimately to
society.
T he Robert C. and Sue Thom as Turner Scholar­
ship is awarded to a deserving student on the
basis of merit and financial need.
The Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’2 8 through life income gifts, to provide
financial assistance to needy students.
T he Stanley and Corinne W eithom Scholarship
Fund was established to provide financial
assistance on the basis of need and merit.
T he Elm er L. W inkler Scholarship Fund, estab­
lished in 1980 by a member of the Class of
1952, is awarded annually to a deserving
student on the basis of merit and need.
The L etitia M. W olverton Scholarship Fund,
given by Letitia M. Wolverton o f the Class of
1913, provides scholarships for memhers 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 Frances ’28 and John Worth ’30 Scholarship
was established by Frances Ramsey Worth in
1993 and is awarded to a first-year student
with strong academic credentials and with
financial need. The scholarship is renewable
through the senior year.
The H arrison M. W right Scholarship was
created by friends, colleagues, and former
students of Harrison M. Wright, Isaac H.
Clothier Professor o f History and Interna­
tional Relations, upon the occasion of his
retirement from the College. The annual schol­

36

arship supports a student for a semester of
study in Africa.
T he M ichael 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 of the following funds
is awarded at the discretion of the College.
T he Barclay G. Atkinson Scholarship Fund
T he R ebecca M. Atkinson Scholarship Fund
T he Barcus Scholarship Fund
T he B ook and Key Scholarship Fund
T he Leon W illard Briggs Scholarship Fund
The John S. Brod Scholarship
The Robert C. Brooks Scholarship Fund
The Edna Pownall Buffington Scholarship Fund
The C hi Omega Scholarship
The C lass o f 1913 Scholarship Fund
The C lass o f 1914 Scholarship Fund
The C lass o f 1915 Scholarship Fund
The C lass o f 1917 Scholarship Fund
The C lass o f 1925 Scholarship Fund
The C lass o f 1956 Scholarship Fund
The Susan P. Cobbs Scholarship
The Cochran M em orial Scholarship Fund
The Sarah Antrim C ole Scholarship Fund
The C harles A. Collins Scholarship Fund
The Stephanie Cooley ’70 Scholarship
The Ellsworth F. Curtin M em orial Scholarship
The D elta Gamma Scholarship Fund
The W illiam Dorsey Scholarship Fund
The George E llsler Scholarship Fund
The J. H orace Ervien Scholarship Fund
The H oward S. and Gertrude P. Evans
Scholarship Fund
The Joseph E. Gillingham Fund
The Mary Lippincott Griscom Scholarship
The J. Philip Herrmann Scholarship
The A. Price Heusner Scholarship
T he R achel W. H illbom Scholarship
T he A aron B. Ivins Scholarship
T he George K . and S allie K. Johnson
Scholarship Fund
T he K appa A lpha T heta Scholarship Fund
T he K appa K appa Gamma Scholarship
T he Jessie Stevenson K ovalenko Scholarship
Fund
The Waiter W. K rider Scholarship
T he L afore Scholarship
T he E. H ibberd Law rence Scholarship Fund
T he Thom as L. Leedom Scholarship Fund

I

The Sarah E. Lippincott Scholarship Fund
The Long Island Q uarterly Meeting, N.Y.,
Scholarship
The Mdry T. Longstreth Scholarship Fund
The C lara B. M arshall Scholarship Fund
The Edward M artin Scholarship Fund
The Jam es E. M iller Scholarship
The H oward Osborn Scholarship Fund
The H arriet W. Paiste Fund
The Susanna H aines ’80 and Beulah H aines
Parry Scholarship Fund
The T.H. Dudley Perkins Scholarship Fund
The W innifred Polland Pierce Scholarship Fund
The Mary C oates Preston Scholarship Fund
The D avid L . Price Scholarship
The Robert Pyle Scholarship Fund
The George G. and H elen G askill Rathje ’ 18
Scholarship
The R eader’s Digest Foundation Endowed
Scholarship Fund
The M ark E. Reeves Scholarship Fund
The Fred C . and Jessie M. Reynolds
Scholarship Fund
The Lily Tily Richards Scholarship
The A dele M ills Riley M em orial Scholarship
The Edith A. Runge Scholarship Fund
The W illiam G. and Mary N . S en ill Honors
Scholarship

The Clinton G. Shafer Scholarship
The C aroline Shero Scholarship
The Annie Shoem aker Scholarship
The W alter Frederick Sims Scholarship Fund
The Frank Solomon M em orial Scholarship
Fund
T he Mary Sproui Scholarship Fund
T he H elen Squier Scholarship Fund
T he H elen G. Stafford Scholarship Fund
T he Francis Holmes Strozier M em orial
Scholarship Fund
T he Joseph T. Sullivan Scholarship Fund
T he Phebe Anna T hom e Fund
The Titus Scholarships Fund
The D aniel U nderhill Scholarship Fund
The W illiam H illes W ard Scholarships
The D eborah F. W harton Scholarship Fund
The Thom as H. W hite Scholarship Fund
T he Samuel W illets Scholarship Fund
The I.V . W illiam son Scholarship
The Edward Clarkson W ilson and Elizabeth T.
W ilson Scholarship Fund
The Mary W ood Scholarship Fund
The Roselynd A therholt W ood '23 Fund
The Thom as W oodnutt Scholarship Fund

»

37

College Life
I
STATEMENT OF STUDENT RIGHTS
RESPONSIBILITIES, AND CODE OF CONDUCT
I

,

L

*

I
I

I

I

I

I

I
I

I

J

Preamble
Under Objectives and Purposes o f this pub­
lication it is stated that: "The purpose of
Swarthmore College is to make its students
more valuable human beings and more useful
members o f society.__ Swarthmore seeks to
help its students realize their fullest intellectual
and personal potential combined with a deep
sense o f ethical and social concern.” Although
the College places great value on freedom of
expression, it also recognizes the responsibil­
ity to protect the structures and values o f an
academic community. It is important, there­
fore, that students assume responsibility for
helping to sustain an educational and social
community where the rights o f all are re­
spected. This includes conforming their be­
havior to standards of conduct that are designed to protect the health, safety, dignity,
and rights of all. The College community also
has a responsibility to protect the possessions,
property, and integrity o f the institution as
well as o f individuals. The aim of both this
Statement and the Student Judicial Procedures
is to balance all these rights, responsibilities,
and community values fairly and efficiently.
Swarthmore College policies and jurisdiction
normally apply only to the conduct o f matriculated students occurring on Swarthmore
College property or at College-sanctioned
events that take place off-campus. In situa­
tions in which both the complainant and
accused are matriculated Swarthmore College
students, however, College policies and juris­
diction may apply regardless of the location of
the incident. Students should also realize that
they have the responsibility to ensure that
their guests do not violate College policies,
rules, and regulations while visiting and that
students may be subject to disciplinary action
for misbehavior o f their guests.
A complaint against a student may be made to
the deans by a student, a Public Safety officer,
a member of the College’s faculty or staff, or
a College department. I f the alleged incident
represents a violation o f federal, state, or local
law, the complainant also has the option of
intiating proceedings in the criminal or civil
court system regardless o f whether a complaint is filed within the College system.

The following is a summary and explanation
o f the rights, responsibilities, and rules gov­
erning student conduct at Swarthmore Col­
lege. This Statement serves as a general frame­
work and is not intended to provide an
exhaustive list o f all possible infractions.
Students violating any o f the following are
subject to disciplinary action. All sanctions
imposed by the judicial system must be
obeyed or additional penalties will be levied.
For a description of the College’s judicial
process, please see the section below on Stu­
dent Ju dicial System.

1. Academic and Personal Integrity
Academic Freedom & Responsibility
Swarthmore College has long subscribed to
the fundamental tenets o f academic freedom
articulated in the 1940 Statem ent o f Principles
on A cadem ic Freedom and Tenure by the Ameri­
can Association of University Professors. This
doctrine has been reiterated and amplified in
the Association’s 1970 Statem ent on Freedom
and Responsibility. Swarthmore College ad­
heres to the 1970 Statement, relevant portions
o f which are reproduced below. The complete
texts of the Association’s 1940 and 1970
statements may be found in AAUP publica­
tions: "Membership in the academic commu­
nity imposes on students, faculty members,
administrators, and trustees an obligation to
respect the dignity of others, to acknowledge
their right to express differing opinions, and
to foster and defend intellectual honesty, free­
dom of inquiry and instruction, and free
expression on and off the campus. The ex­
pression o f dissent and the attempt to produce
change, therefore, may not be carried out in
ways which injure individuals or damage in­
stitutional facilities or disrupt the classes of
one’s teachers or colleagues. Speakers on cam­
pus must not only be protected from violence,
but also be given an opportunity to be heard.
Those who seek to call attention to grievances
must not do so in ways that significantly
impede the functions o f the institution.”
The College policy governing faculty obliga­
tion in the area o f academic freedom and
responsibility is found on page II-A-1 of the
Faculty H andbook. I f a student has a grievance

39

C o lle g e L ife

against a faculty member that cannot be re­
solved directly through the faculty member
involved, the student should take her or his
concerns to the department chair. If the griev­
ance remains unresolved, the student should
contact the Provost.
Academic Honesty
(Adopted by the Faculty May 19, 1984)
The Faculty H andbook states, "Academic hon­
esty is a foundation o f academic life.” One of
its tenets is that all scholars present as their
work only that which is truly their own. For
students this standard embraces all work sub­
mitted for academic purposes, not only ex­
aminations, laboratory reports, term papers,
essays, etc., handed in for academic credit,
but also papers written for seminar or for
class discussion, whether graded or not.
Transgressions o f this principle are known as
plagiarism , the use of another’s ideas, language
or thoughts and representation of them as
one’s own.
W hen an instructor suspects plagiarism in a
piece o f written work, the instructor should
present the evidence to the student who sub­
mitted it. If the student is unable to remove
the instructor’s suspicion o f guilt, the instruc­
tor is required to submit the case to the Dean
for consideration by the College Judicial Com­
mittee. In its deliberations, the Committee
considers the following to be evidence of
plagiarism in a piece of writing: 1 ) the failure
to put quotation marks around (or, when
appropriate, to indent and to single-space)
words, symbols, phrases, or sentences quoted
verbatim from any source, whether published
or not; 2 ) the failure to acknowledge one’s use
o f reworded or restated material—even when
loosely paraphrased; 3 ) the inclusion of anoth­
er’s data, ideas or arguments when not ac­
knowledged by footnote and reference.
Writers may refer to a handbook on scholarly
writing for information about correct citation
procedures. The MLA H andbook is particu­
larly useful since it also provides examples of
plagiarism. Supplementary departmental regu­
lations governing joint projects, etc., may be
found on file in departmental offices. The
informal nature of some writing may obviate
the necessity of rigorously formal citation, but
still requires honest attribution to original

40

»

authors of all borrowed materials. Students
should feel free to consult with instructors
whenever there is doubt as to proper docu­
mentation.
Fear o f being charged with plagiarism need
not inhibit anyone from appropriately using
another’s ideas or data in a piece o f writing,
Even direct quotation frequently serves as an
effective device in developing an argument.
Academic honesty requires only that writers
properly acknowledge their debts to other
authors at least by means o f quotation marks,
footnotes, and references, if not also with intext phraseology like "Einstein argued in
1900 th a t. . . ” or "A s Melville implies in
Chapter 3 o f Moby D ick .. . . ” Such usage is
fully within the tradition of forthright academic work.

*
I
|
jj

I
|
1
1
j
I
I
]
I
I

Because plagiarism is considered so serious a j
transgression, it is the opinion o f the faculty I
that for the first offense failure in the course j
and, as appropriate, suspension for a semester ■
or deprivation o f the degree in that year is j
suitable; for a second offense the penalty j
should normally be expulsion. Cases of al- I
leged academic dishonesty are brought before a
the College Judicial Committee.”
Submission o f the Same W ork in
More than One Course
W hen submitting any work to an instructor
for a course, it is assumed that the work was
produced specifically for that course. Submission of the same work in more than one
course without prior approval is prohibited,
I f the courses are being taken concurrently,
approval o f the professors for both courses is
required. I f a student wishes to submit a paper
which was written for a course taken in a
previous semester, the student need only obtain the permission o f the professor teaching
the current course involved.

fl
1
I
]
j

B
1
1
1

B

Library/Educational Materials Ethics
Students may not hinder the educational op- B
portunity o f other students by behavior such B
as removing, hiding, or defacing educational
materials.
Statement on Computing
U se o f the Swarthmore College computer t
system and networks is governed by the gen- j

eral norms of responsible community conduct
described in the student, faculty and staff
handbooks, by local, state and federal laws,
and by College policies specific to use o f the
computer systems and networks, which are
described in the following sections.
Swarthmore College normally grants access
to its computing network and systems to
currently enrolled students, to current and
emeritus faculty, and to currently employed
staff. By users, this document refers to all who
use the computers, networks, and peripherals
owned or operated by the College, or who
gain access to third party computers and
networks through the College’s system,
whether these individuals have regular ac­
counts or are system administrators.

puting Center will from time to time issue
guidelines to the use o f shared resources.
Since Swarthmore College provides and main­
tains these systems to further its academic
mission, using computers for non-academic
purposes has low priority.
f.
To avoid engaging in any activity that may
reasonably be expected to be harmful to the
systems operated by the College or a third
party or to information stored upon them.
W hen a system vulnerability is discovered,
users are expected to report it to a system
administrator.

Violations o f these rules which come to the
attention o f The Computing Center will be
referred as appropriate to the offices of the
Dean, Provost or Personnel. These offices will
consider violations using information pro­
1. Users o f services operated by Swarthmore vided by the Computing Center. In cases of
College have the following obligations and
violation o f " P ’ above, the Computing Center
responsibilities:
may temporarily withhold services from stu­
a. To respect software copyright. The copy­
dents, faculty or staff. The case will then be
ing or use of copyrighted software in violation
referred in a timely manner to the appropriate
of vendor license requirements is strictly for­
College authorities.
bidden. Not only does such violation ("so ft­
2. Swarthmore College for its part assures
ware piracy” ) wrongly appropriate the intel­
users that College personnel are obliged:
lectual property of others, but it places the
a. To grant personal files on College compu­
individual user and the College at risk of legal
ters (for example, files in a user’s account) the
action.
same degree of privacy as personal files in
b. To protect their accounts from unautho­
College-assigned space in an office, lab or
rized use by others. Users are responsible for
dormitory (for example, files in a student’s
all activities under their userid, and must take
desk); to grant private communications via
reasonable steps to insure that they alone, or
computer the same degree o f protection as
some authorized person under their direct
private communications in other media; and
control, have access to the account.
to treat an article on a USENET newsgroup or
c. To respect the integrity o f other user’s
other bulletin board analogously to a poster
accounts. Individuals must not use another
or a College publication.
person’s userid without express permission
b. To take reasonable steps to protect users
or attempt to decode passwords or to access
from unauthorized entry into their accounts
information illegitimately. A system adminis­
or files, whether by other users or by system
trator is allowed to decode passwords as part
administrators, except in instances where a
of regular operations.
system-related problem requires such entry.
d. Not to send forged Email (mail sent
c. To take reasonable steps to prevent the
under another user’s nam e), or to read Email
dissemination of information concerning in­
addressed to another user, for example, by
dividual user activities, for example, records
accessing their electronic mailbox, or mail
o f users entering a bulletin board network.
residing in system files. Potentially offensive
electronic communication shall be considered
Acknowledgements: Some of the above rules
as it would be if conveyed by other media.
and guidelines have been adapted from earlier
e. To avoid excess use o f shared resources,
statements in the Swarthmore College Student
whether through monopolizing systems, over­
H andbook, and from materials made available
loading networks, misusing printer or other
from the Electronic Frontier Foundation, inresources, or sending "junk mail.” The Com­

41

C o lle g e L ife

h
eluding the policy statements o f the American
Association o f University Professors, Colum­
bia University, the University of Delaware,
the University o f Southern California at Los
Angeles, and Virginia Tech University.
False Information, Misrepresentation, and
Identification
A student may not knowingly provide false
information or make misrepresentation to
any College office. Students are obligated to
provide College personnel with accurate iden­
tification upon request.
Forgery or Unauthorized Possession
In addition to the forgery, alteration, or un­
authorized possession or use o f College docu­
ments, records, or instruments o f identifica­
tion, forged communications (paper or elec­
tronic mail) are prohibited.

2. Violence, Assault, Intimidation,
and Harassment
(for sexual violations see Sexual M isconduct)
Swarthmore College seeks to maintain an
environment o f mutual respect among all its
members. All forms o f violence, assault, in­
timidation, and harassment, including that
based on sex, race, color, age, religion, na­
tional origin, sexual preference, or handicap,
undermine the basis for such respect and
violate the sense o f community vital to the
Colleges educational enterprise. This state­
ment o f policy should not be taken to super­
sede the Colleges commitment to academic
freedom, which it hereby reaffirms. The rea­
soned expression o f different views plays a
particularly vital part in a college community.
Freedom o f expression, fundamental to an
exchange o f views, carries with it corollary
responsibilities equally basic to reasoned de­
bate.
Violence and Assault
Students may not engage in physical violence
against others. Those who do will be subject
to serious sanctions.
Intimidation
Verbal, written, or electronic threats o f vio­
lence or other threatening behavior directed
toward another person or persons that rea­
sonably leads the person or persons to fear for

42

their well-being constitutes intimidation and
is prohibited. Anyone who attempts to use
intimidation or retaliation against someone
who reports an incident, brings a complaint,
or participates in an investigation in an at­
tempt to influence the judicial process will be
subject to serious sanctions.

i

Harassment

fl

The College seeks to sustain an environment
in which harassment has no place. Those who
harass others will be subject to serious sanc­
tions.
Definition: Harassment is defined as behavior
directed at a particular person that may rea­
sonably be considered to be demeaning, threat­
ening, or creating a hostile environment, de­
fined as one that interferes with the ability to
learn, exist in living conditions, work (if
employed by the College), or have access and
opportunity to participate in all and any
aspect of campus life. Usually, this behavior
must also be repeated or persistent to be
adjudicable, although a single extreme inci­
dent may be considered for formal adjudica­
tion.
Stalking: Stalking is a form o f harassment,
which, following the PA Criminal Code, oc­
curs when a person engages in a course of
conduct or repeatedly commits acts toward
another person, including following the per­
son without proper authority, under circum­
stances that demonstrate either of the follow­
ing: placing the person in reasonable fear of
bodily injury; or reasonably causing substan­
tial emotional distress to the person.
Resolution and support
Members o f the Swarthmore College commu­
nity may find it appropriate, in cases o f speech
or other actions they find offensive, wrong, or
objectionable, to respond with further dis­
cussion, exchange o f views, and reasoned
argument. However, whether or not they de­
cide to exchange views (and in the most
serious cases, this approach might not be
desirable) students have the right to request
mediation or to initiate judicial procedures
and are urged to consult with a dean, the
Gender Education Advisor, or other entry
person into the process for support and to
help clarify informal and formal options for

u
y

y
I

»

resolution. Consultation with any of these
individuals in no way limits a students options
for resolution nor obligates the student to a
particular course of action.

3. Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­
tion and is a serious violation of the Colleges
code o f conduct. Both women and men can be
subject to and can be capable o f sexual mis­
conduct. It can occur between two people
whether or not they are in a relationship in
which one has power over the other, or are of
different sexes.
Charges of sexual misconduct may be handled
according to either informal or formal proce­
dures. Regardless of whether or not options
for resolution are pursued within the College
system, complainants always have the option
of filing charges in civil or criminal court. It
is important to note that discussing concerns
with or seeking clarification or support from
the Gender Education Advisor, a dean, or
others does not obligate a person to file a
formal complaint initiating judicial proce­
dures. The Gender Education Advisor will
register, each request for assistance in resolv­
ing a case involving charges o f sexual miscon­
duct, whether formal or informal. These re­
cords will be kept confidential to the extent
permitted by law.
Sexual Assault and Abuse
Students are prohibited from engaging in sex­
ual assault or abuse o f any kind.
Definition: Sexual assault is defined as any
sexual contact that occurs without the consent
of the other person. Specifically, it is inten­
tional physical contact with an intimate part
of the body or with clothes covering intimate
body parts without the consent of the person
touched. Sexual assault includes but is not
limited to sexual penetration o f an unwilling
persons genital, anal, or oral openings; touch­
ing an unwilling persons intimate parts such
as genitalia, groin, breasts, lips, buttocks or
the clothes covering them; or forcing an un­
willing person to touch another persons inti­
mate parts or clothes covering them. When
sexual asault occurs repeatedly between indi­
viduals, it is referred to as sexual abuse.

Consent: Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent. If a person indicates
that she/he does not want sexual contact then
any further sexual contact is considered to be
without the persons consent. If the person has
agreed to sexual interaction, she/he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
action. A person has the right to indicate she/
he does not want any further sexual contact
no matter how much sexual interaction has
already taken place. Valid consent cannot be
obtained from someone who is asleep, uncon­
scious, coerced, or is otherwise unable to give
informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially
impair judgment and the ability to give con­
sent. Those who willingly permit themselves
to become impaired by alcohol or other drugs
may be putting themselves at greater risk, but
this impaired state provides no defense for
those who take advantage of people whose
judgment and control are impaired.
Sexual Harassment
The following definition is based on that
formulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of
discrimination based on sex, gender, or sexual
orientation, clearly endangers the environment
o f mutual respect and is prohibited. Because
behavior that constitutes sexual harassment is
a violation of federal law (Title V II o f the Civil
Rights Act o f 1964, Title IX o f the Education
Amendments of 1972), any individual who
feels that she or he has been subjected to
sexual harassment has the right to initiate
legal proceedings in criminal or civil court in
addition to or in lieu of a complaint pursuant
to this policy.
Definition: Sexual harassment is o f two basic
types: a. any action, verbal expression, usually
repeated or persistent, or series o f actions or
expressions that have either the intent, or are
reasonably perceived as having the effect, of
creating an intimidating, offensive, hostile, or
demeaning educational, employment, or liv­
ing environment for a student or College
employee, by focussing on that person’s
gender. A hostile environment is defined as
one that interferes with the ability to learn,

43

C o lle g e L ife

I
exist in living conditions, work (if employed
by the College), or have access and opportu­
nity to participate in all and any aspect of
campus life. (Harassment creating a hostile
environment); b. any action in which submis­
sion to conduct o f a sexual nature is made
either explicitly or implicitly a term or condi­
tion of an individual’s education or employ­
ment, or submission to or rejection o f such
conduct is used as the basis for academic or
employment decisions affecting that individ­
ual. (Quid Pro Quo Harassment).
Because at Swarthmore it is not unusual for
students to supervise other students, or for
students to have actual or perceived power or
influence over another students academic per­
formance (e.g., student graders, student labo­
ratory assistants, and student writing asso­
ciates), there can exist a power imbalance
between students that makes it possible for
quid pro quo harassment to occur between
them.
Descriptions: Sexually harassing behaviors
differ in type and severity and can range from
subtle verbal harassment to unwelcome physi­
cal contact. Sexual harassment includes but is
not limited to: a. unwelcome verbal or physical
advances, persistent leers, lewd comments;
b. the persistent use of irrelevant references
that insult or degrade a person’s gender, or the
use o f sex stereotypes to insult or degrade;
c. the use by a person in authority o f his/her
position to coerce another person to do some­
thing of a sexual nature that she/he would not
otherwise do. Coercion need not involve
physical force.
Scope and Resolution: There is a wide range
o f behaviors that falls within the general
definition o f sexual harassment and many
differing notions o f what behaviors are and
are not acceptable. Key factors that determine
instances o f sexual harassment are that the
behavior is unwelcome, is gender-based, and
is reasonably perceived as offensive and ob­
jectionable. Such behavior need not produce
or threaten some tangible loss to the receiver
in order to be deemed harassment. If it is
unclear that the behavior constitutes harass­
ment, a person who thinks s/he has been
harassed should not spend considerable time
struggling alone with this issue. Students are
strongly encouraged to bring their issues to

the Gender Education Advisor, a dean, or
others trained in this area for support, clar­
ification, and to discuss options for informal
resolution or formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person
is aware o f the way in which his or her
behavior has been interpreted. There are a
number of ways to make a person aware that
his/her behavior constitutes sexual harass­
ment. The grievant is never under any obliga­
tion to take any steps that would cause him/
her to come into contact with the harasser in
ways he/she is unwilling to do. Instead, the
grievant can consider all the informal and
formal means open to him/her for resolution
and choose what seems most useful and work­
able in his/her particular case. The grievant
must also weigh, however, the fact that with­
out in some way being made aware o f his/her
actions, the harasser may continue the offen­
sive behavior. In the most serious instances of
sexual harassment, it is unreasonable to expect
grievants to confront their perceived harassers; in these cases the grievant should
enlist the help o f a trained third party such as
the Gender Education Advisor, a dean, or
another person trained in this area.
It is important to remember that any member
o f the community can be guilty o f sexually
harassing any other member regardless of
position of authority or status. Although
students have often found it difficult to come
forward when the perceived harasser is in a
position o f authority or is threatening, proce­
dures are in place to respond and to provide
support throughout the resolution process.

*

.

»

»

6

»

»

Support
Support is available through the Gender Ed­
ucation Advisor, a group of trained faculty
and staff members comprising the response
team, and the deans for students who feel that
they have been subjected to any form of
sexual misconduct. Consultation with any of
these individuals in no way limits a students
options for resolution nor commits the stu­
dent to a particular course o f action. The
College also provides support when requested
through the Deans Office to those students
charged with sexual misconduct . There are
specific rights for complainants o f sexual mis-

I

»

»

conduct and for those students accused of
sexual misconduct; these rights are listed in
detail in the Student H andbook. In addition,
students are encouraged to discuss their con­
cerns with a dean when deciding whether to
file a formal complaint.
The College also has sexual misconduct pol­
icies as they relate to staff-student behavior
and faculty-student behavior. The College
policy governing staff and the related griev­
ance procedure can be found in the S ta ff
H andbook. The College policy governing fac­
ulty and the related grievance procedure can
be found in the Faculty H andbook.

4. Actions Potentially Injurious to
Oneself or Others
Alcohol and Other Drugs
The possession and use o f alcoholic beverages
on the campus are regulated by Federal, State,
and local law and are limited to those areas of
the campus specified by Student Council and
the Dean. The observance o f moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the
influence o f alcohol or other drugs is not an
excuse for violation o f the Statem ent o f Student
Rights, Responsibilities, and C ode o f Conduct
and does not reduce a students accountability.
For a complete description of the Colleges
alcoholic beverage policy guidelines, please
see the section in the Student H andbook.
The use, possession, or distribution o f inju­
rious drugs or narcotics without the specific
recommendation of a physician and knowledge
of the deans subjects a student to possible
suspension or expulsion.
Smoking
Smoking is prohibited in all public spaces
throughout the College: meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy. Smoking is
allowed outdoors and in the students room
(in certain residence halls), provided that the
door remains closed.

Climbing on College Buildings or Structures
Climbing on any College building, or being
present on building roofs is not allowed. In
unusual circumstances, arrangements to climb
predesignated locations, may be coordinated
through the Department of Public Safety.
Fire Safety Equipment and Alarms
Tampering or interference with, as well as
destruction or misuse of, fire safety and fire
prevention equipment is prohibited and is a
violation of state law. An automatic fine of
$125 for each piece o f equipment plus the cost
o f replacement of equipment is charged to any
student violating this regulation, and further
disciplinary action may be taken. Any student
who causes an alarm to be set off for improper
purposes is liable for the expenses incurred
by the fire department(s) in responding to the
alarm. If no individuals accept responsibility
when a violation of this policy occurs in a
residence hall, all residents of that residence
hall are subject to fines and charges for costs
incurred by the College and/or fire department(s).
Firearms; Fireworks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, hand­
guns, air guns, and gas-powered guns and all
ammunition or hand-loading equipment and
supplies for the same, are not allowed in any
student residence or in any College building.
Requests for exceptions must be made to the
Dean. No student may possess or use fire­
works on Swarthmore College property or its
environs.
Reckless Conduct
Conduct which places oneself or another in
imminent danger of bodily harm is prohibited.
The standard as to what constitutes imminent
danger is solely at the discretion of the Dean
and/or the judicial body hearing the case.

5. College and Personal Property
Illegal Entry
Unauthorized entry into or presence within
enclosed and/or posted College buildings or
areas, including student rooms or offices,
even when unlocked, is prohibited and may
subject a student to fines and other sanctions.

45

C o lle g e Life

»

*
Locks and Keys
Tampering with locks to College buildings,
unauthorized possession or use o f College
keys, and alteration or duplication of College
keys is against college policy.

Student hosts are responsible for the conduct
o f their guests on campus and will be held
accountable for any violation of the code of
conduct or other rules of the College commit­
ted by a guest.

Theft or Damage

7. Disorderly Conduct

Theft and negligent or intentional damage to
personal or College property will subject a
student to paying for the repair or replacement
o f the damaged property as well as to disci­
plinary action. In the event that damage oc­
curs in a residence hall for which no one
assumes responsibility, payment for damages
will be divided equally among all residents o f
that hall. For damage that occurs during a
student event in a space other than a residence
hall and for which no individual student(s)
accept(s) responsibility, the sponsoring stu­
dents and/or organization will be held ac­
countable for the money for replacement or
repair o f the damaged property and may be
subject to further disciplinary action.

Students at Swarthmore College have the
right to express their views, feelings, and
beliefs inside and outside the classroom and
to support causes publicly, including by dem­
onstrations and other means.

Parking
No student may park an automobile on Col­
lege property without permission from the
Car Authorization Committee, a studentadministration group.

Violation of the orderly operation o f the
college includes, but is not limited to:
1. Excessive noise, noise, once identified,
which interferes with classes, College offices,
dorm neighbors, or other campus and com­
munity activities; 2. Unauthorized entry into
or occupation o f a private work area;
3. Conduct that restricts or prevents faculty
or staff from performing their duties; 4. Fail­
ure to maintain clear passage into or out of
any college building or passageway.

8 . Violation of Local, State, or
Federal Law

Friends of Swarthmore students are welcome
on campus. If a guest o f a student will be
staying in a residence hall over night, the
Resident Assistant and the Housekeeper must
be notified. A guest is not permitted to stay
in a residence hall more than four consecutive
nights. Requests for exceptions must be made
to the Director o f Residential Life.

Violation of the laws o f any jurisdiction,
whether local, state, federal or (when on
foreign study) foreign, may at the discretion of
the Dean subject a student to College disci­
plinary action. A pending appeal o f a convic­
tion shall not affect the application of this
rule.

STUDENT JUDICIAL SYSTEM

46

H

These freedoms o f expression extend so far as
conduct does not impinge on the rights of
other members o f the community or the
orderly and essential operations o f the college.
Disorderly conduct is not permitted.

6. Guests

The formal judicial system at Swarthmore
College has two main components: 1) adjudi­
cation by individual deans o f minor infrac­
tions o f College regulations, where a finding
o f guilt would result in a sanction less severe
than suspension; and 2 ) adjudication by the
College Judicial Committee o f serious infrac­
tions of College regulations, including all
formal charges of academic dishonesty, as­
sault, or sexual misconduct. The College Ju­

H

dicial Committee is composed o f faculty,
staff, and administrators who have undergone
training for their role.
In all cases of formal adjudication, whether by
a dean or by the College Judicial Committee,
the deans will keep records of the violation(s)
and o f the sanction(s) imposed on a student.
Sanctions are cumulative, increasing in sever­
ity for repeat offenders. Notational sanctions
are recorded permanently on the back o f the

[

.

*

■

H

students record card but do not appear on the
face o f the academic record. Therefore an
official transcript of an academic record,
which is a copy o f the face o f the record card,
does not reflect notational sanctions. Nonnotational sanctions are not so recorded, but
are entered into the students personal file as
a separate letter which is destroyed at the time
of the students graduation.
These formal procedures are separate from

*

HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association of students and instructors is an
important element in education. Most stu­
dents live in College residence halls, which
include coeducational housing as well as single
sex dormitories and sections. First-year stu­
dents are required to live in the residence halls
and are therefore guaranteed College housing.
In the event o f a housing shortage, priority is
given to seniors, followed by juniors and,
finally, by sophomores. Many members o f the
faculty live on or near the campus, and they
are readily accessible to students.
R esid en ce H alls

»

»

»

the various informal methods of conflict res­
olution available such as facilitated discussion
by a dean or other trained facilitators, or
mediation, a non-adversarial method of re­
solving interpersonal disputes. It is important
to remember that all possible avenues of
conflict resolution be considered thoroughly
when deciding upon a course o f action. A
more complete description of the judicial
system is available from the Office o f the
Dean or in the Student H andbook.

Twelve residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. These residence halls include:
Woolman House; Dana and Hallowell Halls;
the upper floors in the wings o f Parrish Hall;
Wharton Hall, named in honor o f its donor,
Joseph Wharton, at one time President o f the
Board of Managers; Palmer, Pittinger, and
Roberts Halls on South Chester Road; one
building on the Mary Lyon School property;
Worth Hall, the gift o f W illiam P. and J.
Sharpies Worth, as a memorial to their par­
ents; Willets Hall, made possible largely by a
bequest from Phebe Seaman, and named in
honor of her mother and aunts; and Mertz
Hall, the gift o f Harold and Esther Mertz.
About eighty-five percent o f dormitory areas
are designated as coeducational housing either
by floor, section, or entire building; the re­
maining areas are reserved for single-sex hous­
ing. In these single-sex sections, students may

determine their own visitation hours up to
and including twenty-four-hour visitation.
There are also substance-free halls where stu­
dents commit to abstaining from the use of
alcohol or tobacco. About one-half o f the
halls are designated as non-smoking.
First-year students are assigned to rooms by
the Deans. Efforts are made to follow the
preferences indicated, and to accommodate
special needs, such as documented disabili­
ties. Other students choose their rooms in an
order determined by lot or by invoking special
options—among these are block housing, al­
lowing friends to apply as a group for a section
of a particular hall. There is also the opportu­
nity to reside at neighboring Bryn Mawr and
Haverford Colleges in a cross-campus housing
exchange that proceeds on a matched one-forone basis. First- and second-year students
typically reside in one-room doubles while
juniors and seniors have a wider selection of
room types. All students are expected to
occupy the rooms to which they are assigned
or which they have selected through the reg­
ular room choosing process unless authorized
by the Deans to move. Permission must also
be obtained from the Deans to reside outside
College housing.
Resident Assistants, selected from the junior
and senior classes, are assigned to each of the
residence hall sections. These leaders help
catalog activities for students, serve as support
advisers to their hallmates, and help enforce
College rules for the comfort and safety o f the
residents.
Residence halls remain open during October,
Thanksgiving, and Spring breaks but are

47

C o lle g e L ife

»
closed to student occupancy during winter
vacation. No meals are served during October
and Spring breaks. A t the end o f the fall
semester students are expected to vacate their
rooms within 24 hours after their last sched­
uled examinations. Freshmen, sophomores,
and juniors are expected to leave immediately
after their last examination in the spring so
that their rooms may be prepared for use by
Commencement visitors. Storage areas are
provided in each residence hall plus a limitedaccess storage room for valuables.
The insurance program for the College is
designed to provide protection for College
property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.

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. Students
living off campus may purchase the board
plan if they wish. The board plan covers 20
meals a week. Students on the board plan may
choose between eating in Sharpies Dining
Hall or Tarble Snack Bar at specified times of
day. W hen utilizing Tarble Snack Bar, a credit
toward the cost of the purchases is applied.
Although an effort is made to meet the dietary
needs of all students, not all special require­
ments can be accommodated; permission to
reside off campus will be extended to any
student not able to participate in the board
plan. The dining hall is closed during the fall,
winter, and spring vacations.

1

I

I

■

SOCIAL CENTERS
Tarble Social Center
Through the original generosity of 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
activities offices, a multi-purpose perfor­
mance space as well as the bookstore. Under
the leadership o f a Student Activities Coordi­
nator and student co-directors, many major
social activities (parties, concerts, plays, etc.)
are held in Tarble.
O ther Centers
The W omen’s Resource Center (W R C ) is a
space open to all women on campus. It is
organized and run by a student board of
directors to bring together women o f the
community with multiple interests and con­
cerns. The resources o f the center include a
library, kitchen, various meeting spaces, com­
puter, and phone. The W RC also sponsors
events throughout the year which are open to
any member o f the College community.
The Black Cultural Center, located in the
Caroline Hadley Robinson House, provides a

48

library and facilities for various cultural ac­
tivities 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 Center are open to all members o f the
College community.
The Intercultural Center, located in the Clois­
ters and former Board o f Managers’ meeting
room in Clothier, provides a center for cul­
tural and support activities for three student
groups, Hispanic Organization for Latino
Awareness (HOLA), Lesbian, Bisexual, and
Gay Alliance (LBGA), and Swarthmore Asian
Organization (SA O ). The Center and its pro­
gram are guided by a director and a student
board representing each o f the constituent
groups. The Intercultural Center sponsors
events for the entire campus community.
There are two fraternities at Swarthmore:
Delta Upsilon, affiliated with a national organization, and Phi Omicron Psi, a local associ­
ation. Fraternities are adjuncts to the College
social program and maintain separate lodges
on campus. The lodges do not contain dormitory accommodations or eating facilities. New
members are pledged during late fall o f their

■

■

fl

*

■

first year at the College. In recent years about
9 per cent o f the freshman men have decided

to affiliate with one of the fraternities.

RELIGIOUS LIFE
Religious life at the College is a matter of
individual choice, as is consistent with
Quaker principles. The Society o f Friends is
committed to the belief that religion is best
expressed in the quality of everyday living.
The Office of Religious Advisors, located in
Tarble Social Center, works with students to
coordinate activities and programs including
issues o f spirituality, ethnicity, culture, and
social justice. The Advisors are always avail­
able for counseling and discussion of issues of
faith and daily living. Extracurricular groups

also exist for the purpose o f studying religious
texts, performing community service projects,
and exploring common concerns o f religious
faith and culture.
Religious services are also provided on cam­
pus for Jewish, Protestant, and Roman Catho­
lic students. The Swarthmore Friends Meeting
is located on campus and cordially invites all
students to Sunday worship. Various churches
and synagogues are located throughout the
Swarthmore, Media, Chester, and Springfield
area.

HEALTH
W orth H ea lth C en ter
The Worth Health Center, a gift o f the Worth
family in memory o f W illiam Penn Worth
and Caroline Hallowell, houses offices for
College physicians and nurses, out-patient
treatment facilities, offices o f the Psychologi­
cal Services staff, and rooms for students who
require in-patient care. Psychological Services
is administered separately from the Health
Services and is housed in the North W ing of
Worth Health Center. Health and Psychologi­
cal Services open with the arrival of the first
year class in the fall and closes for the winter
break and for the summer, following com­
mencement in the spring. Students must make
their own arrangements for health insurance
and health and psychological care when the
Health Center is closed. Should a student
require in-hospital treatment, a College phy­
sician shall oversee the care if admitted to
Crozer Chester Medical Center.
The medical facilities o f the College are avail­
able to students who are ill or who are injured
in athletic activities or otherwise, but the
College cannot assume additional financial
responsibility for medical, surgical, or psy­
chological expenses which are not covered by
an individual’s health insurance. The College
provides a nominal supplementary health in-

surance package for all students, but students
must purchase their own health insurance
beyond that which is offered by the College.
The College does provide additional health
insurance for students who are actively partic­
ipating in intercollegiate and club sports. For
farther information please consult the insur­
ance leaflet mailed to all students at the begin­
ning o f each academic year or thé Health
Center administrative assistant.
H ealth S ervices
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.

C o lle g e L ife

Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from communi­
cable disease such as chicken pox may not
remain in their residence hall room and there­
fore must stay in the Health Center or go
home for the period o f their illness. Ordinary
medications are furnished without cost up to
a total of $30 0 .0 0 per semester. A charge is
made for special medicines and immuniza­
tions, certain laboratory tests, and transpor­
tation 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 of the
Physical Education Department because adap­
tive programs are offered.
Psychological Services
Services for students include counseling and
psychotherapy, after hours emergency-on-call

availability, consultation regarding the use of
psychiatric drugs or other concerns, and edu­
cational talks and workshops. Psychological
Services participates in training Resident As­
sistants and provides consultation to staff and
faculty.
The staff o f Psychological Services represents
a diverse group o f psychological, social work,
and psychiatric professionals. The director
and staff are all part-time but collectively
provide regular appointment times Monday
through Friday. Students may be referred to
outside mental health practitioners at their
request or when long-term or highly special­
ized services are needed.
We maintain a strict policy of confidentiality
except where there may bean imminent threat
to life.
Information regarding readmission after with­
drawal for health related reasons may be
found in the section on Student Leaves of
Absence, page 73.

STUDENT ADVISING
Each first-year student is assigned to a faculty
member who acts as course adviser until this
responsibility falls to the chairman of the
student’s major department at the end o f the
sophomore year. Requests for a change of
adviser should be addressed to the Associate
Dean and will be freely granted, subject only
to equity in the number 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
disabilities.
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.

50

The programs are open to students in all
classes and are developmental in nature. Work­
shops are designed to help students expand
their career options through exploration of
their values, skills, interests, abilities, and ex­
periences.
Career exploration and experiential education
are encouraged during summer internships
and jobs, during a semester or year off, and
during the school year. Students taking a
leave of absence from Swarthmore can partic­
ipate in the College Venture Program, which
assists undergraduates taking time off from
school in finding worthwhile employment
during their time away. Assistance is provided
in helping students locate and secure appro­
priate jobs, internships, and volunteer oppor­
tunities, and efforts are made to help students
learn the most they can from these experi­
ences. Sophomore and junior students in par­
ticular are encouraged to test options by
participating in the Extern Program. This
program provides on-site experience in a va­
riety o f career fields by pairing students with

an alumnus/a to work on a mutually planned
task during one or more weeks of vacation.
Additional Kelp is provided through career
information panels, on-site field trips, work­
shops on topics such as resume writing and
cover letter writing, interviewing skills, and
job search techniques. The office cooperates
with the Alumni Office, the Alumni Associ­
ation, and the Parents Council to help put
students in touch with a wide network of
people who can be o f 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.

Academ ic Support
A program of academic support includes
individual tutorial services; special review
sections attached to introductory courses in
the natural sciences, philosophy, and econom­
ics; a mathematics lab; an expository writing
course; and a reading and study skills work­
shop. These programs are overseen by the
Deans in cooperation with the academic de­
partments. There are no fees required for any
o f these supportive services.
To meet the needs of writers who would like
to get assistance or feedback, a Writing Center
has been established. The Center is staffed by
Writing Associates, students trained to assist
their peers with all stages o f the writing
process. The Center is located in Trotter Hall
and operates on a drop-in basis. Writing
Associates are assigned on a regular basis to
selected courses.

STATEMENT OF SECURITY POLICIES AND PROCEDURES
Swarthmore College is a coeducational insti­
tution founded in 1864 by members of the
Religious Society of Friends. It occupies ap­
proximately 300 acres o f privately owned land
adjacent to the Borough of Swarthmore in
Delaware County, Pennsylvania. There were
approximately 1,325 undergraduate students
enrolled for the 1994-95 academic year with
1,231 occupying College housing. Approxi­
mately 6 2 0 non-student personnel are em­
ployed on campus either in a part-time or full­
time capacity.
The Department o f Public Safety is primarily
responsible for the overall security of the
campus. Its mission is to "protect persons
and property, to preserve the peace, to deter
crime, to apprehend criminal offenders, to
recover lost and stolen property, to perform
services as required, to apprehend criminal
offenders, to enforce appropriate College
regulations, and to maintain a sense o f com­
munity security and confidence in the depart­
ment.” It endeavors to accomplish this task
through a department comprised of a Direc­
tor, Assistant Director, Lieutenant, one Sargeant, two Corporals, and seven frill-time and

three part-time patrol officers. All full-time
patrol officers undergo a thorough back­
ground check, psychological screening, and
physical examination before hiring. They are
subsequently sworn in as Special Officers
after completing a recognized Pennsylvania
State Police Training Academy for municipal
police officers. These officers may exercise
full police powers on Swarthmore College
property. Local jurisdiction is shared with
Swarthmore Borough Police Department, with
whom a close working relationship is main­
tained. Campus officers also enforce College
rules and regulations. Swarthmore College is
considered private property and trespassers
are escorted off campus or arrested.
Additionally, current certification in cardio­
pulmonary resuscitation, obstructed airway,
and standard first-aid is minimally required.
Many officers have advanced medical certifi­
cations. Ongoing training after the Police
Academy is provided for all full-time officers.
The Department of Public Safety maintains a
twenty-four hour Communications Division.
Trained staff members perform a variety of

C o lle g e L ife

tasks including operating the College’s tele­
phone console and dispatching calls over the
mobile radio system. Criminal incidents and
other emergencies can be reported directly by
dialing 8333 from any College telephone.
Non-emergency matters should be reported
on extension 8281. These numbers are con­
spicuously placed on or near all College
phones. They are also prominently listed in
the College telephone directory and included
on all o f our department’s printed publica­
tions and correspondence. The information
received by the Communications staff is im­
mediately broadcast to on-duty patrol officers
who respond to the problem. Swarthmore
Borough Police vehicles are equipped with
transceivers and may also respond. Other
appropriate assistance is summoned by the
College Communications Officer.
The Department o f Public Safety immediately
notifies one o f the College’s student Deans in
the event o f any serious incident involving a
student. The Dean may mobilize any number
o f support options for victims of a crime. The
Worth Health Center (x8058) is profession­
ally staffed 24 hours a day, seven days a week,
while classes are in session. Psychological
Services (x8059), the Equal Opportunity O f­
fice (x7360), and Resident Assistants round
out available on-campus options. Women
Against Rape (W A R) maintain active chap­
ters near Swarthmore and a 24-hour hot line
(5 6 6 -4 3 4 2 ). An up-to-date listing o f local
therapists, including clinical psychologists,
social workers, and psychiatrists in private
practice is available in the Health Center on
request. College employees may utilize a free,
confidential Employee Assistance Program
(ACORN ) that provides professional coun­
seling to cope with a variety of issues. They
can be contacted 2 4 hours a day by calling 18 0 0 -2 2 3 -7 0 5 0 or 6 1 0 -6 6 4 -8 3 5 0 .
Numerous public pay telephones are located
throughout the campus. These are connected
to a county-wide 911 network for toll-free
connection to Delaware County Communica­
tions Center who would dispatch Swarthmore
Borough fire or police departments to a cam­
pus incident.
Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are re­
ported to Swarthmore Borough Police on a

52

regular basis. Similarly, criminal events oc­
curring in Swarthmore Borough that could
impact the College community are transmit­
ted to the Department of Public Safety. This
information is then disseminated by one or
more o f the means listed below.
The College community is kept apprised of
security matters in a number o f ways. Serious
incidents are detailed in flyer form and are
immediately posted in residence halls, librar­
ies, dining areas, and other key locations
throughout the campus. The information is
sent via electronic mail to all faculty, staff, and
students. This same flyer is also promptly
mailed to academic departments and other
campus entities. A resident assistant and offcampus phone tree system assists in the rapid
dissemination o f critical information as does
the College’s radio station (W SRN 91.5 FM ).
The office of Public Relations works closely
with the local news media when any significant
College event transpires. Less serious criminal
activity is published weekly in the Phoenix
(the student newspaper) under the heading of
Security Briefs. Significant incidents are usu­
ally detailed in the paper’s feature articles.
Signs are posted on all College buildings so as
to restrict all others but students, employees
and invited guests. These facilities are locked
on a flexible schedule dictated by the College
calendar.
The possession and use o f alcoholic beverages
on the campus is regulated by state law and
limited to those areas of the campus which are
specified by the Student Council and the
Dean. The observance o f moderation and de­
corum in respect to drink is a student obliga­
tion. Disorderly conduct is regarded as a
serious offense. The College’s alcoholic bev­
erage policy can be found in its entirety within
the annual publication o f the Student H and­
book.
The College’s drug-free campus policy is avail­
able in the Dean’s office for students and in
the Personnel office for employees. It is also
included in the staff Employee H andbook as
Appendix E and is distributed annually to all
students, faculty, and staff.
The use or possession of firearms or other
dangerous weapons is not permitted by stu­
dents, staff, or College Public Safety officers.

Known criminal records o f students and em­
ployees are taken into consideration before
admission and/or luring.

concerns, procedures, and services are pub­
lished yearly in the Swarthmore College Stu­
dent H andbook.

Swarthmore is primarily a residential college,
in recognition that the close association of
students and instructors is an important ele­
ment in education. Most students live in
College residence halls. Single, double, and
group rooms are available. There are no grad­
uate or married housing accommodations.
Many members of the faculty and staff live on
or near the campus and are readily accessible
to students.

The Department of Public Safety operates
under the philosophy that it is preferable to
prevent crime from occurring than to react to
it after the fact. The principal instrument for
accomplishing this goal is the College’s Crime
Prevention program. It is based upon the dual
concepts o f eliminating or minimizing crimi­
nal opportunities whenever possible and en­
couraging community members to be respon­
sible for their own security and the security of
others. The following is a listing of the Crime
Prevention programs and projects employed
by Swarthmore College.

New students are assigned to rooms by the
Office o f Residential Life. Efforts are made to
follow the preferences indicated by the stu­
dents and to accommodate 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 Director o f Residential
Life of 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 o f the
College are housed separately in facilities
apart from the main campus. The locking of
residence halls during normal semester days
commences at 11:00 p.m. Those residence
halls located on the fringe o f the main campus
or off campus are always locked. During
break periods, residence halls may be locked
earlier, the times being determined by census.
Automatic locks on outside residence hall
doors are supplemented by posted warnings
that these facilities are private property and
access is restricted. Students’ residence hall
room doors are individually keyed. Cores are
changed in response to any significant security
breach such as a stolen room key. Residence
hall room doors are augmented with safety
chain locks. Residence hall windows are
equipped with screens and locking devices to
deter unauthorized entry. Regular interior
and exterior patrols are made by College
Public Safety officers. Resident assistants are
selected to serve in all residence halls and have
on-site responsibility for security, fire protec­
tion, and general safety. A review of security

Swarthmore C ollege Shuttle Bus: A student op­
erated, radio equipped van transports stu­
dents free of charge in and around the main
campus during the evening and early morning
hours.
Tri-College Shuttle Bus: Free transportation is
provided to students traveling between Haverford, Bryn Mawr, and Swarthmore colleges.
This service is available from approximately
7:00 p.m. to 2:00 a.m.
Escort Service (Safew alk): The student Safewalk
Program provides a deterrent to assault on
campus and increases security consciousness
in the College community. Safewalkers escort
people after dark, notice and report to Public
Safety suspicious strangers or incidents, in­
crease the Public Safety Department’s aware­
ness of students’ concerns, and increase the
level of traffic along key walkways on campus.
Safewalkers are encouraged to participate in
the College self-defense program.
Crim e Prevention Publicity: Articles and mate­
rial are routinely published and distributed.
Fire and Crime Prevention films are shown to
R .A .’s and student groups on request.
Electronic A larm Systems: A proprietary elec­
tronic alarm system monitors a comprehen­
sive network of intrusion detection and duress
alarm systems.
A rchitectural Design: Crime prevention strate­
gies and concepts are considered in the design
of new and renovated campus facilities as it
relates to physical and electronic systems.

53

C o lle g e L ife

Security Surveys: Comprehensive security sur­
veys are made for a number of campus offices
and facilities each year.
O peration Identification: This community ven­
ture into property identification works to
deter thefts and assist in the recovery of stolen
items.
Bicycle Registration: The Department o f Public
Safety encourages bicycle owners to register

their bikes. Decals and engraving are part of
this free program. Once each semester op­
tional bicycle safety inspections are made
available. Safety and theft prevention material
is included. High security bike locks are
carried by the College Bookstore.
R ape Awareness, Education & Prevention: Nu­
merous presentations and publications are
made each year to members o f the College
community.

COCURRICULAR ACTIVITIES
Student Council

Student A rt Association

The semi-annually elected Student Council
represents the entire undergraduate commu­
nity and is the chief body of student govern­
ment. Its efforts are directed toward coordina­
tion o f student activities and the expression of
student opinion.

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,
artists. It also runs two programs that con­
tinue from year to year: the Griffin Gallery
for student art shows and performances and
the Life Drawing Program, presenting weekly
sessions of figure drawing. All events are open
to the entire College community, and each
semester the group holds meetings for all who
are interested in the creative arts.

M ajor committees o f the Council include the
Appointments Committee, which selects qual­
ified applicants for student positions on student/faculty/administration committees, and
student committees; the Budget Committee,
which regulates distribution o f funds to stu­
dent groups; the Elections Committee, which
supervises procedures in campus elections;
and the Social Affairs Committee.
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 of
interest. There are more than 100 organizations.They vary as greatly as the interests of
the students vary. The College encourages
students to participate in whatever activities
best fit their personal talents and inclinations.
Social A ffa irs Com m ittee
An extensive program o f social activities is
managed by the Social Affairs Committee,
whose members are appointed by Student
Council. The program is designed to appeal to
a wide variety o f interests and is open to all
students. There is no charge for Social Affairs
Committee functions and for most other cam­
pus events.

54

M usic
The Department o f Music administers and
staffs several performing organizations. The
College Chorus, directed by John Alston, re­
hearses three hours per week. T he C ollege
Cham ber Choir, a select small chorus drawn
from the membership o f the Chorus, rehearses
an additional two hours twice a week. The
C ollege O rchestra, directed by Arne Running,
rehearses twice a week. T he Cham ber O rches­
tra, 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 O r­
chestra (Chamber Orchestra) and Chorus
(Chamber Choir) both require auditions for
membership. T he W ind Ensemble, which re­
hearses one night weekly and gives two major
concerts each year in addition to several
outdoor performances, is under the direction
of Michael Johns. T he Early M usic Ensemble,
directed by Michael Marissen, meets each
week and gives two concerts during the year.

►

*
More information about joining these per­
forming groups can be found on the Depart­
ment bulletin board on the upper level of
Lang. The Jazz Ensemble, the Department’s
large jazz group directed by John Alston,
rehearses weekly and gives two concerts each
year.
Instrumentalists and singers can also partici­
pate in the chamber music coaching program
coordinated by Dorothy Freeman. Several
student chamber music concerts (in which all
interested students have an opportunity to
perform) are given each semester. These con­
certs also provide an opportunity for student
composers to have their works performed.
T he Swarthmore C ollege String Q uartet, com­
posed o f four outstanding student string play­
ers who also serve as principal players in the
College Orchestra and Chamber Orchestra,
performs frequently at the College and at
other institutions.

a

I

*

The Barnard, Garrigues, Fetter, and G addie
prizes subsidize the entire cost o f private in­
strumental or vocal lessons for a limited
number of especially gifted and advanced
student musicians with the teacher o f their
choice. These yearly awards for approximately
15 students are determined through a depart­
mental screening process. Please refer to pages
77-81 for more information,
The Orchestra each year sponsors a Concerto
Com petition, 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
(most with at least one piano), a concert and
a rehearsal hall (each with its own concert
grand), one organ, and two harpsichords. The
D aniel U nderhill M usic Library has excellent
collections o f scores, books, and records.
The W illiam J. C ooper Foundation presents a
distinguished group o f concerts each year on
the campus. The Department o f Music and
Dance administers a separate series o f public
concerts.

semester and one week in the spring semester.
It presents concerts, master classes, and sym­
posia, focusing on contemporary American
works performed and discussed by eminent
artists, with frequent collaboration by Swarth­
more College students.
Dance
The Swarthmore College Dance Program, di­
rected by Professor Sharon Friedler, strives to
foster a cooperative atmosphere in classes and
performance situations.
The Swarthmore College Dancers regularly
perform public concerts with works choreo­
graphed by students, the dance faculty, and
other professional choreographers.
Each year there are a series o f formal concerts
at the end of 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
of the yearly dance performance schedule.
For the past few years Swarthmore College
has been the recipient of 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 three
days to two weeks, and include master classes,
lectures, performances, and sometimes, the
creation of a new work by a guest artist for
student performers.
Each year 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 Swarthmore Music and D ance Festival takes
place on campus during one week in the fall

55

C o lle g e L ife

The Department o f Physical Education and
Athletics sponsors a coeducational perfor­
mance group in Folk Dance.
T h ea tre
Professor Lee Devin is Director o f The Thea­
tre. He supervises the Theatre Studies pro­
gram. Interested students should consult the
departmental statement for Theatre Studies.
Internships in film production, casting, and
theatre are available throughout the Philadel­
phia area. See Mr. Devin for details.
A thletics
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, of­
fering every student a chance to take part in
a wide range o f sports. W ithin the limits of
finance, personnel, and facilities, the College
feels that it is desirable to have as many
students as possible competing on its intercol­

legiate or club teams, or in intramural sports.
Many faculty members serve as advisers for
several o f the varsity athletic teams. They
work closely with the teams, attending prac­
tices and many o f the scheduled contests.
Cocurricular A ctivities
There is a great variety o f extracurricular life,
listed more fully in the Guide to Student L ife.
Activities range in scope from Student Coun­
cil, to clubs covering the spectrum from Am­
nesty International to W SRN (the broadcast
station). Social and cultural centers, as well as
social action community outreach groups,
provide students with a gamut of choices.
Publications and M edia
The Phoenix, the weekly College newspaper,
and W SRN , 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 Guide to
Student L ife.

OUTREACH PROGRAMS
Swarthmore College Upward Bound
The Upward Bound Program at Swarthmore
College, begun in 1964 and continued with
Federal support, is intended to provide simul­
taneously a valuable experience for Swarth­
more students and a service to high school
students who are members 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.

COOPERATIVE INVOLVEMENT AND
VOLUNTEERS IN COMMUNITIES (CIVIC)
As a part o f the community service effort at
Swarthmore, CIVIC was started as a clearing­
house of volunteer opportunities and has
grown to also serve as an umbrella organiza­
tion for student-run volunteer groups. Groups
include: Chester Community Improvement
Project, Chester Tutorial, Children’s Literacy
Project, Cancer Outreach Relief Effort, LOVE
(Lang Opportunities for Volunteer Experi­

ences), MAGIC (Motivation and Growth in
Chester), Serving the Homeless in Philadel­
phia, Swarthmore-Rutledge School Tutors,
Trekking and Leadership with Chester,
Swarthmore Students Working for Environ­
mental Justice, and the W inter and Spring
Break Service Projects. The two co-coordina­
tors, Alix Mariko Webb ’92 and Carolyn
Stillwell ’92, help to organize student efforts,

keep the clearinghouse files up-to-date, and
serve as the primary contacts for students,
faculty, and partners in surrounding commu­
nities. The Community Service Advisory
Board (CSA B) is a resource for CIVIC, help­
ing CIVIC fulfill its mission.
Among the services CIVIC offers students are
a clearinghouse that has over 200 files on
local and national community service organi­
zations and the Swarthmore Chester Shuttle,
which transports students from campus to
community service agencies in Chester six
days a week. Students participating in CIVIC
sponsored programs can also be reimbursed
for their travel expenses to Philadelphia and
parts o f Delaware county.

Swarthmore Foundation
The Swarthmore Foundation awards grants to
students participating in community service
during the semester and/or summer. Grants
ranging from $200 to $ 2,000 are awarded
four times each year by the Foundation Over­
sight Committee, comprised of faculty, staff,
and students. Students, staff, and graduates
(up to one year after graduation) are eligible
for grants to fund their living expenses and/
or project materials. Chester Internships are
granted to students to work full-time in com­
munity service agencies in Chester. Interns
receive a living stipend for the semester and/
or summer.

ALUMNI OFFICE AND PUBLICATIONS
Alumni Relations is the primary communica­
tion link between the College and its alumni,
enabling them to maintain an on-going rela­
tionship with each other. Some of the office’s
programs and activities include Alumni Week­
end, Fall Weekend, Parents Weekend, Parents
Council, alumni gatherings all over the coun­
try, and alumni travel. The Alumni Office
hires students as events interns and to help at
alumni events on campus and in the Philadel­
phia area.
The Alumni Office works closely with the
Office o f Career Planning and Placement to
facilitate "networking” between students and
alumni and among alumni to take advantage
of the invaluable experience represented
among the alumni. The Alumni Office also
helps officers o f the senior class and various
alumni groups to plan special events.

Alumni Association. The Alumni Office gives
staff support also to regional alumni and
parent organizations, called Connections, in
Philadelphia, New York, Boston, Washington,
D .C ., southern Florida, North Carolina, Chi­
cago, Los Angeles, San Francisco, Seattle, and
Paris.
There are 16,198 alumni: .8,461 men, 7,737
women, and 2,272 married to each other,
giving substance to the traditional appellation
for the College o f "Q jiaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.
College Publications

the
its
the
the

All alumni, parents o f 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, a report of
donations to the College, the President’s Re­
port, and the Garnet Letter.

The Public Relations Office works with the
faculty, students, and staff to provide news
and information about the College to the
public, primarily through the print and broad­
cast media. It publicizes all public events on

campus and responds to requests from the
media for information on a variety of subjects
by calling on the resources and expertise of
the faculty and professional staff. The Public
Relations Office prepares two publications:

The Alumni Office gives staff support to
Alumni Association, which celebrated
100th anniversary in 1981-82, and to
Alumni Council, the governing body o f

PUBLIC RELATIONS

57

C o lle g e L ife

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
W eekly News, a newsletter of events and an­
nouncements distributed to faculty, staff, and
students. The office lends support for special

58

events and projects and provides public rela­
tions counsel for the College.
The Public Relations Office hires students as
feature writers and events publicity writers,
and it also employs students as clerical help.

IV
Educational Program
Faculty Regulations
Degree Requirements

Awards and Prizes
Fellowships

»

59

Educational Program

GENERAL STATEMENT
Swarthmore College offers the degree of Bache­
lor o f Arts and the degree o f Bachelor of
Science. The latter is given only to students
who major in Engineering; the former, to
students in the Humanities, the Social Sci­
ences, and the Natural Sciences. Four years of
resident study are normally required for a
Bachelor’s degree (see page 75), but variation
in this term, particularly as a result o f Ad­
vanced Placement credit, is possible (see page
21 ) .
The selection of 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 (C ritiqu e o f 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 of 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 of the rele-

60

vance o f one part o f learning to another, even
across the boundaries of fields and subjects
(and )
perception of the relevance of learn­
ing to the exigencies of life___ ” To these two
principles the study added that the curriculum
should aim to encourage resourcefulness and
self-reliance and develop the personal condi­
tions o f intellectual progress by placing sub­
stantial responsibility upon the student for his
or her education, amply allowing individuality
o f programs and requiring important choices
about the composition of programs. "W hat
we are proposing,” the study concluded, "is
a curriculum that leans rather sharply toward
specialized diversity, and away from uniform
generality___ Our emphasis is on serious en­
counters with special topics and problems at
a comparatively high level o f competence, and
on student programs that reflect individual
constellations o f diversified interests.”
Accordingly, the Swarthmore curriculum re­
quires of the student both a diversity of
intellectual experience sufficient to test and
develop different capacities and perspectives
and concentration on some field(s) sufficiently
intensive to develop a serious understanding
of problems and methods and à sense o f the
conditions o f mastery. These ends of a liberal
education are reflected in requirements for
distribution and for the major.
During the first half o f their college program
all students are expected to satisfy some if not
all of the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. The normal program
consists o f four courses each semester chosen
by the student in consultation with his or her
faculty advisor.
The program for upper class students affords
a choice between two methods o f study: the
External Examination (Honors) Program and
the Course program. Reading for Honors is
characteristically the more intensive, Course
work the more diversified. An Honors candi­
date concentrates on two or three fields
through a disciplinary major and minor or
focuses the program of study in an interdis­
ciplinary major or concentration; studies are
intensive and will occupy the equivalent of

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. A t the
close o f 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 o f the senior year, students are required
to pass a comprehensive examination given by

the major department.
All students are admitted to seminars based
on their prior academic work.
The program for engineering students follows
a similar basic plan, with certain variations
which are explained on page 135. Courses
outside the technical fields are distributed
over all four years.
The course advisors of freshmen and sopho­
mores are members of the faculty appointed
by the Dean. For juniors and seniors the
advisors are the chairs o f their major depart­
ments or their representatives.

PROGRAM FOR FRESHMEN AND SOPHOMORES
The major goals o f the first two years of a
Swarthmore education are to introduce stu­
dents to a broad range of intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require­
ments are designed to aid students in achieving
these goals.
To meet the distribution requirements, a stu­
dent must take at least three credits in each of
the three divisions of the College and complete
at least 20 credits outside the major before
graduation. At least two credits in each divi­
sion must be in different departments and
must also be earned in courses designated as
Primary Distribution courses.
For purposes of the distribution requirements
the three divisions o f the College are consti­
tuted as follows:
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 and Statistics, Physics and As­
tronomy.
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 of inquiry in a particu­
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
of both the power and the limits of each
discipline within a broader system o f knowl­
edge. In recognition o f the importance of
writing as an integral part of the learning
process in disciplines across the curriculum,
Primary Distribution courses also provide
considerable practice in expressing analytic
and synthetic thought in writing. Primary
Distribution courses are intended to be ap­
propriate both for those students who con­
tinue in a field and for those who do not. To
promote discussion they are restricted to 25
students or have accompanying small labora­
tories or discussion sections.
Courses which count for Primary Distribution
are designated in the departmental listings.
All six Primary Distribution courses must be
satisfied by courses taken at Swarthmore and,
with the exception 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.

61

Ed u c a tio n a l P ro g ra m

Any course in a division (with the exception
o f English Literature courses numbered 1A,
IB , 1C, Music courses numbered 4 0 -4 9 , and
Dance courses numbered 1-12 and 4 0 ) may
be chosen as the third Distribution course in
that division. Some courses may be designated
as qualifying for distribution (including Pri­
mary 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 div­
isions. A course cross-listed between depart­
ments, within or across divisions, will fulfill
the distribution requirement only for the de­
partment and division o f the professor who
offers the course. Unless designated other­
wise, courses taught jointly or alternately by
faculty members of departments in different
divisions may not be used to satisfy distribu­
tion requirements.
Students who have been granted credit and
advanced placement by two departments in
the same division for work done prior to
matriculation at Swarthmore will be exempted
from one Primary Distribution requirement
in that division on the condition that they
take an additional course in one o f those
departments. They will be exempted from
both Primary Distribution requirements in
that division on the condition that they take
an additional course in each of those depart­
ments. Students who enter Swarthmore as
transfer students with eight credits 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. 75). 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 of the increasing importance
of mathematical background for these sub­
jects.
*
Early in the sophomore year, the student
should identify two or three subjects as pos­
sible majors, paying particular attention to
departmental requirements and recommenda­
tions.
W hile faculty advisors assist students in pre­
paring their academic programs, students
themselves are individually responsible for
planning and adhering to programs and for
the completion o f graduation requirements.
Faculty advisors, department chairmen, other
faculty members, the Deans, and the Registrar
are available for information and advice.
In the freshman and sophomore years all
students not excused for medical reasons are
required to complete a four quarter (two
semester) program in physical education. The
requirements are stated in full on page 74.

PROGRAMS FOR JUNIORS AND SENIORS
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 of skills,
and development o f a critical stance during
the first two years prepare students to pursue
these goals. W ith the choice o f a major, the
focus shifts from scope to depth. Students
become involved for two years with a discrete
field o f inquiry and demonstrate their mastery

62

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
work in a single department or program (des­
ignated as a "m ajor” ) to make an equivalent
o f at least eight courses before graduation. In
the spring o f 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 o f 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 ap­

proval 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.

COURSE PROGRAM
Work in the Course program includes some
intensive study within a general area o f inter­
est. This work results in a departmental major
or a special major. To complete a departmental
major, a student must be accepted as a major,
and in addition to the standard eight courses
and comprehensive examination in the major
department, must fulfill specific departmental
requirements. The requirements for accep­
tance to departmental majors and for comple­
tion of them are specified in this catalogue
under the respective departmental listings.
The latter are designated to ensure a compre­
hensive acquaintance with the field. A student
must accumulate twenty courses outside his
or her major, but there is no other limit on the
number o f courses that a student may take in
his or her major.
W ith departmental permission it is possible
for a student to plan a Special Major that
includes closely related work in one or more
departments outside the major department.
This work (up to four courses normally) is
part of the major program for the comprehen­
sive examination; some of it may consist o f a
thesis or other written research project(s)
designed to integrate the work across depart­
mental boundaries. In any case, the program
of the Special Major is expected to be integral
in the sense that it specifies a field of learning
(not necessarily conventional) or topic or
problems for sustained inquiry that crosses
departmental boundaries and can be treated
as a sub-field within the normal departmental
major. Special Majors consist of at least 10
credits and normally o f no more than 12
credits. Occasionally, where regular depart­
mental requirements unduly constrain the
possibilities of a Special Major, these require­

ments may be relaxed to a minimum o f six
courses in the primary department or by the
omission of certain courses in that department
normally required for the sake of breadth of
experience of the major field; but course
requirements central to systematic under­
standing o f the major field will not be waived.
By extension, Special Majors may be formu­
lated as joint majors between two depart­
ments, normally with at least five credits in
each department and 11 in both departments,
which, in such programs, collaborate in ad­
vising and in the comprehensive examination.
In some areas, such as Biochemistry, Com­
puter Science, Dance, Linguistics, and Psy­
chobiology, in which special majors are done
frequently, the departments involved provide
recommended programs. These are described
in the relevant department sections of the
Bulletin or in material available from depart­
ment chairs.
During the junior and senior years, Course
students are advised by the chairman of the
major department (or a member of the depart­
ment designated by the chairman) whose ap­
proval must be secured for the choice of
courses each semester.
The faculty may award the bachelor’s degree
with Distinction to students who have done
distinguished work in the Course program
and have achieved the grade average estab­
lished for this degree.
Distinction in Course will no longer be
awarded after the new Honors Program is
initiated for the Class of 1997.

63

Ed u c a tio n a l P ro g ra m

HONORS PROGRAM
The External Examination Program, initiated
in 1922 by President Frank Aydelotte and
modified most recently in 1987, is a distinc­
tive part o f Swarthmore’s educational life.
(The following description refers to the new
Honors Program. Members of the Class of
1996 should direct any questions about the
requirements for their programs to the Regis­
trar or to the relevant department chairs.)
A new Honors Program was approved by the
faculty in May 1994 and was made available
for the first time to the Class o f 1997. This
newest version maintains the core features of
Swarthmore’s widely-acclaimed Honors Pro­
gram—student independence and responsi­
bility in shaping the educational experience;
collegial relationships between students and
faculty; peer learning; opportunity for reflec­
tion on and integration o f specific prepara­
tions; evaluation by external examiners—and
adds flexibility to encourage Honors work in
the full range o f curricular options, including
studio and performing arts, study abroad, and
community-based learning.
Students and their professors work in collegial
fashion as Honors candidates prepare for
evaluation by external examiners from other
academic institutions. Although Swarthmore
faculty grade most of the specific preparations,
the awarding o f honorifics on a student’s
diploma is solely based on the evaluation of
the external examiners.
Preparations for Honors are defined by each
Department, and include seminars, indepen­
dent projects in research as well as in studio
and performing arts, and specially designated
pairs o f courses. In addition, each Department
offers its own format for Senior Honors Study,
designed to enhance, and where appropriate
integrate, the preparations in both major and
minor.
Each student’s program will include three
preparations for external examination in a
major and one in a minor or four preparations
in a special or interdisciplinary major. Stu­
dents offering three preparations in a major or
four preparations in a special or interdiscipli­
nary major will be exempted from compre­
hensive exams in those majors. (Double ma­

64

jors may participate in the Honors Program
through three preparations in one major and
one preparation in the other). Preparations
for both majors and minors will be defined by
each department, program, and interdiscipli­
nary major that sponsors a major or a focus.
In addition, minors may be defined by all
programs and concentrations. Each student’s
program will also include at least one credit of
Senior Honors Study, in which preparations
in both major and minor are included. Up to
one unit o f Senior Honors Study in the major
department is considered a College credit, and
does not count as a departmental credit for
purposes of the 20-course rule. All prepara­
tions will be graded by Swarthmore instruc­
tors with the exception o f theses and other
original work. Grades for those and for Senior
Honors Study will correspond to the level of
Honors awarded by external examiners. Ex­
cept in the case o f theses or other original
work, modes o f assessment by the external
examiners will include written exams and/or
other written assignments completed in the
spring of the Senior year. In addition, during
Honors week at the end o f the Senior year,
every Honors candidate will meet on campus
with external evaluators for an oral examina­
tion o f each preparation. Specific formats for
preparations and for Senior Honors Study in
each department and program are available in
each department office and all described in
the Departmental sections of this Bulletin.
Students will normally include their intention
to prepare for Honors in their Plan of Study
for the Last Two Years, written in the spring
o f their Sophomore year. They must also
submit to the Office o f the Registrar a formal
application for a specific program o f Honors
preparation. The Registrar provides a form
for this purpose. Based on recommendations
from Departments, Programs and Concentra­
tions, the Divisions will make decisions about
acceptance o f Honors programs at the end of
the Sophomore year. Students will be ac­
cepted into Honors with the proviso that
their work continue to be o f Honors quality.
Students may also apply to enter Honors
during their Junior year, in which case the
Divisional decision will be made at the end of

the Junior year. Any proposed changes to the
Honors program must be submitted for Div­
isional approval on a form provided for this
purpose by the Registrar. The recommenda­
tion of the departments or interdisciplinary
programs will depend on the proposed pro­
gram of 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 of reading for
honors. The major department or interdisci­
plinary program is responsible for the original
plan o f work and for keeping in touch with the
candidate’s progress from semester to semes­
ter. The division is responsible for approval of
the original program and of any later changes
in that program.
For purposes of the external examination
program, the structure o f divisions will be as
follows:
Humanities: Art, Asian Studies, Classics,
English Literature, History, Linguistics (pro­
gram), Mathematics and Statistics, Modem

Languages and Literatures, Music and Dance,
Philosophy, Psychology, Religion.
Social Sciences: Economics, Education, Engi­
neering, History, Linguistics (program), Math­
ematics and Statistics, Philosophy, Political
Science, Psychology, Sociology and Anthro­
pology.
N atural Sciences and Engineering: Biology,
Chemistry, Computer Science (program), En­
gineering, Linguistics (program), Mathemat­
ics and Statistics, Philosophy, Physics and
Astronomy, Psychology.
A t the end o f the senior year the decision of
the degree o f Honors to be awarded the
candidates is entirely in the hands o f the
visiting examiners. Upon their recommenda­
tion, successful candidates are awarded the
Bachelor’s Degree with Honors, with High
Honors, or with Highest Honors. When the
work of a candidate does not in the opinion
o f the examiners merit Honors of any grade,
Swarthmore faculty members review the stu­
dent’s examination papers and assign grades.

EXCEPTIONS TO THE FOUR-YEAR PROGRAM
Although the normal period of 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 of Advanced Place­
ment credits, perhaps combining them with
extra work by special permission. When cir­
cumstances warrant, a student may lengthen
the continuous route to graduation to five
years by carrying fewer courses than the norm
of four: this may be appropriate for students
who enter Swarthmore lacking some elements
of the usual preparation for college, who are
physically handicapped, or who wish to free
time for activities relating to their curricular
work although not done for academic credit.
Information about work opportunities for
leave-takers available through the College
Venture Program is in the Career Planning and

Placement office. Such five-year programs are
possible in Music and Studio Arts for students
who are taking instruction off campus or who
wish to pursue studio or instrumental work
without full credit but with instruction and
critical supervision; but such programs are
possible only on application to and selection
by the department concerned, which will look
for exceptional accomplishment or promise.
In all cases where it is proposed to reduce
academic credit and lengthen the period before
graduation the College looks particularly to
personal circumstances and to careful advis­
ing and necessarily charges the regular annual
tuition (see the provisions for overloads, p.
23). Full-time leaves of absence for a semester
or a year or more are freely permitted and in
some cases encouraged, subject also to careful
planning and academic advising.

65

Ed u c a tio n a l P r o g r a m

NORMAL COURSE LOAD
Although normal progress toward the degree
o f Bachelor o f Arts or Bachelor of 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 of fewer
than three courses within the normal eight
semester enrollment. Programs of more than
five courses or fewer than four courses require
special permission (see p. 23 on tuition and
p. 72 on registration).

FORMATS OF INSTRUCTION
While classes and seminars are the normal
curricular formats at Swarthmore, faculty regu­
lations encourage other modes as well. These
include various forms o f individual study,
student-run courses, and a limited amount of
"practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission o f the in­
structor, a project of additional reading, re­
search, and writing. If this attachment is taken
concurrently with the course it is normally
done for half credit. If it is taken in a later
semester (preferably the semester immediately
following), it may be done for either half or
full credit. This kind of work can be done on
either a small-group or individual basis. It is
not possible in all courses, but it is in most,
including some introductory courses. For
freshmen and sophomores it is a way of
developing capacities for independent work,
and for Honors candidates it is an alternative
to seminars as a preparation for papers. Stu­
dents who decide before the middle 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
in most departments than are opportunities

66

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
approved by the instructor and a final exam­
ination 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 o f 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
the Provost will decide whether to approve the
course. The supervisor also reviews the course

j
1

j

1

>

*
I
I
I
*
I
I
I
I
j*
I
I
fl
I
I

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
approval 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. A t the end of the course the supervisor evaluates and grades the students’ work
in the usual way or arranges for an outside
examiner to do so.

I

Student-run courses may vary in format and
content. In particular, they may be proviI
sionally proposed for half credit to run in the
i* first half of the semester, and at midterm, may
I
be either concluded or, if the participants and
I course supervisor find the work profitable,
continued for the balance o f the term for full
I
credit. Alternatively, student-run courses may
I
be started after the beginning o f the semester
I
(up to midsemester) for half credit and then
be continued, on the same basis, into the
I
following term. O r they may be taken for half
^ credit over a full term. The role o f the course
I
supervisor may exceed that in planning and
evaluation outlined above and extend to occaI
sional or regular participation. The only es­
sentials, and the purpose of the procedures,
W are sufficient planning and organization o f the
I
course to facilitate focus and penetration. The
course planning and organization, both anaI
lytical and bibliographical, are also regarded
I

as important ends in themselves, to be em­
phasized in the review o f proposals before
approval. Up to four of the 32 credits required
for graduation may be taken in student-run
courses.
Finally, as to applied or practical work, the
College may under faculty regulations grant
up to one course credit for practical work,
which may be done o ff 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 o f an in­
structor to supervise the project; (2) spon­
sorship by the instructor’s department, and in
the case of an interdisciplinary project, any
other department concerned, whose repre­
sentatives together with the Provost will de­
cide 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 o f pertinent literature and pro­
duction of a written report as parts of the
project. This option is intended to apply to
work in which direct experience of the offcampus world or responsible applications of
academic learning or imaginative aspects of
the practice of an art are the primary elements.
Because such work is likely to bear a loose
relation to organized instruction and the regu­
lar curriculum, the College limits academic
credit for it while recognizing its special im­
portance for some students’ programs.

>»

I
I
I
I
I
I
»
I
I
I
I
»
I
I

INTERDISCIPLINARY WORK
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 of
interests and to emphasize intellectual diver­
sity; it may also be used for the practical
integration of individual programs around
interests or principles supplementing the
major. The College offers interdepartmental
majors in Asian Studies, Medieval Studies,
and Literature, and formal interdisciplinary
programs called Concentrations in Black
Studies, Computer Science, Environmental
Studies, German Studies, International Rela­

tions, Interpretation Theory, Peace and Con­
flict Studies, Public Policy, and Women’s
Studies. Study in a Concentration can either
be in combination with a student’s major in
the course program or as a minor in the
Honors Program. The specific requirements
for these programs are outlined in the relevant
sections of the Bulletin.
It should be recognized that some departments
are themselves interdisciplinary in nature;
that a considerable number of courses are
cross-listed between departments; that each
year some courses are taught jointly by

67

Ed u c a tio n a l P ro g ra m

members o f two or more departments; and
that departments commonly recommend or
require supporting work for their majors in
other departments. Many other opportunities
exist informally—e.g., in comparative litera­
ture, in African studies, in American studies,

in religion and sociology-anthropology, in
engineering and social sciences, in women’s
studies, in biochemistry, or in chemical phys­
ics. Students are encouraged to seek the advice
of faculty members on such possibilities with
respect to their particular interests.

HEALTH SCIENCES ADVISORY PROGRAM
The function 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 either Biology 1
or 2 should take one other biology course);
Chemistry 10, 22, 32, 38; Physics 3 , 4; Math
5 and one additional math course; and English
Literature, two semester courses. The work of
the junior and senior years may be completed
in either the Course or the Honors Program,
and in any major department of the student’s
choice. However, professional schools in the
health sciences generally require a demon­
strated proficiency in the basic sciences. 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 August and September each

year. It is recommended that students take the
test in the Spring of the year that they apply
for admission to medical schools. Swarthmore
College is a testing center for the MCAT.
Corollary tests, the Dental Aptitude Test and
the Veterinary Aptitude Test, are often re­
quired by dental and veterinary schools.
Specific requirements for each medical and
dental school along with much other useful
information are given in two publications
which are available in the Health Sciences
Advisory Office: M edical School Admission
Requirements and Admission Requirements o f
A m erican D ental 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. The Health Science
Office publishes two booklets "Guide of Pre­
medical (Predental and Preveterinary) Studies
at Swarthmore College” and "Guide for
Applying to Medical School for Swarthmore
Undergraduates and Alumni/ae” which con­
tain specific information about the Swarth­
more curriculum. Further information on
opportunities, requirements and procedures
can be obtained from the Health Sciences
Advisor but it is the student’s responsibility
to make his or her intentions known to the
Advisor at the earliest possible date.

CREATIVE ARTS
Work in the creative arts is available both in
the curriculum o f certain departments and on
an extracurricular basis. Iitterested students

68

should consult the departmental statements in
Art, English Literature, and Music and Dance,

I

COOPERATION W ITH NEIGHBORING INSTITUTIONS

»
I
U
■

With the approval of their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College
or the University of Pennsylvania without the
payment o f extra tuition. Students are ex-

pected to know and abide by the academic
regulations of the host institution. This ar­
rangement does not apply to the summer
sessions of the University of Pennsylvania and
Bryn Mawr College.

18
I

STUDENT EXCHANGE PROGRAMS

I
■
I
I
■
as
I
I

To provide variety and a broadened outlook
for interested students, the College has student exchange arrangements with Harvey
Mudd College, Middlebury College, Mills
College, Pomona College, Rice University,
and Tufts University. Selection is made by a
committee of the home institution from
among applicants who will be sophomores or
juniors at the time o f the exchange.

*

STUDY ABROAD

I
■

The College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts of their degree programs. The Office for
Foreign Study, and the Foreign Study Adviser,
will help all interested students at every
stage—planning, study abroad, return—of the
process.

8
8
8
8

8

*
8
■
,
8
B

•i

*

»

To be accepted for credit toward the Swarthmore degree, foreign study must meet Swarthmore academic standards. W ith proper planning, this condition normally is readily met.
Proper planning begins with seeing the Foreign Study Adviser as early as possible in
one’s college career. Credit for study abroad is
awarded according to College regulations for
accrediting work at other institutions; and the
process must be completed within the aca­
demic year following return to the College.
Financially aided students whose aid has been
applied to study abroad must complete the
accreditation process immediately upon re­
turn.

W ith each institution there is a limited and
matched number of exchanges. Students settle
financially with the home institution, thus
retaining during the exchange any financial
aid for which they are eligible. Exchange
arrangements do not permit transfer of partici­
pants to the institution with which the ex­
change takes place.

or two semesters at Swarthmore. This pro­
gram, under the auspices of the Department of
Modern Languages and Literatures, is open to
students from any department, but especially
those in the humanities and social sciences.
Should there be places available, applications
from students at other institutions are ac­
cepted. The number o f participants is limited
to twenty-five.
Students are integrated into the academic life
at the University o f Grenoble through regular
courses, when their language competence al­
lows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation o f External Examination papers is
possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.

A member of the Department of Modem
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program
1.
The Swarthmore Program in Grenoble, France,
and the living arrangements of the students,
inaugurated in the fall of 1972. Students
and advises on all educational or personal
entering this program spend either one or two
problems. A coordinator o f the program at
semesters at the University of Grenoble, where
Swarthmore handles such matters as adtheir course of study is the equivalent of one

69

L

Ed u c a tio n a l P r o g r a m

33

missions 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.
2. A cadem ic Year in M adrid, Spain. This pro­
gram is administered by the Romance Lan­
guage Department o f Hamilton College, in
cooperation with faculty members o f W il­
liams and Swarthmore Colleges. Students
many enroll for the full academic year or for
either the fall or spring semester. (Credit at
Swarthmore must be obtained through the
departments concerned.) The program at­
tempts to take full advantage of the best
facilities and teaching staff o f the Spanish
community, while adhering to the code of
intellectual performance characteristic of the
most demanding American institutions.
A distinguishing aspect o f the program is the
individual guidance provided students in nonacademic areas, especially in ( 1 ) the efforts
that are made to find homes well suited for
student lodging, and (2) the activities which
are planned to insure ample contact with
Spanish students.
The program is based in Madrid, where the
cultural, educational and geographic benefits
are optimum. Classrooms and office space are
located at the International Institute (Miguel
Angel 8, Madrid). The Institute houses a
library eminently suited for study and re­
search, and it sponsors a series o f lectures,
concerts, and social activities.
The program is under the general guidance of
a committee comprised of members o f the
Hamilton College Department o f Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges,
serve also as directors-in-residence in Ma­
drid.
Applications and further information are avail­
able from the Department of Modern Lan­
guages and Literatures.

3. In addition to the programs in Grenoble
and Madrid, there are a number of excellent
foreign study programs throughout the world.
The Foreign Study Office, along with the
academic departments and programs of the
College, will advise students on this. Informa­
tion on foreign study programs is available in
the Foreign Study Office.

i

I
»

4. Financial aid may be applied to study
abroad, with the approval o f the Foreign
Study Office. For students who are in good
academic standing and who plan to attend
academically and credit worthy programs,
approval is normally routine.
5. Study abroad students who wish to receive
credit toward the Swarthmore degree for their
completed work will pay, for the semster or
year abroad, full Swarthmore tuition, room,
and board to Swarthmore, and Swarthmore
will pay the foreign study programs on their
behalf. Complete information on payment
procedures for study abroad is available in the
Foreign Study Office.
The O lga lxim kert Memorial Fund. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor of Russian at Swarthmore
College from 1949 to 1956, is available to
students with demonstrated financial need
who wish to attend a Russian summer school
program in this country or either the Lenin­
grad or Moscow semester programs. Awards
based on merit and financial need will be
made on the recommendation o f the Russian
section o f the Department o f Modern Lan­
guages and Literatures.
T he Eugene M. W eber M em orial Fund. Income
from a fund established in 1986 to honor the
memory of Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demon­
strated financial need who wish to attend an
academic program in a German-speaking coun­
try. Awards based on merit and financial need
will be made on the recommendation of the
German section o f the Department o f Modern
Languages and Literatures.

»

-»

*

m

»

70

j. Faculty Regulations

ATTENDANCE AT CLASSES

■
»

I
*

■

:®
■
■
■
{■

M

:1>

»

*

r
■

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.
W ith 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 of
cuts allowed in a given course is not specified,
a fact which places a heavy responsibility on
all students to make sure that their work is not
suffering as a result 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 of class attendance, it is expected that
freshmen, especially, will attend a ll classes.

A student may obtain credit for a course
without attending class meetings by reading
the material prescribed by a syllabus and
taking a final examination, under the follow­
ing conditions:

When illness necessitates absence from
classes, the student should report at once to
the Health Center.

4 ) The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.

1) The student must signify intent to do so at
the time o f registration, having obtained the
instructor’s approval in advance.
2 ) If after such registration the student wishes
to resume normal class attendance, the in­
structor’s approval must be obtained.
3 ) The student may be required to perform
such work, in addition to the final examina­
tion, as the instructor deems necessary for
adequate evaluation o f his or her perfor­
mance.

_ _ _ _ _ _ _ _ _ _ _ _ _ _
GRADES

Instructors report to the Dean’s and Regis­
trar’s offices at intervals during the year upon
the work of students in courses. Informal
reports during the semester take the form of
comments on unsatisfactory work. A t 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 o f 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

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 of the examination period.
However, if circumstances beyond the stu­
dent’s control preclude the completion of the
work by this date, a grade of Incom plete (Inc.)
may be assigned with the permission o f 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 of the Registrar (on con­
sultation with the Committee on Academic
Requirements) all grades o f Inc. still outstand­
ing 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

■

Fa c u lty R e g u la tio n s

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 o f the
term in which the course is taken. Until the
middle o f the semester, students may recon­
sider and opt to receive a formal grade in the
course. This course will count as one o f the
four optional Credit/No Credit courses. Re­
peated courses may not be taken Credit/No
Credit. For freshmen and sophomores CR
will be recorded for work that would earn a
grade 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
o f 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 evaluations are not a part o f the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be provided to other institutions if requested by the
student and absolutely required by the other
institution.

1
W
1
I
1
1
¡T

Reports of 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.

1
1

A C (2 .0 ) average is required in the courses
counted for graduation.'
------------------------------------------------------------------

1
u.

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. I f 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 o f the course if it meets for only
one-half a semester.

1
■
1
1
»

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.

1
I
I
1

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 supervision.

*
I
M
I

The responsibility o f 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 T he Student H andbook), to minimize temptation, and to report any case o f cheating to
the Dean for action by the College Judiciary
Committee.

M
*
1

EXAMINATIONS
Any student who is absent from an examina­
tion, announcement o f 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.

ACADEMIC HONESTY
Members o f 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 o f others, is
a most serious offense, and one which strikes
at the foundations o f academic life.

72

!1
ifl
H
1

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 of the transgression. It is the opinion of
the Faculty that for the first offense failure in

the course and, as appropriate, suspension for
a semester or deprivation 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 of enrollment and the student is in
good standing. If a student has not enrolled
and has not arranged for a leave o f absence for
the subsequent semester, it is assumed that he
or she is withdrawing. Such students must
apply to the Dean for re-admission in order to
return to College after an interval. The pur­
pose of this policy is to assist the College in
planning its enrollments.

A student applying to the College for read­
mission after withdrawal will be required to
provide appropriate documentation of in­
creased ability to function academically, and/
or o f decreased hazard to health or safety. In
addition, the student may be required to show
evidence of successful social, occupational,
and/or academic functioning during the time
away from the College. This may include the
completion o f any outstanding academic "in ­
complètes” on record.

W ithdrawal and Readm ission for H ealth
Related Reasons
Students may withdraw voluntarily because
of health problems. In no case will a student’s
mental or physical condition itself be a basis
for a required withdrawal, but where health
problems o f a physical or psychological nature
result in behavior that substantially interferes
with a student’s academic performance, or
poses a significant threat to the student’s
safety or the safety o f others, the student may
be required to withdraw by the College. This
determination is made by the Dean o f the
College, on the recommendation of either the
Director of Health Services or the Director of
Psychological Services, and after a considered
review of the problematic behavior.

After such evidence has been provided, the
student will be required to be evaluated in
person by the Director of the Worth Health
Center and/or the Director o f Psychological
Services, or designates as appropriate. The
evaluation will provide adjunctive informa­
tion to the Dean’s decision-making process.
Recommendations for readmission are made
to the Dean o f the College, who makes the
final decision.

A student who has withdrawn for health
reasons may apply for readmission. In the
case of a mental health withdrawal, normally
the College will not accept applications for
readmission until a full semester (in addition
to the semester in which the student has
withdrawn) has passed.

T he C ollege Venture Program
The College Venture Program, supported by
Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
W illiam Smith Colleges, the College o f Holy
Cross, Vassar College, and Wesleyan Univer­
sity, provides work experiences for students
taking time away from college. Venture jobs
are usually full-time, paid positions in a vari­
ety o f fields including the environment, edu­
cation, business, social change, government,
and the arts. Students do not receive academic
credit for these work experiences. The College
Venture Coordinator is in the Career Planning
and Placement Office.

73

Fa c u lty R e g u la tio n s

SUMMER SCHOOL WORK
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
o f 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
of the Department of Physical Education and
Athletics.) Students who have not fulfilled
their Physical Education requirement will not
be allowed to enter their junior year.

EXCLUSION FROM COLLEGE
The College reserves the right to exclude at
any time students whose academic standing it
regards as unsatisfactory, and without assigning

74

any further reason therefor; and neither the
College nor any of its officers shall be under
any liability whatsoever for such exclusion.

Degree Requirements

BACHELOR OF ARTS AND BACHELOR OF SCIENCE
The degree of Bachelor o f Arts or Bachelor of
Science is conferred upon students who have
met the following requirements for gradua­
tion. The candidate must have:

test; or, c) passed one year o f a foreign lan­
guage while at Swarthmore.

1. Completed thirty-two courses or their
equivalent.

6 . Passed satisfactorily the comprehensive
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.

2. An average grade of C in the courses
counted for graduation.*
3. Complied with the distribution require­
ments and have completed at least twenty
credits outside the major. (See pages 60 -6 1 .)
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 6 0 0 or its equivalent
in a foreign language on a standard achievement

5. Met the requirements in the major and
supporting fields during the last two years.

7. Completed four semesters of study at
Swarthmore College, two of which have been
those of the senior year.
8. Completed the physical education require­
ment set forth on page 74 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 MASTER OF SCIENCE
The degree of 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.
The candidate’s record and a detailed program
setting forth the aim o f the work to be
pursued shall be submitted, with a recom­
mendation from the department or depart­
ments concerned, to the Curriculum Com­
mittee. If accepted by the Committee, the
candidate’s name shall be reported to the
faculty at or before the first faculty meeting of
the year in which the candidate is to begin
work.
The requirements for the Master’s degree shall
include the equivalent o f a full year’s work of
*"A n average o f C” is interpreted for this
purpose as being a numerical average of at
least 2.0 (A+, A = 4.0, A - = 3.67, B+ = 3.33,
B = 3.0, B - = 2 .67, C + = 2.33, C = 2.0,
C - = 1.67, D + = 1.33, D = 1.0, D - = 0.67).

graduate character. This work may be done
in courses, seminars, reading courses, regular
conferences with members of the faculty, or
research. The work may be done in one
department or in two related departments.
A candidate for the Master’s degree shall be
required to pass an examination conducted by
the department or departments in which the
work was done. The candidate shall be 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
of the student’s resident instructors, shall
make recommendations to the faculty for the
award of the degree.
At the option of the department or depart­
ments concerned, a thesis may be required as
part of the work for the degree.
Grades of Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.

75

D e g re e R e q u ire m e n ts

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

76

announcements of departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $19,992.

Awards and Prizes

The Ivy Award is made by the Faculty each
year to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
The O ak L e a f Award is made by the Faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
The M cC abe 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 of the department of
Engineering.
The F lack Achievem ent 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 of
achievements in both academic and extracur­
ricular activities while showing leadership
potential as a constructive member o f the
College. 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.

It provides up to $ 2 ,0 0 0 to support purpose­
ful work in the studio arts during the summer
between the junior and senior years.
A m erican C hem ical 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 o f Chem ists Award is given
to the student who is judged by the Depart­
ment of Chemistry to have the second best
record in chemistry and overall academic
performance.
Boyd Barnard M usic Awards. Established in
1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a
limited number o f advanced students. These
awards, which are given by the Music faculty
each semester to approximately 6-8 students,
are determined through competition. Recipi­
ents participate as leaders in performance on
campus, normally as members o f one o f the
Music and Dance Department’s performing
organizations, or, in the case of pianists and
organists, as accompanists.
The Boyd Barnard Prize. Established by Boyd
T. Barnard ’ 17, the Barnard Prize of $1,000 is
awarded by the Music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.

The Academ y o f A m erican Poets awards $100
each year for the prize poem (or group of
poems) submitted in a competition under the
direction o f the Department of English Litera­
ture.

The Jam es 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 Adam s Prize o f $200 is awarded each year
by the Department o f Economics for the best
paper submitted in quantitative economics.

The Paul H. B eik 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 Stanley Adam son Prize in Chemistry is
endowed in memory o f Stanley D. Adamson
’65 by his parents, June and George Adamson.
It is awarded each spring to a well-rounded
Junior majoring in Chemistry or Biochemistry
who, in the opinion of the Department, gives
most promise o f excellence and dedication in
the field.
The Jonathan Leigh Altm an 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.

The B lack Alumni Prize is awarded annually to
honor the sophomore or junior minority stu­
dent who has shown exemplary academic
performance and community service.
T he 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 o f 1936. The
award of $100 is presented annually to the
student who, in the opinion of the Depart-

77

A w a r d s and P r iz e s

ment, submits the best essay on any philo­
sophical topic.
The Sophie and W illiam Bramson Prize is
awarded annually to an outstanding student
majoring in sociology and anthropology. The
prize recognizes the excellence o f the senior
thesis, in either the course or external exami­
nations program, as well as the excellence of
the student’s entire career in the department.
The Bramson prize is given in memory of the
parents of Leon Bramson, founding chairman
o f Swarthmore’s sociology-anthropology de­
partment, and it carries a cash stipend.
The H einrich W. Brinkmann M athem atics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor o f his 80th
birthday. Awards o f $100 are presented annu­
ally to the student or students who, in the
opinion o f the Department o f Mathematics
and Statistics, submit the best paper on a
mathematical subject.
T he Sarah Kaighn C ooper Scholarship, founded
by Sallie K. Johnson in memory o f her grand­
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member of the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar­
ship, character, and influence.
The Anna May Courtney Award. The Anna
May Courtney Award, named in honor o f the
late singer who performed often in Lang Con­
cert Hall, is given each semester by the Music
faculty to an outstanding voice student. The
award subsidizes the entire cost o f private
lessons for the semester.
T he A lice 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.
T he George P. Cuttino Scholarship, established
in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.
T he Rod D ow dle ’82 Achievem ent Award in
tennis is given annually to the male varsity
tennis player who best exhibits qualities of
perseverance and strong personal effort to

78

achieve a meaningful personal or team goal.
T he 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 of the study o f
biological problems in a natural environment.
T he Arthur Fennimore Award. The Arthur Fennimore Award, named in memory o f the
distinguished pianist who lived in Swarthmore, is given each semester by the Music
faculty to an outstanding pianist. The award
subsidizes the entire cost o f private lessons for
the semester.
Fetter String Q uartet Awards. The Elizabeth
Pollard Fetter String Quartet Awards, en­
dowed by Frank W. Fetter ’20, Robert Fetter
’53, Thomas Fetter ’56, and Ellen Fetter Gille
in memory of Elizabeth P. Fetter ’25, subsidize
the private instrumental lessons o f four topnotch student string players at the College.
Interested applicants should write to the Chair
o f the Music and Dance Department and
should plan to play an audition at the College
when coming for an interview. Membership
in the Quartet is competitive. A t the beginning o f any semester, other students may
challenge and compete fo r-a place in the
Quartet.

£
j1
1
H
1
M

■
il
jl
a

1
a

Friends o f Music and D ance Summer Awards.
Each Spring, the Music and Dance Depart­
ment selects recipients o f Friends of Music and
Dance Summer Awards on the basis of written
proposals. These awards provide stipends for
attendance at summer workshops in music
and in dance and for other further study in
these fields.
The R enee G addie Award. In memory o f Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore College Gospel Choir who is studying voice
through the Music 4 8 (Individual Instruction)
program. The award subsidizes the entire cost
of voice lessons for that semester.
Edwin B. Garrigues M usic Awards. Naming
Swarthmore as having one of the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
awards to subsidize the entire cost o f private
instrumental or vocal lessons for a limited

v

^

■

»

A

•

■

*•

"

-----------------------------------------------number o f gifted students, often incoming
first-year students. These awards, which are
given each semester by the Music faculty to
approximately 10-15 students, are determined
by competition on campus and by audition
(either in person or by tape) for incoming
first-year students. Recipients participate as
leaders in performance on campus, normally
as members o f one o f the Music and Dance
Department’s performing organizations, or,
in the case of pianists and organists, as accom­
panists.
The Dorothy D itter Gondos Award, bequeathed
by Victor Gondos, Jr., in honor o f his wife,
Class of 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 of
$100 or more is awarded in the spring semes­
ter. Preference will be given to essays based
on works read in the original language. Awarding of the prize will be under the direction of
the Literature Committee.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.

*

5»

>

■

IP

3*

The Samuel L. Hayes III Award. Established in
1991 through the generosity o f members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of
the Board of Managers and the Jacob Schiff
Professor o f Business at the Harvard Business
School. The award provides support for student summer research in economics and is
administered by the Economics Department.

essay on any topic in the field o f religion.
The M ichael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory o f Michael’s
personal courage and high ideals. It carries a
cash stipend.
The N aomi K ies 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 of 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.
T he Eugene M. Lang Summer Initiatives Award.
Established in 1985 through the generosity of
Eugene M. Lang ’38, the Lang Summer Initi­
atives Award supports student research in the
social sciences and the natural sciences. The
fund is administered by the Office of the
Provost.
The Leo M. L eva M em orial 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 Philip M. H icks Prizes are endowed by
friends of Philip M. Hicks, former Professor
of English and Chairman of the Department
of English Literature. They are awarded to the
two students who in the opinion o f the De­
partment submit the best critical essays on
any topic in the field o f literature.

The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards of $100 each are pre­
sented annually, one for linguistic theory and
one for applied linguistics, to the two students
who, in the opinion of the Program in Lin­
guistics, submit the best senior papers or
theses in these area.

The Jesse H. Holmes Prize in Religion o f $150,
donated by Eleanor S. Clarke o f the Class of
1918 and named in honor o f Jesse Holmes,
Professor of History o f Religion and Philosophy at Swarthmore from 1899 to 1934, is
awarded to the student who, in the opinion of
the Department of Religion, submits the best

T he Norman M einkoth 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
study o f biological problems in a natural en­
vironment.

79

A w a r d s and P r iz e s

m

m
T he E lla 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.
T he Kathryn L. M organ Award. The Morgan
Award was established in 1991 in honor of
Sara Lawrence Lightfoot Professor Emerita of
History Kathryn L. Morgan. The award rec­
ognizes the contributions o f members o f the
African-American community at the College
to the intellectual and social well-being of
African-American students. The Morgan fund
also supports acquisitions for the Black Cul­
tural Center Library. The fund is administered
by the Dean’s Office and the Black Cultural
Center in consultation with alumni.
T he Lois M orrell Poetry Award, given by her
parents in memory o f Lois Morrell o f the
Class o f 1946, goes to that student who is
judged to have submitted the best original
poem in the annual competition for this $200
award. The Fund also supports campus read­
ings by visiting poets.
M usic 48 Special Awards. Endowed by Boyd T.
Barnard ’ 17 and Ruth Cross Barnard ’19,
grants are given by the Music faculty to stu­
dents at the College who show unusual prom­
ise as instrumentalists or vocalists. All grants
subsidize two-thirds of the cost o f ten lessons,
as part of the Music 4 8 program. For more
information, please refer to Credit for Perfor­
mance—Individual Instruction (Music 48).
T he A . Edward Newton Library Prize endowed
by A. Edward Newton, to make permanent
the Library Prize first established by W.W.
Thayer, is awarded annually to that under­
graduate who, in the opinion of the Commit­
tee o f Award, shows the best and most intel­
ligently chosen collection of books upon any
subject. Particular emphasis is laid not merely
upon the size of the collection but also upon
the skill with which the books are selected and
upon the owner’s knowledge o f their subjectmatter.
The May E. Parry M em orial Award, donated by
the Class o f 1925 o f which she was a member,
is presented by the faculty o f the Department
o f 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.

80

T he Drew Pearson Prize o f $100 is awarded by
the Dean on the recommendation o f the edi­
tors of T he Phoenix at the end o f each staff
academic year to a member o f T he Phoenix for
excellence in journalism. The prize was estab­
lished by the directors o f The Drew Pearson
Foundation in memory of Drew Pearson, Class
o f 1919.
The D avid 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 of tennis and carries a cash stipend.
The John W. Perdue M em orial Prize, established
in 1969 in memory of an engineering student
o f the Class o f 1969, is awarded by the
Department o f Engineering to the outstanding
student entering the junior class with a major
in engineering.
T he W illiam Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection of recorded literature
described on page 11, sponsors awards for the
best student short stories, and is a major
source o f funds for campus appearances by
poets and writers.

4

»

sm

The Dinny Roth Award. The Roth Award is
given to a senior woman who demonstrates
the highest degree o f achievement, commit­
ment to intercollegiate athletics, high regard
for fair play, and awareness of the positive
values of competition. The Roth Award is
administered by the Athletics Department.
Judith Polgar Ruchkin Prize Essay is an award
for a paper on politics or public policy written
during the junior or senior year. The paper
may be in satisfaction of a course, a seminar,
or an independent project, including a thesis.
The paper is nominated by a faculty member
and judged by a committee of the Department
o f Political Science to be o f outstanding merit
based upon originality, power of analysis and
written exposition, and depth o f understand­
ing o f goals as well as technique.
T he R osita S am ofj Prize fo r Playwriting is
awarded for the best full-length or one-act
play as judged by external reviewers in a
competition conducted by the Department of
English Literature.

m

The Jam es H. Scheuer Summer Internship in
Environmental and Population Studies Endow­
ment. Established in 1990 the Scheuer
Summer Internship supports student research
in environmental and public policy issues.
Interns are selected by the coordinators o f the
Environmental Studies and Public Policy con­
centrations in alternate years.

T he Pat Tarble Summer Research Fund. Estab­
lished in 1986 through the generosity o f Mrs.
Newton E. Tarble, the Tarble Summer Re­
search Fund supports undergraduate research.
The fund is administered by the Office of the
Provost.

The Frank Solomon, Jr. Student Art Prize Pur­
chase Fund permits the A rt Department to
purchase for the College one or two o f the
most outstanding student works from the
year’s student art exhibitions.

The Melvin B. Troy Prize. The Melvin B. Troy
Prize o f $ 2 5 0 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends o f Melvin B. Troy ’48.

The H ally 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 of dance. It
carries a cash stipend.

The P. Linwood U rban, Jr. Prize, honoring Lin
Urban, Professor of Religion at Swarthmore
from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli­
gious studies either in seminary or graduate
school.

The 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.

T he A lbert Vollm ecke Engineering Service
Award. Established in 1990 in memory of
Albert Vollmecke, father of Therese Voll­
mecke ’77, the Vollmecke prize is awarded for
service to the student engineering community.
The fund is administered by the Engineering
Department.

The Peter Gram Swing Prize. A t graduation
time, the Peter Gram Swing Prize of $1,000 is
awarded by the Music faculty to an outstand­
ing student whose plans for graduate study in
music indicate special promise and need. The
endowment for the prize was established in
the name of Ruth Cross Barnard ’ 19.

The Eugene W eber M em orial Fund. The Eugene
Weber Fund was established in honor o f the
late Eugene Weber, professor o f German. The
Weber Fund supports foreign study by stu­
dents of German language and literature.

FACULTY AWARD
The F lack Faculty Award is given for excellence
in teaching and promise in scholarly activity
to a member o f the Swarthmore Faculty, to
help meet the expenses of a full year of leave
devoted to research and self-improvement.
This award acknowledges the particularly
strong link that exists at Swarthmore between

teaching and original scholarly work. The
award itself is to be made by the President
upon the recommendation o f 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.

81

Fellowships

*

■
Three fellowships (the Leedom , Lippincott, and
Lockw ood 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 o f advanced work.
These awards are made on recommendation of
the Committee on Fellowships and Prizes for
a proposed program o f study which has the
approval o f the Faculty. Applications must be
in the hands o f the Committee by March 23.
The Committee considers applicants for all of
these fellowships for which they are eligible
and makes recommendations which overall do
not discriminate on the basis of sex. These
fellowships are:
T he H annah A. Leedom Fellowship founded by
the bequest o f Hannah A. Leedom.
T he Joshua Lippincott Fellowship founded by
Howard W. Lippincott, o f the Class o f 1875,
in memory o f his father.
T he John Lockw ood M em orial 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
o f the Society o f Friends.
T he Lucretia Mott Fellow ship, founded by the
Somerville Literary Society and sustained by
the contributions o f Swarthmore alumnae. It
is awarded each year to a woman senior who
is to pursue advanced study in an institution
approved by the Committee.
T he M artha E. Tyson Fellow ship, 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 of study in
an institution approved by the Committee.
Other fellowships are awarded under the con­
ditions described below:
Susan P. Cobbs Prize Fellow ship, established to
honor the memory of Dean Susan P. Cobbs,
is awarded at the discretion of the Classics
Department to a student majoring in Classics
for study in Greece or Italy.

82

The G eneral E lectric Foundation Graduate Fel­
lowship, to be awarded to a graduating senior
for the first year of graduate work, is intended
to encourage outstanding scholars to pursue
an academic career. The recipient, who must
be a United States citizen or permanent resi­
dent, will receive the amount necessary to
cover tuition, fees, and subsistence allowance
for study directed toward a PhD in Engineer­
ing or Computer Science at another institu­
tion in the United States. The precise amount
o f each fellowship will be based on the costs
and policies o f the university and department
chosen for graduate work.

a

Phi B eta K appa Fellowship. The Swarthmore
Chapter o f Phi Beta Kappa (Epsilon o f 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.
T he Eugene M. Lang G raduate Incentive Fellow­
ship. In awarding these fellowships, preference
is given to Eugene M. Lang senior Scholars
who have completed their Opportunity Pro­
ject (see Financial Aid) and who have academic achievement at Swarthmore sufficient
to earn Distinction or Honors. Applicants
should submit to the Committee on Fellow­
ships and Prizes a plan o f graduate study with
high potential for service to society. This
fellowship is made possible by the gift o f
Eugene M. Lang ’38.
The Thom as B. M cC abe, Jr. and Yvonne M otley
M cC abe M em orial 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
residents o f Cambridge, Massachusetts, and
Mr. McCabe received the M .B.A. from Har­
vard and was a Visiting Lecturer there. In
selecting the recipient, the Committee on
Fellowships and Prizes follows the standards
that determine the McCabe Achievement
Awards, giving special consideration to appli­
cants who have demonstrated superior quali­
ties o f leadership. Young alumni and graduat­
ing seniors are eligible to apply.

H

£
■

[I

f

»

M ellon Minority U ndergraduate Fellowship Pro­
gram. The Andrew W. Mellon Foundation has
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 o f the Social Sci­
ences, and selected Physical Sciences. A fac­
ulty selection committee invites nominations
of sophomore students in February and
awards the Fellowships in consultation with
the Dean and Provost.
The John W. N ason Community Service Fellow­
ship. The John W. Nason Community Service
Fellowship celebrates the contributions of
Swarthmore’s eighth president by supporting
students pursuing off-campus community ser­
vice related to their academic program. The
Nason Fellowship was initiated by members
of the Class o f 1945 in anticipation of their
50th Reunion. The Nason Fellowship is ad­
ministered by the Swarthmore Foundation.

T he J. R oland Pennoch U ndergraduate Fellow­
ship in Public A ffairs. The Fellowship, endowed
by friends of Professor J. Roland Pennock at
his retirement in 1976 and in recognition of
his many years of distinguished teaching of
Political Science at Swarthmore, provides a
grant foras much as $ 2 ,5 0 0 to support a
substantial research project (which could in­
clude inquiry through responsible participa­
tion) in public affairs. The Fellowship, for
Swarthmore undergraduates, would normally
be held off-campus during the summer. Pref­
erence is given to applicants from the Junior
Class.
Teachers for Tomorrow Fellowships are offered
to ten outstanding graduating seniors from
member colleges of the Venture Consortium
(Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
W illiam Smith Colleges, the College o f Holy
Cross, Vassar College, and Wesleyan Univer­
sity). The program is designed to provide
recent graduates, from all academic majors,
with a unique opportunity to work in public
education without requiring that they be cer­
tified to teach. Fellows will work alongside
exceptional teachers in alternative East Har­
lem public schools that are nationally recog­
nized as meeting the challenge of educating
children in the inner city.

FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was
endowed by an anonymous gift from two of
her former students, under a challenge grant
issued by the National Endowment for the
Humanities. It will provide an annual award
of a semester’s leave at full pay, to support
research and writing by members of the hu­
manities faculty. Mary Albertson joined the
Swarthmore faculty in 1927 and served as
chairman of the history department from
1942 until her retirement in 1963. She died in
May, 1986.
The George B ecker Faculty Fellowship was en­
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Hu­
manities, in honor of this former member of
the English department and its chairman from
1953-70. The fellowship will provide a se­

mester 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
literature, history, linguistics, modern lan­
guages, music, philosophy, or religion, but
with preference to members o f the department
o f English literature.
The Brand Blanshard Faculty Fellowship is an
endowed Faculty fellowship in the humanities
established in the name of philosopher and
former faculty member Brand Blanshard. Blan­
shard taught philosophy at Swarthmore from
1925 to 1944. The Fellowship will provide a
semester leave at full pay for a member o f the
humanities faculty to do research and to
write. Upon recommendation o f the Selection
Committee, there may be a small additional
grant for travel and project expenses. Any

F e llo w s h ip s

humanities 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
student at Swarthmore, and a challenge grant
from the National Endowment for the Hu­
manities.
T he Eugene M. Lang Faculty Fellowship is de­
signed to enhance the educational program of
Swarthmore College by contributing to fac­
ulty development, by promoting original or
innovative scholarly achievement o f faculty
members, 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

84

ent’s salary during the grant year. Upon rec­
ommendation o f the Selection Committee,
there may be a small addifional 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
College and wider community. The Selection
Committee may support wholly or in part the
cost o f publishing any of these papers. These
fellowships are made possible by an endow­
ment established by Eugene M. Lang ’38.

V
Courses of 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 half­
course credit.
Courses are numbered as follows:
1 to 10 — introductory courses
11 to 9 9 — other courses (Some o f these
courses are not open to fresh­
men and sophomores.)
100 to 199 — seminars for upperclass persons
and graduate students.

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.

85

Art

M IC H A EL W. COTHREN, Professor o f Art History
CO N STAN C E CAIN HUNGERFORD, Professor o f Art History
T. KAORI KITAO, Professor of A rt History
RRIAN A . MEUNIER, Professor o f Studio Arts
R AN D A LL L EXON, Associate Professor o f Studio Arts and Chair
M ARIRETH GRAYBILL, Associate Professor of Art History3
SYD C A R PEN TER, Assistant Professor o f Studio Arts
CELIA B. R EISM AN , Assistant Professor o f Studio Arts
KIRTANA TH ANG AVELU, Visiting Instructor o f Art History3

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
ings, and historical contexts of works o f art
and architecture; studio arts courses explore
problems of methods, processes, and personal
resources which arise in the actual creation of
objects in various media.
List G allery: The List Gallery, located in the
Performing Arts Center, was established to
enhance the curricular offerings o f the De­
partment o f Art. The contemporary work of
a wide variety o f artists—both established or
emerging professionals and Swarthmore stu­
dents in group shows and in the solo shows
required of senior art majors—is hung annu­
ally in a series o f rotating exhibitions. The
leading consideration in selecting outside ar­
tists to exhibit is the degree to which their
work will facilitate the pedagogical needs of
the studio arts and art history program. It is
for this reason that artists are usually brought
to campus as visiting critics while their works
are being shown. Classes and individuals thus
have the opportunity not only to see the work
o f an array o f contemporary artists but also to
exercise the critical process that is central to
the study and understanding o f art in a liberal
arts college. A selection o f works from

Swarthmore’s permanent collection is hung in
a permanent installation at the back o f the List
Gallery, and occasionally there are exhibitions
o f works o f art from the historical past using
the gallery as an extension of the art history
classroom. A t the same time as they fulfill
specific curricular needs, however, both con­
temporary and historical exhibitions in the
List Gallery benefit the entire College by
incorporating a broad community within an
ongoing discourse concerning the place o f the
visual arts in past and present culture. The
Ann T. Warren Exhibit Fund supports List
Gallery exhibitions.
H eilm an Artist: Each year the Department of
A rt invites a distinguished colleague to the
College as the Marjorie Heilman Visiting
Artist. The work of the invited artist is exhib­
ited in the List Gallery, and while on campus,
she or he gives a public lecture, critiques work
in the studios, and meets and talks with stu­
dents—both majors and non-majors—in for­
mal gatherings and on an informal basis.
L ee Frank Lecture: See p. 15.
Benjamin W est Lecture: See p. 15.
Jonathan Leigh Altm an Scholarship: See p. 27.
Jonathan Leigh Altm an Summer Grant: See p. 77 .
Frank Solomon, Jr. Student A rt Prize: See p. 81.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 1 is the prerequisite for
most other art history courses in the Depart­
ment. S T U A 1 is the prerequisite for all studio
arts courses, even for seniors; it may be waived

only by presenting a portfolio for evaluation.
Students are advised that graduate work in art
history requires a reading knowledge o f at
least German and French. The Department

3 Absent on leave, 1995-96.

5 Spring semester, 1996.

86

approves a credit for Advanced Placement,
grade 5 (with a submission of a portfolio in
Studio Arts), but it does not normally give a
waiver.
Study A broad: The A rt 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
is vital to an understanding of their historical
and contemporary significance. Past experi­
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards of comparable
courses at Swarthmore. To aid students in
their attempt to gain Swarthmore credit for
study abroad, the Department has established
the following guidelines. (1 ) No request for
transfer credit in art history will be considered
unless a student has already taken ARTH 1
(the normal prerequisite for work in art his­
tory at Swarthmore) before taking a course
abroad. (2 ) Students who are interested in
bettering their chances of gaining a full Swarth­
more credit for a course taken in a foreign
program are advised to attempt to arrange
with a Swarthmore professor, before leaving
the campus, to write, if necessary, a supple­
mentary research paper as a part of the course.
Such papers will be evaluated by the Depart­
ment as part o f the process o f determining
transfer credit.

T he Course Major in Art History: Art History
majors are required to take ARTH 1, ARTH 2,
one credit in Asian Art, six other credits in art
history, and one course in studio arts. The six
elective credits must include (1 ) one credit in
Western Art before 1700, (2 ) one credit in
Western Art after 1700, (3 ) one seminar (2
credits). The comprehensive—-given in the
Spring semester of the senior year—consists
o f a written examination, in preparation for
which students are required to study a group
o f carefully chosen works of art and architec­
ture.
The Course M ajor in Art: The combined pro­
gram of the Course Major in Art consists of
five courses in Art History (ARTH 1, ARTH
2 or ARTH 3 or another course on art before
1700, and three elective credits) and five
courses in Studio Arts (including courses in
drawing, another 2-D medium, and a 3-D
medium). The comprehensive consists of a
Senior Exhibition and Catalog, prepared dur­
ing Senior Workshop (STU A 30) during the
Fall o f the senior year. Junior and Senior
majors are required to attend all the collo­
quium meetings of STU A 20, whether or not
they are enrolled in Advanced Studies. Studio
Arts Facilities are closed during Summer and
normally during October, W inter, and Spring
Holidays.
Majors and M inors in T he External Exam ination
Program: Beginning with the class o f 1997,
students may formulate Honors Programs as
either majors or minors, in either art history
or art. For details consult guideline available
in the department office.

Art History
1.

C r it ic a l S tu d y in th e V is u a l A r ts .

This introduction to the study o f the visual
arts will investigate formal analysis, iconog­
raphy, and methods of historical interpreta­
tion, using examples of art and architecture
drawn from a variety 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 dis­
cussion will include technique and produc­
tion, visual narrative and didacticism, patron­

age and biography, and approaches such as
psychoanalysis, Marxism, and feminism.
Primary distribution course.
E ach semester. Staff.
2.

W e s te rn A r t

An historical introduction to the forms,
meanings, functions, and contexts o f Western
art and architecture from ancient Mediterra­
nean civilizations to the 20th century.
Spring sem ester. Kitao.

87

Art

■

---------------------------------------------------------------3.

A s ia n A r t

This course will explore the heritage of Asian
art using the theme o f visual narrative. What
are the distinctive properties of visual narra­
tives? What pictorial resources and strategies
do artists use to tell stories? The course will
combine theoretical perspectives on narrative
from fields such as literary criticism, rhetoric,
folklore, and film theory with a rigorous art
historical focus on the images themselves.
Topics include the Buddhist narratives from
Sanchi and Ajanta, Confucian narratives from
China, secular scroll paintings from Japan,
architectural monuments such as Borobodur
and Angkor Wat, and puppet and dance per­
formances in South and Southeast Asia.
Spring sem ester. Thangavelu.
9.

Film : F o rm a n d S ig n ific a tio n .

Film as visual and narrative art; principles of
framing, editing, and mise-en-scene; and an
historical survey. Two lectures and one screen­
ing session.
No prerequisite. Limited to 20.
Spring sem ester. Kitao.
14.

M e d ie v a l S u r v e y .

An introduction to European art and archi­
tecture from late antiquity to the thirteenth
century. Special attention will be given to the
"Romanization” of Christian art under Con­
stantine, the Celtic Christian heritage of the
British Isles and its culmination in the Book
of Kells, Justinianic Constantinople and
Ravenna, the Carolingian Renaissance, Ro­
manesque sculpture as ecclesiastical propa­
ganda, the efflorescence o f monastic art under
the Cluniacs and Cistercians, and the neopla­
tonic aesthetic that gave birth to the Gothic.
Not offered 1995-96. Cothren.
17.

N in e te e n th -C e n tu ry E u ro p e a n A rt.

A rt o f the revolutions o f 1789, 1830, and
1848 (David, Delacroix, Courbet); addresses
to modern life by the Pre-Raphaelites and by
Manet, Degas, and such Impressionists as
Monet and Morisot; challenges to realism by
Rodin, Cezanne, van Gogh, and Gauguin. The
work o f individual artists considered with
reference to social, political, economic, and
cultural factors and with reference to current
theoretical debates regarding interpretation.
F all sem ester. Hungerford.

88

18.

1«

T w e n tie th -C e n tu ry W e s te rn A r t

Painting and sculpture in Europe from artists
such as Picasso, Matisse, Kandinsky, Mon­
drian, and the Russian avant-garde, through
reactions to the Great War, as in Duchamp
and the Surrealists; then in the United States
from Abstract Expressionism to the present.
Consideration o f relevant social, political,
economic, and cultural factors and to the
developing critical discourse.
Spring sem ester. Hungerford.
25.

*

A r t s o f A fr ic a .

Not offered 1995-96.
31. J a p a n e s e C iv iliz a tio n and C u ltu re .

(Cross-listed as History 72 .) Traditional Jap­
anese culture and society, from prehistoric
times to the early modern period.
No prerequisite. (Fulfills the distribution re­
quirement for Humanities or Social Scien­
ces.)
A lternate years. Fall semester.
Not offered 1995-96. Graybill and Li.
32. A r t s o f th e B u d d h ist T e m p le
in J a p a n .

A study of the arts associated with the Bud­
dhist temple in Japan, from the 7 th through
13th centuries.
Not offered 1995-96. Graybill.
3 4 . J a p a n e s e A r t o f th e E a rly M o d e rn
P e rio d : P a in tin g a n d P r in ts , 1550-1850.

a

J

An examination of major schools and genres
o f painting and prints o f Japan’s early modem
period.
Not offered 1995-96. Graybill.
36.

Fo lk A r t

Folk art is a difficult and contentious term in
academia today, for it is used to represent a
wide range o f artistic praxis—for example,
painting, pottery, weaving, quilting, jewelry
making, among others. What is meant when
an object is categorized as being an example of
"fo lk art” ? W hat makes it "fo lk ,” and what
keeps it "art” ? The course, which will be
conducted in a seminar format, will combine
a close looking at "fo lk ” objects with theoret­
ical readings from art history and folklore.
Spring sem ester. Thangavelu.

M

A

I

f»

■
38. R itual and Im age in th e
B u d d h ist T ra d itio n .

(Cross-listed as Religion 28 .) An interdisci­
plinary, historical introduction to a variety of
Buddhist traditions, in South, Southeast,
Central, and East Asia, with an emphasis on
imagery and religious practice.
Not offered 1995-96. Graybill and Hopkins.
45. G o th ic A r t and A r c h ite c t u r e .

The formation o f "The Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle of the 13th cen­
tury: monasteries, cathedrals, and chapels;
neoplatonism and the new aesthetic; "court
style” and political ideology; structural tech­
nology and stylistic change; patronage and
production; contextualizing liturgy and visu­
alizing dogma.
Not offered 1995-96. Cothren.
46. M o n a s t ic is m a n d th e A r t s in
th e C h r is tia n M id d le A g e s .

(Also listed as Religion 29 .) This course will
investigate the significance o f Christian mo­
nastic communities as major artistic centers
during the middle ages with an emphasis on
the way the social context o f production and
consumption effected the works o f art them­
selves and the way we have traditionally cho­
sen to study them.
Fail semester. Cothren and Ross.
47. La te A n tiq u e , E a rly C h ris tia n ,
and B y z a n tin e A r t

An examination o f the emergence o f a Chris­
tian form o f artistic expression from the heri­
tage of late antique art, followed by a survey
of its international development through the
sixth century and its progression in the Byzan­
tine empire centered in Constantinople until
the fall o f that empire to the Ottoman Turks
in 1453.
Not offered 1995-96. Cothren.
50. R e n a is s a n c e A rt.

Not offered 1995-96.
51. R e n a is s a n c e P ic tu re .

Study o f the picture as conceived and shaped
in the Renaissance and further developed
thereafter, examining topics o f pictorial repre­
sentation both in theory and in practice.
Fall 1996. Kitao.

53.

M ic h e la n g e lo and H is T im e s .

Michelangelo, his art and thought, his Quat­
trocento sources, and his relationship with
Leonardo, Raphael, the Mannerists, and his
patrons in 16th Century Italy.
Fall semester. Kitao.
55.

R e m b ra n d t and H is T im e s .

See description for ARTH 155.
Not offered 1995-96. Kitao.
61. E v e r y d a y T h in g s.

Historical and cross-cultural study o f artifacts
in our everyday visual and physical environ­
ment, from paper clips and nails to furniture
and appliances, as well as machines and ap­
parel items—how they are conceived, made,
seen, used, and interpreted, examining topics
o f design theory and semiotics, including
handicraft and manufacture; tools, technol­
ogy, and standardization; marketing, packag­
ing, and advertising; and social dynamics of
historical change.
No prerequisite.
Spring 1996. Kitao.
62. S t r e e t s and P a s s a g e s .

Historical and cross-cultural study o f archi­
tectural and urban spaces in the light of
semiotics and design theory. How spaces and
their components are conceived, constructed,
experienced, used, and interpreted.
No prerequisite.
Fall 1997. Kitao.
6 4 . P h ila d e lp h ia and A m e r ic a n
A r c h ite c t u r e .

American architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper,
A rt Nouveau, A rt Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.
Prerequisite: ARTH 1 and/or ARTH 61.
Fall 1996. Kitao.
66.

A m e r ic a n 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 1995-96. Hungerford.

Art

4

4
75.

S p e c ia l S tu d ie s in C in e m a .

Study of selected films in wide-ranging genre
but with a special focus, encompassing semi­
otics and other critical theories and problems.
Prerequisite: ARTH land/or ARTH 9.
O ffered, occasionally. Kitao.
86.

A r c h it e c t u r a l T h e o ry .

Special study on traditional and contemporary
architectural thoughts: classicism, functional­
ism, systems design, semiotics, structure and
decoration, and other topics.

SEMINARS
Unless otherwise noted the prerequisite for
all seminars is two courses in ARTH including
ARTH 1.
132. A r t s o f th e B u d d h is t T e m p le
in Ja p a n .

See description for ARTH 32.
Not offered 1995-96. Graybill.
135. E ig h te e n th -C e n tu ry J a p a n e s e
P a in tin g and Its C o n te x ts.

An exploration o f intersections between the
visual arts and the political, social, and intellectural history o f 18th-century Japan.
Prerequisites: ARTH 1 and ARTH 3 or per­
mission of the instructor.
Not offered 1995-96. Graybill.
136. T h e M ic h e n e r C o lle c tio n o f
J a p a n e s e P rin ts .

A closely-focused study o f Japanese wood­
block prints o f the mid-Edo period.
Prerequisites: ARTH 1 and ARTH 3 or per­
mission o f the instructor.
Not offered 1995-96. Graybill.
138. I s la m ic P ain tin g .

After a brief general introduction to Islamic
art, the seminar will explore the history and
evolution of the pictorial narrative tradition
within Islamic culture from A.D. 691 to A.D.
1548.
Not offered 1995-96. Cothren.
1 4 5 .6 o th ic A r t and A r c h ite c t u r e .

See description for ARTH 45.
Spring semester. Cothren.
153. M ic h e la n g e lo and H is T im e s .

See description for ARTH 53.
Not offered 1995-96. Kitao.

90

Prerequisite: ARTH 61 or 6 4 and instructor’s
approval.
O ffered occasionally. Kitao.

a

9 6 . D ire c te d R ead in g .

Staff.
99.

T h e s is .

The thesis is normally for two credits, taken
in the Fall of the Senior Year; the topic must
be submitted and approved by the instructorin-charge before the end o f the Junior Year.
Staff.
155. R e m b ra n d t a n d H is T im e s .

Rembrandt, Dutch Painting, and the nature of
picture making: Protestantism and mercantile
milieu, Mannerism and Caravaggism, Rem­
brandt and Italy, portraiture and self-portrai­
ture, the genre, optics and painting, the print
as medium; and theatricality, narrative and
realism.
Not offered 1995-96. Kitao.

*

«

160. E ig h te e n th -C e n tu ry W e s te rn A r t

Study of the transition from royal and aristo­
cratic visual culture to that of the rising
middle class in Western Europe, especially
France and Great Britain and the emerging
United States. Close reading of the recent
critical contributions o f scholars such as Bry­
son, Crow, and Fried.
Not offered 1995-96. Hungerford.
164. M o d e rn A r t

The critical debate addressing artists such as
Courbet, Manet, Degas, Gauguin, Cézanne,
Picasso, and Pollock and the issue o f "M od­
ernism” in nineteenth- and twentieth-century
painting. Primary attention to challenges
raised from Marxist and feminist perspec­
tives.
Fall and spring semesters. Hungerford.
175. C in e m a .

Prerequisite: ARTH 1 and/or ARTH 9.
Not offered 1995-96. Kitao.
195. T h e o r y and M e th o d o lo g y .

An introduction to the historiography o f art
history, both theory and practice, and an ex­
ploration o f the current "crisis” o f the disci­
pline which has led to its reassessment from
a variety o f critical perspectives.
Prerequisite: four credits in art history.
Not offered 1995-96. Cothren.

*

10.
1. Foundation.

■

An exploration, in practice and theory, of the
elements o f visual thinking. Through prob­
lems, primarily in drawing, attention will be
given to the following elements o f two and
three dimensional design and composition—
line, value, color, perspective, proportion,
figure/ground and volume/mass relation­
ships. (This course is a prerequisite for all
other courses in studio art.)
Each sem ester. Staff.
3. D ra w in g .

Work in various media directed toward a
clearer perception of space,' light and form. A
course for all levels of ability. Weekly outside
drawing problems and a final project.
Not offered 1995-96. Reisman.
4. M u ltim e d ia S c u lp tu re .

This course will cover a wide range o f sculp­
tural concepts and techniques, from tradi­
tional to contemporary. These techniques
will include: clay modeling, casting, multi­
media assemblage, and wood construction.
Fall sem ester. Meunier.
5. C e r a m ic s .

A wide spectrum of approaches to clay for
functional as well as sculptural expression.
Students are encouraged to work towards
developing their own vocabulary o f design
and form within a series of class projects while
acquiring a fundamental understanding of pro­
cesses, contemporary developments and tra­
ditions. Open to beginning, intermediate, and
advanced students.
Fall semester. Carpenter.
6. P h o to g ra p h y .

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 of non-photographic
composition.
Prerequisite: STU A 1, even for seniors.
Spring sem ester. Meunier.
8. Painting.

Investigation in oil paint o f pictorial structure
and of the complex nature o f color—how it
can define surface, space, light, temperature
and mood.
Fall semester. Reisman.

L ife D ra w in g .

Work in various media directed toward a
clearer perception of the human form. The
class is centered on drawing from the model,
and within this context. The elements of
gesture, line, structure, and light are isolated
for the purpose o f study.
Spring semester. Exon.
15. A d v a n c e d C e ra m ic s :
T h e P o tte r’s W h eel.

Students who have had sufficient experience
may submit a written proposal for a semester
o f independent work in clay. Slides or exam­
ples of previous work must be submitted with
the proposal. Acceptance into the advanced
level is based on strong evidence o f a greater
than basic understanding of formal as well as
technical considerations.
Spring sem ester. Carpenter.
19. W o rk s On P a p e r.

Investigations into printmaking and other
materials that use paper as a support. Empha­
sis will be placed on drawing concepts. In
addition to class assignments, students will be
encouraged to work on independent projects.
Not offered 1995-96.. Reisman.
20. A d v a n c e d S tu d ie s .

20A . Ceramics
20B. Drawing
20C . Painting
20D . Photography
20E. Sculpture
These courses are designed to usher the inter­
mediate and advanced student into à more
independent, intensive study in one or more
of the fields listed above. A discussion of
formal issues generated at previous levels will
continue, with greater critical analysis brought
to bear on stylistic and thematic direction.
Each student will enroll under the guidance of
a professor in the chosen medium, to whom
a written statement o f purpose must be sub­
mitted at the time of pre-registration. In ad­
dition to individual conferences, a colloquium
meeting will be scheduled every two or three
weeks. During these gatherings the entire
studio faculty, (and occasional visiting ar­
tists), all advanced study students, and art
majors will critique and share issues o f artistic
intent.
Note: Although this course is for full credit,
a student may petition the studio faculty for

91

Art

a Yi credit semester.
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
E ach sem ester. Staff.
25.

A d v a n c e d S tu d ie s II.

Continuation of STU A 2 0 on a more ad­
vanced level.
Prerequisite STU A 2 0. Staff.
30.

S e n io r W o rk s h o p .

A course designed to strengthen critical, the­
oretical, and practical skills on an advanced
level. Critiques by the resident faculty and

92

visiting artists, as well as group critiques with
all members o f the workshop, will guide and
assess the development of the students’ indi­
vidual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing o f the thesis for the
senior exhibition. (This course is required of
senior art majors.)
Fall sem ester. Exon.
40.

Staff.

S e n io r T h e s is .

Asian Studies

Coordinator: A L A N BERKOWITZ (Modern Languages, Chinese)
Faculty:

WOOII-Ping C h ill (English Literature)3
M a rib e th G ra y b ill (A rt) 3
S te v e n H o p k in s (Religion)
H a ili K on g (M odem Languages, Chinese)
G e ra ld L e v in s o n (Music)
L illia n M . Li (History)
D eep a O lla p a lly (Political Science)
S te p h e n P ik e r (Sociology/Anthropology)
D on ald S w e a r e r (Religion)
L a r r y W e s tp h a l (Economics)
T y re n e W h ite (Political Science)

PU RPO SE
The Asian Studies Program by nature imple­
ments interdisciplinary approaches in the
study o f the multiple and diverse cultural
traditions o f over half o f the world’s popula­
tion.
The purpose of 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 of the regions
of Asia: China, Japan, South Asia, and South­
east Asia. (2 ) An interdisciplinary approach;
the student will be required to take instruction
in at least three different departments, one of
which may be language. (3 ) A specialized
knowledge of one area 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 of an Asian language. Students may
study an Asian language in one of the following
ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) taking
another Asian language at the University of
Pennsylvania or in summer school, for exam­
ple at the Middlebury College Summer Lanm

guage Institute, or (c) taking language courses
in one of the study-abroad programs with
which Swarthmore is affiliated. A maximum
of 4 credits o f language study taken above the
first-year level 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 of one o f the regions of Asia, as
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

_________________________________________
3 Absent on leave, 1995-96.

93

A s ia n S tu d ie s

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 in Asian Studies consists of a
minimim of 9 credits, with requirements and
distribution as follows:

Religions), Religion 9 (The Buddhist Tra­
dition), Religion 12 or 13 (History, Reli­
gion, and Culture of India, I and II).

( 1 ) Coursework must be completed concern­
ing more than one o f the regions o f Asia.

(4 ) A minimum of 6 credits o f work must be
completed at the intermediate or ad­
vanced level in at least two different de­
partments. This may include the study of
an Asian language above the first year, to
a maximum o f four credits.

(2 ) Classes must be taken in at least three
different departments.
(3 ) 2 credits must be taken from the follow­
ing: Art History 3 (Asian A rt), Chinese
16/LIT 16Ch (Substance, Shadow, and
Spirit in Chinese Literature and Culture),
Chinese 18/LIT 18Ch (The Classical Tra­
dition in Chinese Literature), History 9
(Chinese Civilization), A rt History 31/
History 72 (JaPanese Civilization and
Culture), Religion 8 (Patterns o f Asian

(5 ) A 1- or 2-credit senior thesis, followed by
an oral exam. Each major will be expected
to write a senior thesis in his/her area of
specialization. The thesis is not required
for Honors majors, but majors may write
a thesis for one o f their exams.

HONORS MAJORS
(1 ) To receive an Honors major in Asian
Studies, students will first fulfill the re­
quirements for a major in Asian Studies.
The preparation for honors will consist of
four double-credit seminars or prepara­
tions in the Asian Studies program, plus
senior honors study. (One o f the prepara­
tions may count also towards a minor in
another department or program.) Stu­
dents are encouraged to incorporate study
abroad and language training in their
preparations.
(2 ) Honors preparations must represent at
least two different departments.
(3) Students have the option o f presenting a
thesis as one of their preparations. W ith
advance approval, students may begin
thesis preparation while studying in Asia.
(4) Senior Honors Study. Honors candidates
will complete one credit of work in senior
honors study. Students enrolled for hon­
ors study will prepare one substantial
paper whioh critically examines selected

94

works in Asian Studies that facilitate the
integration of their individual programs
o f study. This paper will be presented to
the external examiners, along with a list
of the works covered in their senior study.
These works will be chosen by a panel of
Asian Studies faculty, with the purpose
of enhancing the breadth and depth o f the
students’ academic program.
O rganization o f Senior Honors Study. The
Asian Studies program coordinator will
serve as faculty moderator and will meet
with students during the course of their
preparation. As appropriate, other mem­
bers of the Asian Studies faculty may also
meet collectively with students in seminar
sessions to discuss individual works that
have been assigned. Students participat­
ing in senior honors study will be respon­
sible for leading the discussion in one
session and preparing discussion papers
for each of the assigned works.

(5) Honors evaluation will be comprised of:
1) Written exams covering each prepara­
tion, with the following exceptions.
Where the student preparation consists
o f a two-credit thesis, the thesis will be
submitted to the examiner to read and
evaluate. Where a preparation consists of
a one-credit course plus a one-credit the-

sis, students will be evaluated by submit­
ting the thesis to the external examiner
and by completing an appropriate written
exam. 2) An oral exam covering the four
preparations plus the senior honors study,
administered by a panel o f the candidate’s
external examiners.

HONORS MINORS
(1) To be eligible to minor with honors in
Asian Studies, students must complete
the course requirements equivalent to a
concentration in Asian Studies. This en­
tails the completion o f five course credits
in the program, three o f which are upperdivision course or seminar credits. In
addition, the credits must be spread
across at least two departments.
(2) Candidates for an honors minor will offer
one preparation for external examination.
This preparation may be based on a single
two-credit seminar, or on a combination
of two or more credits received for course
work taken at Swarthmore. W ith the
approval of the Asian Studies committee,
course work taken in Asia may be incor­
porated into the preparation.

(3 ) Candidates will complete their senior hon­
ors study in Asian Studies in the same
manner as described above for honors
majors (see section four). Minors will
participate in all honors study sessions
and will prepare one discussion paper on
one of the assigned works. In addition,
minors will prepare an integrative paper
linking their program of study and senior
honors study. This paper will be for­
warded to the external examiner. Can­
didates have the option of receiving
Vi credit for completion o f this work.
(4 ) Candidates for an honors minor will take
a written exam prepared by the external
examiner and sit for an oral exam.

COURSES
Asian Studies courses have in common the
treatment o f Asian cultures and traditions,
providing various perspectives on diverse as­
pects o f a number o f Asian countries and
cultural traditions. (See catalogue sections for
individual departments to determine specific
offerings in 1995-1996; additional depart­
mental courses may be considered, pending
approval.)
D e p a rtm e n t o f A r t

3. Asian Art
31. Japanese Civilization and Culture
32. Arts o f the Buddhist Temple in Japan
34. Japanese Art o f the Early Modem
Period: Painting and Prints,
1550-1850

38. Ritual and Image in Buddhist Tradition
135. 18th Century Japanese Painting and Its
Contexts
136. The Michener Collection of Japanese
Prints
D e p a rtm e n t o f E c o n o m ic s

83. Asian Economies
181. Economic Development
D e p a rtm e n t o f E n g lish L ite ra tu re

4. The Post-Colonial Condition
75. Southeast Asian Literature
D e p a rtm e n t o f H is to r y

9. Chinese Civilization
10G. Women, Family, and State in China
72. Japanese Civilization and Culture

95

A s ia n S tu d ie s

74. Modern China: Emperors to
Entrepreneurs
75. M odem Japan
144. M odem China
D e p a rtm e n t o f M o d e rn L a n g u a g e s
a n d L ite ra tu r e s , C h in e s e

3B, 4B. Second-year Mandarin Chinese
11. Third-year Chinese
11 A. Third-year Chinese Conversation
12. Advanced Chinese
12A. Advanced Chinese Conversation
16. Substance, Shadow, and Spirit in
Chinese Literature and Culture.
17. The Legacy o f Chinese Narrative
Literature: The Story in Dynastic
China
18. The Classical Tradition in Chinese
Literature
20. Readings in M odem Chinese
20A. M odem Chinese Conversation
33. Introduction to Classical Chinese
63. Comparative Perspectives: China in
the Ancient World
66. Chinese Poetry.
81. Transcending the Mundane: Taoism in
Chinese Literature and Culture
91. Special Topics in Chinese Literature
and Culture in Translation
93. Directed Reading
D e p a rtm e n t o f M u s ic a n d D a n ce

8. The Music o f Asia and Africa

96

21. History o f Dance: Asia and A ff ica.
D e p a rtm e n t o f P o litic a l S c ie n c e

3.
55.
56.
64.
108.

Comparative Politics
China Since Tiananmen
Politics o f South and Southeast Asia
American-East Asian Relations
Comparative Politics: Greater China

D e p a rtm e n t o f R e lig io n

8. Patterns of Asian Religions
9. The Buddhist Traditions of Asia
12. History, Religion, and Culture of
India, I
13. History, Religion, and Culture of
India, II
20. Poets, Saints, and Storytellers: The
Religious Literatures o f India
28. Ritual and Image in the Buddhist
Tradition
104. Buddhism in Southeast Asia
113. From Buddha’s Relics to the Body of
God: Hindu and Buddhist Devotion
D e p a rtm e n t o f S o c io lo g y -A n th ro p o lo g y

93. Southeast Asia: Culture and History
Independent Study.
L in g u is tic s

Ling 33. Introduction to Classical Chinese
A s ia n S tu d ie s

Asia 96. Thesis (one credit)
Asia 180. Thesis (two credits)

4 Biology

S CO TT F. GILBERT, Professor3
M A R K JA C O B S , Professor

4

JOHN B. JEN K IN S , Professor3

I

JA C O B WEINER, Professor
TIMOTHY C. W ILLIAM S, Professor
RACHEL A . M ERZ, Associate Professor and Chair
KATHLEEN K. SIWICKI, Associate Professor

K

B A R B A R A Y. STEW ART, Associate Professor and Associate Chair
JUDITH C E B R A -T H O M A S , Assistant Professor
S A R A M . HI EBERT, Assistant Professor
I

ELIZABETH A . VALLEN, Assistant Professor

I

A M Y C. VOLLM ER, Assistant Professor
DARLENE BR A M U CC I, Laboratory Instructor
SHELAGH JO H N STO N , Laboratory Instructor
T H O M A S VALENTE, Laboratory Instructor

I

Students are introduced to biology by enrolling in Biology 1 and Biology 2 which serve
as prerequisites for all intermediate and advanced biology courses. Intermediate courses

1

I

I
I
I

I
I

I

are numbered 10-50; courses numbered be­
yond 5 0 are advanced and may be used to
prepare for the Honors Program,

REQUIREMENTS AND RECOMMENDATIONS
Students electing to major in Biology must
include the following supporting subjects in
addition to the minimum of eight credits
composing the major: Introductory chemistry, at least one semester o f organic chemistry,
and two semesters o f college mathematics
(not Stat 1 or Math 3 ) or the completion of
Calculus II (Math 6A and 6B, or 6C). One
semester of statistics (Stat 2 or 2 3 ) is strongly
recommended.
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; II. Organismal Biology; and III. Popu-

} HONORS PROGRAM
Admission to the Honors Program is based
on academic record (average o f B or better in
the natural sciences) and completion of pre2

Absent on leave, spring semester, 1996.

lational Biology. Course majors must take at
least one advanced course or seminar in Biol­
ogy and satisfy the general college requirement
o f a comprehensive experience and examina­
tion in biology by participation in Bio 97,
Senior Evolution Seminar.
Special majors in biochemistry, psychobiol­
ogy, and bioanthropology are also offered.
Students wishing to obtain secondary teacher
certification in biology must complete suc­
cessfully a major in biology which should
include at least one course in plant science, in
evolution, and physics.

requisites for the courses or seminars used in
preparation for Honors exams. Qualified stu­
dents will prepare for Honors examinations

3 Absent on leave, 1995-96.

97

B io lo g y

by combining courses and seminars for two
preparations in the areas o f Animal Physiol­
ogy, Behavioral Ecology, Biomechanics, Cell
Biology, Developmental Genetics, Human Ge­
netics, Cellular Membranes, Microbiology,
Neurobiology, Plant Physiology, and Plant

Ecology. Students in Honors also will under­
take a substantial research project (Bio 180)
and participate in Senior Honors Study (Bio
100). Both o f these will be evaluated by
external examiners who will determine the
level of honorific.

COURSES
1. C e llu la r and M o le c u la r B io lo g y .

An introductory study o f living cells illus­
trated by examples drawn from cell biology,
biochemistry, genetics, microbiology, neuro­
biology, and developmental biology.
One laboratory period per week.
Primary distribution course.
Fall semester. Staff.
2. O rg a n is m a l a n d P o p u la tio n B io lo g y .

Introduction to the study of organisms em­
phasizing the adaptive aspects o f morphology,
physiology, behavior, ecology, and evolution
o f whole organisms and populations.
One laboratory period per week.
Primary distribution course.
Spring semester. Staff.
14. F ie ld O rn ith o lo g y .

The biology o f birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive phys­
iology and behavior.
One lab or field trip per week: at least one all
day trip/semester.
Prerequisites: Biology 2, or AP Biology, or
consent o f instructor.
Alternate years, fa ll semester. Williams.

Prerequisites: Biology 2 or consent o f instruc­
tor.
Alternate years, spring semester.
20. G e n e tic s .

An introduction to genetic analysis using the
tools of classical and molecular genetics. The
course explores basic principles o f genetics,
the chromosome theory o f inheritance, classi­
cal and molecular strategies for gene mapping,
strategies for identifying and isolating genes,
the genetics o f bacteria and viruses, replica­
tion, gene expression, and the regulation of
gene activity. M ajor concepts will be illus­
trated using human and non-human exam­
ples.
One laboratory period per week or a special
project.
Prerequisite: Biology 1.
Fall semester. Jenkins.
21. C e ll B io lo g y .

A study o f the ultrastructure and function of
cell components.
One laboratory period per week.
Primary distribution course.
Prerequisites: Biology 1, Chemistry 22.
Spring semester. Vallen.

15. A n im a l P h y s io lo g y .

25. A n im a l B e h a v io r.

An examination o f the principles and mecha­
nisms o f animal physiology ranging from the
subcellular to the integrated whole animal.
One laboratory per week.
Prerequisites: Bio 1, 2, Chem 10 recom­
mended.
Fall semester. Hiebert.

An introduction to the biological study of
animal behavior in field and laboratory.
One laboratory or field period per week.
Prerequisites: Biology 2; Stat 2 recommended.
Alternate years. Williams.

17. S y s t e m a t ic B otan y.

Principles and methods o f plant systematics,
the study o f plant diversity, approached
through the classification and identification of
the major families o f vascular plants.
One laboratory period per week.

98

29.

N e u ro b io lo g y .

A study o f the basic principles of neuro­
science, with emphasis on the electrical and
chemical signalling properties o f neurons and
their underlying cellular and molecular mecha­
nisms, as well as the functional organization
of selected neural systems.

One laboratory period per week.
Prerequisite: Biology 1, Chemistry 10.
Spring semester. Siwicki.
33. E m b ry o lo g y .

This analysis of animal development will com­
bine descriptive, experimental, and evolu­
tionary approaches. Laboratories will involve
dissection and manipulation of invertebrate
and vertebrate embryos.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Spring semester. Cebra-Thomas.
34. P a th o g e n e s is a n d th e
Im m une R e s p o n s e .

A study o f infectious agents and o f the
humoral and cellular mechanisms by which
vertebrates respond to such agents.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Alternate years, spring semester. Vollmer.
36. I n v e rte b ra te Z o o lo g y .

Evolution, morphology, ecology, and physiol­
ogy o f invertebrate animals.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.
Alternate years, fa ll semester. Merz.
37. P la n t P h y s io lo g y .

A study of the principal physiological pro­
cesses o f higher plants, including photosyn­
thesis, gas exchange, water and nutrients
transport, mineral metabolism, plant hor­
mone action, and environmental responses.
One laboratory period per week.
Prerequisites: Biology 1, 2. Chemistry 22
recommended.
Fall semester. Jacobs.
38. M ic r o b io lo g y .

Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and identi­
fying bacteria.
One laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.
Alternate years, spring semester. Vollmer.
Not offered 1995-96.
39. E co lo g y .

The scientific study of the relationships that
determine the distribution and abundance of

organisms. Topics covered include interac­
tions between organisms and their environ­
ments, population dynamics, species inter­
actions, community ecology, and nutrient
cycles.
One laboratory period or field trip per week.
Prerequisites: Biology 1 and 2.
Fall semester. Weiner.
43.

H is to r y and C ritiq u e o f B io lo g y .

The topics o f this course focus on genetics,
development, and evolution; science and the­
ology; and contemporary social critiques of
biological sciences.
Prerequisites: Biology 1 and 2.
Alternate years, spring semester. Gilbert.
Not offered 1995-96.
45.

P rim a te B e h a v io r.

The adaptive aspects o f primate behavior,
studied under natural conditions, its evolu­
tionary implications and physiological deter­
minants. Content overlaps with Biology 25.
One laboratory period per week.
Prerequisites: Biology 2 or Psychology 1, or
one introductory level course in Sociology/
Anthropology giving an appropriate back­
ground in Anthropology.
Fall semester. Williams.
Not offered 1995-96, 96-97.
50.

M a r in e B io lo g y .

Ecology of oceans and estuaries, including
discussions o f physiological and structural
adaptations of marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: Biology 1 and 2.
Alternate years, fa ll semester. Merz.
52.

D e v e lo p m e n ta l G e n e tics.

Üpper-level course focusing on the mecha­
nisms o f cell differentiation and signal trans­
duction in embryos and lymphocytes. Labora­
tories will stress molecular analyses.
Prerequisites: Biology 20, 21, or Chem 38.
One laboratory per week.
Spring semester. Cebra-Thomas.
5 5 . M ic r o b ia l A d a p ta tio n and
B io te c h n o lo g y .

A study of microbial mechanisms o f adapta­
tion to natural and experimental stressors and
their applications. Laboratory will focus on
molecular techniques to investigate gene ex­
pression in bacteria.

99

B io lo g y

Prerequisites: Biology 38 or Chem. 38.
One credit.
One laboratory per week.
Fall semester. Vollmer.

Prerequisites: Biology 1, 2 and one other
biology course, preferably Bio 15.
Alternate years, spring semester. Hiebert.

56.

Seminars focusing on the anatomy and func­
tional properties of neural systems underlying
specific animal behaviors. Independent labo­
ratory projects.
Prerequisite: Biology 2 9 or permission of in­
structor.
Alternate years, fa ll semester. Siwicki.
Not offered 1995-96.

H u m a n G e n e tic s .

A seminar exploring the genetic analysis of
the human genome.
Prerequisite: Biology 2 0 or consent of instruc­
tor.
Spring semester. Jenkins.
Not offered 1995-96.
62. B io m e c h a n ic s .

Basic principles o f solid and fluid mechanics
will be explored as they apply to the morphol­
ogy, ecology, and evolution o f plants and
animals.
Prerequisites: Biology 1, 2, and one other
Biology course.
Alternate years, spring semester. Merz.
6 3 . P a le o b io lo g y .

Introduction to the fossil record and the
techniques and theories used by paleontolo­
gists. Current issues in paleontology wiE also
be examined.
Prerequisites: Biology 1 and 2 and one other
Biology course.
Alternate years, spring semester. Merz.
Not offered 1995-96.
64. D e v e lo p m e n ta l N e u ro b io lo g y .

Seminars discussing cellular and molecular
mechanisms o f nervous system development
and plasticity.
Prerequisite: Biology 29 or 152.
Independent laboratory projects.
Alternate years, fa ll semester. Siwicki.
72.

C e llu la r M e m b ra n e s .

A study o f the central role o f cellular mem­
branes in the process o f cell metabolism.
Transport across membranes and interaction
with other cells are stressed.
Prerequisites: Bio 21, 38, or Chem 38.
Fall semester. Stewart.
76.

B io lo g ic a l R hy th m s.

An examination of the properties o f biological
clocks, their neural control, and the rhythms
they generate, with an emphasis on the signifi­
cance o f rhythms at the level of organism and
environment.
One seminar meeting each week and ongoing
laboratory projects.

100

78. N e u ra l B a s is o f B e h a v io r.

79. P h y s io lo g ic a l E c o lo g y .

Physiological basis for interactions between
animals and the environment, including ther­
moregulation, seasonality, foraging, repro­
duction, and energetics. Laboratory exercises
and independent projects.
Prerequisites: Biology 1, 2, and Bio 15 or per­
mission o f instructor.
Alternate years, spring semester. Hiebert.
9 3 . Independ ent S tu d y.

A program o f directed reading or laboratory
or field work in a designated area o f biology.
One-half or one credit.
Fall or spring semester. Staff.
9 4 . R e s e a rc h P r o j e c t

W ith the permission o f the Department,
qualified students may pursue a research pro­
gram for course credit.
Fall or spring semester. Staff.
95. S e n io r P r o j e c t

W ith the permission of the department a
student may write a senior paper in Biology
for satisfaction o f the requirement o f a com­
prehensive examination for graduation.
9 7 . S e n io r E v o lu tio n S e m in a r.

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 in course.
190. S e n io r H o n o rs S tu d y.

An interactive, integrative program to allow
Honors students to finalize their research
thesis.
Spring semester. Staff.

m

*

SEMINARS
104.

*

■

P la n t E c o lo g y .

The study of plant individuals, populations,
and communities in their relationships with
their physical and biological environments.
Prerequisites: Biology 39.
Two credits.
Alternate years, fa ll semester. Weiner.
160. B e h a v io ra l E c o lo g y .

■

I

The study of the evolution o f behavior as an
adaption to an environment.
Prerequisites: Biology 25 or 3 9 or 45 or 15.
Students with preparation outside biology
should seek permission of the instructor.
Two credits.
Alternate years. Williams.
173. A n im a l O rie n ta tio n and M ig ra tio n .

Physiology, behavior, ecology, and evolution

provide a multidisciplinary understanding o f
the way animals from whales to bacteria find
their way around their world.
One credit. May be combined with Bio 180
for 2 credits.
Original research project and field trips.
Prerequisites: Bio 25 or 14 or 15 or permission
o f the instructor. Physics (high school or
above) and statistics recommended.
Alternate years, fa ll semester.
180. T h e s is .

A research project for students who partici­
pate in the External Examination program in
Biology.
One or two credits.
Both semesters.

101

I

Black Studies

I
Coordinator:

C H A R L E S J A M E S (English Literature)

Committee:

J o h n A ls to n (Music and Dance)
T im o th y B u rk e (History)
S y ri C a r p e n te r (Art)
Y vo n n e C h ire a u (Religion)
M a u r ic e E ld rid g e (President’s Office)
N g in a L y th co tt (Dean’s Office)
Ethel M OOre (Psychology)
M a x in e P r o c t o r (Dean’s Office)
M ic h e lin e R ic e - M a x im in (Modern Languages)
P e te r S c h m id t (English Literature)
J e r o m e H. W ood (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 of 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.
A ll Concentrators in Black Studies are re­
quired to take History 7, as early as feasible,
and Black Studies 91, ordinarily in the last
semester of the senior year. Members o f the
1997 and 1998 classes may substitute either
Religion 10 or English 59 for the History 7
requirement. Concentrators must take a mini­
mum 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 depart­
ments 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 one-credit seminar (if there
are four or more students), with all senior
Concentrators participating. The topics se­

lected for reading, class discussions, and the
writing o f seminar papers will be drawn from
representative works in Black Studies from a
variety of disciplines and perspectives and
will depend on the interests and backgrounds
o f the participants. The tutorial or seminar
will normally be taken in the spring semester
o f the senior year, and will culminate in a
senior thesis administered by the Black Studies Committee.

I
I
I
I
I
■
I
I
I

The committee expects those students who
use their thesis credit for both a major and
Black Studies to show much more substantial
work than single-credit theses applied only to
Black Studies 91.

1
I
I
I

Black Studies Minor in the Honors Program: All
students participating in the Honors Program
are invited to define a minor in the Black
Studies Program. Minors in Black Studies do
a single, two-credit preparation in the Concentration. This preparation may be based on
two units o f academic credit selected from the
course offerings within the Black Studies
Program, or it may be a two-credit thesis
written under program supervision. Minors
must meet the requirements o f the Concentration (as noted above) o f a minimum of five
units o f credits, including either History 7,
Religion 10, or English 5 9 and Black Studies
91, Special Topics in Black Studies. One unit
o f the two-credit preparation by minors will
satisfy the Black Studies 91 requirement; minors otherwise will be exempted from the
single-credit senior thesis administered by the
Black Studies Committee.

I
I
I
I
I
I
I
I
I
I
I
I
I
■
I
I
I
I

The single, two-credit combination o f the
external examination must include at least
one course outside the major in a pairing
approved by the Program after consultation
with the minor. Possible course combinations
may include, for examples: History 8B. Mod­
em Africa, 1880 to Present and Linguistics
37. Languages of Africa; Modern Languages
77. Prose Francophone: Literature et Societae
and English Literature 76. The Black African
Writer; or Economics 82. The Political Econ­
omy of Africa and Political Science 58. Afri­
can Politics. Current or updated combinations
are available for all concentrators each year in
the Programs Office. W ith respect to course
combinations, it should be noted that all
Honors work is normally done during the
junior and senior years. The two-credit thesis
option must include work done for the Con­
centration and should entail some unifying or
integrative principle of coherence. Normally
thesis proposals must be submitted to the
Program and approved prior to the start of the
senior year.

After consultation with their major depart­
ment, minors may draw on these preparations
to enhance or, where appropriate, to integrate
their completed or ongoing Senior Honors
Study for the major. Work in Black Studies
may be represented in the Honors portfolio
sent to the external examiner by the inclusion
o f such things as an essay designed to enhance
and/or integrate work done in two or more
courses, a revised and enhanced seminar
paper or a term paper from a Black Studies
course, a video or audio tape o f a creative
performance activity in dance or music, or
other approved creative work.
Courses o f the Black Studies Concentration
are listed below. Courses o f independent
study, special attachments on subjects relevant
to Black Studies, and courses offered by visit­
ing 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.

COURSES
D a nce 9. M u s ic and D a n ce o f A fr ic a .
D a nce 21. H is to r y o f A s ia n a n d A fr ic a n
D ance.
E c o n o m ic s 71. L a b o r E c o n o m ic s .
E c o n o m ic s 72. S o c ia l E c o n o m ic s .
E c o n o m ic s 73. W om en & M in o r itie s
in th e E c o n o m y .
E c o n o m ic s 82. T h e P o litic a l
E c o n o m y o f A fr ic a .
E c o n o m ic s 171. L a b o r and S o c ia l
E c o n o m ic s
E c o n o m ic s 172. U rb a n U n d e r c la s s .
E n g lish L ite ra tu re 58. A u to b io g ra p h ic a l
A c ts .
E n g lish L ite ra tu re 59. T h e A fr o A m e r ic a n W rite r.
E n g lish L ite ra tu re 60. T he
C o n te m p o ra ry A fr o - A m e r ic a n
W rite r.

E n g lis h L ite ra tu re 76. T h e B la c k
A f r ic a n W rite r.
E n g lis h L ite ra tu re 77. B la c k
A tla n tic N a rr a tiv e s .
E n g lis h L ite ra tu re 121. M o d e rn
B la c k F ictio n .
H is to r y 7. H is to r y o f
A fr ic a n - A m e r ic a n P e o p le .
H is to r y 8 A . A f r ic a in th e Era o f th e
S la v e T ra d e , 1400-1850.
H is to r y 8B. M o d e rn A f r ic a , 1880 to
P re s e n t.
H is to r y 6 0 . C u ltu ra l C o n s tru c tio n s
o f A fr ic a : Im a g es, Inven tio ns,
I d e o lo g ie s .
H is to r y 6 3 . H is to r y o f S o u th e rn A fr ic a .
H is to r y 67. T h e B la c k E x p e rie n c e in
La tin A m e r ic a .
H is to r y 140. T h e C o lo n ia l E n c o u n te r
in A fr ic a .

'i

B la c k S tu d ie s

à

*
L in g u is tic s 37. L a n g u a g e s o f A fr ic a .

M u s ic 61. J a z z I m p ro v isa tio n .

L in g u is tic s 5 2 . H is t o r ic a l and
C o m p a ra tiv e L in g u is tic s .

P o litic a l S c ie n c e 33. R a ce ,
E th n ic ity and P u b lic P o lic y .

L ite ra tu re 79F. F ra n c e and A f r ic a
T h ro u g h E a ch O th er’s E y e s.

P o litic a l S c ie n c e 5 8 . A fr ic a n
P o litic s .

M o d e rn L a n g u a g e s 12L. Intro d uction
L’a n a ly s e L itté ra ire .

P o litic a l S c ie n c e 110. C o m p a ra tiv e
P o litic s : A fr ic a .

M o d e rn L a n g u a g e s 77. P r o s e
F ra n co p h o n e : L ité ra tu re et S o c ié t é .

P s y c h o lo g y 2 7 . P s y c h o lo g y and B la c k
A m e r ic a : S e le c te d T o p ic s .

M o d e rn L a n g u a g e s 78. T h é â tre
d ’é c r it u r e s f r a n ç9a is e s .

R e lig io n 10. A fr ic a n - A m e r ic a n
R e lig io n s.

M o d e rn L a n g u a g e s 110. E c r itu r e s
f r a n ç a is e s : h o r s d e F ra n c e :
F ictio n e t ré e l.

R e lig io n 3 3 . B la c k W om en and
R e lig io n in th e U n ite d S ta te s .

M u s ic 3. J a z z H is to ry .
M u s ic 9 / D a n c e 9. M u s ic a n d D a n ce
o f A fr ic a .
M u s ic 24. A r m s tr o n g , P a r k e r and
C o ltra n e .

R e lig io n 35. F ro m Vodun to Voodoo:
A f r ic a n R e lig io n s in th e
Old and N e w W o rld s.
S o c io lo g y and A n th ro p o lo g y 44.
P e o p le s a n d C u ltu r e s o f A fr ic a .
B la c k S tu d ie s 91. S p e c ia l T o p ic s
in B la c k S tu d ie s (T h e sis).

9

»

*

*

a>

104

I Chemistry

J A M E S H. H A M M O N S , Professor
ROBERT F. P A S TE R N A C K , Professor
-

JUDITH G. VOET, Professor*
T H O M A S A . S TE PH EN SO N , Associate Professor and Chair
BRYAN S . K L A S S E N , Assistant Professor
ROBERT S . PALEY, Assistant Professor
PAUL R. RAB LEN , Assistant Professor
ALISON P. W ILLIAM S, Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
M A R Y E. ROTH, Lecturer
U R S U LA M . DAVIS, Assistant

4

M A R G A R E T M . LE H M A N , Assistant
BRENDA L W I D O , Assistant

I

I

•

■

I

■

■

The aim o f 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 modem chemistry.

REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take Chemistry 10 followed by 22, 32, and 38. Students with an
especially strong pre-college background in
chemistry are advised to begin with Chemis­
try 10H or Chemistry 22. Such students will
normally be asked to take a placement exam­
ination. Students seeking Advanced Place­
ment credit may also be required to take this
examination. Consult with the Department
Chair.

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
(ACS) is useful for those who intend to pur­
sue a career in chemical industry and requires
a year of independent research through Chem­
istry 94, 96, or 180. Further, proficiency in
reading scientific German, Russian, or French
is an asset to the practicing chemist.

The minimum requirement for a major in
Chemistry is nine credits in the Department.
These must include Chemistry 1 0 ,2 2 ,3 2 ,3 4 ,
3 8 ,4 5 A/B, 4 6 ,5 0 and one single-credit semi­
nar. Students should note the Mathematics
and Physics prerequisites for Inorganic and
Physical Chemistry. Those considering a major
in Chemistry are strongly urged to complete Math
5, 6A, 6B, 18 and Physics 3 , 4 (or 7, 8) by the end
0/ the Sophomore year. In addition, beginning
in 1996-97, all students must complete Chem­
istry 10, 22 and 3 4 before enrolling in a
Chemistry Department seminar. Students
should complete these requirements by the
fall semester o f the junior year.

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 of
an introductory chemistry course on one
afternoon per week for two semesters.

2

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

Absent on leave, spring semester, 1996.

105

C h e m is try

in Chemical Physics (see discussion of Special
Major, page 63 ), which offers students the
opportunity to gain strong background in the
study of chemical processes from a micro-

scopic, molecular point o f view. Interested
students should consult the Chairs o f both
departments.

BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department o f Bi­
ology, the Department of Chemistry also
offers a Special M ajor 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 2 2 , 3 2 ,3 4 , 3 8 , 45A/B, 4 6 ,5 0 , and 108 or
109; Biology 2 0 or 21 or 3 4 or 38; and one
advanced Biology course to be selected by
consultation with the Chairs o f both depart­
ments. Students should note the Mathematics,
Physics, Chemistry, and Biology prerequisites

for these courses. Those considering a major in
Biochemistry are strongly urged to complete Math
5, 6A, 6B, 18 and Physics 3 ,4 (or 7, 8) by the end
o f the Sophomore year. In addition, beginning
in 1996-97, all students must complete Chem­
istry 10, 22 and 3 4 before enrolling in a
Chemistry Department seminar. Students
should complete these requirements by the
fall semester o f the junior year. Research
opportunities are available in both the Biology
and Chemistry Departments. Interested stu­
dents should consult the Chairs o f the two
departments.

HONORS PROGRAM
Fields Available for Examination: The fields
offered by the Department o f Chemistry for
examination as part of the Honors program
are (not all fields will be offered each year):
Organic Reaction Mechanisms; Quantum
Chemistry; Biological Chemistry; Organic
Synthesis; Inorganic Chemistry; Biophysical
Chemistry; Research Thesis.
Preparation for a Research Thesis within an
Honors program consists o f enrollment in
two credits of Chemistry 180 during the
senior year. Preparations for the other six
fields consist o f completion o f the relevant
single-credit seminar and associated prerequi­
sites. For each o f the preparations, these
prerequisites include Chemistry 10, 22, and
34; Math 5, 6A, and 6B; Physics 3 and 4.
Individual preparations carry additional re­
quirements and prerequisites, as noted below:
Organic Reaction Mechanisms: Chemistry
3 2 ,1 0 2 (seminar). Organic Synthesis: Chem­
istry 3 2 ,1 0 3 (seminar). Quantum Chemistry:
Chemistry 45A/B, 105 (seminar); Math 18.
Inorganic Chemistry: Chemistry 4 6 ,1 0 6 (sem­
inar). Biological Chemistry: Chemistry 32,

106

38, 108 (seminar); Biology 1. Biophysical
Chemistry: Chemistry 32, 38, 45A/B, 109
(seminar); Math 18.
Senior Honors Study: Senior honors study in
Chemistry will consist of a one-credit inte­
grative seminar that meets during the second
half of the Fall semester and the first half of
the Spring semester of the senior year. All
honors students with majors in Chemistry
and Biochemistry will be required to partici­
pate. This seminar will focus on a list of topics
suitable for integrative study selected in the
course o f meetings between faculty and Chem­
istry/Biochemistry majors in the Honors pro­
gram. Off-campus speakers who work in
these areas will be invited to campus as part
of the seminar. Students will be expected to
( 1 ) attend these presentations, (2) discuss
and present assigned background material,
and (3 ) prepare and present papers designed
to integrate aspects o f an outside speaker’s
presentation into topic(s) discussed in the
students’ other honors preparations.
Chemistry Majors: Honors majors in Chemis­
try will be required to complete three prepa-

rations in Chemistry, one o f which must be
the Research Thesis. Chemistry majors will
not be allowed to include both Organic Syn­
thesis and Organic Reaction Mechanisms in
their Honors programs; the combination of
Biological Chemistry and Biophysical Chem­
istry will also be prohibited. Regardless o f the
fields selected for external examination, all
Honors majors in Chemistry are required to
complete Chemistry 1 0 ,2 2 ,3 2 ,3 4 ,3 8 ,45A/
B, 46, and 50.
Biochemistry Majors: The Honors program in
Biochemistry consists of four preparations in
at least two departments, as follows: (1) Bio­
logical Chemistry or Biophysical Chemistry;
(2) One biochemically oriented preparation
from the Biology Department; (3 ) A twocredit biochemically oriented Research Thesis
carried out under the supervision o f faculty
from the Chemistry and/or Biology Depart­
ments; (4 ) One additional preparation chosen
from the Chemistry Department or the bio­
chemically related preparation offered by Bi­
ology and Psychology Departments. (Students

may not, however, include both Biological
Chemistry and Biophysical Chemistry in their
Honors program.) In addition to the credits
that comprise the Honors program, Biochem­
istry majors are required to complete Chem­
istry 45A/B, 46, and 50. Students should
note the Chemistry, Biology, Physics, and
Mathematics prerequisites to these courses
and the seminars that are included in the
Honors program. Biochemistry majors are
expected to participate in the senior honors
study program defined by the Chemistry De­
partment.
Chemistry Minors: All the fields listed above
are available for students wishing to minor in
Chemistry, with the exception of the Research
Thesis. All minors must meet the same pre­
requisite requirements for seminars estab­
lished by the Department for Chemistry ma­
jors. Senior honors study (one-half credit) for
students with a minor in Chemistry will be
devised on an individual basis after consulta­
tion with the student and the faculty o f the
major department.

COURSES
1. C h e m is tr y in th e H um an
En viro n m en t.

This course will include the study of the cen­
tral concepts o f chemistry in the context of
current problems that impact on the human
environment. This list includes the green­
house effect, ozone depletion, acid rain, en­
ergy utilization, waste disposal, air and water
quality, nutrition, food production, toxic sub­
stances, drugs, AIDS, brain chemistry and
medicine. Class discussion into the philo­
sophical and public policy aspects of these
problems as well as the chemistry will be
encouraged. Assigned reading material will be
non-mathematical and emphasize organic and
bio-chemistry as well as general chemical prin­
ciples.
One laboratory period every second week.
Primary distribution course.
Spring semester. Paley.
10.

G e n e ra l C h e m is try .

A study of the general concepts and basic
principles of chemistry; atomic and molecular
•structure, bonding theory, molecular inter­

actions and the role o f energy in chemical
reactions. Applications will be drawn from
current issues in fields such as environmental,
transition metal, and biological chemistry.
One laboratory period weekly.
Primary distribution course.
Fall semester. Pasternack, Klassen, and Staff.
10H. G e n e ra l C h e m is try : H o n o rs C o u rs e .

Topics will be drawn from the traditional
General Chemistry curriculum, but discussed
in greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation of molecular struc­
ture and reactivity, with examples drawn from
biological, transition metal, and environmen­
tal chemistry. Some familiarity with elemen­
tary calculus concepts will be assumed.
Open to first-year students only.
One laboratory period weekly.
Prerequisites: A score o f at least 3 on the
Advanced Placement Chemistry exam or at
least 5 on the International Baccalaureate

107

C h e m is try

_______________________________
Advanced Chemistry exam or equivalent per­
formance on the departmental placement
exam or permission of the instructor.
Primary distribution course.
Fall semester. Stephenson and Staff.
22.

O rg a n ic C h e m is tr y 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 and Rablen.
32.

O rg a n ic C h e m is tr y II.

A continuation o f Chemistry 22 with empha­
sis on more advanced aspects o f the chemistry
of monofunctional and polyfunctional organic
compounds, multi-step methods of synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Paley.
34. P r in c ip le s o f P h y s ic a l C h e m is tr y .

A survey o f some basic concepts o f physical
chemistry including states o f matter, the laws
of thermodynamics, chemical equilibria, elec­
trochemistry, chemical kinetics and introduc­
tions to quantum theory, atomic and molec­
ular structure, and spectroscopy.
One laboratory period weekly.
Prerequisites: Chemistry 10, Math 5 , 6A, 6B,
Physics 3, 4 (or 7, 8).
Fall semester. Williams.
38. B io lo g ic a l C h e m is tr y .

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.
Prerequisite: Chemistry 3 2 (Biology 1 rec­
ommended).
Spring semester. Klassen.

108

4 5 A . In te rm e d ia te P h y s ic a l C h e m is tr y I.

Continued discussion of the principles introduced in Chemistry 3 4, focusing on thermodynamics, the properties of condensed matter,
and non-ideal systems.
One laboratory period weekly.
Prerequisites: Chemistry 34, Math 18.
Spring semester, first half. Williams.

I
I

45B. Interm ediate P h y s ic a l C h e m is try II.

Continued discussion o f the principles introduced in Chemistry 34, focusing on chemical
bonding, spectroscopic methods, statistical
thermodynamics, and chemical reaction dynamics.
One laboratory period weekly.
Prerequisites: Chemistry 34, Math 18.
Spring semester, second half. Stephenson.
46.

I
I
I
I

I n o rg a n ic C h e m is try .

A study o f the structure, bonding, and reactivity o f inorganic compounds with emphasis
on the transition metals. Included in the
syllabus are discussions o f crystal and ligand
field theories, organometallic chemistry and
bioinorganic chemistry. The laboratory com­
ponent emphasizes the synthesis, spectros­
copy, and magnetic properties of transition
metal complexes including organometallic substances and ones o f biochemical interest.
One laboratory period weekly.
Prerequisite: Chemistry 34.
Spring semester. Pasternack.

I
I
]
j

I
j

5 0 . M o d e rn I n stru m e n ta l M e th o d s in
C h e m is tr y a n d B io c h e m is tr y .

This laboratory-intensive course centers on
modem instrumental methods, including fluorescence, infrared, ultraviolet, and mass spec­
trometry. Special emphasis is given to Fouriertransform nuclear magnetic resonance.
Approximately five hours o f laboratory
weekly.
Prerequisites: Chemistry 32 and either 3 8 or
46. Concurrent or prior courses in Physical
Chemistry are recommended. Beginning in
1996, prior or concurrent registration in
Chemistry 3 4 is required.
Fall semester. Rablen and Voet.

j

1

I

SEMINARS

«

The following single credit seminars may be
their prerequisites.
taken for credit towards a degree in Course or
Spring semester. Stephenson.
I for Papers in the External Examination Pro­
106. In o rg a n ic C h e m is tr y S e m in a r.
gram.
Topics in inorganic chemistry including the
102. O rg a n ic R e a ctio n M e c h a n is m s
bonding, reaction mechanisms, and spectros­
S e m in a r.
copy o f Werner complexes; organometallic
chemistry; boron hydrides and metal clusters;
| This course deals with the structures and
bioinorganic chemistry.
mechanisms o f reaction of organic com­
Prerequisites: Chemistry 22 and 46 and their
pounds. Polar, free-radical, pericydic, and
prerequisites.
photochemical reactions are studied. Mecha­
Spring semester. Pasternack.
nistic discussions emphasize methods o f in­
vestigation and the interpretation o f experi­
108. B io lo g ic a l C h e m is tr y S e m in a r.
mental results from the primary literature.
Selected topics in a few important areas of
Prerequisites: Chemistry 32 , 34, and their
current biochemistry, such as enzyme struc­
prerequisites.
ture and function, spectroscopic methods,
Fall semester. Hammons.
receptor biochemistry, and genetic and pro­

«

103.

O rg a n ic S y n t h e s is S e m in a r.

Modem synthetic organic methodology will
be examined, with emphasis on selective car­
bon-carbon bond formation, control of rela­
tive and absolute stereochemistry, and organometallic chemistry directed towards organic
synthesis. Application of these methods to
the total synthesis o f pharmacologically im­
portant natural products will be studied, using
examples from the recent primary literature.
Prerequisites: Chemistry 32, 34, and their
prerequisites.
105.

Q uantum C h e m is tr y S e m in a r.

Advanced consideration o f topics in quantum
chemistry with a focus on the electronic struc­
ture o f atoms and molecules, and molecular
spectroscopy.
Prerequisites: Chemistry 22 and 45A/B and

tein engineering principles.
Prerequisites: Chemistry 3 4 and 3 8 and their
prerequisites. Biology 1. Prior or concurrent
enrollment in Biology 2 0 or 21 or 34 or 38 is
recommended.
Fall semester. Voet.
109. B io p h y s ic a l C h e m is tr y S e m in a r.

The course focuses on the physical and chem­
ical properties of biological macromolecules
concentrating on proteins and nucleic acids.
W ithin this context we will introduce the
physical techniques for studying macromole­
cules. We will discuss macromolecular inter­
actions with self (structures and forces), with
radiation and solvent and with other macro­
molecules.
Prerequisites: Chemistry 38 and 45A/B and
their prerequisites.

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 e s e a rc h P ro je c t.

This course provides the opportunity for
qualified students to participate in research
with individual staff members. Students who
propose to take this course should consult
with the staff during the preceding semester

concerning problem areas under study. This
course may be elected more than once.
Each semester. Staff.
96.

R e s e a rc h T h e s is .

Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.

109

C h e m is try

The student will form an advisory committee
to consist o f (but not be limited to) two mem­
bers o f the Chemistry Department, one of
whom is to act as the student’s research men­
tor. Whereas the details o f the research thesis
program will be determined by the committee
and the student, certain minimum require­
ments must be met by all students selecting
this option:
i) A minimum 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

110

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 e s e a rc h T h e s is .

An opportunity for students in the External
Examination program to participate in re­
search with individual staff members. The
thesis topic must be chosen in consultation
with some member of the staff and approved
early in the semester preceding the one in
which the work is to be done.
Each semester. Staff.

* Classics

I

GILBERT P. ROSE, Professor and Department Head3
ROSARIA V. M U N SO N , Associate Professor

»

W ILLIAM N. TURPIN, Associate Professor and Acting Department Head
CHRISTOPHER FR A N C ESE, Visiting Assistant Professor
GRACE M . LEDBETTER, Instructor?

»

I

I

»

»

■

Classics is the study o f the ancient Greeks and
Romans, who produced some o f the world’s
greatest literature and influenced the entire
subsequent course o f Western history and
culture. The Department o f Classics teaches
the Greek and Latin languages and literatures
from the beginning level through Honors
seminars. Any student who wishes to major
or minor in Greek or Latin can do so without
having studied it before entering college.
Those who begin a language at Swarthmore
start to read literature by the end of one year.
After two years students are usually prepared
for seminars, in which they read and discuss
in depth the works o f such authors as Homer,
Sappho, Aeschylus, Sophocles, Euripides,
Plato, Thucydides, Herodotus, Cicero, Taci­
tus, Catullus, Horace, and Virgil.
The ancient languages are studied in courses
numbered from I to 19 and in seminars.
Courses (not seminars) numbered 20 and
over have no prerequisites and assume no
knowledge o f Greek or Latin; instead, English
translations are used to introduce students to
the history, literature, philosophy, mythology,
religion, and archaeology o f the ancient world.

The courses specifically in ancient history
count as prerequisites toward advanced
courses in the Department o f History and as
part o f a major in History.
The Department o f Classics encourages both
majors and non-majors to spend a semester,
usually during their junior year, at the Inter­
collegiate Center for Classical Studies in
Rome. Here students from many American
colleges may study Latin, Greek, Italian, art
history, and the ancient city; they also take
field trips in Rome and Italy. Swarthmore
College also helps to support the American
Academy in Rome and the American School
o f Classical Studies in Athens, and its students
have privileges at those institutions. Classics
students are eligible for the Susan P. Cobbs
Scholarship and the Susan P. Cobbs Prize
Fellowship for study abroad (see pp. 36 and
82).
The Classics Department participates in the
Medieval Studies Program, the Women’s
Studies Program, the Literature major, and a
Special M ajor in Linguistics.

*

REQUIREMENTS FOR A MAJOR
Greek, Latin, or Ancient History may be a
student’s major subject in either the Course
or the Honors Program, and a minor in the
latter program. Those who intend to major or
minor in Greek or Latin should complete
courses numbered 11 and 12 (or their equiv­
alent) as early as possible.
A major in Greek or Latin consists o f at least
eight credits beyond Greek 1-2 or Latin 1-2,
and includes three or four seminars. A major

in Ancient History consists o f Classics 3 1 ,3 2 ,
42, 44, a one-credit attachment to any o f the
above (see p. 66, Formats o f Instruction), and
a second one-credit attachment or else another
course in Classical Civilization. One of the
following seminars is also required: Latin
102, Latin 105, Greek 113. In their last semes­
ter, majors who are not in the Honors Program
take a comprehensive examination.

»
3 Absent on leave, 1995-96.

7 Joint appointment with Philosophy.

Ill

C la s s ic s

THE HONORS PROGRAM IN CLASSICS
This Honors Program is available to the
classes of 1997 and after.
For a major in Greek or Latin, preparation for
Honors exams will normally consist o f three
seminars (students may take a fourth seminar
in the major, but not for external examina­
tion). A student minoring in Greek or Latin
will take one external examination based on
one seminar. Minors are, however, strongly
encouraged to take more than one seminar, in
order to be adequately prepared for the exami­
nation.
For a major in Ancient History, one o f the
three preparations for Honors, as for the
major itself, must be a Greek or Latin seminar;
the other two will both normally be courseplus-attachment (this differs from the re­
quirements for the major itself). Students
minoring in Ancient History will take three
courses in Ancient History and add an attach-

ment to one o f them. That course-plus-attach­
ment will be the preparation for the external
exam. No ancient language is required for this
minor.
Senior Honors Study for majors and minors
will take the form o f revised seminar papers
o f 1 ,500-2,500 words each. Majors will do
three such papers, one for each seminar (or
seminar-equivalent) and will receive one
credit; minors will do one paper and receive
one-half credit. For a major the credit may be
spread out over the senior year or be taken
entirely in the spring semester.
The portfolio sent to examiners will contain
the SHS revised seminar papers, together
with syllabi and related materials, if any, from
the instructors. A combination of (threehour) written and oral exams wil be the mode
o f external assessment in Honors.

Greek
1-2. In te n s iv e F ir s t - y e a r G re e k .

Students learn all the basics o f the language,
begin reading major classical writers, and are
introduced to the culture and thought o f the
Greeks. The course meets four times a week
and carries VA credits each semester. There is
no assumption that students have studied
Latin.
Primary distribution course, Humanities.
Year course. Ledbetter.

The course emphasizes both language skills
and the discussion o f literature and philoso­
phy. Other readings may include selections
from the Greek historians, orators, or trage­
dians (e.g., Euripides’ Medea).
Primary distribution course, Humanities.
Fall semester. Munson.
12. H o m e r.

Extensive translation o f English into Greek.
Meets one hour per week.
H alf course.

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. Ledbetter.

11. In te rm e d ia te G re e k .

9 3 . D ire c te d R ea d in g .

The chief reading is usually a work o f Plato.

Independent work for advanced students
under the supervision o f an instructor.

9 ,1 0 . G r e e k P r o s e C o m p o s itio n .

Latin
1-2. in te n s iv e F ir s t - y e a r Latin.

Students learn all the basics o f the language,
begin reading major classical writers, and are
introduced to the culture and thought o f the

112

Romans. The course meets four times a week
and carries XVi credits each semester.
Primary distribution course, Humanities.
Year course. Francese.

9 ,1 0 . La tin P r o s e C o m p o s itio n .

Extensive translation of English into Latin.
Meets one hour per week.
H alf course.
11. In tro d u ctio n to R om an P o e try .

After a review of grammar, students read and
discuss major lyric and epic poets of the
Golden Age o f Roman literature (e.g., Catul­
lus, Virgil). The course emphasizes both lan­
guage skills and literary criticism, eliciting the
special characteristics and concerns o f Roman
poetry. Normally taken after Latin 2 or high
school Latin.
Primary distribution course, Humanities.
Fall semester. Francese.
12. In tro d u ctio n to R om an P r o s e .

A study o f authors illustrating the develop­
ment of Roman prose, from Cicero to Tacitus.
Primary distribution course, Humanities.
Spring semester. Francese.
13. L ite ra tu re o f th e A u g u s ta n A g e .

A portrait o f the Age o f Augustus from the
point o f view o f one or more contemporary
poets, such as Ovid, Virgil, Horace, and
Propertius, who contributed to the greatness
o f thè- period while often questioning its as­
sumptions.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Not offered 1995-96.
14. M e d ie v a l Latin.

Readings are chosen from the principal types
of medieval Latin literature, including reli­
gious and secular poetry, history and chroni-

des, saints’ lives, satire, philosophy, and
romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Not offered 1995-96. 15. La tin P o e try and th e
E n g lish R e n a is s a n c e .

Latin authors such as Catullus, Horace, Pro­
pertius, and Ovid are considered both on
their own terms and in light of English poets
for whom they were important (e.g., Donne,
Marvell, Herrick, and M ilton). Special atten­
tion will be given to the role o f rhetoric in
Roman and Renaissance education and to its
influence on the crafting o f language and the
organization o f thought.
Prerequisite: Latin 11 or equivalent.
Fall semester. Not offered 1995-96.
17. La tin P o e try and th e M o d e rn is ts .

This course explores Latin poems influential
in the creation o f the Modernist verse of, in
particular, Ezra Pound and T.S. Eliot. The
Latin texts are read in the original, for their
own sake and in their own context, but we also
explore the readings given them by the Mod­
ernists, in an attempt to assess the uses and
importance o f their common literary tradi­
tion.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Turpin.
93.

D ire c te d R ead in g .

Independent work for advanced students
under the supervision o f an instructor.

Ancient History and Civilization
All o f the courses in ancient history—namely,
Classics 31, 32, 42, and 44— are required for
a major in Ancient History. They also count
as prerequisites for advanced courses in the
Dept, o f History and as part o f a major in
History.
20.

P la to and th e D ia lo g u e Fo rm .

Cross-listed as Philosophy 20.
Spring semester. Ledbetter.
31.

H is to r y o f G r e e c e .

A study o f the political and social history of
the Greek cities from the Mycenaean or

Bronze Age to the end o f the classical period.
Topics include the growth of the city-states,
the development of democracy, the period of
Athenian political and cultural leadership,
and Athens’ rivalry with Sparta.
Primary distribution course, Social Sciences.
Spring semester. Not offered 1995-96.
32.

T h e R om an R e p u b lic .

A study of Rome from its origins to the civil
wars and the establishment o f the principate
o f Augustus (753-27 B.C .). Topics include
the legends of Rome’s foundation and o f its

113

C la s s ic s

republican constitution; the conquest o f the
Mediterranean world, with special attention
to the causes and pretexts for imperialism and
the tensions it created; and the social and
political structures o f the Republic.
Primary distribution course, Social Sciences.
Spring semester. Turpin.
3 3 . G re e k L ite ra tu re in T ra n s la tio n .

The works studied in this course range in time
from Homer to Plato and include masterpieces
of epic and dramatic poetry, history, and
philosophy. Lectures on the historical and
cultural context supplement class discussion.
Primary distribution course, Humanities.
Fall semester. Not offered 1995-96.
34. W om en in C la s s ic a l L ite ra tu re .

Helen, Penelope, Clytemnestra, Electra, Anti­
gone, Deianira, Medea, Phaedra, Ariadne,
Dido—these Greek and Roman women, ad­
mirable or dangerous, are among the most
complex literary creations o f any period. This
course concentrates on the representations of
women in the epic poems and dramas of
Greece and Rome, but it also explores the
relation between such portrayals and the lives
of actual women in those societies.
Fall semester. Not offered 1995-96.
36. C la s s ic a l M y th o lo g y .

The myths of the Greeks and Romans are
central to the study o f the ancient world and
have had an enormous influence upon subse­
quent literature and other arts. This course
examines selected myths in such major works
o f Greek and Latin literature as the Iliad and
the Odyssey, the tragedies o f Aeschylus, Sopho­
cles, and Euripides, and Ovid’s Metamor­
phoses. Myths are treated both as traditional
tales about gods and heroes and as evolving
narratives, subject to the influences o f politi­
cal, social, and sexual ideologies.
Spring semester. Not offered 1995-96.
37. G re e k a n d R om an R elig ion .

A study of selected issues basic to the under­
standing of religion in ancient society: the
gods, cults, festivals and rituals, beliefs about
the afterlife, oracles and prophecy, the inter­
action o f philosophy and religion, and the
social context of early Christianity. Crosslisted as Religion 37.
Not offered 1995-96.

114

38.

T h e A p o s t o lic A g e .

Not offered 1995-96.
42. D e m o c r a tic A th e n s.

Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all o f these and shaped the Greek
world in the fifth and early fourth centuries
B.C.
Primary distribution course, Social Sciences.
Fall semester. Munson.
4 4 . T h e E a rly R om an Em p ire.

A detailed study, using primary sources, of
the political, economic, social, and cultural
history of the Roman world from the fall of
the Republic through the Antonine Age (50
B.C.-A.D. 192).
Primary distribution course, Social Sciences.
Fall semester. Not offered 1995-96.
4 5 . T h e F o rm a tio n o f th e W e ste rn
L e g a l T ra d itio n .

This course examines the Roman Law and the
Common Law traditions that provided the
foundations o f most modern legal systems.
The objectives are twofold: to compare the
legal system o f Rome with the one that devel­
oped in England after the Norman invasion,
and to explore the connections of both sys­
tems with the societies and governments from
which they emerged. No prerequisite. Counts
for distribution credit (not PDC credit) in
Social Sciences.
Fall semester. Not offered 1995-96.
51. In tro d u ctio n to A r c h a e o lo g y .

Among the topics covered will be field tech­
niques, methods o f dating, analysis o f archae­
ological data, and archaeology in relation to
other disciplines.
This course is in the Social Science distribu­
tion group and is cross-listed as Sociology and
Anthropology 61.
Not offered 1995-96.
5 2 . In tro d u ctio n to G re e k A r c h a e o lo g y .

This course traces the development o f Greek
civilization as documented by archaeology
and includes data ranging from monumental
art and architecture to coins and potsherds.

There is special emphasis on such important
sites as Knossos, Mycenae, Delphi, Olympia,
and Athens.
Primary distribution course, Humanities.
Spring semester. Francese.
53.

In tro d u ctio n to R om an A rc h a e o lo g y .

Primary distribution course, Humanities.
Spring semester. Not offered 1995-96.
60.

D ante a n d th e C la s s ic a l T ra d ition .

This course explores the ways in which Dante
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
revolutionary works o f immense influence

for later times. The entire Divine Comedy and
possibly selections from Petrarch and Boccac­
cio are read in English.
Spring semester. Munson.
82.

T h e A n c ie n t T h e a tre .

A representative selection of Greek and
Roman drama, both tragedy and comedy, will
be read in translation, and there will be a
study of ancient dramatic production.
Spring semester. Not offered 1995-96.
93.

D ire c te d R ead in g .

Independent work for advanced students
under the supervision of an instructor.

SEMINARS
102. T h e R om an E m p e ro rs .

This seminar explores Latin authors o f the
first and second centuries A .D ., with partic­
ular attention to their responses to the social
and political structures o f the period. Ex­
pressed attitudes toward the emperors range
from adulation to spite, but the seminar con­
centrates on authors who fall somewhere in
between, writing skeptically or subversively.
Both prose writers (e.g., Tacitus, Suetonius,
Pliny) and poets (e.g., Lucan, Seneca, Juvenal)
are included.
Fall semester. Turpin.
103. La tin E p ic.

This seminar usuallly focuses on Virgil’s Aeneid, although it may include other major
Latin epics.
Spring semester. Not offered 1995-96.
105.

T h e Fa ll o f th e R om an R e p u b lic.

This seminar examines Latin texts from the
traumatic period o f the Late Republic (7 0 -4 0
B.C.). It focuses on the social and political
crisis o f the period, as well as its connections
with the artistic and philosophical achieve­
ments o f the first great period of Latin litera­
ture. Authors include Lucretius, Catullus,
Cicero, and Sallust.
Fall semester. Not offered 1995-96.
107.

H o ra c e .

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

Foetica, and to their importance for the history
o f 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. Turpin.
111. G re e k P h ilo s o p h e rs .

This seminar is devoted mainly to the study
o f Plato, which is supplemented by study of
the pre-Socratic philosophers and o f Aristotle
and the Hellenistic schools. The orientation of
the seminar is primarily philosophical, al­
though the literary merits of the Greek philoso­
phers receive consideration.
Fall semester. Not offered 1995-96.
112. G re e k E p ic.

This seminar studies either the entirety of
Homer’s Odyssey in Greek or most o f the Iliad.
Spring semester. Not offered 1995-96.
113. G re e k H is to r ia n s .

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. Munson.
114. G re e k D ra m a .

This seminar usually focuses on one play by
each of the major tragedians—Aeschylus, So­
phocles, and Euripides. Other plays are read
in translation. The works are placed in their
cultural setting and are discussed as both
drama and poetry.
Spring semester. Munson.

115

Computer Science

C H A R LE S F. KELEM EN, Professor and Program Director6 3
STEPH EN DAVIS, Visiting Associate Professor
LISA MEEDEN, Assistant Professor
JU D ITH W ILSON, Visiting Assistant Professor (part-time)

Committee: S ilv io E b e rh a rd t (Engineering)
S h a r o n F r e id le r (Music & Dance)
Don S h im a m o to (Mathematics)
A n d r e w B ro w n ’97

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 algo­
rithms, 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 o f depth. All the courses emphasize the
underlying, fundamental concepts o f com­
puter science, treating today’s languages and
systems as current examples o f the underlying
concepts. The Computer Science Laboratory
provides up-to-date software and hardware
facilities. Students from any discipline who
are interested in an introduction to computer

science should take CS 10: Great Ideas in
Computer Science. For a deeper, more formal
introduction, they should continue with CS
20: The Structure and Interpretation o f Com­
puter Programs. Students with some previous
experience in computer science may skip CS
10 and begin with CS 2 0 by permission o f the
director of the program. The Computer Sci­
ence Program offers concentrations, special
majors, and majors and minors in the Honors
Program. Students interested in any o f these
options are encouraged to meet with the
director o f the computer science program as
early in their Swarthmore years as possible.
The concentration in computer 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 o f intellectual skills useful
in many disciplines.

SPECIAL MAJOR IN COMPUTER SCIENCE
The requirements for a Special M ajor in Com­
puter Science consist of:

CS 63, CS 75, CS 91, Math 72, Ling 50, or
Engin 24.

2 mathematics courses numbered above 8
(Math 9 and Math 16 recommended); CS 20,
CS 35, CS 23, CS 41, CS 43, CS 46, CS 97;
plus 2 additional courses chosen from: CS 40,

Because this is a special major, the Computer
Science committee may allow some flexibility
in these requirements.

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
background in computer science sufficient to

3

6 Joint appointment with Mathematics.

116

Absent on leave, 1995-96.

allow them to develop significant, creative
applications 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 o f their sophomore year. Both the stu­
dent’s major advisor and the Director o f the
Computer Science Program should be con­
sulted when writing such a proposal. W hile
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: CS 20, Math 9, CS 35, CS 97;
Two of: CS 23, CS 41, CS 43, CS 46.
One of: the remaining courses from the cate­

gory above (i.e., CS 23, 41, 43 or 46), or
Engin 24, CS 40, CS 63, Math 72, CS 75,
Ling 50, CS 91, CS 93.
Note: In certain cases, students may be per­
mitted to substitute Math 16 for Math 9.
A comprehensive experience will ordinarily
be satisfied by completing CS 97: Senior
Conference. In some cases a thesis or project
may be used to satisfy some other depart­
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 9 0 proj­
ects have been used to satisfy the comprehen­
sive requirements for both an Engineering
major and a Computer Science Concentra­
tion.

JOINT SPECIAL MAJORS
Students desiring to integrate computer sci­
ence with another discipline in a formal man­
ner are encouraged to develop a Special Major
combining computer science and another area.
Such Special Majors require the approval of
the Computer Science Committee and the
other department involved. Special majors

should be developed in consultation with the
director of the computer science program.
These consultations should take place as early
in the student’s program as possible. The
Computer Science Program also participates
in a Special Major with the Program in Lin­
guistics.

HONORS MAJOR
The following will be submitted to external
examiners to be evaluated as described in
more detail below.
A ) Two 2-credit papers to be selected from
the combinations o f courses listed below.
Each o f these 2 -credit papers will be examined
by a 3 hour written exam and an oral exam;
B) One 2-credit research report or thesis to
be read by an external examiner and examined
orally;
C) Senior Honors Work portfolio.
We expect that all CS examiners will meet
together to discuss honors recommendations
for CS majors and minors.

Details
A ) Currently approved papers for part A.
Paper
Algorithms
Algorithms & Theory
Artificial Intelligence
& Architecture
Compiler Design Sc
Theory
Computer Architecture
Programming Languages

Course Combination
CS 41, Math 72
CS 41, CS 46
CS 23, CS 63
CS 46, CS 75
Engin 21, CS 23
CS 43, CS 75 ^

Selections to satisfy part A must include 4
distinct courses. In certain circumstances,
the CS Program may be willing to consider

117

C o m p u te r S c ie n c e

other groupings o f courses or seminars or
courses with attachments. In all cases the
Computer Science Committee must approve
the student’s plan o f study.
B) A t a minimum this will involve a review of
one or more scholarly papers from the pri­
mary literature of computer science and the
writing o f a scholarly scientific paper. We
hope that the paper will report a research
experience involving the student and faculty
(here or elsewhere). It is expected that most
o f the research or scholarly ground work will
be completed before the Fall semester senior
year either by one credit o f work in the Spring
semester Junior year or full-time summer
work. Students will register for at least one
credit o f thesis work in the Fall of the senior
year to complete the work and write the
paper. It is expected that the paper will be
completed by the end o f the Fall semester.
C) Senior Honors study will consist of full
participation in CS 97: Senior Conference
with course students in the Spring semester of
the Senior year. In addition, honors students
will be provided with a set o f questions
(generated by Swarthmore faculty) designed

to encourage integration and synthesis of
various topics in computer science. Honors
students will answer a subset o f these ques­
tions (in less than 10 typed pages) which will
be included with selected written work from
CS 97 as Senior Honors Work. This material
will be sent to all CS external examiners.
To be eligible for an honors major in computer
science students must
1) have a B + average in all CS courses com­
pleted by the end o f Junior year. These must
include: CS 20 , CS 35, and at least 2 o f CS 23,
CS 41, CS 43, CS 46.
2 ) have demonstrated proficiency in mathe­
matical argument and reasoning by the end of
the Junior year. Ordinarily this proficiency
will be assumed if the student has: a) passed
Math 9 and Math 16 with a grade of B + or
better or b) passed Math I 6H with a grade of
B or better or c) completed Math 47 or
M ath49 with a grade o f B-or better.
3 ) complete at least CS 20, CS 3 5, CS 2 3, CS
41, CS 43, CS 46, CS 93, CS 97 by the end
o f the senior year.

HONORS MINORS
One 2 -credit paper to be selected from com­
binations o f courses listed in A above. An
examiner will set both a 3 hour written exam
and an oral exam for the paper.

1) have a B + average in all CS courses com­
pleted by the end o f Junior year. These must
include: CS 20, CS 35, and at least 1 o f CS 23,
CS 41, CS 43, CS 46.

Senior honors study for a CS minor will be
designed on an individual basis in consulta­
tion with the student and a faculty represen­
tative o f the major department. It will often
consist o f a half credit paper on uses of
computers in the major discipline. The expec­
tation is that this paper would be at a depth
greater than a non-CS minor could write.

2 ) have demonstrated some proficiency in
mathematical argument and reasoning by the
end of the Junior year. Ordinarily this profi­
ciency will be assumed if the student has: a)
passed Math 9 or Math 16 with a grade of B
or better or b ) passed M athl6H or Math 47
or Math 49 with a grade o f B - or better.

To be eligible for an honors minor in com­
puter science students must

3 ) complete at least CS 20, CS 35, and two of
CS 23, CS41, CS43, C S46, by the end o f the
senior year.

GRADUATE STUDY
Students interested in graduate study in Com­
puter Science will be well prepared by a

118

Special M ajor in Computer Science or by
majoring in Mathematics or Engineering and

completing selected Computer Science
courses. The choice of the appropriate major
and computing courses will depend on the
student’s interests and should be made in
consultation with the director of the Com­
puter Science Program. Other majors are also
reasonable 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 of 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.

COMPUTER SCIENCE COURSES
(Courses numbered above 4 0 will be offered
in alternate years.)
10.

G re a t Id e a s in C o m p u te r S c ie n c e .

This course will introduce a number of fun­
damental ideas in computer science. Topics to
be covered include: history, applications, the
basic design o f a digital computer, the pro­
gramming process, theory of computability,
artificial intelligence, and the social implica­
tions o f computing. Students will contribute
to and modify the emphasis of the course by
writing and presenting papers in the last third
of the semester. No previous experience with
computers or computing will be assumed and
programming will not be emphasized in this
course. Nonetheless, much o f the material
will be encountered in laboratory sessions in
addition to the lecture-discussion sessions.
Students who complete CS 10 will be prepared
to continue with the next course in the CS
sequence. Lab work required.
This course is a Science Primary Distribution
Course. It is designed for Freshmen and
Sophomores, and they will be given enroll­
ment preference.
Each semester. Stephen Davis andJudith Wilson.
20. S tr u c tu re a n d In te rp re ta tio n of
C o m p u te r P r o g r a m s .

This course is a serious introduction to the
study o f computer programs; and, through
programs, some central ideas in computer
science. By studying programs that make re­
peated and deep use o f abstraction, students
will learn how to generate precise specifica­
tions from vaguely formulated and perhaps
partially understood descriptions. This is a
skill that is essential in writing computer
programs and will be useful in all intellectual
endeavors. Topics to be covered include: pro­

gramming idioms and paradigms (functional
and object-oriented), recursion, abstract data
structures (lists, queues, trees and sets), in­
formation retrieval, binding and scope, and
interpreters. Lab work required.
This course is a Science Primary Distribution
Course.
Prerequisite: CS10 or permission of the in­
structor.
Spring semester. Staff.
23.

C o m p u te r A r c h it e c t u r e

A tour o f today’s and tomorrow’s computer
systems, including RISC and CISC micropro­
cessor instruction sets and addressing modes,
interrupts and DMA, peripherals, memory
system hierarchy, virtual memory and ma­
chine, and networks. Connections between
hardware and higher-level languages and oper­
ating systems. The laboratory will include
studies of specific machines from microcon­
trollers to digital signal processors to work­
stations. Cross-listed as Engineering 22.
Prerequisites: none.
Spring semester. Silvio Eberhardt.
3 5 . Fu n d a m en ta l S t r u c t u r e s o f
C o m p u te r S c ie n c e .

This course completes the broad introduction
to computer science begun in CS 2 0 and
provides a general background for further
study in the field. Topics to be covered in­
clude: object-oriented programming in C + + ,
data structures (linked lists, trees, graphs,
etc.) and algorithms, software design and ver­
ification, and an introduction to operating
systems. Students will be expected to com­
plete a number o f programming projects illus­
trating the concepts presented. Lab work
required.

C o m p u te r S c ie n c e

Prerequisites: C S20 or permission of instruc­
tor. Math 9 recommended.
Fall semester. Meeden.
40. C o m p u te r G ra p h ic s .

Techniques used to model and display twoand three-dimensional scenes. Principles of
the WIMP (Windows-Icon-Menu-Pointing de­
vice) graphical user interface. Topics include
2D and 3D transformations, clipping, hidden
surface removal, rendering, representing
curves/surfaces/solids, image filtering, light­
ing, and ray tracing. A laboratory will involve
programming user-interface systems and im­
ages using the X l l package and PHIGS.
Prerequisite: Familiarity with C.
Spring semester. Eberhardt.
41. A lg o rith m s .

The study of algorithms found to be useful in
many diverse areas. Considerable attention
is paid to correctness and time and space re­
sources required. Topics to be covered in­
clude: abstract data types, trees (including
balanced trees), graphs, searching and sorting,
learning in neural networks, and the impact of
several models o f parallel computation on the
design of algorithms and data structures will
be presented.
Prerequisite: CS 35.
Next offered fa ll 1996.
4 3 . F o u n d a tio n s o f P ro g ra m m in g
L a n g u a g e D e sig n .

A study o f the organization and structure of
modern programming languages with an em­
phasis on semantic issues. Topics include:
specifying syntax and semantics, conventional
and abstract data types, control structures,
procedural languages, functional languages,
object-oriented languages, other classes of
languages, program correctness, concurrency
and synchronization, language design and eval­
uation, and implementation issues. Lab work
required.
Prerequisite: CS 35.
Fall semester. Davis.
46.

T h e o r y o f C o m p u ta tio n .

The study o f various models of 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
respect to how difficult they are to solve.

120

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.
Next offered spring 1997.
63.

A r t if ic ia l In te llig e n ce .

The unifying theme o f this coursé is the
concept o f an intelligent agent. Based on this
perspective, the problem o f AI is seen as
describing and building agents that receive
perceptions from an environment and perform
appropriate actions based on them. This
course will examine many different methods
for implementing this mapping from percep­
tions to actions including: production sys­
tems, reactive planners, logical planners, and
neural networks. We will use Scheme and
Lisp to program various agent and environ­
ment models. Lab work required.
Prerequisite: CS 20.
Spring semester. Meeden.
75. P r in c ip le s o f C o m p ile r D e sig n
a n d C o n s tru c tio n .

This course presents an introduction to the
design and construction o f language transla­
tors for imperative, procedure oriented pro­
gramming languages. Topics covered include:
formal grammars, lexical analysis and finite
automata, syntax analysis and pushdown au­
tomata, LL and L R parsing, semantic analysis
and table handling, error detection and recov­
ery, code generation and optimization, com­
piler writing tools.
Prerequisite: CS 35.
Next offered fa ll 1996.
91. S p e c ia l T o p ic s in C o m p u te r
S c ie n c e — B u ild in g Inte llig e n t R ob ots.

This course addresses the problem of control­
ling robots that will operate in dynamic,
unpredictable environments. In laboratory ses­
sions, students will work in groups to build
small, lego-based mobile robots and to pro­
gram them to perform a variety o f simple
tasks such as obstacle avoidance and light
following. In lecture/discussion sessions, stu­
dents will examine the major paradigms of
robot control through readings with an em­
phasis on adaptive approaches.
In general, subject matter for CS 91 is depen­
dent on a group need or individual interest.

Normally restricted to senior students and
only offered when staff interests and availabil­
ity make it practicable to do so.
Fall semester. Meeden.
93. D ire c te d R ea d in g a n d / o r
R e s e a rc h P r o j e c t

W ith the permission o f a staff member who is
willing to supervise it, a qualified student may
undertake a program of extra reading and/or
a project in an area of computer science.

97.

S e n io r C o n fe re n c e .

This course provides senior concentrators
and special majors an opportunity to delve
more deeply into a particular topic in com­
puter science synthesizing material from pre­
vious courses. Most recently the topic has
been parallel processing. It is the usual
method used to satisfy the comprehensive
requirement for a computer science major or
concentrator.
Spring semester. Staff.

121

Economics

STEPH EN S . GOLUB, Professor, Chairman
ROBINSON G. HOLLISTER, J R ., Professor
M A R K KUPERBERG, Professor'
FREDERIC L PRYOR, Professor (part-time)
BERNARD S A F F R A N , Professor
LAR RY E. W E S T P H A L, Professor
JO H N P. CA SKEY, Associate Professor1
2
ELLEN B. M AGEN H EIM , Associate Professor
STEPH EN A . O’CONNELL, Associate Professor
A M A N D A BAYER, Assistant Professor3
PEGGY dePR O PH ETIS, Visiting Lecturer
C H A R LE S F. STO N E III, Visiting Lecturer

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.

eral Variable Calculus) are valuable for those
intending to focus on the more technical
aspects o f economics. Students planning to
attend graduate school in economics should
give serious thought to taking additional
mathematics courses, such as Math 3 0 (Dif­
ferential Equations) and Math 47 (Introduc­
tion to Real Analysis).

Econ 1 or its equivalent is a prerequisite
for all other work in the department. In

Students contemplating careers in business or
law may wish to take accounting. In turn,
students contemplating careers in interna­
tional economics or business are strongly
urged to have a mastery of at least one modem
foreign language.

addition, all majors in economics must satisfy
a theory requirement by taking Econ 11
(Intermediate Microeconomics) and Econ 21
(Intermediate Macroeconomics). They must
also satisfy a statistics requirement by taking
Econ 31 (Statistics for Economists) or its
equivalent such as Statistics 23 or Mathemati­
cal Statistics 53 (Statistics 1 or Statistics 2 do
not meet the requirement). The statistics
course in the Economics Department focuses
more on the application of statistical tools to
economic problems; the statistics courses in
the Mathematics and Statistics Department
focus more on the derivation of the mathe­
matical and statistical properties o f various
estimators.
In order to read the literature in economics
critically, a knowledge o f elementary calculus
is extremely useful. The department very
strongly recommends that students take Math
5 and either Math 6A & 6C (basic calculus)
or the series o f Math 6A & 6B and Math 18.
Math 16 (Linear Algebra) and Math 18 (Sev­
1 Absent on leave, fall semester, 1995.
2 Absent on leave, spring semester, 1996.

122

To graduate as a major, a student must: have
at least eight credits in economics; meet the
theory and statistics requirements; and, in the
senior year, pass the comprehensive examina­
tion given early in the Spring semester (course
students) or the external examinations given
at the end of the Spring semester (honors
students). To be prepared for the comprehen­
sive exam, course students are strongly ad­
vised to complete Econ 11, Econ 21, and Econ
31 (or its equivalent) before the second se­
mester o f their senior year.
Students who are contemplating a major in
economics should consult "Economics at
Swarthmore: Department Handbook” (avail­
able in the department office) for additional
information regarding the details o f the pro­
gram.

3 Absent on leave, 1995-96.

COURSES
1.

Intro d uction to E c o n o m ic s .

Covers the fundamentals o f micro and macro
economics: supply and demand; market struc­
tures; income distribution; fiscal and mone­
tary policy in relation to unemployment and
inflation; economic growth; and international
economic relations. Focuses on the function­
ing o f markets as well as on the rationale for
and the design o f public policy. Prerequisite
for all further work in economics.
Primary distribution course.
Fall and spring semesters. Staff.
3. T h e W o rld A c c o r d in g to E c o n o m ic s .

This course explores from an economic per­
spective the economic content o f subjects
addressed by other disciplines throughout the
college. Topics include: pollution, the utiliza­
tion o f non-renewable resources and economic
growth, international trade and underdevel­
oped countries, and markets and social and
moral development.
May be offered spring. Kuperberg.
4. H is to r y o f E c o n o m ic T hough t.

This course acquaints the student with the
development o f the principal schools o f main­
stream and heterodox economic thought.
Most reading will be in primary sources and
includes, among others, the works o f Adam
Smith, Marx, Keynes, and Veblen, as well as
a number o f contemporary economists.
Emphasis is on the historical and philosophi­
cal context within which the works appeared
and their importance both within their own
historical epoch and to the evolution o f eco­
nomics.
Not offered 1995-96.
6. T h e II.S. E c o n o m y & E c o n o m ic
T h o u g h t R o o s e v e lt T h ro u g h C lin ton .

The course will examine the development of
the U S economy since the nineteen twenties.
There will be two major themes—how did
economic analysis respond to changing eco­
nomic problems and what effect did the new
analysis have on the economic policies that
the government pursued.
Fail semester. Saffran.
9.

E c o n o m ic s o f th e 2 1 s t C e n tu ry .

Analysis o f critical trends in the economy
defining future policy problems. Topics in­

clude: demographic and labor force trends;
shifts in income distribution and the new
emerging class structure; resource scarcity
and global warming; increasing international­
ization o f the economy; changes o f the finan­
cial structure and ownership; the productivity
race.
Not offered 1995-96.
10. C u r re n t I s s u e s in E c o n o m ic P o lic y .

Examines current micro and macro economic
policy issues. Topics vary year to year de­
pending on developments in the economy.
Recent topics have included flagging econ­
omy-wide performance, health care, tax re­
form, and personal finance. The format is
seminar-like. Reading material includes the
economic and financial pages of current peri­
odicals, reports o f think tanks and other
current literature.
Not offered 1995-96.
11. In te rm e d ia te M ic r o e c o n o m ic s .

Provides a thorough grounding in intermedi­
ate-level microeconomics. The standard topics
are covered: behavior of consumers and firms,
structure and performance o f markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv­
ing to facilitate the learning of theory and see
practical applications.
Fall semester. Westphal.
21. In te rm e d ia te M a c r o e c o n o m ic s .

Intermediate-level macroeconomic theory, fo­
cusing on the dynamic behavior o f output,
interest rates, and prices in closed and open
economies. Examines conflicting views of
government stabilization policy, inflation/un­
employment tradeoffs, and the twin (fiscal
and trade) deficits. Explores the implications
and empirical relevance o f rationality and
optimizing behavior for the macroeconomy.
Spring semester. O ’Connell.
2 2 . M o n e y , B a n k in g , and
F in a n c ia l M a r k e ts .

This course examines the economics o f finan­
cial institutions and markets. Among the
topics considered are: ( I ) the payments sys­
tem; (2 ) economic explanations for the exis­
tence and operations o f banks; (3 ) the regula­
tion o f financial institutions and markets; and

123

Ec o n o m ic s

(4 ) theories o f stock, bond, futures and option
prices.
Fall semester. Caskey.
31. S t a t is t ic s f o r E c o n o m is ts .

Focus is on understanding how simple and
multiple regression can be used to estimate
economic relationships—e.g. price or interest
elasticities, returns to assets or education—
and test their statistical significance. Problems
and estimation from real data sets will be
stressed in recitation sections. Majors may
satisfy the department’s statistics requirement
by taking an equivalent course, such as Statis­
tics 23 or Mathematical Statistics 53, or Econ
35.
Fall semester. Hollister.
32. O p e ra tio n s R e s e a rc h .

(Cross-listed with Engineering 57 .) The prin­
ciples of operations research as applied in
defining optimal solutions to engineering and
economic problems to assist decision making.
The working principles o f engineering eco­
nomics are introduced in conjunction with
operations research topics. Normally for ju­
nior and senior students.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Prerequisites: elementary linear algebra and
high school algebra.
Fall semester. McGarity.
33. A c c o u n tin g .

This course surveys financial and managerial
accounting. Covered are concepts and meth­
ods o f financial accounting following generally
accepted accounting principles, and the effects
o f alternative principles on the measurement
of periodic income and financial status. Recent
changes in accounting methods, such as those
stimulated by manufacturing advances, are
examined, as are concerns about ethical stan­
dards. (This course can not be used to satisfy
the college’s distribution requirements.)
Spring semester. deProphetis.
35.

E c o n o m e tr ic s .

A survey of fundamental econometric meth­
ods emphasizing application. Some empirical
work is required.
Prerequisite: Econ 31 or equivalent; or in­
structor’s permission.
Fall semester. Hollister.

124

41. P u b lic F in a n ce .

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 of most
interest to students having a concern for i
economic policy and its interaction with poli­
tics.
Recommended: Econ 11.
Spring semester. Saffran.
4 2 . L a w and E c o n o m ic s .

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 of economic methodology will
be examined through an intensive study of
issues in property, tort, contract, and criminal
law. This course may be counted toward a
concentration in Public Policy.
Recommended: Econ 11.
Not offered 1995-96.
43. P u b lic P o lic y and th e
A m e r ic a n F a m ily .

The American family has undergone tremen­
dous change over the last century: family size
has decreased, mothers o f young children
have entered the labor market in large
numbers, the divorce rate and the rate of
births to single mothers have risen, and rela­
tionships between generations within a family
have grown more distant. This course will
examine these and related changes and attempt
to understand what their causes and effects
are and the role that public policy plays in
causing the changes or responding to them.
This course may be counted toward concen­
trations in Public Policy and Women’s Stud­
ies.
Spring semester. Magenheim.
51.

T h e In te rn a tio n a l E c o n o m y .

This course surveys the theory o f trade (mi­
croeconomics) and o f the balance o f payments
and exchange rates (macroeconomics). The
theories are used to analyze topics such as
trade patterns; trade barriers; flows of labor
and capital; exchange-rate fluctuations; the
international monetary system; and macro­
economic interdependence. This course may

be counted toward a concentration in Public
Policy.
Prerequisite: Econ 11 or Econ 21; Recom­
mended: both.
Fall semester. Caskey.
53.

In te rn a tio n a l P o litic a l E co n o m y .

(Cross-listed with Political Science 68.) This
course uses political and economic perspec­
tives to analyze the interrelations between the
international economy and economic devel­
opment, national security, and social welfare.
This course may be counted toward a concen­
tration in Public Policy.
Prerequisite: Pol Sci 4.
Fall semester. Golub and Hopkins.
61.

In d u stria l O rg a n iz a tio n .

This course examines why firms and markets
are organized as they are and how their orga­
nization affects the way they operate. Topics
include the relationship between market
structure and firm behavior; particular aspects
o f firm behavior—pricing, advertising, and
collusion; and the effects o f regulation. This
course may be counted toward a concentra­
tion in Public Policy.
Recommended: Econ 11.
Spring semester. Magenheim.
71. L a b o r E c o n o m ic s .

Labor market operations are the focus. Topics
covered include: determinants of wage and
benefit levels; growth in inequality of earn­
ings; employment, unemployment; the chang­
ing role o f unions; discrimination on the basis
of race and gender; the effects o f immigration;
returns to education. This course may be
counted toward concentrations in Black Stud­
ies and Women’s Studies.
Recommended: Econ 11.
Not offered 1995-96.
72. S o c ia l E c o n o m ic s .

The extent, consequences, and causes of pov­
erty and economic inequality; an appraisal of
reforms in income support programs, medical
care, education, housing; the "underclass” ;
the economics o f discrimination. This course
may be counted toward concentrations in
Public Policy and Black Studies.
Recommended: Econ 11.
Not offered 1995-96.

73. W om en and M in o r itie s
in th e E co n o m y .

This course focuses on the role o f gender and
race in economic systems. Topics include: the
economic status of women and minorities;
sources o f race and gender inequality, includ­
ing wage and job discrimination; public policy
issues (e.g., comparable worth, child care,
welfare reform); bias in economic theory and
policy. This course may be counted toward
concentrations in Public Policy, Women’s
Studies and Black Studies.
Not offered 1995-96.
74. U rb a n R e s e a rc h .

(Cross-listed with Pol Sci 78.) We address the
following issues: Urban Space and Neighbor­
hoods. In a series o f Chester map-making
exercises we can capture in the classroom the
same sense o f neighborhood space that survey
researchers find when they interview commu­
nity residents in the field. Political Participa­
tion and Voting. W ho votes and what did
voting accomplish and not accomplish in
Chester. Labor Markets and Chester’s Econ­
omy. How do we account for mismatches and
matches in this regional economy between
those who want jobs and employers who offer
them?
May be offered 1995-96.
75. H e a lth P o lic y .

(Cross-listed with Political Science 42 .) Analy­
sis of the organization o f health care in the
U .S. and government health policies. Medical
cost inflation, health insurance, supply and
demand for doctors and nurses, medical ed­
ucation, bio-medical research, government reg­
ulation and programs are among the topics
covered. This course may be counted toward
a concentration in Public Policy.
Recommended: Econ 1.
Fall semester. Hollister, Magenheim, and D.
Smith.
76. E c o n o m ic s o f th e E n v iro n m e n t
a n d N a tu ra l R e s o u r c e s .

Micro and macro economic approaches, long
run implications of resource use for economic
growth, alternative uses o f natural environ­
ments and approaches to pollution control.
Government response to situations involving

125

Ec o n o m ie s

externalities, public goods, and common prop­
erty resources. Case studies. This course may
be'counted toward a concentration in Public
Policy.
Recommended: Econ 11.
May be offered. Stone.
81. E c o n o m ic D e v e lo p m e n t

A survey covering the principal theories of
economic development and the dominant
issues of public policy. W ithin a perspective
that emphasizes choice and transfer o f tech­
nology as well as technological development,
emphasis is given to agricultural and industrial
development, to interactions among sectors,
and to international trade and capital flows
(including foreign aid). This course may be
counted toward a concentration in Public
Policy.
Spring semester. Westphal.
8 2 . P o litic a l E c o n o m y o f A fr ic a .

A survey o f Africa’s economic development
experience, focusing on the post-indepen­
dence period but in historical perspective.
Case studies are used to explore the implica­
tions o f different development strategies for
development experience in Africa. Topics of
current interest include the economics of
structural adjustment, devaluation in the CFA
zone, and the role of the state in economic
development in Africa. This course may be
counted toward concentrations in Black Stud­
ies and Public Policy.
Not offered 1995-96.
8 3 . A s ia n E c o n o m ie s .

Examines economic development and current
economic structure, along with major policy

issues (domestic plus vis-a-vis the U S), in
some o f the principal economies o f Asia,
focusing on those in East Asia but including
at least one South Asian country as well. The
format is seminar-like; a paper is required.
This course may be counted toward a concen­
tration in Public Policy.
May be offered 1995-96.
85. T h e E c o n o m ic s o f T ra n sitio n :
T h e Path to a M a r k e t E c o n o m y .

Reviews the economic systems o f the former
planned economies o f Eastern Europe and
Asia; explores the basic strategies to move
from a centrally planned to a market economy
followed in various countries; examines the
policy sequence to achieve privatization, lib­
eralization, and stabilization associated with
each strategy; and analyzes the problems en­
countered.
Fall semester. Pryor.
9 7 ,9 8 . P u b lic P o lic y T h e s is .

(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. For a two credit thesis, enrollment in
both 97 and 98 is required. See the Bulletin’s
listing on the Concentration in Public Policy
for further information.
Fall semester.
9 9 . D ire c te d R ead in g .

W ith consent o f a supervising instructor,
individual or group study in fields o f interest
not covered by regular course offerings.
Fall or spring semester. Staff.

SEMINARS
101 A . E c o n o m ic T h e o ry : A d v a n c e d
M ic r o e c o n o m ic s , ( l credit)

101D. E c o n o m ic T h e o ry : A d v a n c e d
M a c r o e c o n o m ic s .

Subjects covered include: consumer and pro­
ducer theory, optimization and duality, gen­
eral equilibrium, risk and uncertainty, asym­
metric information and game theory.
Prerequisites: Econ 11 and at least one o f the
following: Math 16, Math 18 or Math 30.
Spring semester. Staff.

(1 credit)
Subjects covered include: microfoundations
o f macroeconomics, monetary and fiscal pol­
icy with multiple assets, dynamic aggregate
supply and demand, growth theory, rational
expectations, New Classical and New Keynes­
ian macroeconomics. Techniques used in-

126

elude: comparative statics with linear algebra
and economic dynamics with differential
equations.
Prerequisites: Econ 21 and at least one o f the
following: Math 16, Math 18 or Math 30.
Spring semester. Kuperberg.
122. F in a n c ia l E c o n o m ic s .

The seminar examines modem developments
in the theory o f asset prices and the economics
of financial institutions. Topics include: (1)
the payments system; ( 2) economic explana­
tions for the existence and operations of
banks; (3) the regulation o f financial institu­
tions, and markets; and (4 ) theories of stock,
bond, futures, and option prices.
Prerequisites: Econ 11, Math 6A and 6C, and
Econ 31.
Not offered 1995-96.
131. T h e o r y and M o d e ls f o r
P o lic y A n a ly s is .

Provides advanced instruction in general equi­
librium theory while examining its uses in
policy and descriptive analyses. Focuses on
allocational and distributional issues in open
economies. Students master the fundamentals
of static and dynamic welfare maximization by
working with computer models o f several
representative economies. Prerequisite: Econ
11 (with calculus option); Math 6A & 6C or
their equivalent.
Not offered 1995-96. Westphal.
135.

E c o n o m e tr ic s .

The full spectrum o f econometric methods
are reviewed. Papers applying methods to
important economic problems are critiqued
by students. An empirical research paper is
required.
Prerequisite: Econ 31, equivalent, or permis­
sion of the instructor.
Fall semester. Hollister.
141. P u b lic F in a n ce .

This seminar focuses on the analysis o f gov­
ernment expenditure, tax and debt policy.
This course may be counted as one credit
toward a concentration in Public Policy.
Prerequisite: Econ 11; Recommended: Econ
21.
Spring semester. Saffran.
151. Inte rn a tio na l E c o n o m ic s .
(The J . R olan d P e n n o c k S e m in a r)

Both micro and macro economics are applied

to an in-depth analysis o f the world economy.
Topics include: trade patterns; trade barriers;
international flows of labor and capital; ex­
change-rate fluctuations; the international
monetary system; macroeconomic interde­
pendence; case studies of selected industrial­
ized, developing, and Eastern bloc countries.
This course may be counted toward a concen­
tration in Public Policy.
Prerequisite: Econ 11 and Econ 21.
Fall semester. Golub.
161. I n d u stria l O rg a n iz a tio n and
P u b lic P o lic y .

The seminar examines the organization of
firms and markets and the relationship be­
tween organization and outcomes with respect
to pricing, advertising, product differentia­
tion, and other aspects o f behavior. Other
topics include the effects o f antitrust policy;
economic regulation and deregulation. This
course may be counted toward a concentra­
tion in Public Policy.
Prerequisite: Econ 11.
Spring semester. Magenheim.
171. L a b o r and S o c ia l E c o n o m ic s .

Students discuss such topics as: the organi­
zation of work within firms; labor market
operations, unions and labor relations, unem­
ployment and macro-conditions; economic
analysis education, health care, housing, dis­
crimination; determinants o f income inequal­
ity; government policies with respect to
health, education, and welfare. This course
may be counted toward a concentration in
Public Policy (one credit) and Black Studies.
Recommended: Econ 11.
Spring semester. Hollister.
172. U rb a n U n d e r c la s s .

This seminar reviews current economic, poli­
tical, sociological and anthropological studies
dealing with employment, education, welfare,
crime, housing, and transportation applicable
to urban concentrations of disadvantaged per­
sons. This course may be counted toward a
concentration in Public Policy (one credit)
and Black Studies.
Recommended: Econ 11 and Econ 31.
May be offered 1995-96.
181. E c o n o m ic D e v e lo p m e n t

A survey o f theories o f growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues

127

Ec o n o m ic s

o f current interest include the Asian "mira­
cle,” technological change, and the political
economy of government policy. Students write
several short papers examining the literature
and a longer paper analyzing a particular coun­
try’s experience.
Prerequisite: Econ 11 or Econ 21.
Fall semester. O ’Connell.
185. T h e E c o n o m ic s o f T ra n s itio n :
T h e Path to a M a r k e t E c o n o m y .

Analyzes the structure and performance of
formerly centrally planned economies moving
toward a market economy; reviews their pre­
vious economic systems; explores the basic
strategies to move from one system to another;

128

examines the policy sequence to achieve pri­
vatization, liberalization, and stabilization as­
sociated with each strategy; and investigates
the problems encountered. Coverage is similar
to that o f Econ 85 but in greater depth with
more case-study materials and with more
attention to the theoretical underpinning of
the reform strategies.
Fall semester. Pryor.
199. T h e s is .

W ith consent o f a supervising instructor,
honors majors may undertake a senior thesis
for double credit.
Fall and spring semesters. Staff.

Education

K. ANN RENNINGER, Associate Professor1
LISA SM U LYA N , Associate Professor
EVA F. TRAVERS, Associate Professor and Program Director
W ESLEY S H U M A R , Visiting Assistant Professor
DIANE ANDERSON, Lecturer
ELAINE M E T H E R A LL, Lecturer

The Program in Education has three purposes:
to expose students to issues in education
from a variety o f disciplinary perspectives, to
provide a range o f field experiences for stu­
dents who wish to explore their aptitude and
interest in teaching, counseling or research in
an educational setting, and to prepare students
to be certified for entry into public school
teaching. Courses in the Program in Educa­
tion are intended to be integral to the College’s
academic offerings. The Program’s most im­
portant goal is to help students learn to think
critically and creatively about the process of
education and the place o f education in soci­
ety. To this end, both its introductory and

upper level courses necessarily draw on the
distinctive approaches o f Psychology, Sociol­
ogy, Anthropology, Political Science, Philos­
ophy, and History. Because students major in
one o f the traditional disciplines, courses in
Education offer both an opportunity to apply
the particular skills o f one’s chosen field to a
new domain and interaction with other stu­
dents whose disciplinary approaches may dif­
fer significantly from their own. 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 gradu­
ation.

SPECIAL MAJORS
There is no major in Education, but Special
Majors with Linguistics, Political Science,
Psychology, and Sociology/Anthropology are
regularly approved, and Special Majors with
other fields can be developed. Special Majors
involving Education usually include ten to
twelve credits, generally six credit in the pri-

mary department and four in Education or at
least five in each o f the two disciplines. A
thesis or a comprehensive examination inte­
grating work in the two fields is required.
Both departments collaborate in advising stu­
dents pursuing Special Majors.

HONORS PROGRAM
Students may pursue the Honors Program in
Education either as a part of a Special Major
or as a Minor. Special Major Honors Programs
will take one of the following forms: 1 ) two
preparations in Education and two in the
other discipline that is part o f their special
major; 2) three preparations in Education and
one in the other discipline; or 3 ) two and a
half preparations in Education and one and a
half in the other discipline (or vice versa)
when an integrative, two-credit thesis receives
one credit from both departments. All Educa-

tion Special Majors in the Honors Program
will complete a two credit thesis and will
participate in a one credit senior honors sem­
inar in which they will expand on work done
in other preparations. In addition to the re­
quired coursework in Education, Education
Minors in the Honors Program will take either
a two credit seminar or a course and attach­
ment to prepare for the external examination
and will write a short integrative essay in
which they link their work in their Education
Minor to work in their Major.

1 Absent on leave, fall semester, 1995.

129

Ed u c a tio n

TEACHER CERTIFICATION
Swarthmore offers a competency-based teach­
er preparation program for students who seek
secondary certification from the Common­
wealth o f 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 certifi­
cation must meet Swarthmore College’s gen­
eral requirements for course distribution and
a major. Specific departmental requirements
for certification are found in departmental
listings in the Bulletin.
Up to four students each year who have com­
pleted all the necessary coursework for certi-

fication in their discipline and in Education
may return following graduation for a ninth
semester during which they would student
teach and take the Curriculum and Methods
Seminar. Students pay a reduced fee and do
not receive room and board. Further informa­
tion on this program is available in the Edu­
cation office.
.Elementary certification: Swarthmore College
does not officially offer certification in ele­
mentary education. However, if students com­
plete the required courses and take two
summer courses at Eastern College, they can
receive elementary certification through a joint
program with Eastern. The required Swarth­
more courses for elementary certification are:
Introduction to Education, Educational Psy­
chology, Developmental Psychology, Teaching
the Young Learner, Practice Teaching, and
Curriculum and Methods.

REQUIREMENTS FOR TEACHER CERTIFICATION
Students planning to seek secondary certifica­
tion should take Introduction to Education,
Educ. 14, by the end o f 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
M Developmental Psychology, Psychology 39;
Child Development and Social Policy,
Educ. 66; or Adolescence, Educ. 23
■ An additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c. Special Education Issues and Practice,
Educ. 26
d. Educating the Young Learner, Educ. 42
e. Ethnographic Perspectives in Education,
Educ. 48

130

f. Women and Education, Educ. 61
g. School and Society, Educ. 63
h. Political Socialization and Schools,
Educ. 64
i. Environmental Education, Educ. 65
j. Child Development and Social Policy,
Educ. 66
k. Political Economy o f Education,
Educ. 67
l. Urban Education, Educ. 68
m. Special Topics, Educ. 91 A or B
Students preparing for certification must at­
tain at least a grade point average o f C in
courses in their major field o f 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 suc­
cessful interviews with members o f the Edu­
cation Program staff and appropriate second­
ary school personnel.

COURSES
1C. T h e W ritin g P r o c e s s .

(See English 1C.)
Fall semester. Blackburn.
14. In tro d u ctio n to E d u ca tion .

A survey of issues in education within an
interdisciplinary framework. In addition to
considering the theories o f individuals such as
Dewey, Skinner, and Bruner, the course ex­
plores some major economic, historical, and
sociological questions in American education
and discusses alternative policies and pro­
grams. The course gives students an opportu­
nity to determine their own interest in prepar­
ing to teach, and furnishes them with first­
hand experience in current elementary and
secondary school practice. Field work is re­
quired.
Primary distribution course.
Each semester. Staff.
16. P r a c t ic e T e a ch in g .

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.
17. C u r ric u lu m a n d M e th o d s S e m in a r.

This course will consider theoretical and ap­
plied issues related to effective classroom in­
struction. It must be taken concurrently with
Educ. 16.
Each semester. Staff.
21. E d u c a tio n a l P s y c h o lo g y .

(Also listed as Psychology 21.) This course
focuses on issues in learning and development
which have particular relevance to under­
standing student thinking. Research and the­
oretical work on student learning and devel­
opment provide the core readings for the
course. In addition, students tutor in local
schools and participate in a laboratory section
which provides an introduction to the process
of research.
Limited enrollment.
Spring semester. Renninger.
23. A d o le s c e n c e .

salient characteristics o f adolescence. The goal
is to obtain a theoretical understanding of
adolescence and an overview o f major re­
search. During the first part of the term,
students explore various aspects of individual
development (e.g., cognitive, affective, physi­
ological, etc.). The second part of the semester
focuses on the adolescent’s adaptation in
major social contexts (e.g., family, peer group,
school, etc.).
Spring semester. Smulyan.
25. C o u n s e lin g : P r in c ip le s and
P r a c t ic e .

An introductory course exploring counseling
theories and techniques within the context of
school and community based counseling
agencies. We will critically examine a variety
o f counseling theories including client-cen­
tered, family systems, feminist, cross-cultural,
behavioral, cognitive, and eclectic theories.
We will use a developmental framework to
evaluate the efficacy o f these theories in a
school setting. Students will develop and prac­
tice counseling skills through case studies,
role plays, and other modelling exercises.
Attendance at a speaker series is required.
Fall semester. Metherall.
2 6 . S p e c ia l E d u ca tion : I s s u e s
a n d P r a c t ic e .

This course explores current definitions and
approaches to the field o f special education,
focusing mainly on the learning disabled and
socio-emotionally troubled student popula­
tions. Classwork includes readings from both
Education and Psychology. Field placement
required.
Not offered 1995-96.
42. E d u ca tin g th e Young L e a rn e r.

This course explores the ways in which chil­
dren construct meaning within their personal,
community, and school lives. Areas to be
explored include conditions o f learning, con­
structivist theory, problem solving, reading,
schema theory, the intersection of school,
home, and community contexts, ways in
which we can learn from the learner, and the
similarities and differences in learning in var­
ious disciplines. Field placement is required.

(Also listed as Psychology 23 .) This course
uses a developmental perspective to examine

131

Ed u c a tio n

Required for elementary teaching certifica­
tion.
Not offered 1995-96.
48. E th n o g ra p h ic P e r s p e c t iv e s in
Ed u ca tion .

This course examines the issues of culture,
identity, and learning in a number o f current
ethnographies o f education. Questions o f the
status of knowledge, teacher-student relations,
teacher-administrator relations, and the role
o f schools will be explored.
Not offered 1995-96.
54.

O ra l and W ritte n La n g ua g e.

(See Linguistics 54.)
Spring semester. Napoli.
61.

W om en and E d u ca tion .

This course uses historical, psychological,
and social frameworks to examine the role of
gender in the educational process.
Not offered 1995-96.
6 3 . S c h o o l and S o c ie ty .

This course examines the paradoxical nature
of schools as possible agents o f social change
and as institutions which perpetuate existing
social structures. It focuses in particular on
the relationships between individuals (stu­
dents, teachers, parents, administrators) and
schools and the relationships among individ­
uals, institutions, and the larger society within
which they operate. Through reading and field
work, students also become familiar with
ethnographic research in education.
Fall semester. Smulyan.
6 4 . P o litic a l S o c ia liz a t io n a n d S c h o o ls .

This course examines the influences of family,
school, peers, media, and critical social and
political events on the development o f politi­
cal concepts, attitudes and behavior.
Not offered 1995-96.
6 5 . E n v iro n m e n ta l E d u ca tion .

This course explores the roots o f environmen­
tal education and its current evolution on a
number o f different planes. We will investigate
political and economic issues c f environmen­
tal racism and ways in which programs in
communities and schools have responded.
Not offered 1995-96.

132

66. C h ild D e v e lo p m e n t and
S o c ia l P o lic y .

This course provides students with an understanding of the implications o f developmental
psychology for social policy. Literature in
child development and educational psychology is used to study particular educational
problems and policies. Field research is required.
Prerequisites: Child Development, Introduc­
tion to Education, or Educational Psychology.
Not offered 1995-96.

!■

■
■
^

67. P o litic a l E c o n o m y o f Ed u ca tio n .

(Also listed as Political Science 3 5 .) Public
education in the United States has experi­
enced several major transformations since the
rise o f industrial capitalism. This course will
explore the political economic forces in U .S.
society and relate them to the history of
American education. In particular, we will
examine the ways in which inequalities have
been structured in the U .S. economy and the
impact o f those inequalities on schools. Con­
temporary educational issues such as literacy,
multicultural education, curriculum, and edu­
cational outcomes and their relationship to
the political economy will also be explored.
Prerequisites: Education 14 or Political Sci­
ence 1-4.
Spring semester. Shumar.

»

6 8 . U rb a n E d u ca tio n .

»

(Also listed as Sociology-Anthropology 68.)
This course will focus on issues facing urban
educators and policy makers, including deseg­
regation, compensatory education, curricular
innovation, community involvement, bilingual education, standardized testing, school
restructuring, and multiculturalism. The spe­
cial 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, anthropology, and political science.
Current issues will also be viewed in historical
perspective. Field work is required.
Spring semester. Travers.
70. T h e A r t s a s C o m m u n ity
S e r v ic e / S o c ia l C h a ng e.

(See Dance 70.)
Fall semester. Sepinuck.

m

V

■

M

91 A. S p e c ia l T o p ic s .

W ith the permission o f the instructor, quali­
fied students may choose to pursue a topic of
special interest in education through a project
involving classroom or school practice.
Available as a credit/no credit course only.
Each semester. Staff.
91B. S p e c ia l T o p ic s .

W ith 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.

SEMINARS
121. C h ild P s y c h o lo g y and P r a c t ic e .

Selected topics in child psychology will be
read and their implications for theory, method
and practice will be considered. Students will
be involved in: a) developing an understanding
of the relation between change and develop­

ment through study of the constraints and
conditions necessary for learning; b) designing
a tutorial setting which responds to the needs
of students, parents and the school; and c)
articulating links between issues in cognitive
science (e.g., implicit learning, attention, and
memory) and topics in education (e.g., inclu­
sion, individualization, and development of
reciprocal or principle-based communities of
learners).
Prerequisites: Education 14 and 21.
Spring semester. Renninger.
131. S o c ia l and C u ltu ra l P e r s p e c t iv e s
on E d u ca tion .

In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns, inequi­
ties, and themes.
Not offered 1995-96.
141. E d u c a tio n a l P o lic y .

Analysis and evaluation of educational policy
issues at the federal, state, and local levels.
Field work required.
Not offered 1995-96.

Engineering

H. S E A R L DUNN, Professor
NELSON A . M A C K E N , Professor
A R TH U R E. M cGARITY, Professor and Acting Chair
FREDERICK L ORTHLIER, Professor and Chair3
ERIK CHEEVER, Associate Professor
LYNNE A . MOLTER, Associate Professor
FARUQ M .A . SIDDIQUI, Associate Professor
SILVIO P. ERERHARDT, Assistant Professor
ERICH CA R R EVERRACH, Assistant Professor

The professional practice o f engineering re­
quires creativity and confidence in applying
scientific knowledge and mathematical meth­
ods to the solution of technical problems of
ever-growing complexity. The pervasiveness
o f advanced technology within our economic
and social infrastructures demands that engi­
neers more fully recognize and take into ac­
count potential economic and social conse­
quences that may follow from resolving
significant yet analytically well-defined tech­
nical issues. A responsibly educated engineer
must therefore not only be in confident com­
mand of current analytic and design tech­
niques, but also have a thorough understand­
ing of social and economic influences and an
abiding appreciation for cultural and human­
istic traditions. Our program supports these
needs by offering each engineering student the
opportunity to acquire a broad yet individu­
alized technical and liberal education. The
structure o f the Department’s curriculum per­
mits engineering majors to devote as much as
three eighths of their course work to the
humanities and social sciences. About half
our majors pursue either a concentration or a
double major leading to two degrees, the
Bachelor of Science in Engineering and a
Bachelor o f Arts in a second academic disci­
pline within their four-year course of study.
The Department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, systems
dynamics and control, communications, engi­
neering materials, solid and structural me­
chanics, fluid mechanics, fossil and solar ther­
mal energy conversion, acoustics, non-linear

3 Absent on leave, 1995-96.

dynamics, and environmental protection.
W ithin these laboratories is a wide variety of
modem measurement equipment configured
for computer-assisted data acquisition and
process control; data files are directly accessi­
ble from anywhere on the college computer
network. A computer workstation laboratory
with high performance color graphics and
industry-standard engineering design, analysis
and graphics software is also part o f our
departmental facilities. Electronics, metal and
woodworking shops that support our courses
and laboratories are also available for student
use.
Our departmental major program leading to
the degree o f Bachelor of Science in Engineer­
ing is accredited by the Engineering Accredi­
tation Commission o f the Accreditation Board
for Engineering and Technology.
Courses Readily Available to Non-Majors
High Performance Composites (1 ), Exploring
Acoustics (2 ), Problems in Energy Technology
(3 ), and Art and Science o f Structures (7 ) are
designed chiefly for students contemplating
only an introduction to engineering. Mechan­
ics (6 ) is primarily for prospective majors, but
other interested students, particularly those
preparing for a careers in architecture or
biomechanics, are encouraged to enroll. Intro­
duction to Environmental Protection (32),
Operations Research (5 7 ), Solar Energy Sys­
tems (3 5 ), Water Quality and Pollution Con­
trol (6 3 ), Environmental Systems (66), and
Environmental Policy (68) appeal to many
students majoring in other departments, par­
ticularly those pursuing the Environmental

I

Studies concentration. Students interested in
computers, including those in the Computer
Science concentration, may wish to consider
Digital Logic Design (21), Microprocessors
and Computer Architecture (2 2 ) and Com­
puter Graphics (2 6 ). Students majoring in the
physical sciences or mathematics may enroll
routinely in advanced engineering courses.

Elective Program for Course Majors: In consul­
tation with their advisor, each student devises
a program o f advanced work in the Depart­
ment. These programs, normally including
six courses, are submitted for Departmental
approval as part o f the formal application for
a major in engineering during the spring
semester o f sophomore year.

Students may major or minor in the External
Examination Program in the Engineering De­
partment by taking appropriately related ad­
vanced engineering courses in preparation for
external examinations. Department faculty
also support concentrations in Computer Science and Environmental Studies and a special
major with the Program in Linguistics.

A student’s elective program may or may not
conform to some traditional or conventional
area of engineering specialization, e.g., electri­
cal, mechanical, civil. Thus, for each plan of
advanced work, the Department requires a
coherent, well-justified program that, in its
judgment, meets the student’s stated educa­
tional objectives.

I

Program for Engineering Majors

Typical elective program plans include:

I
I
I

General departmental requirements fall into
three categories: successful completion o f at
least (i) twelve engineering courses, (ii) four
courses in the sciences which must include
Physics 3 &. 4 or 7 &. 8 (taken or begun 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 first year), Math 18, and
Math 3 0 (normally taken in the sophomore
year). No courses intended to satisfy these
departmental requirements, except those
taken Fall semester in the first year, should be
taken Credit/No Credit. The unspecified sci­
ence course in category (ii) should be chosen
to complement the student’s overall program
of study; only courses acceptable for credit
toward a major in the offering department are
admissible toward an Engineering major.
Within category (i), the following core
courses are required o f all students: Mechan­
ics, Physical Systems Analysis I and II, Experi­
mentation for Engineering Design, Thermofluid Mechanics, and Engineering Design. O f
these, the first four are normally taken as
follows: Mechanics in the spring semester of
first year, Physical Systems Analysis I in the
fall semester of sophomore year and the next
two in the spring semester of sophomore year.
Thermofluid Mechanics is normally taken in
the fall of junior year, and Engineering Design,
the culminating experience for engineering
majors, is taken in the spring of senior year.

(1 ) General electrical engineering: Electronic
Circuit Applications, Physical Electronics,
Semi-conductor Devices and Circuits,
Electrodynamics, and Control Theory and
Design. Students having an interest in
digital systems might replace one or more
of these courses with Digital Logic Design,
Microprocessors and Computer Architec­
ture, VLSI Design, or Computer Graphics.

I
ib

I
'I

I
I

T
I
I
■
1
1
A

I
1

■

I

(2 ) General computer engineering: Digital
Logic Design, Microprocessors and Com­
puter Architecture, VLSI Design, and
Computer Graphics. Students with an
interest in computer hardware may in­
clude Electronic Circuit Applications,
Semiconductor Devices and Circuits, Phys­
ical Electronics 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 engineer­
ing: basic preparation includes Mechanics
o f Solids, Structural Theory and Design I,
Soil and Rock Mechanics, and Water
Quality and Pollution Control. Additional
courses include Operations Research and
Environmental Systems for those inter­
ested in the environment or urban plan­
ning, or Structural Theory and Design II
for those interested in architecture or

135

En g in e e rin g

construction. Other recommended courses
include Solar Energy Systems, Fluid Me­
chanics, and Engineering Materials.
Note that High Performance Composites, Ex­
ploring Acoustics, Problems in Energy Tech­
nology, Art & Science o f Structures, Intro­
duction to Environmental Protection, Swarthmore Sc the Biosphere, and Environmental
Policy are not admissible as technical electives
within an Engineering major but may be
taken as free electives subject to the 20Course Rule.
Honors Program in Engineering: Students with
a B + average among courses in engineering,
science, and mathematics may apply to stand
for honors in engineering. Honors majors
must complete the same math, science, and

core engineering requirements as in course
and accumulate at least 12 full course credits
in engineering; an honors thesis taken in the
Fall o f senior year may substitute for one of
the usual six engineering electives. One o f the
three engineering examinations required for
every honors degree in engineering must in­
clude E 90. Examination is normally offered
for two-credit preparations in areas listed
following the course descriptions; others are
possible by special arrangement.
More specific information about honors and
course programs is distributed by the depart­
ment to prospective engineering majors in
December o f each year.
Available to classes 1997 onward.

COURSES
1. H ig h P e r fo rm a n c e C o m p o s ite s .

Introduction to the structure, properties and
performance o f modern composites in sports
equipment, automotive and aerospace appli­
cations. Simple models o f material behavior
are developed and used to examine products
like ski poles, fishing rods, tennis racquets,
radial tires and human-powered aircraft. Labs
include making and testing a number o f poly­
mer and ceramic matrix composites, plus a
research project o f the student’s choice. Pri­
marily for students not majoring in engineer­
ing.
High School Physics recommended.
Primary distribution course.
O ffered spring semester, 1996; not offered 1997.
2. E x p lo rin g A c o u s t ic s .

(Also listed as Linguistics 2) A course to
provide students with exposure to basic scien­
tific and engineering principles through an
exploration o f the acoustics o f musical instru­
ments, the human voice, structures, and the
environment. Emphasis on hands-on analysis
with a minimum use o f mathematics. For
students not majoring in engineering. Includes
laboratory.
Spring semester; offered 1997.
3. P r o b le m s in E n e rg y T e c h n o lo g y .

For students not majoring in science or engi­
neering, this course covers hydropower, wind-

136

power, and thermal energy conversion using
fossil fuel, nuclear and direct solar energy.
Technical, political and socioeconomic as­
pects are discussed and field trips and labora­
tory experiences are included.
Primary distribution course.
Fall semester.
5. E n g in e e rin g M e th o d o lo g y .

A fall half-credit course for those interested
in engineering, presenting techniques and
tools that engineers use to define, analyze,
solve, and report technical problems and an
introduction to department facilities. De­
signed for students who are potential majors
as well as those interested only in an intro­
duction to engineering. While E5 is not a
required course for prospective engineering
majors, it is strongly recommended.
Fall semester.
6. M e c h a n ic s .

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.

í*

7.

j

9

A r t a n d S c ie n c e o f S tr u c tu re s .

An introduction to the basic principles of
structural analysis and design including an
emphasis on the historical development of
modem structural engineering. Suitable for
students planning to study architecture, archi­
tectural history, or with an interest in struc­
tures. Includes laboratory. For students not
majoring in engineering.
Fall semester; not offered 1995-97.
9.

H o w T h in g s C h a ng e.

A study o f dynamic systems requiring no
formal mathematics. The course will be based
upon a Macintosh simulation program
(STELLA II) that is entirely icon driven and
which relies upon a metaphoric description to
envision and model even the most compli­
cated situations. Examples will be taken from
many fields o f study; representative topics
include the dynamics o f competing popula­
tions, the spread o f epidemics, the evolution
of business cycles, the operation o f automo­
bile cruise control systems, and examples of
chaotic systems. Though no knowledge of
calculus is necessary, some familiarity with
mathematical operations and confidence in
using numbers, e.g., birth rates, growth rates,
interest rates, etc., is assumed.
Spring Semester.
11,12. P h y s ic a l S y s t e m s A n a ly s is I
and II.

The study o f engineering phenomena which
may be represented by a linear, lumpedparameter model. Ell (fall semester) is ori­
ented mainly toward electrical devices and the
development o f mathematical techniques for
the analysis o f their linear behavior. E12
(spring semester) is more concerned with
mechanical, thermal, and fluid systems. In­
cludes laboratory. Credit may be given for
either semester, or both. Prerequisites: Math
6 and Physics 4 (or equivalent) or permission
of instructor.
E n : Fall semester.
E 12: Spring semester.
14. E x p e rim e n ta tio n f o r E n g in e e rin g
D esig n.

Introduction to probability, statistical analy­
sis, measurement errors and their use in ex­
perimental design, planning, execution, data
reduction and analysis. Techniques o f hypoth­
esis testing, single and multivariable linear

and nonlinear regression, process simulation
and methods o f engineering economics. In­
cludes laboratory.
Pre/Co-requisites: E l l and 12.
Spring semester.
21. D ig ita l L o g ic D esig n .

Systematic techniques for designing combi­
natorial (time-invariant), sequential (clocked)
and asynchronous (non-docked) digital cir­
cuits, based on principles o f Boolean algebra.
Use o f standard T TL logic gates and higher
level integrated circuits such as memories,
programmable-logic devices, and analog/dig­
ital converters. Emphasis on CAD programs
for logic simulation and minimization.
Prerequisites: none.
Fall semester.
2 2 . M ic r o p r o c e s s o r s a n d C o m p u te r
A r c h ite c t u r e .

A tour o f today’s and tomorrow’s computer
systems, including RISC and CISC micropro­
cessor instruction sets and addressing modes,
interrupts and DMA, peripherals, memory
system hierarchy, virtual memory and ma­
chine, and networks. Connections between
hardware and higher-level languages and oper­
ating systems. Parallel and distributed com­
puter systems. The laboratory will include
studies o f specific machines from microcon­
trollers to workstations.
Prerequisites: none.
Spring semester, alternate years; offered 1996.
24.

VLSI D e sig n .

Design o f digital CM OS integrated circuits.
Operation of CM O S transistors, CM OS gates
and buffers, design rules for layout o f circuits,
chip fabrication, regular logic arrays, scalabil­
ity, use o f simulation and layout tools, testing
o f fabricated circuits. A laboratory involves
design, simulation, layout and testing o f a chip
that will be sent out for fabrication.
Prerequisite: E l l and E21.
Spring semester; offered 1997.
26.

C o m p u te r G ra p h ic s .

Techniques used to model and display twoand three-dimensional scenes. Principles of
the WIMP (Windows-Icon-Menu-Pointing de­
vice) graphical user interface. Topics include
2D and 3D transformations, clipping, hidden
surface removal, rendering, representing
curves/surfaces/solids, image filtering, light-

137

En g in e e rin g

ing, and ray tracing. A laboratory will involve
programming user-interface systems and im­
ages using the X ll package and PHIGS.
Prerequisite: Familiarity with 'C .’
Spring semester, alternate years; offered 1996.
32. In tro d u ctio n to E n v iro n m e n ta l
P ro te c tio n .

food resources, and arms control. Includes
case study project.
Prerequisites: elementary linear algebra.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester, alternate years; offered 1995.
5 8 . C o n tro l T h e o r y a n d D esig n .

Primarily for those not majoring in engineer­
ing, this course focuses on solutions to envir­
onmental problems in the areas o f water sup­
ply, water pollution, air pollution, and energy
supply. Local and global pollution control
and solar energy technologies are examined.
Public policy developments and alternative
perspectives are explored. Methods o f com­
puter-based systems analysis are introduced
for developing economically effective envir­
onmental protection policies.
Spring semester; offered 1996.

Introduction to the control o f engineering
systems. Analysis and design o f linear control
systems using root locus and frequency re­
sponse techniques. Over-driven operation of
first-and second-order controlled systems.
Digital control techniques, including analysis
o f A/D and D/A converters, digital filters,
and numerical control algorithms. Includes
laboratory.
Prerequisite: E12 or equivalent.
Spring semester.

35.

Internal stresses and changes of 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 photoelasticity. Elastic and Plastic theor­
ies. Includes laboratory.
Prerequisite: E6 or equivalent.
Fall semester.

S o la r E n e rg y S y s te m s .

Fundamental physical concepts and system
design techniques of solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis of thermal and pho­
tovoltaic solar collectors, energy storage,
computer simulation o f system performance,
computer aided design optimization, and eco­
nomic feasibility assessment. Includes labora­
tory.
Prerequisites: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; offered 1996.
41. T h e rm u flu id M e c h a n ic s .

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 of one-di­
mensional fluid motion with and without fric­
tion. Includes laboratory.
Prerequisites: E12 and E14 (or equivalent
background).
Fall semester.
57.

O p e ra tio n s R e s e a rc h .

(Also listed as Economics 32 ). Introduces
students to computer based modeling and
optimization for the solution o f complex,
multivariable problems such as those relating
to efficient manufacturing, environmental pol­
lution control, urban planning, water and

138

59. M e c h a n ic s o f S o lid s .

6 0 . S tr u c tu ra l T h e o r y and D e sig n 1.

Fundamental principles o f structural mechan­
ics. Statically determinate analysis o f frames
and trusses. Approximate analysis o f indeter­
minate structures. Virtual work principles.
Elements o f design o f steel and concrete struc­
tural members. Includes laboratory.
Prerequisite: E59, or permission o f instruc­
tor.
Spring semester.
61. G e o te c h n ic a l En g in e e rin g : T h e o ry
and D esig n .

Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and
bearing capacity. Application to engineering
design problems. Includes laboratory.
Prerequisite: E6 or permission o f instructor.
May be taken concurrently with E59.
Fall semester, alternate years; offered 1996.
62. S tr u c tu ra l T h e o r y a n d D e sig n II.

Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer

S&

applications. Design o f steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester, alternate years; offered 1995.
63. W a te r Q u a lity a n d P o llu tio n
C o n tro l.

1

■3»

Elements o f water quality management and
treatment o f wastewaters. Measurement of
water quality indicators. Analysis o f waste­
water treatment processes. Sewage treatment
plant design. Computer modeling o f the ef­
fects o f waste discharge on rivers and estuaries. Environmental impact assessment. Lab­
oratory and field studies included.
Prerequisite: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; offered 1995.
64. S w a r th m o r e a n d th e B io s p h e re .

•

An interdisciplinary seminar-style investiga­
tion of the role o f Swarthmore College and its
community within the biosphere, including
an intensive field-based analysis o f one major
aspect of Swarthmore’s interaction with its
environment, such as food procurement,
waste disposal, or energy use. The selected
topic is explored from various perspectives by
student project groups, and the class proposes
and attempts to implement solutions. Faculty
from various departments provide back­
ground lectures, lead discussions of ap­
proaches outlined in the literature, and coor­
dinate project groups. Classes meet once
weekly for lectures, student progress reports,
and project planning. Cross-listed in the in­
structors’ departments.
66. E n v iro n m e n ta l S y s te m s .

»

Mathematical modeling and systems analysis
of problems in the fields of water resources,
water quality, air pollution, urban planning
and public health. Techniques of optimization
including linear and integer programming are
used as frameworks for modeling such prob­
lems. Dynamic systems simulation methods
included. Laboratory included.
Prerequisite: E 57, or equivalent.
Spring semester, alternate years, offered 1996.
68. E n v iro n m e n ta l P o lic y .

(Also listed as Political Science 43). Topics in
environmental analysis, policy formulation
and pollution regulation.
Offered when demand and staffing permit.

71.

D is c r e te T im e S y s te 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 tech­
niques. Laboratory included.
Prerequisite: E12.
Fall semester; not offered 1995.
7 2 , 72(a). E le c t ro n ic C ir c u it
A p p lic a tio n s .

O f interest to a broad range o f students in the
sciences; E 72(a) is a half credit course com­
prising only the laboratory section of E72.
The student will learn the fundamentals of
electronic circuit design starting with a brief
survey of semiconductor devices including
diodes, and bipolar and field effect transistors.
The course continues with op-amp applica­
tions, including instrumentation and filter
design. The use of digital logic is also explored.
The second half o f the course introduces
more advanced topics and more sophisticated
design techniques. Throughout the course
practical considerations o f circuit design and
construction are covered, including grounding
and shielding and several construction tech­
niques (point-to-point, wire-wrap, printed
circuits). Includes laboratory.
Prerequisite : E l l or Physics 8.
Fall semester.
73. P h y s ic a l E le c t ro n ic s .

Physical properties o f semiconductor mate­
rials, semiconductor devices, and simple cir­
cuits. The physics o f electron/hole dynamics;
band and transport theory; and electrical,
mechanical and optical properties o f semicon­
ductor crystals. Devices examined include
diodes, transistors, FE T ’s, LED’s, lasers and
pin photo-detectors. Modeling and fabrica­
tion processes. Includes laboratory.
Prerequisites: E l l or Physics 8.
Spring semester, alternate years; offered 1996.
74. S e m ic o n d u c to r D e v ic e s and
C irc u its .

Operation and application o f semiconductor
devices, including diodes, transistors (bipolar
and field effect) and other devices such as
CCD’s, SC R ’s, and TRIA C’s. The terminal

139

En g in e e rin g

characteristics o f the semiconductor devices
and circuits, including small signal models of
single transistor audio amplifiers, multi-tran­
sistor amplifier stages and a transistor-level
understanding o f operational amplifiers. A
comparative analysis of the different logic
families, at the transistor level, is given along
with power circuits and problems of stability
and oscillations in electronic circuits. Includes
laboratory.
Prerequisites: E l l or Physics 8.
Spring semester, alternate years; offered 1997.
7 5 ,7 6 . E le c tro m a g n e tic T h e o r y I and II.

Static and dynamic treatment of engineering
applications o f Maxwell’s equations. Macro­
scopic field treatment of interactions with
dielectric, conducting, and magnetic materials.
Analysis of forces and energy storage as the
basis o f circuit theory. Electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation. 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,
modulation and detection, and current tech­
nologies such as holography. Laboratories for
both courses will be oriented toward optical
applications using lasers, fiber and integrated
optical devices, modulators, nonlinear mate­
rials, and solid state detectors.
Prerequisite: E12 or equivalent. E 75 or Phys­
ics equivalent is a prerequisite for E76.
E75: Fall semester, alternate years; offered 1995.
E76: Spring semester, when demand and staffing
permit.
78. C o m m u n ic a tio n S y s te m s .

Theory and design principles o f analog and
digital communication systems. Topics in­
clude frequency domain analysis o f signals;
signal transmission and filtering; random sig­
nals and noise; AM, PM, and FM signals;
sampling and pulse modulation; digital signal
transmission; PCM; coding; and information
theory. Applications to practical systems such
as television and data communications. In­
cludes laboratory.
Prerequisite: E I2 or equivalent.
Offered when student interest and staffing permit.

140

81. T h e rm a l E n e rg y C o n v e rs io n .

Development and application o f the principles
of thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. The concepts of availability, ideal
and real mixtures, chemical and nuclear reac­
tions. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; offered 1996.
8 2 . E n g in e e rin g M a te r ia ls .

Introduction to material structure, properties
and processing. Analysis o f microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood and a variety o f composites. Material
selection in design, laboratory testing for
quality assurance and performance evaluation
in service are included through labs and a
semester project.
Co-Prerequisite: E 59 or permission o f in­
structor.
Fall semester, alternate years; offered 1995.

I]

I

II
1
4

I

I
«
II

I

8 3 . Fluid M e c h a n ic s .

Fluid mechanics is treated as a special case of
continuum mechanics in the analysis o f fluid
flow systems. Conservation o f mass, momen­
tum and energy. Applications to the study of
inviscid and viscous, incompressible and com­
pressible fluids. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; offered 1997.

*

84. H e a t T ra n s fe r.

Introduction to the physical phenomena in­
volved in heat transfer. Analytical techniques
are presented together with empirical results
to develop tools for solving problems in heat
transfer by conduction, forced and free con­
vection and radiation. Numerical techniques
are discussed for the solution o f conduction
problems. Includes laboratory.
Co-Prerequisite: E41.
Fall semester, alternate years; offered 1995.
90.

»
I I

I

E n g in e e rin g D esig n .

Students work on a design project which is the
culminating exercise for all senior Engineering
majors. Under the guidance of a faculty mem­
ber, students investigate a problem o f their
choice in an area o f interest to them. A written
report and an oral presentation is required.
Spring semester.

»

4

91.

S p e c ia l T o p ic s .

Subject matter dependent upon a group need
or individual interest. Normally restricted to
seniors and offered only when staff interest
and availability make it practicable.
93. D ire c te d R ea d in g o r P ro je c t.

With the permission o f the Department and a
willing faculty supervisor, qualified students
may do special work with theoretical, experi­

mental, or design emphasis in an area not
covered by regular courses.
96. H o n o rs T h e s is .

W ith approval of the Department and a faculty
advisor, an honors major may undertake in
addition to E 90 an Honors Thesis in the Fall
semester o f senior year. A prospectus o f the
thesis problem must be submitted and ap­
proved not later than the end of junior year.

PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Exami­
nations in the following areas to be prepared
for by the combinations o f courses indicated.
Other preparations are possible by mutual
agreement.
C o m m u n ic a tio n s

Communication Systems
Electromagnetic Theory
C o m p u te r D e sig n

Microprocessors and Computer Architecture
Computer Graphics
C ontinuum M e c h a n ic s

E le c t r o n ic s

Electronic Circuit Applications
Semiconductor Devices and Circuits
E le c tro m a g n e tic T h e o ry

Electromagnetic Theory I and II
E n v iro n m e n ta l S y s t e m s

Operations Research
Environmental Systems
M a t e r ia ls E n g in e e rin g

Mechanics of Solids
Engineering Materials
S tr u c tu ra l A n a ly s is and D e sig n

Mechanics of Solids
Fluid Mechanics

Structural Theory and Design I and II

C o n tro l T h e o r y and D ig ita l L a b o ra to ry
A p p lic a tio n s

Thertnal Energy Conversion
Heat Transfer

Computer Graphics
Control Theory and Design
D igital S y s t e m s

Digital Logic Design
Microprocessors and Computer Architecture,
VLSI Design, or Computer Graphics

T h e rm a l E n e rg y C o n v e rs io n

T h e rm a l S o la r S y s t e m s

Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

141

English Literature

ENGLISH LITERATURE
T H O M A S H. BLA CK B U R N , Professor
C H A R L E S L J A M E S , Professor
P ETER J . SCHM IDT, Professor2
PHILIP M . WEINSTEIN, Professor
CR AI6 W ILLIAM SON, Professor and Chair
NATHALIE A N DERSON, Associate Professor
A B R E R LU M , Associate Professor3
WOON-PING CHIN, Associate Professor3
LAURIE LAN G RAUER, Associate Professor3
ELIZABETH BOLTON, Assistant Professor3
NORA JO H N SO N , Assistant Professor
PATRICIA WHITE, Assistant Professor
LISA COHEN, Visiting Assistant Professor
ELAINE FREEDGOOD, Visiting Assistant Professor
EMILIE PASSOW , Assistant Professor (part-time)
M IC H A E L D UR K AN , College Librarian, Lecturer
P ETER PAROLIN, Visiting Instructor (part-time) 4
KATHERINE S T U R B S , Visiting Instructor (part-time) 4
ELIZABETH BENEDICT, Visiting Writer (part-time) 5

THEATRE STUDIES
LEE DEVIN, Professor and Director of The Theatre
A LLEN K U H A R S K I, Assistant Professor and Resident Director
W ILLIAM M A R S H A L L , Assistant Professor and Resident Designer
ARIGAIL A D A M S , Visiting Lecturer
C A R L A BELVER, Visiting Lecturer

This Department offers courses in English
literature, American literature, African and
Caribbean literatures, Asian and Asian-American literatures, Gay and Lesbian literatures,
theatre, film, some foreign literatures in trans­
lation, creative writing, and critical theory.
The departmental curriculum includes the
intensive study of works of 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 dramatic art and explores cer­
tain theoretical considerations implicit in lit­
erary study, such as the problematics o f canon
formation and the impact o f gender on the
creation and reception o f literary works. In
addition, the Theatre Program offers both
practical and theoretical courses in perfor­
mance studies.

2 Absent on leave, spring semester, 1996.
3 Absent on leave, 1995-96.

4 Fall semester, 1995
5 Spring semester, 1996.

142

ENGLISH LITERATURE
REQUIREMENTS AND RECOMMENDATIONS
Any introductory course—English 2 through
15— is the prerequisite for all other courses in
literature. (Exempted from this prerequisite
are seniors, juniors, and students who wish to
take only studio courses.) Introductory
courses (numbered 2 through 15) attempt in
a variety o f ways to reflect the diversity of
interests—with respect to subject matter, the­
oretical approach, literary genre, historical
period, race and gender—characteristic of the
departmental offerings as a whole. Introduc­
tory courses are characterized by syllabi with
less reading than in advanced courses, by
frequent short papers with some emphasis
upon rewriting, by self-conscious examination
of methodology, and by considerable attention
to class discussion; they are viewed by the
Department as particularly appropriate for
freshmen; they are Primary Distribution
Courses. Enrollment will be limited to 25
students per course; priority is given to fresh­
men and sophomores. Students will not nor­
mally take a second introductory course.
Only one such course may be counted towards
the major. The minimum requirement for
admission as a major or as a minor in English
is two semester-courses in the Department—
normally an introductory course and an ad­
vanced literature course. (Students with AP
scores o f 4 -5 in English Literature and/or
English Composition receive credit toward
graduation. This credit, when it is for work in
English Literature, may count toward the
major requirements. AP credit does not satisfy
the prerequisite for upper-level courses.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult
a member 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 of 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 Special Major, a major in Literature or
Medieval Studies or a program with a concen­
tration in Women’s Studies, Black Studies or
Interpretation Theory. Students planning to
qualify for teacher certification in English are
reminded that work in American literature, in
linguistics or the history o f the English lan­
guage, and in theatre or film is required in
addition to other requirements of the major.
Non-majors who wish to be certified in En­
glish must meet all the course requirements
noted above (e.g., requirements for the major
except for the Senior Essay, plus the additional
courses required for certification) as well as
maintaining a grade point average o f 2.5 or
better in courses taken in the English Depart­
ment.
Students wishing to study abroad should con­
sult with the Departmental Chair far enough
in advance o f such study to effect proper
planning o f a major or minor. In determining
which courses o f study abroad will meet De­
partment criteria for requirements or to re­
ceive credit toward a major or minor, the
Department will rely both on its experience in
evaluating the work of students returning
from these programs and on careful examina­
tion of course descriptions, syllabi and sched­
ules. Students may undertake preparations
for papers in the Honors Program while stud­
ying abroad, but should consult carefully in
advance with the appropriate Department fac­
ulty. For further details concerning Depart­
ment policies for study abroad, consult the
Department statement filed with the Office of
Foreign Studies.
Major in the Course Program: The work o f a
major in Course consists of a minimum of
eight units o f credit in the Department, in­
cluding at least three units in literature written
before 1830 (such courses are marked with
a *), three in literature written after 1830
(including introductory courses), and one
unit featuring critical theory (such courses
are marked with a * * ). Students must also
write a senior essay (English 99 ). Details
about the essay are available in the Depart­
ment Office.

143

En g lis h L ite ra tu r e

Major in the Honors Program: Beginning with
the Class o f 1997, majors in English who seek
a degree with Honors will in the spring of
their sophomore year propose for external
examination a program consisting o f four
fields, three in English and one in a minor.
The three preparations in the major (consti­
tuting six units o f credit) will be constituted
as follows: Two o f the preparations must be
done through seminars; the third must be
based on two related courses chosen from a
list of possibilities identified by the depart­
ment (a thesis or creative writing project will
also satisfy this requirement). Honors majors
must also meet the general major requirement
o f three units of credit in literature written
before 1830 and three units o f credit in litera­
ture written after 1830, as well as a course or
seminar that features critical theory. The de­
partmental requirements for Honors (includ­
ing instructions about available course com­
binations and senior Honors study) are spelled
out in detail in a departmental handout.
Minor in the Honors Program: Minors must do
a single, two-credit preparation in the depart­
ment either by means o f a seminar or course
combination (which includes the creative
writing option under English 68). Minors are
required to do a total o f at least five units of
work in English (including their Honors prep­
aration).
Students interested in pursuing Honors with­
in a faculty approved interdisciplinary major,
program, or concentration that draws on ad­
vanced English courses or seminars should
see the Chair for early help in planning their
programs.

elements o f their own styles. Does not meet
distribution requirements or count toward
the major.
Each semester. Passow.
I B . E n g lis h f o r F o re ig n S tu d e n ts .

Individual and group work on an advanced
level for students with non-English back­
grounds. Does not meet distribution require­
ments or count toward the major.
Each semester. Evans.
I C . T h e W ritin g P r o c e s s .

This course combines study of theories of
composition and the teaching o f writing with
supervised experience applying the skills de­
rived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward
major.
Cross-listed as Education 1C.
Fall semester. Blackburn.
2. T e c h n o lo g y a n d th e T e x t

In this course we will explore the changing
nature o f literary texts and our conceptions of
them from what we might call the "zero
technology” o f the oral tradition, through the
age o f manuscript transmission, into the age
o f print and the development of printing
technologies and the publishing industry, and
beyond into our own new world o f electronic
texts and hypertexts. Our reading will range
from Beowulf to Shakespeare, to Dickens and
out into the contemporary world o f fictions
and hyperfictions.
Primary distribution course.
Spring semester. Blackburn.
3. T h e B o d ie s T h a t S u rro u n d U s.

COURSES
1A. W ritin g and T h in k in g
A n a ly t ic a lly (W o rksh op ).

W hat writing strategies can generate powerful
ideas with solid support and organization?
How can students recognize these structures
in other writers and express their own
thoughts clearly and coherently? English 1A,
Writing Analytically, helps students acquire a
conceptual grasp of the writing process, ap­
plicable across the curriculum. Short assign­
ments in response to a range o f readings, peer
reviews, frequent conferences with the in­
structor allow students to improve specific

144

In this class we will analyze writings on food,
intoxication, illness, sex, fatigue, and clothing
in order to ask: How do these texts ask us to
read the body? How do they describe it as
subject to violence, pleasure, grief, politics,
geography, and disguise? W hat happens to
your body when you’re reading? Writers stud­
ied may include: Wallace Stevens, Gertrude
Stein, M.F.K. Fisher, David Wojnarowitz,
Susan Sontag, Dorothy Allison, Virginia
Woolf, Jamaica Kincaid and W illiam Shake­
speare.
Primary distribution course.
Each semester. Cohen.

4. T h e P o s t-C o lo n ia l C o n d itio n .

Not offered 1995-96. Chin.
5. T h e S u b je c t in Q u e stion .

How do we become who we are? W hat discur­
sive economies enable the shaping o f identity?
How does reading affect this process? This
course will explore the ways in which subjec­
tivity and ideology are mutually implicated
within both a range o f texts and our commen­
tary upon them. Writers will include Shake­
speare, Flaubert, Kafka, Faulkner, Beckett,
Rich, Kingston, and Morrison. Theoretical
essays may also be assigned.
Primary distribution course.
Fall semester. Weinstein.
6. R ite s o f P a s s a g e .

The course will focus on various rites of
passage, symbolic actions which chart crucial
changes in the human psyche, as they are
consciously depicted or unconsciously re­
flected in different literary modes, and will
examine the shared literary experience itself
as ritual process. Topics will include inno­
cence and experience, community and liminality, and the mediation of the sacred and
the profane. Major authors will include Blake,
Shakespeare, Conrad, Lawrence and Walker.
Primary distribution course.
Spring semester. Williamson.
7. M u ltic u ltu r a l L ite ra c y .

Readings and movies will introduce students
to a comparative history o f African, Euro­
pean, Asian, and Latin Americans in the
"New World,” with emphasis on family his­
tories, multiple identities, migration and exile,
and the role played by constructions o f gender
and racial differences.
Primary distribution course.
Fall semester. Schmidt.
8. T h e L ite ra tu re o f Exile:
W ritin g A b o u t L o s s and th e S e lf.

This course will consider narratives of exile
and loss from a variety o f perspectives: What
does it mean to be exiled from a nation or
one’s home? W hat does it mean to lose eco­
nomic status or cultural visibility? What does
it mean to forge a new identity in an unfamiliar
place? The course will use the challenge of
exile and loss to question different models of
individual identity: to what extent is identity
an internal phenomenon that transcends and

survives changes in material circumstances,
and to what extent is it external, fashioned out
of our changing relationships to people,
places, and things? In relation to these issues,
we will consider the literary canon itself as a
place that can welcome or exile aspiring
members: for writers and readers alike, liter­
ary production thus becomes a process of
negotiating between incorporation and exclu­
sion. Writers may include Sophocles, Shake­
speare, Milton, Douglass, Dickinson, Joyce,
Woolf, Rich, Lorde, and Morrison.
Fall semester. Parolin.
9. L ite ra tu re and th e G ro te sq u e .

Primary distribution course.
Not offered 1995-96. Bolton.
10. W a y s o f S e e in g .

Primary distribution course.
Not offered 1995-96. Blum.
11. illic it D e s ir e s in L ite ra tu re .

We will examine some differences that race
and gender have made in the literary expres­
sion of a range o f sexual desires, noting, for
instance, that works by canonical writers can
depict and even celebrate forms of sexuality
that are much more problematic for those
who speak from positions o f less privilege.
We will also consider deployments of forbid­
den sexualities by authors who think o f them­
selves as upholding traditional moral codes.
Authors may include Aphra Behn, Samuel
Richardson, Harriet Jacobs, Christina Ros­
setti, David Henry Hwang, Dorothy Allison,
Essex Hemphill, Adrienne Rich, and Audre
Lorde.
Primary distribution course.
Fall semester. Johnson.
12. R e a lis m and Its D is c o n te n ts .

What does it mean for a representation to be
"lik e reality,” given that to be like reality is,
by definition, to be unreal? How and why
might attempts to represent reality change?
We will explore the paradoxes o f realism as
they appear and disappear in Shakespeare’s
sonnets, Sterne’s Tristram Shandy, Flaubert’s
Madame Bovary, Woolf’s Mrs. Dalloway, Okri’s
The Famished Road, Jenny Livingstone’s film
Paris is Burning, and the T V show E.R. We will
consider Barthe’s concept o f "reality effects,”
Fannon’s analysis o f oppressive constructions
and internalizations o f reality, and Judith

145

En g lis h L ite ra tu r e

Butler’s feminist'Lacanian reading o f our al'
ways-mediated relation to the Real.
Primary distribution course.
Each semester. Freedgood.
13. T h e L ite ra tu re o f B o h e m ia n is m .

In what ways has literature historically func­
tioned to contest social convention, and in
what ways has it supported societal norms of
value and behavior? In this course, we will
explore both literary valorizations and literary
demonizations o f the unconventional by con­
sidering representations o f artistic and social
"bohemianism,” the expression of a specific
kind of nonconformism. Reading works by
Kerouac, Shakespeare, Blake, Coleridge, W hit­
man, Hawthorne, Chopin, James Weldon
Johnson, Larsen, and Hemingway, we will
interrogate the ways in which race, gender,
class, and sexual orientation have conditioned
the parameters o f the "bohemian.”
Primary distribution course.
Fall semester. Stubbs.
14. S u b v e rtin g V e rs e s .

Primary distribution course.
Not offered 1995-96. Anderson.

18.

In tro d u ctio n to A m e r ic a n C u ltu re .

Not offered 1995-96. Schmidt.
21. C h a u ce r.*

Reading in Middle English of 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
medieval and modem—which help to illumi­
nate Chaucer’s art.
Spring semester. Williamson.
2 3 . Old E n g lis h / H is to ry o f th e
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 literary texts
and the changing patterns o f English through
the late Middle Ages, Renaissance, and Early
M odem periods. This course may be taken
without the usual prerequisite course; how­
ever, it may not serve in the place of a
prerequisite for other advanced courses.
Cross-listed as Linguistics 23.
Fall semester. Williamson.

15. F ic t io n s o f Identity.

25. S h a k e s p e a re .*

This course will examine how our sense of
self is constructed and "undone” through
culture, language, and literature. W hat are the
assumptions behind and limits to the modern
Western understanding of the individual?
How do we reconcile postmodernist, psy­
choanalytic and other contemporary theoreti­
cal conceptions o f the "fragmented subject”
with the urgency o f "identity politics” for
people o f color, women, lesbians and gay men,
and others? Considering prose, poetry, drama,
and film, we will look at how identity and
difference are conceived, communicated, and
contested through practices o f representation
and reading. Authors studied may include:
Mary Shelley, Marx, Freud, Woolf, Baldwin,
and Lorde.
Primary distribution course.
Fall semester. White.

W e’ll cover many topics in this survey, in­
cluding father-daughter relationships, sexual­
ity, race, kingship, comedy and tragedy, per­
formance, the role of women, and the
rewriting o f history, but we will always return
to the question o f theater’s place in sixteenth
and seventeenth century England as repre­
sented onstage and in the anti-theatrical writ­
ings of the period. Plays will include Taming
o f the Shrew, Richard III, Henry IV Part 1,
Hamlet, Twelfth Night, Measure for Measure,
Othello, Lear, The Winter’s Tale, and The
Tempest.
Fall semester. Johnson.

16. S u r v e y I:

Beowulf to M ilton .*

An historical and critical survey o f poetry,
prose, and drama from Beowulf to Milton.
Fall semester. Williamson.

2 6 . L ite ra tu re o f th e E n g lish
R e n a is s a n c e .*

Not offered 1995-96. Johnson.
27. E n g lis h D ra m a B e fo r e 1642.*

Not offered 1995-96. Johnson.
28. M ilton.*

Not offered 1995-96. Blackburn.

17. S u r v e y o f E n g lis h L ite ra tu re , II.

2 9 . I n s c r ip tio n s o f th e F e m in in e in
16th- and 1 7 th -C en tu ry England.*/**

Not offered 1995-96. Staff.

Not offered 1995-96. Blum.

146

30. S h a k e s p e a r e a n d C r it ic a l T h e o ry :
“ O ur S h a k e s p e a r e s ” .*/**

Not offered 1995-96. Blum.
31. R e n a is s a n c e S exu a lities.* / * *

The study o f sexuality allows us to pose some
of the richest historical questions we can ask
about subjectivity, the natural, the public and
the private. This course will explore such
questions in relation to Renaissance sexuality,
examining several sexual categories—the homoerotic, chastity and friendship, marriage,
adultery, incest—in texts by Donne, Shake­
speare, Katherine Phillips, Richard Bamfield,
and John Ford. Emphasis will be placed upon
students’ independent responses to a wide
range o f secondary readings.
Spring semester. Johnson.
34. W o m e n and W ritin g 1750-1865.*

Not offered 1995-96. Bolton.

Works may include: Austen’s Mansfield Park,
C. Bronte’s Jan e Eyre, Gaskell’s Mary Barton,
Dickens’s Our Mutual Friend, Eliot’s Middlemarch, Kipling’s Kim.
Fall semester. Freedgood.
4 3 . S tu d ie s in E n g lish F ictio n .

Not offered 1995-96. Weinstein.
4 4 . L e s b ia n N o v e ls S in c e
W o rld W a r TVro.

This course will examine a wide range of
novels by and about lesbians since World War
Two. O f particular concern will be the repre­
sentation o f recent lesbian history; how, for
instance, do current developments in cultural
studies influence our understanding o f the
lesbian cultures o f the fifties, sixties, and
seventies? W hat is at stake in the description
o f the recent lesbian past?
Fall semester. Johnson.

35. S la v e r y a n d E m p ire in B rita in .

4 5 . M o d e rn B r itis h P o e try .

Not offered 1995-96. Langbauer.

Not offered 1995-96. Anderson.

36. O rig in s o f th e N ovel.*

46. In tro d u ctio n to A n g lo -Irish
L ite ra tu re .

We will take up the question o f the origins of
the novel, asking how these fictions define
both their own origins and their own status as
fictions. Writers studied will include John
Locke, Daniel Defoe, Joseph Cleland, Samuel
Richardson, Henry Fielding, Fanny Burney,
and Jane Austen.
Spring semester. Cohen.
38. T h e R o m a n tic S u b lim e.*

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.
Spring semester. Durkan.

Not offered 1995-96. Bolton.

47. T h e L y r ic in E n g lish .

39. R o m a n tic is m a n d th e
P e r fo rm a n c e o f G ender.*

This course may be counted as either pre-1830
or post-1830, but not both.
Not offered 1995-96. Schmidt.

Not offered 1995-96. Bolton.
40. G o th ic P o s s ib ilitie s .*

Not offered 1995-96. Bolton.
42. N in e te e n th -C e n tu ry B r itis h N o vel.

Henry James described the novel form as a
"baggy monster;” 19th-century British fiction
includes some o f the baggiest monsters of all.
We will examine the aesthetic and political
implications of attempts to capture ever-larger
swathes o f social reality—including domestic
conflict, imperial adventure, urban filth, in­
dustrial poverty, financial scandal and camoflaged sexual intrigue—between the covers of
a book. Theory and criticism o f the novel will
provide ideas which we will argue with ener­
getically rather than apply schematically.

4 8 . T h e S h o r t S to ry .

Not offered 1995-96. Bolton.
4 9 . “ W h ite n e s s ” a n d R a c ia l
D ifferen ce.* *

Not offered 1995-96. Schmidt.
51. F ic t io n s in A m e r ic a n R e a lis m .

This course will look at major unifying themes
and contradictions in the times between 1880
and 1920 by exploring the ways in which art
and social conscience intersect in America. By
combining standard literary selections with
several nontraditional texts and by paying
special attention to the format of contempo­
rary issues such as Social Darwinism, racism;
women, and the urban underclass, we will

147

En g lis h L ite ra tu re

examine some basic, and probably unanswer­
able, questions about the relationship between
art and life. We will consider the texts’ social
criticism as part of history but also, where
appropriate, as living, ongoing analyses of
problems with which we are still faced. Au­
thors may include Howells, James, Chopin,
Dreiser, Stephen Crane, Wharton, Twain,
DuBois.
Fall semester. James.

invite an exploration of these alternative (to
European and European American) models
for the ways they reshape or recreate the old
structures and figures that have been inherited
from Africa, America, and Europe. Selections
will be chosen from such writers as Bambara,
Baraka, Bradley, Butler, Dove, Dumas, Charles
Johnson, Morrison, Naylor, Alice Walker.
Fall semester. James.

5 2 . T h e H a rle m R e n a is s a n c e .

Not offered 1995-96. Chin.

Not offered 1995-96. James.

63. B u d d h is m in A m e r ic a n L ite ra tu re :
F ro m T h o re a u To T h e B e a ts.

53. C o n te m p o ra ry W o m e n ’s P o e try .

A consideration of the great variety of poetic
styles and stances employed by women writing
in English today: Adrienne Rich, Audre
Lorde, Rachel Blau DuPlessis, Ai, Janice Mirikitani, Olga Broumas, Medbh McGuckian,
Joy Harjo, Cherrie Moraga, Cathy Song, Jo
Shapcott, and Cyn Zarco, for example.
Spring semester. Anderson.
5 4 . S tu d ie s in A m e r ic a n P r o s e .

This year we will study examples o f how
recent American writers revise American lit­
erary tradition and in the process reconfigure
the meaning of the history of this continent.
We will read three famous nineteenth-century
American texts, Melville’s Moby-Dick, Thoreau’s Walden, and Twain’s Huckleberry Finn,
and three recent responses by Native Ameri­
can writers: Leslie Marmon Silko’s Almanac
o f the Dead, W illiam Least Heat-Moon’s
Prairy-Erth, and David Seals’ Sweet Medicine.
Fall semester. Schmidt.
5 5 . A m e r ic a n P o e try .

Not offered 1995-96. Schmidt.
5 7 . C o n te m p o ra ry A m e r ic a n P ro s e .

Not offered 1995-96. Schmidt.
5 8 . A u to b io g ra p h ic a l A c ts .

Not offered 1995-96. James.
59. T h e A f r o - A m e r ic a n W rite r.

Not offered 1995-96. James.
60. T h e C o n te m p o ra ry A f r o - A m e r ic a n
W rite r.

This course focuses on the way contemporary
black writers shape and modify their works by
exploring intersections o f their own history,
myths, and music and by using self-inspired
techniques from their distinctive (AfroAmerican) oral and aural forms. The readings

148

62. A s ia n - A m e r ic a n L ite ra tu re .

Not offered 1995-96. Chin.
6 4 . T o p ic s In A s ia n A m e r ic a n
L ite ra tu re : P o e try .

Not offered 1995-96. Chin.
65. P o e try W o rk sh o p .

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 con­
cerns, within the context of contemporary
poetics. Students should submit 3 -5 pages of
poetry for admission, at a time announced
during fall semester. The workshop will meet
once a week for four hours. Admission and
credit are granted at the discretion o f the
instructor.
(Studio course.)
Spring semester. Anderson.
66. F ic tio n W r it e r s ’ W o rk sh o p .

The course is devoted to the analysis of
stories submitted by students. It meets once a
week for three hours. In addition to receiving
practical help from fellow writers, students
have an opportunity to articulate and explore
theoretical aspects 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
of the instructor.
(Studio course.)
Spring semester. Benedict.
6 7 . A d v a n c e d P o e try W o rk sh o p .

Not offered 1995-96. Staff.

68.

D ire c te d C r e a tiv e W ritin g P r o j e c t

Students who plan a directed writing project
in fiction or poetry must consult with the
Department Chairman and with a member of
the Department’s writing faculty who might
supervise the project, and must submit a
prospectus to the Department by way o f ap­
plication for such work before the beginning
of the semester during which the project 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 who
have taken the Poetry Workshop (English 65)
or the Fiction Writers’ Workshop (English 66).
Staff.
72. P ro u s t, J o y c e and Fa u lk n e r.

Not offered 1995-96. Weinstein.
73. P r o u s t a n d J o y c e .

Not offered 1995-96. Weinstein and Roza.
75. S o u th e a s t A s ia n L ite ra tu re .

Not offered Z995-96. Chin.
76. T h e B la c k A f r ic a n W rite r.

Not offered 1995-96. James.
77. B la c k A tla n tic N a rr a tiv e s .

This course focuses on a "black Atlantic
culture” whose themes and techniques com­
plicate and enrich our understanding o f West­
ern "modernism.” Taking a lead from Profes­
sor Paul Gilroy, we will consider—among
other things—images o f the ship as a living
micro-cultural system in motion and the
"middle passage” as a site where ethnicity and
nationality are transcended. Readings from
19th and 20th centuries may range from
Martin Delaney and W .E.B. DuBois to Paule
Marshall and Toni Morrison.
Spring semester. James.
78. S c ie n c e F ictio n .

Not offered 1995-96. Blackburn.
79. S tu d ie s in C o m p a ra tiv e F ictio n .

Not offered 1995-96. Weinstein.
80. S a tire : S p ir it and A r t

Not offered 1995-96. James.
81. F a u lk n e r, M o r r is o n , and the
R e p re s e n ta tio n o f R a ce .

This course has two aims: to explore in some
depth the fiction o f two major American
novelists, and to work towards aesthetic cri­

teria attentive to both racial dynamics and
formal achievement.
Fall semester. Weinstein.
8 2 . R e p re s e n ta tio n s o f W o m e n ’s
Identity.**

Not offered 1995-96. Blum and Marecek.
83. C h e r c h e z la fe m m e : T h e “ M y s t e r y ”
o f W om en in th e M y s t e r y G en re.

Not offered 1995-96. Anderson.
8 5 . A m e r ic a n N a rr a tiv e C in e m a .

This course will introduce ways o f "reading”
film—as narrative form, audiovisual medium,
industrial product, and social institution. We
will focus on the emergence and dominance of
classical Hollywood narrative cinema and its
role in shaping American cultural history and
national identity, with particular attention to
race, gender, and ethnicity. Genres such as the
western, the melodrama, and film noir both
serve dominant ideological and economic
aims and give expression to social anxieties
and utopian or resistant popular aspirations.
The course will introduce feminist, marxist,
and psychoanalytic film theory, as well as
reception studies and textual analysis. We will
also look at parallel traditions o f U .S. narra­
tive cinema, from early "race movies” to
contemporary independent filmmaking.
Weekly screenings.
Fall semester. White.
86. W om en a n d P o p u la r C u ltu re:
F ictio n , Film , a n d T e le v is io n .

Not offered 1995-96. White.
8 7 . F ilm G e n re s .

Not offered 1995-96. White.
88. L e s b ia n a n d G a y F ilm and V id eo.

Not offered 1995-96. White.
8 9 . F e m in is t Film a n d M e d ia S tud ies.* *

This course will look at current issues in
feminist film and media studies, focusing
primarily on films and videos made by
women. A range of historical periods and
national production contexts will be consid­
ered, including "mainstream” and indepen­
dently produced work, and narrative, docu­
mentary, video art, and experimental forms.
The construction o f gender, sexual, and cul­
tural identity will be explored in works by
women o f color and lesbians. Readings Will
also address questions o f image and gaze,

149

En g lis h L ite ra tu re

i

I
reception, and current media politics. Film
and videomakers include: Arzner, Akerman,
Dash, Potter, Trinh, Tajiri.
Spring semester. White.
90. C o llo q u iu m : F ilm T h e o ry
and Culture.**

By looking at a range o f films in cultural
context, this course will examine major para­
digms in classical and contemporary film
theory. Drawing from narratology, semiotics,
psychoanalysis, feminism, and cultural stud­
ies, we will approach questions o f cinematic
realism, film language, image/sound relation­
ships, the cinematic apparatus, authorship,
spectatorship, genre, and historiography. We
will also look at theories o f television, video
and other media and at relations o f production
and consumption. Authors include: Bazin,
Doane, Eisenstein, Kracauer, Metz, Mulvey,
Snead.
Spring semester. White.
9 0 A . C o llo q u iu m : T a kin g C h a n c e s :
V ic to r ia n L it e ra r y and N o n -lite ra ry
D is c o u r s e o f A d v e n tu re .

We will read the memoirs of Victorian balloon
aeronauts, Alpine mountaineers, explorers of
Africa, and the fictional adventures o f the
same period, including those o f Conrad, Kip­
ling, and Stevenson. Engaging risk is variously
represented in these works as pleasurable and
painful: what are the benefits o f a rich and
even contradictory conception o f risk? How
did locating risk in particular places and
peoples relieve cultural anxiety? We will read
J.S . Mill and Matthew Arnold on liberty and
anarchy, as well as contemporary sociological,
anthropological, psychonanalytic and geo­
graphical works on the causes and effects of
cultural distributions o f safety and danger.
Spring semester. Freedgood.
91. F e m in is t L it e r a r y C ritic is m .* *

Not offered 1995-96. Langbauer.
9 2 . T h e o r y o f th e Novel.**

What do novels do for us and to us? What do
they do to and for dominant and subjugated
groups within and across cultures? We will
focus on the novel in relation to British
imperialism: power, race, national identity,
gender and sexuality will be examined as they
are constructed and subverted by literary
form and content. Works may include: Defoe’s

150

Robinson Crusoe; Austen’s Mansfield Park;
Dickens’s Great Expectations; Kipling’s Kim;
Conrad’s Heart o f Darkness; Forster’s A Pas­
sage to India; Joyce’s Portrait o f the Artist as a
Young Man; Rushdie’s The Satanic Verses;
O kri’s The Famished Road; Gordimer’s A Sport
o f Nature.
Spring semester. Freedgood.

|

9 3 . L e s b ia n R ep resen tation .* *

Not offered 1995-96. White.
9 4 . C r it ic a l and C u ltu ra l T heory.**

An introduction to texts and contexts in con­
temporary critical theory and cultural studies.
We will read narrative, psychoanalytic, poststructuralist, feminist, film and queer theory,
raising questions o f subjectivity, difference,
ideology, representation, methodology, and
cultural politics. What are the transformative
effects o f "theory”? Texts by: Althusser,
Barthes, de Lauretis, Freud, Foucault,
Gramsci, hooks, Hall, Lévi-Strauss, Sedg­
wick, Said, Williams, among others.
Fall semester. White.

•I

»

9 5 . T h e C u ltu re o f C o nsum ption.**

This course is an introduction to the rise of
consumer culture and to representations of
that phenomenon, in Europe and the United
States. We will focus on the importance of
visuality in consumer culture, the gendered
construction o f the consumer, the commod­
ification of racial, ethnic, and class identities,
and the relation between work and consump­
tion. Texts will include: Emile Zola, The Ladies
Paradise; Michel Foucault, Discipline and Pun­
ish; Sigmund Freud, Studies on Hysteria; Vir­
ginia Woolf, Mrs. Dalloway, and essays by
Walter Benjamin.
Fall semester. Cohen.

*

9 6 . D ire c te d R ead in g .

Students who plan directed reading must
consult with the appropriate instructor and
submit a prospectus to the Department by
way of application for such work before the
beginning 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.

Independ ent S tu d y.

Students who plan an independent study must
consult with the appropriate instructor and
submit a prospectus to the Department by
way of application for such work before the
beginning of the semester during which the
study is actually done. Deadlines for the
receipt o f written applications are the second
Monday in November and the first Monday
in April. Normally limited to juniors and
seniors.
Staff.
9 8 , 9 8 A . S e n io r T h e s is .

Course majors in the Department may pursue
a thesis o f their own choosing under the
supervision o f a member of the Department.
The thesis may be for one (4 0 -5 0 pages) or
two (8 0 -1 0 0 pages) credits. A brief prospectus
for the project must be submitted for approval

by the Department in April of the junior year.
Before submitting this prospectus, Course
majors should consult with the Department
Chairman and with the Department member
who might supervise the project. This work
must be separate from that o f the senior
culminating essay, required o f every course
major for graduation.
99.

S e n io r C u lm in a tin g E s s a y .

During the fall and spring terms o f the senior
year, each course major is required to write a
senior essay. Proposals are due in the fall and
completed essays are due in the spring. Details
about the essay are available in the Depart­
ment Office. One-half credit will be awarded
for the essay, normally in the spring term; the
essay will receive a regular letter grade.
Spring semester. Staff.

SEMINARS: ENGLISH LITERATURE
Group I (pre 1830)
101. S h a k e s p e a re .

Study o f Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading of the remainder o f the
canon. Students are advised to read through
all the plays before entering the seminar.
Each semester. Blackburn.
102. C h a u c e r a n d M e d ie v a l L ite ra tu re .

Not offered 1995-96. Williamson.
104. M ilto n .

Not offered 1995-96. Staff.
105. T u d o r-S tu a rt D ra m a .

Not offered 1995-96. Blackburn.
106. R e n a is s a n c e E p ic.

Not offered 1995-96. Staff.
107. R e n a is s a n c e L ite ra tu re .

This seminar will cover a range of Renaissance
writing, with an emphasis upon the relation
between a text and its social realm. We’ll
study the private exchange o f poetic texts in
elite circles, the relation between fame and
stigma for published authors, the profession
of the playwright, the roles o f women who
wrote, and the uses of writing in the Civil
War. Our readings will include significant

amounts of Shakespeare, non-Shakespearean
drama, criticism and theory.
Spring semester. Johnson.
108.

R e n a is s a n c e P o e try .

Not offered 1995-96. Staff.
110.

R o m a n tic P o e try and P ro s e .

Not offered 1995-96. Bolton.
Group II (post 1830)
112. W om en & Literatu re.* *

Women’s Poetry o f the Twentieth Century:
"Tell it slant,” Emily Dickinson advises, and
women poets—whether or not they have read
her work—have typically taken her subversive
advice to heart. How women "slant” their
truth, and how their poetic methods differ—
if at all—from those o f their male counterparts
will form the center o f this inquiry into
Modernist and post-Modemist feminist aes­
thetics.
Fall semester. Anderson.
115.

M o d e rn C o m p a ra tiv e L ite ra tu re .

The fall semester syllabus will focus on fiction
responsive to colonial and postcolonial con­
ditions. Writers will include Conrad, Forster,
Faulkner, Garca-Mrquez, Morrison, Silko,
and Erdich. The spring semester syllabus will

151

En g lis h L ite ra tu re

focus on what may be called "the Dostoevsky
tradition,” attending to works by Dostoevsky,
Kafka, Faulkner, O ’Connor, Wright, and Elli­
son. Both syllabi will also feature pertinent
theoretical materials.
Each semester. Weinstein.

emphasize the extent to which these ap­
proaches are in dialogue with one another,
and we will attempt to expand our sense of
what constitutes theoretical writing.
Spring semester. Cohen.

116. A m e r ic a n L ite ra tu re .

Not offered 1995-96. James.

This semester we will study southern Ameri­
can prose by both blacks and whites and
theories of southern literature as a coherent
tradition, or at least a long-running argument,
about culture, history, race, progress, free­
dom, tradition, humor, and other matters
that southerners tend to understand differ­
ently from the rest o f the country. We will
begin with representative nineteenth-century
works, then move to twentieth-century clas­
sics, then conclude with a variety o f postWorld War II works.
Fall semester. Schmidt.

121. M o d e rn B la c k F ictio n .
122. Q u e e r T e x ts and Contexts.* *

Not offered 1995-96. Johnson and White.
180. T h e s is .

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 o f the Department, during the
fall o f the senior year.
Staff.

117. A s ia n - A m e r ic a n In te rte x tu a litie s.

183. Ind e p end ent S tu d y .

Not offered 1995-96. Chin.

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 o f written applications are
the second Monday in November and the first
Monday in April.
Staff.

118. M o d e rn P o e try .

A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an effort to
define their differences within the practice of
“Modernism,” and to assess their significance
for contemporary poetic practice.
Fall semester. Anderson.
119. F ilm T heory.**

Not offered 1995-96. White.

B ir e c te d C r e a tiv e W ritin g P ro je c t.

120. C r it ic a l T h e o rie s.* *

Students who wish to pursue a directed cre­
ative writing project as part o f the Honors
Program should see the rubric under English

Close readings o f a range of 20th-century
approaches to language, subjectivity, and rep­
resentation. Among other things, we will

68 .

THEATRE STUDIES
The Theatre Studies major uses the study of
all aspects of dramatic art as the center of a
liberal arts education. It is intended to be of
broad benefit regardless of a student’s profes­
sional intentions. All courses in the program
address the processes o f play production,
especially as they involve collaborative mak­
ing; all production for performance in the
program is part of course work.
Theatre Studies emphasizes writing as an im­

152

portant aspect of discursive thinking and
communication. All courses have a significant
writing component, the nature of which varies
from course to course.
Since in practice public performance engages
theatre artists for less time and is less compli­
cated than rehearsal and other preparations, it
receives proportionally less attention in this
curriculum. Since all work in theatre eventu­
ally issues in a public occasion, classes are
usually open to visitors.

REQUIREMENTS AND RECOMMENDATIONS
Planning a program in Theatre Studies can be
complicated. First and second year students
thinking about a Theatre Studies major should
read these Requirements and Recommenda­
tions closely, and should consult with the
Director of The Theatre early and often. Leave
schedules, a wide variety o f intern and ap­
prentice programs, and the importance of
course sequences make long-range planning
essential.
Courses numbered 1 through 10 are intro­
ductory and are prerequisite to intermediate
courses.
Courses numbered 11 through 4 9 are inter­
mediate and are prerequisite to advanced
courses numbered 5 0 through 99.
Seminars carry numbers 100 and above.
Intermediate work in each o f the course se­
quences requires a beginning course in that
area. Thus, the prerequisite for Theatre 12
(Acting II) is Theatre 2 (Acting I); for Theatre
14 (Design II), Theatre 4 (Design I) and so on
throughout the program.
Some advanced courses carry additional pre­
requisites which are listed in the course de­
scriptions.
Major in the Course Program: Nine credits of
work including Theatre 1 (Making Theatre),
Theatre 2 (Acting I), Theatre 4 (Design I),
Theatre 6A or 6B (Theatre History), Theatre
15 (Directing I), Theatre 21 (Production Dra­
maturgy), and Theatre 9 9 (Senior Company).
In addition, each major will choose an area of
specialization and take the intermediate and
advanced courses in that area.
The areas o f specialization are Acting, Direct­
ing, Scenography, Playwriting, Dramaturgy
and Theatre History. Special arrangements
will be made for students who seek secondary
school certification. Prospective majors should
consult with the program Director about their
choice.
In addition to these course requirements, the
major includes a comprehensive examination
in two parts: 1 )' an essay relating the student’s
experience in Senior Company to the reading
list and course work; and 2 ) an oral examina­
tion on the essay and related subjects by

Theatre faculty and visitors.
Major in Honors: Honors students majoring in
Theatre Studies will make three preparations,
as follows.
1. Theatre History Seminar; written exam
and an oral set by an outside examiner.
2. Thesis attachment to a course; reading by
an outside examiner and an oral.
3. A production project in one o f the follow­
ing fields.
Directing from a playscript.
The student will, under faculty supervision,
read in the playwright’s work, make a direc­
tor’s preparation for the entire play, and re­
hearse for public presentation a locally castable portion of the chosen play. The instructor
will supervise these activities appropriately,
on the model of a special project in Theatre.
The external examiner will visit this project
several times (depending on schedule and
available funds). These visits (to rehearsal or
planning session) will not include feedback
from the examiner. The examiner attends
rehearsal in order to know as much as possible
about the student’s methods o f making the
work. The examiner also attends one or more
o f the public performances. The exam proper
will consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject o f the
first interview will be the student’s processes
as they relate to the production. The second
oral will concern the student’s assessment of
the entire process as a part o f his or her
undergraduate education and future plans.
The student will support both interviews with
an extensive production journal.
Design from a playscript.
The student will prepare all research, sketches,
and preliminary writing for a production in a
designated venue. He or she will make render­
ings, working drawings, and a model, and will
prepare detailed budgets, schedules, etc. In
addition to the model, the student will super­
vise the construction o f a buildable portion of
the design. The local instructor will supervise
these activities appropriately, on the model of
a special project in Theatre. The external
examiner will receive copies o f all materials as

153

En g lis h L ite ra tu re

the student generates them, and will pay spe­
cial attention to the way in which the project
develops under continual revision. During
the honors weekend, the examiner will see the
full sized portion and the model. The exam
proper will be an extensive presentation by
the student, o f the entire project, with special
attention to processes of development and
revision. During this presentation, the exa­
miner (probably a professional designer, not
necessarily an academic) will question the
student, on thé model o f advanced classes in
architecture.
Dramaturgy for production from a play script.
I f possible, this project will be associated
either with an honors exam in directing, the
Playwright’s Lab, or Acting III. The student
will create the usual writing for a professional
play production, including notes on produc­
tion history and given circumstances, play
form, program and press kit notes, study
guide, and a grant proposal for production
funding. The student will continue to work on
the project in rehearsal if that is possible. The
external examiner will receive these materials
as they are generated, in order to pay close
attention to the dramaturg’s process of con­
tinual reconception o f the work. I f the work
is rehearsed, the external examiner will attend
one or more rehearsals, strictly as an observer.
I f the work is performed, the examiner will
attend a performance. The exam proper, given
during the honors weekend, will consist of an
extended oral presentation o f the play as
finally conceived, similar to a design presen­
tation. The examiner will question the stu­
dent, especially as to the relationship between
early conceits, the rehearsal process, and the
performance.
Acting.
This student will play a role in an Acting III
class. The external examiner will attend as
many rehearsals as possible, in order to ob­
serve the work o f rehearsal, as distinct from
the work o f performance. The student will
keep an extensive production journal which
will support his or her discussion of the
project with the examiner in an extended
interview immediately following the perfor­
mance. During the honors weekend the exa­
miner will conduct a briefer oral, concentrat­
ing on the actor’s reconsideration of the work

154

after some time has passed.
Playwriting.
This project will be attached to Theatre 56,
the Playwright’s Lab. It will include writing a
piece o f some length for rehearsal and perfor­
mance by the New Voices Ensemble o f Peo­
ple’s Light. The external examiner will read
successive drafts as they are available and will
attend some rehearsal o f the piece as well as its
public performance. The examiner will con­
duct an extensive interview immediately fol­
lowing the performance, focusing on the
script development process and the influence
of rehearsal on the writing. On the honors
weekend, the examiner will give a briefer oral
based on a final revision of the script following
performance.
These three exams will be the normal honors
major in Theatre Studies. Honors students
will take Senior Company in the fall o f senior
year, while they are planning their production
project. The usual schedule will be: Spring of
junior year, Theatre History Seminar; fall of
senior year, Theatre 99 and project planning;
spring o f senior year, thesis and production
project.
Double majors taking three exams in Theatre
will also follow that schedule.
For double majors taking one exam and comps
in Theatre, the exam may be a production
project, depending on available resources.
Minor in Honors. Theatre faculty will consider
applications for a minor in Theatre Studies on
a case by case basis. Normally a minor exam
will not be a production project.
Senior Honors study. This will be a scheduled
course, meeting during spring semester o f the
students’ senior year, for one course credit.
The group will create together a model o f a
professional production, using the current
honors projects. They will create on paper the
activities that support a modem regional thea­
tre production. These will include Develop­
ment (discovery of potential funders, grant
writing), Marketing (discovery of potential
audiences), Public Relations (special events,
media releases, press kits), Dramaturgy (if
there’s no dramaturgy exam), Outreach (pos­
sible tour, venues, sponsorships, new audi­
ences). The resulting model will be the Port­
folio.

Co- and extra-curricular work in Theatre,
while not specifically required, is strongly
recommended for majors. Opportunities in­
clude paid and volunteer staff positions with
The Theatre, in-house projects for various
classes; production work in The Eugene M.
and Theresa Lang Performing Arts Center,
and Drama Board production.
For those majors who intend a career in
professional theatre, whether academic, notfor-profit, or commercial, internships in local
theatres are strongly recommended. Positions
are usually available in production, develop­
ment, public relations, marketing, box office,
and house management. Positions are usually

not available in acting, directing, design, or
stage management.
Because of scheduling difficulties, students
should plan and apply for internships, time
spent off campus, and community projects as
far in advance as possible.
W ith respect to the twenty course rule,
courses in dramatic literature taught in the
Departments o f English Literature, Classics,
or Modern Languages and Literatures may be
designated as part o f the major. Courses in
non-dramatic literatures taught in those de­
partments will not be considered part o f the
major.

INTRODUCTORY COURSES
1. M a k in g T h e a tre .

How theatre is made in the United States:
commercial, not-for-profit, academic. Theatre
professionals (schedules permitting) meet
with the class for discussion and workshops.
How to make theatre locally, using collabora­
tive ensemble techniques and available space
and material. Weekly lab sessions leading to
in-house performance o f original work. Short
papers based on reading, local rehearsals and
performances, and class projects. This course
is required of all Theatre Studies majors; it
may serve as a prerequisite for dramatic liter­
ature courses (not seminars) in English Liter­
ature.
Primary distribution course.
Fall semester. Devin.

6 A . P r e - M o d e r n a n d A s ia n
P e r fo rm a n c e T ra d itio n s .

A survey of European and Asian traditions of
dramaturgy, acting, scenography, and theatre
architecture. Reading consists o f one or two
plays per week; readings from Oscar Brockett’s History o f the Theatre, A.C. Scott’s The
Theatre in Asia, and Lee Simonson’s The Stage
is Set. Units designed to include work by
contemporary artists employing elements of
the traditions covered. Midterm, final exam
and a series of short papers. This course
alternates with Theatre 6B. Both may be taken
for credit.
Primary distribution course.
Spring semester. Kuharski.
Not offered in 1995-96.

2. A c tin g I.

6B. M o d e rn P e r fo rm a n c e T ra d itio n s .

Work on the self through fundamental exer­
cises in acting: vocal and physical warm-up;
focus and release; sense and affective memory;
journals. Work toward collaborative models
and the use o f improvisation as a tool for
invention and discovery. Short papers on
local rehearsals and performances. This class
meets six hours a w eek."
Spring semester. Devin, Belver.

A selective survey o f major movements in
world theatres since the beginning o f the
nineteenth century. Reading consists o f one
or two plays per week and appropriate histori­
cal and critical materials. Written work con­
sists of a series of short and medium length
papers and a long final research paper. This
course alternates with Theatre 6A. Both may
be taken for credit.
Primary distribution course.
Spring semester. Kuharski.
Not offered in 1995-96.

4.

D e sig n I.

An historical study of set and lighting design.
Introduction to CAD and rendering. Required
lab covering all areas of stagecraft, load in,
run, and strike.
Each semester. Marshall.

155

En g lis h L ite ra tu r e

INTERMEDIATE COURSES
12.

A c tin g II.

Work on playscripts through scene study and
rehearsal process: given circumstances, char­
acter biography; objectives; tasks and behav­
ior; activities and actions; vocal and physical
warmup; focus, release, and body awareness.
Short papers on local rehearsals and perfor­
mances. This course meets six hours a week.
Prerequisite: Theatre 2.
Fall semester. Belver.
14. D e s ig n II.

The practice of set and lighting design in
response to a play’s symbolic expression.^
This class will focus on the developmental and
artistic processes o f communicating a theatri­
cal design and their execution in CAD pro­
grams. Development o f a design philosophy
and method grounded in collaboration.
Prerequisite: Theatre 4.
Each semester. Marshall.
15. D ire c tin g I.

This course covers a series o f major texts on
performance theory and practice, with em­
phasis on directing and acting. Assigned read­
ings will focus on theoretical writings by or
about the performance work o f artists such as
Zeami, Stanislavsky, Artaud, Brecht, Grotowski, Mnouchkine, Chaikin, Suzuki, and
Robert Wilson, as well as selected theoretical
and critical texts by non-practicioners. The
course includes units on performance tradi­
tions and genres outside o f Europe and North
America. Weekly video screenings required.
Prerequisite: Theatre 1 or the instructor’s
consent.
Spring semester. Kuharski.

16.

P la y w r ig h t’s Lab.

Exercises in writing, improvisational re­
hearsal, plotting and dramaturgy which result
in a performance. This class includes weekly
lab sessions with New Voices, an acting en­
semble composed of high school students
from the City o f Chester and Chester County,
and artists from the People’s Light and Theatre
Company. Traditional playscript construc­
tion, as well as organizing and recording im­
provisations.
Prerequisite: Theatre 1 or the instructor’s
consent.
Fall semester. Adams.
21. P ro d u c tio n D ra m a tu rg y .

Dramaturgy as a part o f play production.
Exercises in playscript conception, analysis,
and preparation; discovery of given circum­
stances and support materials; conception
and analysis of rehearsal process. Weekly lab
sessions.
Prerequisite: Theatre 1.
Fall semester. Devin.
35. D ire c tin g II.

This course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units
cover the director’s relationship with actors,
designers, composers, technicians, choreog­
raphers, as well as playwrights and their playscripts. The student’s directorial self-defini­
tion through this collaborative process is the
laboratory’s ultimate concern. Final project
consists o f an extended scene to be performed
as part of a program presented by the class.
Prerequisites: Theatre 2, 4, and 15.
Fall semester. Kuharski.

ADVANCED COURSES
5 2 . A c tin g III.

54.

Techniques o f acting when an audience is part
o f given circumstances. Improvisation and
collaboration as part o f rehearsal for a full
length work presented to the public.
Prerequisite: Theatre 12.
Spring semester. Staff.

The Design Firm. A collective gathered to
study the effects o f collaboration on design.
Advanced students in technical direction, set,
lighting, costume, sound, and properties de­
sign join the Resident Designer to create the
environment for the Acting III production.

156

D e s ig n III.

Problem solving in collaboration is the major
theme o f the class.
Prerequisite: Theatre 14.
Spring semester. Marshall.
55. D ire c tin g III.

Director’s Lab requires students to apply the
exercises from Directing II (Theatre 35) to a
variety o f scene assignments. These will
address a variety o f theatrical genres (farce,
epic theatre, verse drama, etc.) and various
approaches to dramatic text (improvisation,
cutting and/or augmentation of playscripts,
adaptation of non-dramatic texts for perfor­
mance, etc.). Projects will usually be pre­
sented for public performance.
Prerequisite: Theatre 35.
Spring semester. Kuharski.
56. P la y w r ig h t’s La b II.

forming the prototype o f a theatre company.
Work with an audience in performance of a
single project, or a series of projects.
This course is required of all Theatre Studies
majors in their senior year and will not nor­
mally be taken for external examination. Class
members will consult with the instructor
during spring semester of their junior year,
prior to registration, to organize and make
preparations. Non-majors and honors minors
may petition to enroll, provided they have
met the prerequisite.
Prerequisite: Completion o f one three course
sequence in Theatre Studies.
Fall semester. Kuharski.

SEMINARS
101. S e n io r H o n o r s S tu d y .

Continuation of work with New Voices and an
emphasis on longer forms. Rehearsal and
production of class material for a Spring tour.
Prerequisite: Theatre 16.
Spring semester. Adams.

A collaborative project designed by the par­
ticipants in support o f their other honors
work.
Spring semester. Devin.

92. O ff-c a m p u s P r o je c t s in T h e a tre .

A critical and comparative survey of selected
theatrical companies from the early Renais­
sance through the 20th century. Emphasis on
collaborative relations within a given theatri­
cal company, placement of theatrical perfor­
mances within specific cultural contexts, and
their relevance to contemporary theatrical
practice. Readings will include, but not be
limited to, dramatic tests as one form of
artifact o f the theatrical event. The Spring
1996 seminar will focus on the work of
Ariane Mnouchkine and the Théâtre du Soleil
in France.
Prerequisite: Theatre 6, A or B.
Spring semester. Kuharski.

Residence at local arts organizations and thea­
tres. Fields include management, financial and
audience development, community outreach,
stage and house management.
Prerequisite: Appropriate preparation in the
major.
Each semester. Staff.
93. D ire c te d R ead in g .
94. S p e c ia l P r o je c t s in T h e a tre .
99. S e n io r C o m p a n y .

A workshop course emphasizing issues of
collaborative play making across lines of spe­
cialization, ensemble development o f perfor­
mance projects, and the collective dynamics of

106.

T h e a tr e H is to r y S e m in a r.

157

Environmental Studies

Coordinator: J A C O B WEINER (Biology)
Committee:

C arr E v erbach (Engineering)
W en d y H o r w itz (Psychology)
A r th u r M c G a r ity (Engineering)
H a n s O b e rd ie k (Philosophy)
F r e d e r ic k O rth lie b (Engineering)3
W e s le y S h u m a r (Education)
M ic h a e l S p e ir s (Sociology and Anthropology)
Don S w e a r e r (Religion)
R ic h a rd V a le lly (Political Science)
M a r k W a lla c e (Religion)

Profound, potentially catastrophic, anthropo­
genic changes are occurring in the land, water,
and air around us, and education needs to
respond to these changes. Swarthmore’s heri­
tage of social concern compels us to educate
students so that they are well informed about
vital, current issues, and capable o f full politi­
cal participation. The College has a responsi­
bility to provide means for the study o f en­
vironmental problems and to encourage
students to develop their own perspectives on
these problems. The Environmental Studies
Concentration is one way that the College
meets these responsibilities.
Environmental Studies is truly interdisciplin­
ary and offers numerous opportunities for
rigorous interdisciplinary work because en­
vironmental issues have scientific, engineer­
ing, social, political, economic, and philo­
sophical dimensions, all of which must be
addressed. The Concentration helps guide
students to the many academic fields that
afford a perspective on environmental prob­
lems and enables them to explore questions
most compelling to them from the vantage
point o f various disciplines in the natural and
social sciences, engineering, and the humani­
ties.

A Concentration in Environmental Studies
consists o f an integrated program of five
courses plus a capstone seminar that a student
takes in addition to a regular major.
Concentrators must take five courses from
the list below, including at least one course in
Environmental Science/Technology, at least
one course in Environmental Social Science/
Humanities, and a third from either o f these
two groups. Up to two courses may be chosen
from the list o f Adjunct Courses. Students
may petition the Faculty Committee on En­
vironmental Studies to have courses taken at
other institutions fulfill some of these re­
quirements. A t least three o f the five courses
must be outside the major. One of the courses
may be independent work or a field study (in
the U .S. or abroad) supervised by a member
of the Committee (Environmental Studies
90 ). In addition to the five courses, each
concentrator will participate in the Capstone
Seminar in Environmental Studies (Environ­
mental Studies 91) during the spring semester
o f the senior year. The capstone seminar will
involve advanced interdisciplinary work on
one or more issues or problems in environ­
mental studies. Leadership o f the Capstone
Seminar will rotate among the members of
the Faculty Committee on Environmental
Studies.

Courses in Environmental Science/Technology
The Environmental Science/Technology category includes courses which emphasize techniques and methodologies o f the sciences and
3 Absent on leave, 1995-96.

158

engineering and whose subject is central to
Environmental Studies. Therefore all concentrators will be familiar with a body o f scientific

knowledge and scientific approaches to envir­
onmental problems.

E n g in e e rin g 32: in tro d u c tio n to
E n v iro n m e n ta l P ro te c tio n

C h e m is tr y 1: C h e m is tr y in th e H u m an
E n v iro n m e n t

E n g in e e rin g 63: W a te r Q u a lity and
P o llu tio n C o n tro l

B io lo g y 39: E c o lo g y

E n g in e e rin g 66: E n v iro n m e n ta l
S y ste m s

B io lo g y 50: M a r in e B io lo g y
B io lo g y 104: P la n t E c o lo g y

G e o lo g y 103 (Bryn Mawr College):
E n v iro n m e n ta l G e o lo g y

Courses in Environmental Social Science/Humanities
The Environmental Social Science/Humanities category includes courses which are cen­
tral to Environmental Studies and which focus
on values, their social contexts, and their
implementation in policies. Thus, all concen­
trators will have studied the social context in
which environmental problems are created
and can be solved.
E c o n o m ic s 76: E c o n o m ic s o f th e
E n v iro n m e n t and N a tu ra l R e s o u r c e s
E n g in e e rin g 6 8 / P o litic a l S c ie n c e 43:
E n v iro n m e n ta l P o lic y

P o litic a l S c ie n c e 2 2 2 (Bryn Mawr
College): In tro d u ctio n to
E n v iro n m e n ta l I s s u e s
R e lig io n 22: R e lig io n a n d E c o lo g y
S o c io lo g y and A n th ro p o lo g y 34: S e e d s
o f C h a ng e: T h e E n v iro n m e n ta l
C o n s e q u e n c e s o f th e A g r ic u ltu r a l
R e v o lu tio n in P r e h is to r y .
S o c io lo g y and A n th ro p o lo g y 62: H u m an
E c o lo g y and D e v e lo p m e n t
P ro ce sse s.

Adjunct courses
There are other courses which are relevant to
Environmental Studies and which can be in­
cluded in the five courses required for the
concentration, but are not central enough to
justify their inclusion in the groups above.

E n v iro n m e n ta l S tu d ie s 90: D ire c te d
R ea d in g in E n v iro n m e n ta l S tu d ie s

A s tr o n o m y 9: M e te o r o lo g y

M a th e m a tic s 61: M o d e lin g

R io lo g y 38: M ic r o b io lo g y

P h y s ic s 20: P r in c ip le s o f E a rth
S c ie n c e

E n g in e e r 3: P r o b le m s in E n e rg y
T e c h n o lo g y
E n g in e e rin g 35: S o la r E n e rg y S y s t e m s

(Advanced permission of instructor is
required.)
H is to r y 68: Food a n d Fa m in e

P o litic a l S c ie n c e 47: P o lit ic s o f Fa m in e
and Food P o lic y

E n g in e e rin g 64: S w a r th m o r e and th e
B io s p h e re

159

German Studies

Coordinator: S U N K A SIM ON (German)
Committee:

R ic h a rd E ld rid g e (Philosophy)
M a r io n F a b e r (German)
P ie te r J u d s o n (History)
J a m e s K u rth (Political Science)
T a m s in L o rr a in e (Philosophy) 1
M ic h a e l M a r is s e n (Music)
BraUÜO M uhO Z (Sociology/Anthropology)
C h r is to p h e r P a v s e k (German)
M a r k W a lla c e (Religion)
H a n s ja k o b W e rle n (German) 1

The concentration in German Studies grows
out o f the connection between German
thought and art o f the nineteenth and twen­
tieth centuries. Figures such as Goethe,
Wagner, Nietzsche, Marx, and Freud, for ex­
ample, go beyond the boundaries o f particular
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 of approaches to German culture
introduces the student to a field of knowledge
crucial to contemporary society and prepares
the student for graduate work in a good
number o f academic disciplines, as well as for
various international careers. The Concentra­
tion may be undertaken in the Course Pro­
gram or in the Honors Program. Concentra­
tors should consult the program coordinator
during the sophomore year to plan their work
towards the Concentration.
General Requirements: Students are required
to take five credits from designated courses in
German Studies, three o f which must be
outside the student’s major department. To
ensure a common groundwork for all concen­
trators, students must take the core course,
German 14, Introduction to German Studies.
To ensure 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 of
the senior year. An interdisciplinary thesis
for the student’s major department may fulfill
this requirement.

1 Absent on leave, fall semester, 1995.

160

It is required that students do substantial
work in the German language (German 4 or
the equivalent). It is also strongly recom­
mended that students study in Germany (for
a summer or, preferably, for a semester) if at
all possible. Students who do not take an
advanced literature course must either use
original German sources in the thesis or add
an attachment in German to one course in the
concentration.
Note: A student can accomplish a Special
M ajor in German Studies by taking three
additional credits from the courses listed
below.
German Studies Minor in the Honors Program:
Requirements: The German Studies Concen­
tration offers only a Minor in the Honors
Program. Students in the German Studies
Honors Program are expected to be suffi­
ciently proficient in spoken and written Ger­
man to complete all their work in German and
are strongly advised to spend at least one
semester of study in a German-speaking coun­
try. Candidates are expected to have a B
average in course work both in the Depart­
ment and at the College.
Prerequisites: German 14 and an advanced
course in German Studies.
Preparations: a seminar in German Studies
(or, in lieu of the seminar, two advanced
courses in German Studies).

*

B

I

Senior Honors Study and Examination:

Seminars (two-credits)

I

For Senior Honors Study, students are required to present a 250-word outline (together with a bibliography) by February 15,
indicating how they intend to deepen their
preparation for the seminar. The approved
preparation in the form o f 1,500-2,000-w ord
paper will be added to the honors portfolio
which will also include the seminar syllabus
and student bibliography.

H is to r y 122. R e v o lu tio n a ry Eu rope.+

I
I
I
I
■
I
I
I

I
The Honors Examination will take the form
■ of a three hour written exam based on a
I German Studies seminar and the one half
I credit SHS preparation and a thirty minute
I oral exam based on all previous work in the
I field.
*
I The following courses and seminars may be
I offered for a German Studies Concentration:

I Courses (one credit)

H is to r y 124. E u ro p e a n and O th e rs
S in c e 1750.+
H is to r y 125. F a s c is t Eu ro p e.
M u s ic 101. B a ch .
P h ilo s o p h y 114. N in e te e n th -C e n tu ry
P h ilo s o p h y .
P h ilo s o p h y 137. G e rm a n R o m a n tic is m
and Id e a lism .
P h ilo s o p h y 139. P h e n o m e n o lo g y ,
E x is te n tia lis m , and
P o s t - S tr u c tu ra lis m .
R e lig io n 106. C o n te m p o ra ry R e lig io u s
Thought.
S o c io lo g y -A n th ro p o lo g y 101. C r it ic a l
M o d e rn S o c ia l T h e o ry .

H is to ry 34. E u ro p e 1900: E r o s and
A n x ie ty .

S o c io lo g y -A n th ro p o lo g y 105. M o d e rn
S o c ia l T h e o ry .

I

H is to ry 3 5 . E u ro p e a n J e w r y ’s
E n c o u n te r w ith M o d e rn ity .

S o c io lo g y -A n th ro p o lo g y 115. Freu d and
M o d e rn S o c ia l T h e o ry .

I

H is to ry 36. M o d e rn G e rm a n y .

G e rm a n 104. G oeth e und s e in e Zeit.

I

H isto ry 37. T h e H o lo c a u s t a n d G e rm a n
C u ltu re / L it 37G.

G e rm a n 105. D ie d e u ts c h e R om an tik.

1

M u s ic 2 2 . 19th C e n tu ry M u s ic .

¡1

M u s ic 33. L ie d e r.

G e rm a n 108. G e rm a n S tu d ie s S e m in a r:
W ien und B e rlin .

I

M u s ic 3 4 . B a c h .

m
I

M u s ic 3 5 . La te R o m a n tic is m .
P h ilo so p h y 3 9 . E x is te n tia lis m .*
S o c io lo g y -A n th ro p o lo g y 77. A r t and
S o c ie ty .*

1

U

G e rm a n 107. M a n n und K a fk a .

*Cognate course: No more than two may be
counted towards the German Studies Con­
centration.
-t-Cognate seminar: No more than one may be
counted towards the German Studies Con­
centration.

G erm an c o u r s e s n u m b e re d 4 and
a b o ve.
C o u rs e s on G e rm a n lit e ra tu r e o r film ,
ta u g h t in E n g lish : LIT 20G, LIT 50G,
etc.

161

History

ROBERT C. BAN N ISTER, Professor2
ROBERT S . D UPLESSIS, Professor
LILLIAN M . LI, Professor
JER O M E H. WOOD, J R ., Professor
STEPH EN P. BEN SCH , Associate Professor
M AR JO R IE M URPHY, Associate Professor and Chair
ROBERT E. WEINBERG, Associate Professor3
TIM O TH Y J . BURKE, Assistant Professor
BR UCE A . DORSEY, Assistant Professor
PIETER M . JU D SO N , Assistant Professor
STEVEN SOW ARDS, Lecturer
JA S O N M CGILL, Visiting Instructor

COURSE OFFERINGS AND PREREQUISITES
The Department of History offers a range of
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 of the past, an
acquaintance with the social, cultural, and
institutional developments that have pro­
duced the world of today, and an understand­
ing o f the nature of history as a discipline. The
courses emphasize less the accumulation of
data than the investigation, from various
points o f view, o f those ideas and institu­
tions—political, religious, social, and eco­
nomic—by which people have endeavored to
order their world.
Surveys are designed to serve the needs of
students who seek a general education in the
field, as well as to provide preparation for a
range of upper-level courses. Freshman semi­
nars explore particular issues or periods in
depth. Although these entry-level courses
vary somewhat in approach, they normally
consider major issues o f interpretation, the

analysis of primary sources, and historical
methodology. Upper level courses (one credit)
and advanced seminars (two credits) focus on
more specific topics.
Prerequisites and Recommendations: Courses 110, and 72 are open to all students without
prerequisites; freshman seminars (courses
10A-10G) are open only to freshmen on the
same basis. Upper-level courses are generally
open to all students who have taken any
course numbered 1-10 or who have Advanced
Placement scores o f 3 in the same area, or 4-5
in any area, or by permission o f the instructor
or have taken Classics courses 2 1 ,3 1 ,3 2 ,4 2 ,
and 44. Exceptions are courses designated
"n o t open to freshmen” or where specific
prerequisites are stated. Students taking se­
minars will have taken at least two courses in
the Swarthmore History Department or have
demonstrated how preparation in other disci­
plines integrates with the material in the
seminar.

REQUIREMENTS AND RECOMMENDATIONS
FOR THE MAJOR
Prerequisites: The prerequisite for admission
to the Department as a major is normally at
least two History courses taken at Swarth-

more and a satisfactory standard of work in all
courses. A t a minimum, one of these history
courses should be taken within the History

2 Absent on leave, spring semester, 1996.

3 Absent on leave, 1995-96.

162

Department; one may be chosen from among
the courses in Greek and Roman history
offered by the Classics Department. Prospec­
tive majors, however, are encouraged to take
several courses in History during the first two
years. Beginning with the class of 1997, all
applicants for the major must have taken
History 1 as one o f their prerequisites. Stu­
dents who intend to continue their studies
after graduation should bear in mind that a
reading knowledge o f one or two foreign
languages is now generally assumed for ad­
mission to graduate school.
Major in the Course Program: The work o f the
major in course consists of at least nine
credits in the Department, chosen so as to
fulfill the following requirements:
(a) Course majors must take at least one
course from each o f these areas: (1 ) All
Courses Before 1750; (2 ) All Courses in
Areas Outside Europe and the United States:
Africa, Asia, Latin America, and the Near
East. The Department has a list o f these
distribution courses on file in the Department
Office. Beyond that, majors are encouraged to
concentrate informally in topics or areas of
special interest to them.
(b) All history majors, except those in the
Honors Program, must take the Senior His­
tory Research Seminar (History 91), a course
offered each fall semester. It will examine
different theoretical, disciplinary, and inter­
disciplinary approaches to the study of his­
tory, as well as types o f sources and methods
used in historical research. As part o f the
course, students will complete a research
paper which will satisfy the comprehensive
requirement. Students may decide to develop
this research paper as a thesis. In this case
they are encouraged to apply for funding in
the spring of their junior year.

Major and minor in the Honors Program: Semi­
nars are the normal mode of preparation for
students in the Honors program majoring in
history. A minimum grade o f B in history will
be required o f all students entering seminars.
Majors in the Honors Program will complete
three double credit preparations and revise
one paper per preparation for the external
examiner. These revised papers will be limited
to approximately 2 ,0 0 0 -2 ,5 0 0 words. Re­
vised papers will not be graded but sent to
examiners to provide a context for the evalu­
ation o f written examinations taken in the
Spring. For the completion o f senior honors
study students will chose one article or book
which connects two or more seminars and
write a 1-2 page paper explaining how this
reading relates to the two seminars and how
their course of study in the major is related.
Written examinations will be solely based on
the seminar syllabus or course study materials
as provided by the department. Students pre­
paring for honors study are encouraged to
form study groups in preparation for exami­
nations.
Students may substitute an honors thesis for
one o f their seminars but must take History
91 and have the department approval as part
of the double credit for the thesis. All thesis
proposals must be submitted to the Depart­
ment by November 15th. All thesis work is
due in final form by May 1st.
We strongly advise minors to take more than
one seminar and more than two courses in
preparation for taking the seminar they decide
to use as preparation for honors. Minors in
history will complete one double credit prep­
aration and submit one revised paper to their
portfolio.

FOREIGN STUDY
The History Department encourages students
to pursue the study o f history abroad and
intends to grant credit for such study as
appropriate. In order to receive Swarthmore
credit for history courses taken on programs
abroad, or at other colleges and universities in
the United States, a student must have taken

at least one history course at Swarthmore,
normally before going abroad. History 1 and
91 may, however, only be taken at Swarth­
more. The Department is unable to offer
additional credit work for students who have
taken courses abroad in areas in which no
Department member has expertise.

163

<|

H is to r y

a

ADVANCED PLACEMENT AND ATTACHMENT OPTIONS
The Department will automatically grant one
credit for incoming students who have
achieved a score of 4 or 5 in Advanced
Placement history examinations as long as
they take any introductory course (1 through
10G -freshman seminars). This credit may be
counted toward the number o f courses re-

quired for graduation. Advanced Placement
credit may be used in partial fulfillment of the
college distribution requirements. Incoming
students with scores of 3 or better will be
given preference in admission to Freshman
Seminars in the same area.

LANGUAGE ATTACHMENT
Certain designated courses offer the option of
a foreign language attachment, normally for
one-half credit. Permission to take this option
will be granted to any student whose reading

*

»

*
facility promises the profitable use o f histori­
cal sources in the foreign language. Arrange­
ments for this option should be made with the
instructor at the time of registration.

TEACHER CERTIFICATION
For students who wish to seek secondary
teaching certification in the social sciences
there are two normal routes. One o f these is
through a major in one o f 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. All students seeking so­
cial studies certification are required to take

two courses in history, at least one of which
must be in American History. Students with
Advanced Placement credit are encouraged to
take European and American History survey
courses. Students are required to take one
social science course focusing on non-western
or non-Anglo subject matter, a course in
comparative systems, and a course which addresses cross cultural issues.

II
■
I
I

COURSES
1. T h e H is t o r ic a l C o n s tru c tio n
o f Identity.

A cross-cultural approach that explores how
societies shape and reshape identities in a
variety of historical settings. Through primary
sources and secondary studies, as well as film,
we will examine perspectives on self and
community in several categories o f social
experience, including ethnicity, race, nation,
gender, and sexuality.
Required of all majors.
Primary distribution course.
Fall semester. Burke and DuPlessis.
2 a . M e d ie v a l Eu ro p e.

A survey of medieval culture and institutions
from the third to the fifteenth century. Topics
will include the lingering sunset o f the ancient

164

world, the rise of the barbarian North, and the
mergence o f a distinctively European civiliza­
tion in the central and late Middle Ages.
Primary sources will be stressed.
Primary distribution course.
Fall semester. Bensch.
2b. E a rly M o d e rn Eu ro p e.

Introduction to the discipline o f history,
modes o f historical inquiry, and the history of
Europe from the end o f the Middle Ages to the
Enlightenment.
Primary distribution course.
Not offered. 1995- 1996. DuPlessis.
3.

M o d e rn Eu ro p e.

A topical survey which covers the period
1750 to 1945 with an emphasis on the politi­

I

cal, social and cultural forces that have shaped
modem Europe. Topics include enlighten­
ment and popular culture, revolutionary move­
ments, industrialization and its social conse­
quences, nationalism and state-building,
imperialism and world wars.
Recommended for Teacher Certification.
Primary distribution course.
Spring semester. Judson.
4.

Latin A m e r ic a .

The development o f Latin America from preColumbian times to the present. Emphasis is
on the political, economic, and social devel­
opment o f Brazil, Mexico, and Argentina, and
on recent attempts at radical transformation.
Primary distribution course.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
5a. T h e U n ite d S ta te s in th e
19th C e n tu ry .

Politics, society, and culture from the Revo­
lution through the Gilded Age. Topics include:
slavery, causes and consequences o f the Civil
War, labor, working-class culture, gender
roles, and the reform impulse in America. The
course will concentrate on a central theme,
and examine a variety o f primary source docu­
ments.
Recommended for Teacher Certification.
Primary distribution course.
Fall semester. Dorsey.
5b. T h e U n ite d S ta te s in th e
20th C e n tu ry .

Politics, society, and culture from 1900 to the
present, against a background o f America’s
changing role in world affairs.
Recommended for Teacher Certification.
Primary distribution course.
Not offered 1995-96. Bannister.
6. T h e F o rm a tio n o f th e I s la m ic
N ear E a s t

An introduction to the history o f the Near
East from the seventh to the early fifteenth
century. Emphasis will be placed on the life
of Muhammad, the Arab conquests, the rise
of the caliphate, and the articulation o f Islamic
values during an age o f political disintegration
and nomadic invasion.
Fall semester. Bensch.

7. H is to r y o f th e A fr ic a n - A m e r ic a n
P eo p le.

An exploration o f the chronology of people of
African descent in the United States from the
seventeenth century to the present. Beyond
this basic history, a number of interrelated,
questions arise; when do Africans become
African-Americans? How do relations be­
tween Blacks and other ethnic/racial groups
in the country change over time? How do
African-American communities evolve; what
kinds o f internal divisions arise within them
and do they get resolved? Why have scholars
and other historians told the history of Afri­
can-Americans in the way they have? How
might we elaborate upon or change the story?
Spring semester. McGill
8 a . A f r ic a in th e Era o f th e
S la v e T ra d e , 1400-1850.

The three centuries which marked the rise and
fall o f the slave trade transformed African
societies and radically altered their place in
the world. This survey course focuses on the
development o f the slave trade and its impact
on Africa. The course may count toward a
concentration in Black Studies.
Not offered 1995-96. Burke.
8b. M o d e rn A fr ic a , 1880 to P r e s e n t

A survey of modern African history, examin­
ing context and significance o f the establish­
ment o f formal colonial rule and impact of
imperialism on Africa’s postcolonial history.
Emphasis given to social and cultural history
and the economic impact o f colonial develop­
ment. The course may count toward a concen­
tration in Black Studies.
Fall semester. Burke.
9. C h in e s e C iv iliz a tio n .

An historical introduction to various aspects
of traditional Chinese civilization and cul­
ture—language, literature, philosophy, art, im­
perial and bureaucratic institutions. The im­
pact of Chinese civilization on other parts of
Asia will be examined briefly.
Satisfies requirement in the Asian Studies
Program.
Primary distribution course.
Spring Semester. Li.

165

H is to r y

10A. F re s h m a n S e m in a r:
T h e B a r b a r ia n N orth .

C l a s s ic s 32. T h e R om an R e p u b lic and
A u g u s tu s .

Exploration of the rise of 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.
Fall semester. Bensch.

(See listing under Department of Classics.)

IOC. F re s h m a n S e m in a r: S e x and G e n d e r
in W e s te rn T ra d itio n s .

14. F r ia r s , H e r e tic s , and F e m a le
M y s t ic s : R e lig io u s T u rm o il in th e
M id d le A g e s .

This seminar traces changing constructions
of gender in the creation o f social norms from
the fifth century BCE to the present. This
course may be counted toward a concentra­
tion in Women’s Studies.
Not offered 1995-96. Judson.
100. F re s h m a n S e m in a r:
T h e C o ld W a r Era.

A focused examination of the origins and
persistence of the cold war from the globali­
zation of containment to the pressure of do­
mestic conflict.
Not offered 1995-96. Murphy.
IOF. F re s h m a n S e m in a r: E n g e n d e rin g
W om en in E a rly M o d e rn Europe:
Id e o lo g ie s and P r a c t ic e s .

A study of the ways in which women were
(re)constructed through work, family, reli­
gion, sexuality, persecution, collective action,
and feminism between the Renaissance and
the French Revolution. This course may be
counted toward a concentration in Women’s
Studies.
Not offered 1995-96. DuPlessis.
IOG. F re s h m a n S e m in a r: W om en,
F a m ily a n d th e S ta te in C h in a .

This seminar will consider the roles of Chi­
nese women and family both in traditional
times and in the twentieth century, including
elite and peasant society. Drawing from di­
verse sources (literary, philosophical, anthro­
pological, etc.), the seminar will examine the
ways in which culture and the state have
defined these roles.
Fall semester. Li.
C l a s s ic s 21. A n c ie n t G re e c e .

(See listing under Department o f Classics.)
C l a s s ic s 31. H is to r y o f G re e c e .

(See listing under Department o f Classics.)

C l a s s ic s 42. G r e e c e in th e Fifth
C e n tu ry B.C.

(See listing under Department o f Classics.)
C l a s s ic s 4 4 . T h e E a rly R om an E m p ire.

(See listing under Department o f Classics.)

From the 12th to the 15th century, the medi­
eval Church confronted radically new versions
o f 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 o f these religious groups and the Churchs
response to them.
Spring semester. Bensch.

1

4

4

*

I

15. M e d ie v a l T o w n s.

Were medieval towns the "seedbeds o f mo­
dernity”? The course will explore the histori­
cal and ideological debates surrounding the
question.
Spring semester. Bensch.

I

16. S e x , S in , a n d K in in E a rly Eu ro p e.

Western kinship and sexual mores will be
examined as they crystallized from Roman,
Christian, Germanic, and Celtic traditions.
Not offered 1995-96. Bensch.
17. T h e M e d ite r ra n e a n W o rld in th e
M id d le A g e s .

The Crusades to the Fall of Constantinople
(eleventh to fifteenth centuries).
Not offered 1995-96. Bensch.
19. T h e Italian R e n a is s a n c e .

The emergence o f a new culture in the citystates o f Italy (fourteenth-early sixteenth cen­
turies).
Not offered 1995-96. DuPlessis.
20. O ffic ia l a n d P o p u la r C u ltu r e s
in E a rly M o d e rn Eu ro p e.

Explorations o f thought and practice in west­
ern Europe between the later fifteenth and
eighteenth centuries.
Not offered 1995-96. DuPlessis.

*

»

»

>

Practices, representations, and understandings
of labor from the later Middle Ages through
factory industrialization.
Not offered 1995-96. DuPlessis.

two World Wars; developments during the
Cold War and the period of Soviet Commu­
nist influence; historical background of cur­
rent problems. Limited to 15.
Not open to freshmen.
Fall semester. Sowards.

22. E a rly M o d e rn F ra n c e and
the F ra n c o p h o n e N e w W orld .

29. S e x u a lity a n d S o c ie t y in
M o d e rn Eu ro p e.

France and its North American and Caribbean
colonies from the late fifteenth to the late
eighteenth century. Topics include the emer­
gence of the absolutist state, mercantilist
economy, and Ancien Régime society in the
Old World; indigenous civilizations in the
New World before contact with the French;
exploration, conquest, and settlement of
French colonies, and the development o f new
societies; the end o f the Ancien Régime in
France and the colonies through war and
revolution. Optional Language Attachment:
French.
Fall semester. DuPlessis.

The historical construction o f sexual identi­
ties in Western societies since 1700. Topics
include a survey of Ancient Greek and Medi­
eval European traditions, sexuality in colonial
societies, urbanization and the creation of
sexual minorities, the medicalization o f sex,
the 19th-Century invention o f deviant sexuali­
ties, contemporary Queer Theory and its re­
lation to social history. This course may be
counted toward a concentration in Women’s
Studies.
Fall semester. Judson.

24. F ie ld to F a c to ry : T h e T ra n s fo rm a tio n
of Eu ro p ea n E c o n o m ie s and S o c ie tie s .

The political, social, cultural and economic
history o f France and its empire from the
Great Revolution through the crises of decolo­
nization and the problems o f contemporary
post-colonial French society.
Optional language attachment: French.
Spring semester. Judson.

21. M a k in g W ork: L a b o r in S o c ie ty
and C u ltu re .

The industrialization of Europe from the agri­
cultural revolution and proto-industry to the
contemporary period, focusing on contrasting
patterns among regions and nations. Topics
include womens work and gender divisions of
labor; working-class formation, collective ac­
tion, and work experience; the emergence of
capitalist entrepreneurs; the role o f state pol­
icy and private capital; technological change;
industrialization and war; industry and the
environment.
Spring semester. DuPlessis.
27. To th e B a r r ic a d e s : T h e E u ro p e a n
R e v o lu tio n a ry T ra d itio n .

An examination o f Europe’s revolutionary
tradition starting with the French Revolution
and ending with the Russian Revolution.
Not offered 1995-96. Judson and Weinberg.
28. T h e B a lk a n s in th e A g e o f
N a tio n a lism .

Introduction to the history o f the Balkans,
emphasizing the period since 1790. Geogra­
phy and origins o f the peoples o f the region;
domination by the Ottoman and Habsburg
multinational empires; the emergence of inde­
pendent Greek, Bulgarian, Romanian, and
Yugoslav states; the Balkans in the era o f the

3 0 . F ra n c e S in c e 1789: R e vo lu tio n
and E m p ire.

31. R e v o lu tio n a ry C u ltu re and
T ra n s fo rm a tio n in th e U SSR .

Exploration of the ways in which Russia’s
revolutionary transformation manifested it­
self in literature, art, film, and music.
Not offered 1995-96. Weinberg.
3 2 . F rom R e v o lu tio n to C a p ita lism :
C r it ic a l I s s u e s in C o n te m p o ra ry R u s s ia .

(Cross-listed with Literature 32 R .) This
course focuses on those developments in the
Soviet Union after the death of Stalin in 1953
that paved the way for perestroika and glasnost in the 1980s and have taken root during
the current period o f social, political, eco­
nomic and cultural transformation.
Not offered 1995-96. Weinberg.
3 3 . W om en in R u s s ia and th e
S o v ie t U nion: A c c o m m o d a tio n ,
R e s is ta n c e , a n d T ra n s fo rm a tio n .

This course explores how Russian women
were affected by the gradual westernization,
industrialization and secularization of society.

167

I#

H is to r y

«a

This course may be counted toward concen­
trations in Public Policy and Gender policy.
Not offered 1995-96. Weinberg.

o f the New World.
Not offered 1995-96. Wood.

3 4 . E u ro p e 1900: E r o s a n d A n x ie ty .

The foundations o f American civilization,
1607-1763. Topics treated include: the devel­
opment o f representative government; denominationalism and religious toleration; the emer­
gence o f a new social structure; racism and
ethnic relations; and England’s imperial pol­
icy.
Not offered 1995-96. Wood.

Politics and Culture in Berlin, Paris, and
Vienna at the turn o f the century. Optional
language attachment.
Not offered 1995-96. Judson.
3 5 . Fro m E m a n c ip a tio n to
E x te rm in a tio n : E u ro p e a n J e w r y ’s
E n c o u n te r w ith M o d e rn ity .

This course focuses on the fate o f European
Jewry from the beginning o f emancipation in
the late eighteenth century to the Holocaust.
This course may be counted toward a concen­
tration in German Studies.
Not offered 1995-96. Weinberg.
3 6 . M o d e rn G e rm a n y .

German politics, society and culture in the
19th and 20th centuries, from the revolutions
o f 1848 to recent attempts at reunification.
This course may be counted toward concen­
trations in German Studies and International
Relations.
Optional Language Attachment: German.
Not offered 1995-96. Judson.
37. H is to r y a n d M e m o ry :
T h e H o lo c a u s t a n d G e rm a n C u ltu re .

(Cross-listed as Modern Languages and Liter­
atures 37G .)
An examination of the Holocaust through the
lens o f German culture and history. This
course may count toward a concentration in
German Studies.
Not offered 1995-96. Weinberg.
3 8 . R u s s ia in th e T w e n tie th C e n tu ry .

The first half o f the course focuses on the
revolutionary era defined broadly as the pe­
riod from the late nineteenth century to the
consolidation o f the Stalinist system in the
1930s. The second half of the course deals
with the legacy o f Stalinism after Stalins
death. This course may be counted toward a
concentration in International Relations.
Not offered 1995-96. Weinberg.
39. R e c o n q u is ta y C o n q u is ta :
Ib eria n E x p a n s io n , Old W o rld and N ew .

A comparative analysis of dynamics, institu­
tions, and processes involved in the Iberian
medieval expansion and the Spanish conquest

168

41. T h e A m e r ic a n C o lo n ie s .

42. T h e A m e r ic a n R evolu tio n .

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 o f a "republican”
ethos and "republican” institutions, 17631789.
Not offered 1995-96. Wood.
4 3 . J e f fe r s o n ia n is m and th e
A m e r ic a n E x p e rie n c e .

1I
»

4
1

An interdisciplinary course which focuses
intensively on contrasts between the Jeffer­
sonian view o f man and America and other
perspectives in American politics, constitu­
tional law, social theory, religion, literature,
and architecture.
Prerequisite: History 5 or equivalent,or the
permission o f the instructor.
Fall semester. Wood.
4 4 . A m e r ic a in th e P r o g r e s s iv e Era,
1896-1920.

Modernization, social control, and the rise of
the corporate state. Topics include national
politics and the control o f industry; muckraking and the "new politics” ; immigration and
nativism; labor and socialism; the cult of
masculinity and the rise of modem sports;
feminism and the women’s movement; Jim
Crow and the African-American response;
and the impact o f World War I.
Fall semester. Bannister.

„
j
I
I
H
■

4 5 . T h e U n ite d S ta te s S in c e 1945.

>

The Cold War and McCarthyism; domestic
politics from Truman to Reagan; suburbanization, technological change and mass society;
the New Left and the counterculture; Civil
Rights and Black Power; womens liberation;
Watergate and the Imperial Presidency; Vietnam; revival on the Right.
Spring semester. Murphy.

I
1
I
I
■
I

46. T h e C o m in g o f th e C iv il W ar.

Social change on the eve o f the Civil War; the
conflict over free and slave labor; slavery and
the building o f an African-American culture;
the West, Indian removal, and manifest des­
tiny; families and gender in both the North
and South.
Spring semester. Dorsey.
47. A m e r ic a n C u ltu re S in c e 1880.

A comprehensive survey o f the intellectual
and cultural history o f the United States
during the past century, this course will give
roughly equal attention to the periods 1880s1910s, 1920s-1950s, 1960s-present.
Not offered 1995-96. Bannister.
48. M u rd e r in a M ill Tow n: A W in d o w
on S o c ia l C h a n g e D u ring th e
E a rly R e p u b lic .

Explores topics in the social and cultural
history of America between the American
Revolution and the Civil War by examining
primary source documents concerning the
trial of a Methodist minister for murdering a
female factory worker in Fall River, Massa­
chusetts in 1833. Topics include gender, sex­
uality, industrialization, religious revivalism,
mental illness, popular politics, and others.
Fall semester. Dorsey.
49. R a c e and F o re ig n A ff a ir s .

A history of U .S. foreign affairs with attention
paid to the origins o f racialism and the impact
of expansionism on various ethnic and racial
groups. This course may be counted toward
concentrations in International Relations and
Public Policy.
Not offered 1995-96. Murphy.
50. T h e M a k in g o f th e A m e r ic a n
W orking C la s s .

A colloquium on the history o f the industrial
revolution in America. The principal focus is
a cooperative research project on which indi­
vidual papers are written. This course may be
counted toward a concentration in Public
Policy.
Not offered 1995-96. Murphy.
51. N a tio n a lis m and N a tio n a l Identity.

Historical analysis of the development of na­
tional identity in U .S. foreign policy from the
Model Treaty in 1776 to the collapse of the
Soviet Union. This course may be counted
toward concentrations in International Rela­

tions and Public Policy.
Not offered 1995-96. Murphy.
5 2 . H is to r y o f M a n h o o d in
A m e r ic a , 1750-1920.

Examines the meanings of manhood and the
various constructions o f masculine identity
in America between the 18th and 20th centu­
ries. The negative images (opposites) against
which manhood was constructed, such as
womanhood, boyhood, dependency, slavery,
and racial and class difference, will be exam­
ined. Topics include politics, work, family,
sexuality, race, war and violence, drinking,
sports, and the myth o f the self-made man.
Not open to freshmen.
Spring semester. Dorsey.
54.

W om en , S o c ie ty , a n d P o litic s .

Women in American society from the colonial
period to the present, with emphasis on the
changing nature of work and the separation of
spheres, the rise of feminism, and the resis­
tance to women’s rights. This course may be
counted toward a concentration in Women’s
History.
Fall semester. Murphy.
6 0 . C u ltu ra l C o n s tru c tio n s o f A fr ic a :
im a g e s , In v e n tio n s, I d e o lo g ie s.

This course will examine the history of the
concept o f Africa, how African societies and
African peoples have been variously objects
o f admiration, imitation, hatred, misunder­
standing or exploitation.
No prerequisites. The course may count to­
ward a concentration in Black Studies.
Not offered 1995-96. Burke.
61. T ra d e , M e r c h a n t s and M a r k e ts
in A f r ic a n H is to ry .

This course deals with the central role of trade
and merchant activity in the history of African
societies from the trans-Saharan trade in an­
cient Africa to the role of market women in
present-day Ghana.
Not offered 1995-96. Burke.
62. H ealth , M e d ic in e and th e
R od y in M o d e rn A fr ic a .

This course examines the history of African
practices and ideas of healing in the nineteenth
and twentieth centuries and their encounter
with European medical institutions in the
colonial and postcolonial eras. Topics dis­
cussed include the social history of epidemics;

169

H is to r y

struggles over the meaning o f disease; compe­
tition and cooperation between African and
European medical experts and medicines rela­
tionship to colonial rule.
Spring semester. Burke.
63.

H is to r y o f S o u th e rn A fr ic a .

Course focus includes, but is not limited to,
the history of South Africa and emphasizes
the history o f the nineteenth and twentieth
centuries. The course may count toward a
concentration in Black Studies.
Not offered 1995-96. Burke.
65. In tro d u ctio n to A fr ic a n S tu d ie s .

(Cross-listed with Political Science 7 .) This
course offers a broad introduction to the
people and events o f Africa, with special
attention to current concerns of Africans. It
covers African issues from the perspective of
many disciplines—literature, art, anthropol­
ogy, history, economics and political science.
The course includes a survey of pre-colonial
and colonial institutions, the physical and
human geography o f the continent, selected
post-colonial literature, and social, economic
and political problems facing contemporary
African societies. It is sponsored by the four
college Consortium for African Studies as a
foundation course for further work on Africa
in the curriculum of the four institutions. The
course will meet once a week on Monday
afternoons at the campuses o f Consortium
members—twice a month at the University of
Pennsylvania, once a month at Bryn Mawr/
Haverford and once a month at Swarthmore.
Fall semester. Burke.
6 6 . T o p ic s in La tin A m e r ic a n H is to ry .

Thematic as well as regional and national
approaches varying from year to year. Topic;
Latin American Women.
Analysis o f the lives and roles o f women—
Native American, Black, and Hispanic—not
only in such traditional spheres as sexuality,
marriage, and the family, but also in terms of
female intimacy, the women’s movement, and
the new role of women in political life.
Prerequisite: History 4, or the permission of
the instructor.
Optional Language Attachment: Spanish or
Portuguese.
Fall semester. Wood.

170

I

6 7 . T h e B la c k E x p e rie n c e in
La tin A m e r ic a .

The history of black people in French, Portu­
guese, and Spanish America: slavery, emanci­
pation, the contemporary scene; comparisons
with U .S. experiences. This course may count
toward a concentration in Black Studies.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
6 8 . Food and Fa m in e: P a s t and P re s e n t.

This course considers how different societies
have fed their populations, how the current
world food problem differs from historical
subsistence crises, and how food affects eco­
nomic development and international rela­
tions.
Prerequisite: Prior work in history, or permis­
sion of the instructor. This course may be
counted toward a concentration in Public
Policy.
Not open to freshmen.
Not offered 1995-96. Li.
72.

J a p a n e s e C iv iliz a tio n a n d C u ltu re .

(Cross-listed as Art History 31.) Traditional
Japanese culture and society, from prehistoric
times to the early modem period.
No prerequisite. (Fulfills the distribution re­
quirement for Humanities or Social Scien­
ces).
Satisfies requirement in the Asian Studies
Program.
Not offered 1995-96. Graybill and Li.
74. M o d e rn C h in a: F ro m E m p e r o r s
to E n tre p re n e u rs .

This course examines the tumultuous changes
in China from the early nineteenth century
until the present. Topics include the Opium
War, the treaty ports and imperialism, the
Taiping and Boxer rebellions, the reform move­
ment, the Communist revolution, and the
post-Maoist era. Emperors, scholar-officials,
rebels, peasants, Maoists, and entrepreneurs
are the figures in this tale.
Satisfies requirement in the Asian Studies
Program.
Fall semester. Li.
7 5 . M o d e rn J a p a n .

The transformation o f Japan from a feudal
society to a modern nation-state. Topics in­
clude Tokugawa feudalism, the Meiji restora-

I
?»

t
f

I

f

1

L
II

«

tion, the Japanese empire, economic development, Taisho democracy, Japanese militarism,
the Pacific War, Japan’s postwar growth, and
its contemporary society.
Satisfies requirement in the Asian Studies
Program.
Spring semester. Li.

Asian, African, Caribbean, Latin American
and Native American societies since 1500,
this course will examine the ways that colonial
rulers and colonial societies envisioned and
experienced gender.
Not offered 1995-96. Burke.

88. T h e S o c ia l H is to r y o f C o n s u m p tio n .

Designed for majors focused on completing a
research paper.
Fall semester. Judson and Murphy.

This course examines the role of consumption
and commodities in the making o f the modern
world, focusing largely but not exclusively on
the history o f European and North American
societies. In general, the course covers the role
of consumption in the Industrial Revolution
and the evolution o f capitalism to the present
day, as well as the history o f commodities and
advertising in a number o f different settings.
Specific topics to be discussed include the
cultural history of shopping; competing mod­
els of consumer psychology and behavior;
gifts, sacred objects and alternative systems of
exchange and value; mass consumption in
post-World War II America.
Spring semester. Burke.
89. G en d er, S e x u a lit y and C o lo n ia lis m .

91. S e n io r H is to r y S e m in a r.

92. T h e s is .

A single credit thesis, available to all majors
in their senior year, on a topic approved by
the Department. Available to honors. Students
may not register for History 92 Credit/No
Credit.
93. D ire c te d R eading.

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 of the Department.

Drawing upon the comparative history of

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. C o m m u n ity a n d A u th o rity in
M e d ie v a l E urope.

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.
Fall semester. Bensch.
112. K n ig h ts, L a d ie s , and P e a s a n ts
in C h iv a lr ic S o c ie ty .

The forces that laid the foundations of Eu­
rope’s ancien rgime at the dawn of the second

millennium.
Not offered 1995-96. Bensch.
116. T h e Italian R e n a is s a n c e .

Topics in the development o f the Renaissance
state, society, and culture in Italian communes
between the fourteenth and sixteenth cen­
turies. Issues addressed include forms of po­
litical organization, varieties o f humanism,
political theory, changing historical conscious­
ness, art and society. Much attention is de­
voted to historiography.
Fall semester. DuPlessis.
117. S ta te and S o c ie t y in E a rly
M o d e rn E urope.

Comparative analysis of state formation, eco­
nomic development, and social change in con­
tinental Europe and England. Considerable
attention is given to comparisons among
states, transitions to capitalism, the crises of
the seventeenth century, the origins and oper-

171

H is to r y

ation of absolutism.
Spring semester. DuPlessis.

social, economic and cultural context.
Not offered 1995-96. Bannister.

122. R e v o lu tio n a ry E u ro p e 1750 to 1871.

134. A m e r ic a n D ip lo m a tic H is to ry .

Selected topics in the social, economic, and
political history o f France, England, and Ger­
many from the ancien régime to the Paris
Commune. Special emphasis on the origins
and nature o f the French Revolution, the
Industrial Revolution, class structure and
conflict, and the emergence of nationalism
and liberalism. This course may be counted
toward concentrations in German Studies and
Francophone Studies.
Not offered 1995-96. Weinberg.

The emergence o f the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.
Spring semester. Murphy.

124. E u ro p e a n s and O th e rs S in c e 1750.

The rise o f European nationalism, imperial­
ism and racism examined comparatively in
France, Germany, Great Britain, the Habsburg
Monarchy and their colonial empires in the
period 1750-1914.
Not offered 1995-96. Judson.
125. F a s c is t Eu ro p e.

This seminar studies European fascism in the
context of a world torn by world war and
economic depression. The primary focus will
be on fascist movements and regimes in Italy
and Germany, with a secondary comparative
focus on Hungarian, Rumanian, and French
varieties o f fascism. This course may be
counted toward concentrations in German
Studies and International Relations.
Fall semester. Judson.
128. R u s s ia n E m p ire in th e 19th
and 2 0 th C e n tu rie s .

Focus on the social, economic, political, and
intellectual forces leading to the collapse of
the autocracy and the rise of Stalin. Particular
attention is devoted to the dilemmas o f change
and reform, and the problematic relationship
between state and society. This course may be
counted toward a concentration in Interna­
tional Relations.
Not offered 1995-96. Weinberg.
130.

E a rly A m e r ic a n H is to ry .

Political, economic, social, and cultural as­
pects o f the period from the explorations to
the early National era.
Not offered 1995-96.Wood.
132.

A m e r ic a n P o litic a l H is to ry .

Parties, public policy, and constitutional
issuës from 1787 through the 1960s in their

172

135. A m e r ic a n S o c ia l H is to ry .

Everyday life in America from the colonial era
to the present. Topics include conflicts be­
tween Native American and European Ameri­
can cultures; slavery and its aftermath; con­
structions of race; industrialization and
changing patterns of work; religious revival­
ism and reform; working-class culture;
gender, family and sexuality; immigration;
urbanization and suburbanization, and popu­
lar culture.
Spring semester. Dorsey.
136. A m e r ic a n In te lle ctu a l H isto ry :
T h e N in eteen th C e n tu ry .

Political, social, and literary culture in the
United States from the 1780s to the 1910s.
Fall semester. Bannister.
137. A m e r ic a n In te lle ctu a l H is to ry :
T h e T w e n tie th C e n tu ry .

Political, social, literary, and religious dis­
course in the United States from the 1920s to
the present. Attention will be given to the
social and institutional context in which ideas
are generated and disseminated, as well as to
the personal and intellectual development of
individuals through autobiography.
Not offered 1995-96. Bannister.
140. T h e C o lo n ia l E n c o u n te r in A fr ic a .

Focus on the social, economic, and cultural
dimensions o f the colonial era in modem
Africa. Topics discussed include nationalism
and other forms of African resistance to co­
lonial rule; migrancy and the development of
new urban cultures; missionaries, conversion
and struggles over religious practices; indus­
trialization and workers’ movements; gender
and sexuality during the colonial era; impact
o f colonial patterns of development on con­
temporary Africa.
Spring semester. Burke.
144. M o d e rn Ch in a.

China from the late eighteenth century to the
present. Topics include; social and intellectual
currents in the late imperial era; Western

imperialism; rebellion, reform, and revolu­
tion; political and social transformation in
the People’s Republic o f China.
Satisfies requirement in the Asian Studies
Program.

and Africans; the rise o f the great estate;
ideological conflict in the post-independence
era; and autonomy versus dependence in eco­
nomic development.
Fall semester. Wood.

Spring semester. Li.

A schedule o f seminar offerings for 1996-97
and 1997-98, will be available from the De­
partment office late in the fall semester of
1995.

148. La tin A m e r ic a .

Selected topics in Latin American history,
including the encounter of Europeans, Indians

173

International Relations

Coordinator: J A M E S R. KURTH (Political Science)

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.
Advanced courses selected from the groups
listed below may be incorporated in the pro-

grams o f students who do their major work in
economics, history, political science, or mod­
em language.
Concentrators are required to have satisfac­
torily completed eight or more courses or
seminars from among those listed below,
including all those listed in Group I, one or
more in Group II, and one or more in Group
III. Where appropriate, work taken abroad is
encouraged and may be counted toward the
concentration requirements.

Group I
P o litic a l S c ie n c e 4.

International Politics
P o litic a l S c ie n c e 61.

E c o n o m ic s 51 or
E c o m o n ic s 151.

The International Economy

American Foreign Policy

Group II
H is to r y 4.

H is to r y 66.

Latin America

Topics in Latin American History

H is to r y 8b.

H is to r y 74.

Modern Africa

M odem China

H is to r y 9.

H is to r y 75.

Chinese Civilization

M odem Japan

H is to r y 28.

H is to r y 125.

The Balkans in the Age o f Nationalism

Fascist Europe

H is to r y 36.

H is to r y 128.

Modern Germany

Russian Empire

H is to r y 49.

H is to r y 140.

Race and Foreign Affairs

The Colonial Encounter in Africa

H is to r y 51.

H is to r y 144.

Nationalism and National Identity

M odem China

H is to r y 63.

H is to r y 148.

History o f Southern Africa

Latin America

Group III
E c o n o m ic s 5 3 / P o litic a l S c ie n c e 68.

E c o n o m ic s 82.

International Political Economy

Political Economy of Africa

E c o n o m ic s 81.

E c o n o m ic s 83.

Economic Development

Asian Economies

E c o n o m ic s 85.

P o litic a l S c ie n c e 5 8 .

The Economics o f Transition

African Politics

E c o n o m ic s 181.

P o litic a l S c ie n c e 62.

Economic Development

Development and Discontent

E c o n o m ic s 185.

P o litic a l S c ie n c e 64.

The Economics of Transition

American-East Asian Relations

P o litic a l S c ie n c e 3.

P o litic a l S c ie n c e 73.

Comparative Politics

Comparative Politics: Special Topics

P o litic a l S c ie n c e 7.

P o litic a l S c ie n c e 74.

African Studies

International Politics: Special Topics

P o litic a l S c ie n c e 45.

P o litic a l S c ie n c e 108.

Defense Policy

Comparative Politics: China

P o litic a l S c ie n c e 47.

P o litic a l S c ie n c e 109.

Food Policy

Comparative Politics: Latin America

P o litic a l S c ie n c e 55.

P o litic a l S c ie n c e 110.

China and the World

Comparative Politics: Africa

P o litic a l S c ie n c e 5 6 .

P o litic a l S c ie n c e 111.

Politics o f South and Southeast Asia

International Politics

P o litic a l S c ie n c e 57.

Latin American Politics

175

Interpretation Theory

Coordinator:

KENN ETH GERGEN (Psychology)

Committee:

M ic h a e l C o th re n (A rt)
R ic h a rd E ld rid g e (Philosophy)
R ru c e G ra n t (Sociology/Anthropology)
C y n th ia H a lp e rn (Political Science)
M ic h a e l M a r is s e n (Music and Dance)
A n n e M e n k e (M odem Languages and Literatures)
R obin W a g n e r- P a c ific i (Sociology/Anthropology)
M a r k W a lla c e (Religion)
P h ilip W e in s te in (English Literature)
P a tr ic ia W h ite (English Literature)

Propositions about persons, texts, works of
art, or nature inevitably require acts o f inter­
pretation. All fields o f knowledge, then, are
wedded to interpretive processes. A program
in Interpretation Theory provides students
with the opportunity to explore processes of
interpretation, inquiring into their nature
across the disciplines, forces impinging upon
interpretive acts, and the results o f varying
forms o f interpretation both within knowl­
edge generating communities and the culture
more generally. Focal attention is directed to
the function o f language, and to the ways in
which various textual and rhetorical devices,

values, and social processes guide interpreta­
tion. Questions o f objectivity, cultural utility,
and moral accountability in interpretation are
featured.
Students in any major may add either a con­
centration or a focus for External Examination
in Interpretation Theory to their program by
fulfilling the requirements stated below. Stu­
dents should submit their proposed program
to the coordinator of the concentration. All
program proposals must be approved by the
Interpretation Theory Committee.

CONCENTRATION REQUIREMENTS
Each concentration must include a minimum
o f six credits from the courses and seminars
listed below. In order to provide necessary
historical perspective, and in order to guaran­
tee exposure to a sufficient variety of interpre­
tive theories and practices, concentrations
will normally include at least one course from
each o f the two groups o f courses that serve
to introduce the concentration. One such
group (identified by single asterisk) is com­
prised o f courses that attend significantly to
the historical development o f interpretive prac­
tices. The other group (identified by double
asterisks) is comprised of courses that attend
signficantly to the range o f interpretive strate­
gies currently operative within several disci­
plines. Concentrators will choose these two
recommended courses from different depart­
ments, and they will normally complete them
by the end o f the junior year. Three o f the

176

remaining four courses in the concentration
are elective, but they must draw on at least one
further department. As part o f the six course
requirement, all concentrators will take a cap­
stone seminar, IT 91, team taught by members
o f different departments, in their senior year.
Currently offered courses relevant to the con­
centration include:
Int T h e o r y 91. C a p s to n e S e m in a r.

The relationships among spirituality, literary
practice, and critical theory will be explored
in an interdisciplinary format.
Spring semester. Wallace and Weinstein.
A r t H is t 9. F o rm and S ig n ific a tio n .
A r t H is t 61. E v e r y d a y T h in g s.
A r t H is t 195.* T h e o r y a n d M e th o d o lo g y .
R io lo g y 43. H is to r y a n d C ritiq u e o f
B io lo g y .

C la s s ic s 3 6 . C la s s ic a l M y th o lo g y .

P h il 8 9 . P h ilo s o p h y o f S o c ia l S c ie n c e s .

Ed u ca tion 48. E th n o g ra p h ic
P e r s p e c t iv e s in E d u ca tio n .

P h il 106.* A e s th e tic s .

E n g lish 15. F ic t io n s o f Identity.

P h il 139.* P h e n o m e n o lo g y ,
E x is te n tia lis m , and
P o s t- S tr u c tu ra lis m .

E n g lish 29.** I n s c rip tio n s o f th e
Fem in in e.

P h il 116. La n g u a g e and M e a n in g .

E n g lish 3 9 . R o m a n tic is m a n d th e
P e r fo rm a n c e o f G e n d e r.

P h il 145. F e m in is t T h e o r y S e m in a r.

E n g lish 49. “ W h ite n e s s ” and R a c ia l
D iffe re n c e s .

P o ll S c i 13.* F e m in is t P o litic a l T h e o ry .

E n g lish 82.** R e p re s e n ta tio n s of
W om en ’s Identity.
E n g lish 8 5 . A m e r ic a n N a rra tiv e
C in e m a .
E n g lish 8 6 . W om en a n d P o p u la r
C u ltu re .
E n g lish 91.** F e m in is t L it e ra r y
C r it ic is m .
E n g lish 92.** T h e o r y o f th e N o vel.
E n g lish 93.** L e s b ia n R e p re s e n ta tio n .
E n g lish 120.** C r it ic a l T h e o r ie s .
H is to ry 29. S e x u a lity a n d S o c ie ty in
M o d e rn Eu ro p e.
H is to ry 60.* C u ltu ra l C o n s tru c tio n s o f
A fr ic a .
Int T h e o ry 9 0 . D ire c te d R ead in g .
Int T h e o r y 92. T h e s is .
M od Lang 61. W ritin g and R eadin g
A c r o s s G e n d e r L in e s .
M od Lang 62F. Le R o m a n tis m e .
M od La n g 68F. P r is o n s , M a d n e s s and
S e x u a lity : M ic h e l F o u c a u lt
M od Lang 7 1 F. C o n s tru c tio n s o f M a le
H o m o s e x u a lity .
M od Lang 76. F e m m e s é c r iv a in s .
M od Lang 79F. E x o tic is m and
A lie n a tio n .
M od Lang 9 2 . R o m a n tic S u b je c tiv ity in
P h ilo s o p h y and L ite ra tu re .
Phil 17.* A e s th e tic s .
Phil 2 6 . La n g u a g e and M e a n in g .
Phil 45.* P h ilo s o p h ic a l A p p r o a c h e s to
th e Q u e stio n o f W om an.

P o li S c i 12. M o d e rn P o litic a l T h e o ry .

P s y c h 37.** C o n c e p ts o f th e P e rso n .
P s y c h 44. P s y c h o lo g y and W om en.
P s y c h 52.** R e p re s e n ta tio n s o f
W o m en ’s Identity.
P s y c h 68.** R ea d in g C u ltu re .
P s y c h 87. P s y c h o lo g y , D io lo g y and
E c o n o m ic R a tio n a lity .
P s y c h 106.* P e r s o n a lity T h e o r y and
In te rp reta tio n .
R e lig io n 5. P r o b le m s o f R e lig io u s
Thought
R e lig io n 14.* P h ilo s o p h y o f R e lig io n .
R e lig io n 112.** P o stm o d e rn R e lig io u s
Thought
S o c - A n th ro 2. N a tio n s and N a tio n a lism .
S o c - A n th ro 24.** D is c o u r s e A n a ly s is .
S o c - A n th ro 55.* P o w e r, A u th o rity , and
C o n f lic t
S o c - A n th ro 58.** C u ltu ra l
R e p re s e n ta tio n s .
S o c - A n th ro 77. C o llo q u iu m : A r t and
S o c ie ty .
S o c - A n th ro 101. C r it ic a l M o d e rn S o c ia l
T h e o ry .
S o c - A n th ro 102. H is to r y a n d M y th .
S o c - A n th ro 105. M o d e rn S o c ia l T h e o ry .
S o c - A n th ro 114. P o litic a l S o c io lo g y .
S o c - A n th ro 115. Fre u d a n d M o d e rn
S o c ia l T h e o r y

Other courses may be considered upon peti­
tion to the Interpretation Studies Committee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.

Phil 78.** P o s t M o d e rn is m / P o s t
S tr u c tu ra lis m .

177

Linguistics

DONNA J O NAPOLI, Professor and Program Director
THEODORE FERNALD, Assistant Professor
PAUL PLATERO, Eugene M. Lang Visiting Professor for Issues o f Social Change5
H A D A S S SHEFFER, Lecturer

Committee: M ichael RrOWH (Physics)
R ic h a rd E ld rid g e (Philosophy)
C a r r E v e rb a c h (Engineering)
S ib e la n F o r r e s t e r (M odem Languages and Literatures)
S te v e n P ik e r (Sociology and Anthropology)

The discipline: Linguistics is the study o f lan­
guage. O n 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 of 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
of linguistics has become important to a much
wider range of activities in today’s world. It is
a basic tool in artificial intelligence. It is
increasingly a valuable tool in literary analysis.
It is fundamental to an understanding of com­
munication skills. And, since the very nature
o f modem linguistic inquiry is to build argu­
ments for particular analyses, the study of
linguistics gives the student finely honed ar­
gumentation skills, which stand in good stead
in careers in law, business, and any other
profession where such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work
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 of
language is the study of the very fabric o f 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 honors major administered
through the Linguistics Program: Linguistics.
All LING and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:
(a) sounds: Ling. 45, 52, 105, 106
(b) forms: Ling. 50
(c) meanings: Ling. 26, 40, 109, 116
All LING and LL majors (honors or course)
will be expected to take Ling 60. If the student
speaks a non-Indo-European language, this
requirement is waived.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill re­
quirements for the major or minor.

SPECIAL MAJOR: LINGUISTICS
This special major consists o f 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part o f the major or not.

5 Spring semester, 1996.

178

Special majors must also pass either the Lan­
guage Requirement or the Cognate Require­
ment. I f the student is a double major, this
requirement is waived.

Language Requirement: Advanced competence
in at least one foreign language.
This can be demonstrated by successfully
completing Latin 13, Greek 12, or above, or
a 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. I f the language used to fulfill this
requirement is not presently taught by either
our Department of 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 modem, may be used to fulfill this
requirement.
Cognate Requirement: A t least three credits in
a cognate area to linguistics. (Note: All
courses in the chosen cognate that appear on
the list below will count as part of the credits
in the major in the determination o f whether
or not a student has adhered to the " 20course-rule.")
The cognate areas are defined below. The
credits must be gained by taking classes from
a single area list below, except in option 9
(where courses can be chosen from three
different departments and must be chosen
from at least two different departments). The
numbers of the approved courses from the
named department are listed after the depart­
ment name. Courses not listed here will not
be accepted for the cognate requirement unless
they are cross-listed with Linguistics.
(1 ) Computer Science: 43, 46, 63, 75
(2 ) Education: 21, 54, 64, 66, 68
(3 ) Engineering: 2, 71,78

(4 ) English Literature: A student must take
23, a course in critical theory (marked
with * * in the catalogue), and any adr
vanced course appropriate to the stu­
dent’s linguistics interests (chosen under
consultation with linguistics advisor
and instructor o f course)
(5 ) Mathematics/Statistics: 9 ,2 3 or 53 (but
not both), 4 1 ,4 6 ,6 1 ,6 5 or 72 (but not
both)
(6) Philosophy: 12, 26, 3 8 ,4 0 , 79, 86, 116
(7 ) Psychology: 3 2 , 3 3 ,3 4 , 3 9 ,4 2 , 4 3 ,5 5 ,
56, 86, 92, 107
(8) Sociology/Anthropology: 10, 24, 25,
35, 57, 104
(9 ) Formal systems: A student may choose
to do a cognate in Formal Systems,
taking courses from the approved lists
for Computer Science, Engineering, and
Mathematics/Statistics.
Special majors in linguistics must pass a
comprehensive 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. All senior papers must be written
in the research seminar (Ling 100) in the fall
o f the senior year.

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.

For a modern language taught by the Dept, of
M odem 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.

Linguistics 5 0 is required.

For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.

All students will be expected to take Ling 60.
If the student speaks a non-Indo-European
language, this requirement is waived.

Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.

179

Lin g u is tic s

If one or both of the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for
one of the foreign languages.
Course majors will be encouraged to write a
senior paper. Those who do not will be

required to take a comprehensive exam in the
senior year based on the courses taken by the
individual student to satisfy the requirements
in sounds, forms, and meanings (listed above),
as well as both languages. All senior papers
must be written in the research seminar (Ling
100) in fall of the senior year.

EXTERNAL EXAMINATION MAJOR: LINGUISTICS
(traditional program)
Students must pass the Language Requirement
(above under M ajor in Linguistics).
Students are encouraged to write a senior
thesis.

Students are required to prepare themselves
for at least three external examinations in
Linguistics.

EXTERNAL EXAMINATION MINOR: LINGUISTICS
(traditional program)
Students must take at least one of the courses
or seminars designated above in the areas of
sounds, forms, or meanings.

Students must prepare themselves for an extemal examination over at least two credits of
work in Linguistics.

HONORS MAJOR: LINGUISTICS
(new program, for class of 1997 and thereafter)
Students must pass the Language Require­
ment; must pass the requirement in sounds,
forms, and meanings, and in structure o f a
non-Indo-European language; must write a
senior thesis. Students are required to take the
Research Seminar for two credits in the fall
term of their senior year. (The Research
Seminar fulfills the college-wide Senior Hon­
ors Study requirement for Honors.)
The thesis and two research papers will con­
stitute the portfolio for honors.
The thesis may be on any topic in linguistics.
It need not be related to course work. It will
be written in the Research Seminar. Work
may be collaborative with at most one other
student at the discretion o f the faculty. The
"examination” will consist o f a thirty-minute
discussion with the external reader.

180

The research papers will be on topics selected
from a list prepared by the external readers
and will be on core areas o f linguistics and
directly related to course work the student
has taken. The areas will be selected from any
combination or blend o f the following: pho­
netics, phonology, morphology, syntax, se­
mantics, historical, and comparative.
The student will prepare for these research
papers by taking at least four credits of course
work (two credits in each of the research
paper areas). The students will work inde­
pendently on these papers, without collabora­
tion and without faculty guidance. The
"examination” will consist o f a one-hour
discussion with the reader for each paper.
The Linguistics Program puts no restrictions
on the minors that can be combined with this
major.

DOUBLE MAJORS:
(new program, for class of 1997 and thereafter)
Double majors do three preparations in one
major and one preparation in the other.
If a double major does three preparations in
Linguistics, the student’s portfolio will be as
described above under the Honors Major.

If a double major does only one preparation
in Linguistics, the portfolio for honors will
consist solely o f the thesis. All other state­
ments about the Honors Major above, except
those pertaining to the research papers, hold
o f this double major.

HONORS MINOR:
(new program, for class of 1997 and thereafter)
Students must pass the requirement in sounds,
forms, or meanings and must take a minimum
o f 3 credits in Linguistics.
A single research paper will constitute the
portfolio for honors. This research paper will
have the same topics and guidelines for prepa­
ration and examination as the research papers

described immediately above for the majors.
All minors must take the Research Seminar
in the fall of their senior year for one or two
credits.
The Linguistics Program puts no restrictions
on the majors that can be combined with this
minor.

COURSES
1. Intro d uction to La n g u a g e and
L in g u is tic s .

Introduction to the study and analysis of
human language, including sound systems,
lexical systems, the formation o f phrases and
sentences, and meaning, both in modem and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first language acqui­
sition, sign languages, poetic metrics, the re­
lation between language and the brain, and
sociological effects on language.
Primary distribution course.
Fall. Napoli.
2. E x p lo rin g A c o u s t ic s

(See Engineering 2.)
Spring. Everbach.
5.

A m e r ic a n S ig n La n g ua g e.

This is an intensive language course in the
manual/visual language o f the Deaf commu­
nity in the United States.
No prerequisites.
Check with the department office as to when
it will be offered.

6.

S tr u c tu re o f A m e r ic a n S ig n La n g ua g e.

In this course we look at the linguistic struc­
tures o f American Sign Langauge.
Prerequisites: at least two out of Ling 1, 40,
43, 45, and 50.
Spring. Napoli and Fernald.
16.

H is to r y o f th e R u s s ia n La n g ua g e.

(See Russian 16.)
Spring. Forrester.
20. H is to r y o f th e F re n c h La n g ua g e.

Occasionally.
23. Old E n g lis h / H is to ry o f the
E n g lis h Lan guage.

(See English 23.)
Fall. Williamson.
24. D is c o u r s e A n a ly s is .

(See Sociology/Anthropology 24.)
Next offered in 1996-97. Wagner-Paciflci.
25. La n g ua g e, C u ltu re , a n d S o c ie ty .

An investigation o f the influence o f cultural
context and social variables on verbal com­
munication.
Prerequisite: Linguistics 1 or 45 or permission
of the instructor.
Occasionally.

181

Lin g u is tic s

26. La n g u a g e and M e a n in g .

37.

(See Philosophy 26.)
Every other year.

A look at phonetics, phonology, morphology,
syntax, and semantics across several language
families. Bantu languages are a point of com­
parison. Topics include clicks, tones, causa­
tives, serial verbs, issues of language policy in
Africa.
Occasionally.

27. C o m p a ra tiv e S t r u c t u r e s o f
G e rm a n ic and R o m a n ce .

A comparative overview of the linguistic
structures of the major Germanic and Ro­
mance languages.
Prerequisite: A knowledge o f at least one
Romance or Germanic language other than
English, or a knowledge of Latin.
Occasionally.
30.

L a n g u a g e s o f th e W orld .

This course will provide a careful look at
various cross-linguistic generalizations in each
o f the major subfields of linguistic research.
We will focus on the phonemic and morpho­
logical organization o f five or six specific
languages, along with particular phonological
and syntactic processes found in them. Stu­
dents will individually investigate a language
o f their choosing, working from descriptive
grammars. They will write a research paper
discussing the way their language performs
certain basic functions and deals with issues
raised in class. This course will benefit bud­
ding linguists by providing in-depth practice
with research from grammars, setting the
stage for possible field work, and by subjecting
various cross-linguistic generalizations to em­
pirical scrutiny.
Prerequisite: Linguistics 1 or the permission
o f the instructor.
Fall. Fernald.
33. Intro d uction to C la s s ic a l C h in e s e .

(See Chinese 33.)
Spring. Berkowitz.
34. P s y c h o lo g y o f La n g ua g e.

(See Psychology 34.)
Fall. Dufour.
35. La n g u a g e and C u ltu re .

This course will begin with a study of language
and gender issues in American society and
move into a cross-cultural study, expanding
into other interpersonal language issues ac­
cording to the societies covered. The students
will form groups to explore particular cul­
tures, thus the direction o f the course will
depend largely on the groups formed.
No prerequisites.
Occasionally.

182

40.

L a n g u a g e s o f A fr ic a .

S e m a n tic s .

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. W hat this adds up to is
an examination of the meaning of words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40.)
Primary distribution course.
Spring. Fernald.
43.

M o rp h o lo g y and th e L e x ic o n .

This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: One o f Ling. 1, 40, 45, or 50.
Every other year.
45. P h o n e tic s and P h o n o lo g y.

Phonology is the study of the sounds of
language and the rules that govern the interac­
tion of sounds when they are put together in
words and phrases.
Primary distribution course.
Fall. Sheffer.
46. La n g u a g e L e a rn in g and
B ilin g u a lis m .

(See Psychology 43.)
Fall. Dufour.
56.

S y n ta x .

We study the principles that govern how
words go together to make phrases and sent­
ences in natural language. Much time is spent
on learning argumentation skills. The linguis­
tic skills gained in this course are applicable
to the study o f any natural language, modem
or ancient. The argumentation skills gained in
this course are applicable to law and business,
as well as academic fields.
Primary distribution course. This course also
falls in the third category o f courses approved

as counting toward a computer science con­
centration.
Fall. Femald.
51. R o m a n c e S y n ta x .

A comparative study o f the syntax of modern
Romance languages, including Spanish, French,
Italian, Portuguese, and Romanian.
Prerequisites: Linguistics 5 0 and a working
knowledge o f a Romance language or of Latin.
Occasionally. Napoli.
52. H is t o r ic a l and C o m p a ra tiv e
L in g u is tic s .

We study 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.
For spring 1994, the second half o f the semes­
ter will be devoted to reconstructing protoBantu. This course in this semester counts
toward the concentration in Black Studies.
Prerequisite: Ling. 1 or Ling. 45 or permission
of the instructor.
Spring. Staff.
54. O ra l and W ritte n La n g ua g e.

This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction writing assignments as
well as research assignments. This course is
for linguists and writers of children’s fiction
and anyone else who is strongly interested in
child development or reading skills. (Crosslisted as Education 54 .) (Studio course.)
Prerequisite: One o f Ling. 1, 40, 45, or 50.
Offered next in 1996-97.
55. La n g u a g e and G en d er.

Reading literature from linguistics and femi­
nist theory, we study the part that (social)
gender plays in language use, structure, and
interpretation. A core question is whether and
how to resolve the tension between the scien­
tism o f sociolinguistics and the context sensi­
tivity emphasized in cultural/feminist theory.
Prerequisite: Ling. 1 or Ling. 4 0 or Ling/
Psych. 34.
Occasionally.
60. S tr u c tu re o f a N on -In d o-E urop ean
Language.

An examination of the major phonological,
morphological, syntactic, and semantic struc­
tures in a given non-Indo-European language.

We will also consider the history of the lan­
guage and its cultural context. The language
for 1996 is Navajo.
Prerequisite: At least two out o f Ling 1, 40,
43, 45, and 50.
Spring. Femald and Platero.
70F. C a rib b e a n and F re n c h C iv iliz a t io n s
and C u ltu re s .

(See French 70F.)
Occasionally. Rice-Maximin.
79. C o llo q u iu m : La n g u a g e a n d M e a n in g .

(See Philosophy 26.)
Occasionally. Eldridge.
92. R e s e a rc h P r a c t ic u m in
P s y c h o lin g u is tic s .

(See Psychology 92.)
Spring. Dufour.
94. R e s e a rc h P r o j e c t

W ith the permission o f the Program students
may elect to pursue a research program.
Fall or spring. Staff.
9 5 . C o m m u n ity S e r v ic e C re d it.

Linguistics offers two ways to get a credit for
community service work. First, you may work
with children in Chester public schools on
literacy. The prerequisites here are Linguistics/Education 54, the permission o f the
chairs o f both Linguistics and Education, and
the agreement o f a faculty member in Linguis­
tics to mentor you through the project. Sec­
ond, you may work with children at the Oral
Program for the Hearing Impaired at the Kids’
Place in Swarthmore. The prerequisites here
are Linguistics 45, the permission o f the
chairs o f both Linguistics and Education, and
the agreement of a faculty member in Linguis­
tics to mentor you through the project. In
either case, you would be required to keep a
daily or at least weekly journal o f your expe­
riences and to write a term paper (the essence
o f which would be determined by you and the
linguistics faculty member who mentors you
in this).
100.

R e s e a r c h S e m in a r.

A ll majors in Linguistcs (course or honors)
must write their thesis in this seminar. Minors
in Linguistics are also required to take this
seminar. No one else may take the seminar.
Only seniors are admitted. This seminar must
be for two credits for honors majors. It may

Lin g u is tic s

be for one or two credits for minors and
course majors.
Fall. Femald.

S E M IN A R S
104. C u ltu re a n d C re a tiv ity .

(See Sociology/Anthropology 104.)
Fall. Piker.
105/106. S e m in a r in P h o n o lo g y /
M o rp h o lo g y .

This seminar will consider recent develop­
ments in the theory o f phonology and/or
morphology. W hen it is in metrical phonol­
ogy, a poetry workshop will be incorporated
into the seminar. One or two credits.
Prerequisite: Ling. 45.
Every other year.

theoretic, event semantics. We will work
through a recent version o f Montague’s system
o f providing an explicit mapping from syntac­
tic representations of sentences to logical
representations and their interpretations. This
course falls in the third category o f courses
approved as counting for a computer science
concentration. One or two credits.
Prerequisite: Ling. 40.
Every other year.
114. A d v a n c e d T o p ic s in L in g u is tic s .

Occasionally. Staff.

107. S e m in a r in P s y c h o lin g u is tic s .

116. La n g u a g e a n d M e a n in g .

Every other year.

(See Philosophy 116.)
Fall. Eldridge.

108/109. S e m in a r in S e m a n tic s /
S y n ta x .

This will be an advanced course in model-

184

Literature
4
Coordinator: PHILIP M ETZIDAKIS (Modem Languages and Literatures)
»

»

»

■

a

»

The Literature major is administered by a
Literature Committee made up o f the Coordi­
nator and faculty representing the Depart­
ments o f Classics, English Literature, and
Modem Languages and Literatures. The basic
requirement for the major is work in two or
more literatures in the original language. Stu­
dents applying for the major will submit to the
Literature Coordinator a proposal o f inte­
grated study which sets forth the courses and/
or seminars to be taken and the principle of
coherence on which the program o f study is
based. The student will also submit a 6-10
page writing sample from a previously com­
pleted course. The Committee will review the
proposal and the essay and advise the student.

Committee may ask that the papers be written
in whole or in part in the language of a
literature studied other than English. The
three senior papers are to be submitted to the
student’s advisors during the spring semester
o f the senior year as follows: first paper, no
later than February 28; second paper, no later
than March 31; third paper, no later than
April 30. Under special circumstances a single
senior paper o f considerable scope and depth
may be permitted by the Committee in lieu of
three papers. (3 ) An oral comprehensive ex­
amination, one to one and a half hours in
length, at the end of the senior year, based on
the courses and seminars comprising the
major and on the senior papers.

In lieu o f a regular course, the Literature
Committee will consider proposals for one or
more research papers written as course at­
tachments or for the substitution o f an ex­
tended research paper for course credit.

Requirements for a Major or Minor in the Honors
Program:

Requirements for a Major in Course:
(1 ) A minimum of ten one-credit courses, or
where appropriate, a combination of onecredit courses and two-credit seminars to
make a minimum o f ten credits, in two or
more literatures, including a substantial con­
centration o f work—normally not fewer than
five courses—in one o f the literatures. Only
courses numbered 11 or above in Classics and
Modern Languages and Literatures are
counted as constituents of the Literature
major. O f English courses numbered 2
through 15, only one may be counted for the
major. Courses in literature in translation
may be counted toward the major, but literary
works which comprise the student’s senior
papers or Honors thesis are to be read in the
original languages. (2 ) Three senior papers
planned in the spring of the junior year, each
of no less than fifteen pages. Thè student will
submit to the Committee an outline for each
of the papers and propose faculty advisors
from appropriate departments for each paper
before the end o f the junior year. The senior
papers count for one credit and should repre­
sent serious, polished expressions o f the stu­
dent’s program o f study. In some cases the

Major: Four two-credit preparations in at least
two literatures in the original language, one of
which is a thesis. One of the preparations may
also count as an independent minor if depart­
mental requirements have been met.
Minor: A two-credit thesis integrating prepa­
rations that have been done in at least two
literatures in the original language.
Senior Honors Study:
At the beginning of their final semester se­
niors will meet with the director o f the thesis.
In consultation with the director the student
will prepare, during the first four weeks o f the
semester, a bibliography o f additional readings
related to the content of the thesis. It will be
the responsibility o f the student to complete
these additional readings prior to the external
examination. Copies of the bibliography of
additional readings will be made available to
the external examiner.
Prerequisite for admission into the Honors
Program is the successful completion of an
advanced course in literature in each of the
literatures o f the student’s program of study.
A minimum grade o f a B is required.
Since each individual student’s program of
study is structured differently, both the nature
o f the SHS and the outline o f the portfolio

185

L ite ra tu re

contents are to be determined as they appear.

E n g lis h 7 3 ./ F re n c h 75. P r o u s t/ J o y c e .

The mode of examination is a three hour long
written examination per preparation prepared
by the external examiner as well as a thirty
minute oral based on the contents of the
written exam.

E n g lis h 76. T h e B la c k A fr ic a n W rite r.

Procedures for all Majors:
All majors will meet with members of the
Literature Committee before the end o f the
junior year to review and assess the student’s
program. As stated above, the student will at
this time submit outlines for the senior essays
and propose faculty advisors.
Note: Prospective majors in Literature are
urged to plan their course work so as to have
acquired the linguistic competence needed
for their program by the junior year.
The courses and seminars that compose the
Literature major’s formal field of study will
naturally differ with each major. Attention is
called, however, to the following offerings
presently listed in the Catalogue.
C l a s s ic s 33. G re e k L ite ra tu re in
T ra n s la tio n .
C l a s s ic s 34. W om en in C la s s ic a l
L ite ra tu re .
C l a s s ic s 36. C la s s ic a l M y th o lo g y .

E n g lis h 79. S tu d ie s in C o m p a ra tiv e
F ictio n .
E n g lish 115. M o d e rn C o m p a ra tiv e
L ite ra tu re .
LIT 13R. T h e R u s s ia n N ovel.
LIT 14. M o d e rn E u ro p e a n L ite ra tu re .
LIT 16CH. S u b s ta n c e , S h a d o w , and
S p ir it in C h in e s e L ite ra tu re and
C u ltu re .
LIT 17CH. T h e L e g a c y o f C h in e s e
N a rra tiv e L ite ra tu re : T h e S to r y in
D y n a s tic C h in a .
LIT 22F. F r e n c h / lta lia n / S p a n is h
C in e m a .
LIT 54G. P o s t-W a r G e rm a n C in e m a .
LIT 6 4 S A . J o u r n e y s and E n c o u n te rs in
La tin A m e r ic a .
LIT 65G. M a r x is m .
LIT 79R. R u s s ia n W om en W rite rs .
LIT 80R . L ite ra tu re o f D isse n t.
LIT 9 1 CH. S p e c ia l T o p ic s in C h in e s e
L ite ra tu re a n d C u ltu re .

C l a s s ic s 60. D ante a n d th e C la s s ic a l
T ra d itio n .

LIT 9 6 . T h e s is .

C l a s s ic s 8 2 . T h e A n c ie n t T h e a te r.

LIT 180. T h e s is .

E n g lis h 7 2 . P ro u s t, J o y c e , F a u lk n e r.

186

LIT 97. T h e s is .

Mathematics and Statistics

C H A R LE S M . GRINSTEAD, Professor
GUD M UN D R. IVERSEN, Professor of Statistics
C H A R LE S F. KE LEM EN , Professor of Computer Science and Mathematics
EUGENE A . KLOTZ, Professor
STEPH EN B. M A UR ER , Professor3
HELENE SHAPIRO, Professor
DON H. SH IM AM O TO , Associate Professor and Chair
J A N E T C. TALVACCHIA, Associate Professor
M IC H A EL L. CA TA LA N O -JO H N SO N , Assistant Professor
T H O M A S HUNTER, Assistant Professor
A I M E E S .A . JO H N SO N , Assistant Professor

People study mathematics and statistics for
several reasons—some like it, some need it as
a tool, and some study it simply because they
think they should. The Department of Mathe­
matics and Statistics aims to meet varying
needs—to offer a program that will enable
students both to develop a firm foundation in
pure mathematics and to see mathematical
and statistical methods used to define and
solve in a precise way problems arising in
physical science, computer science, social sci­
ence, and operations research. Mathematics
and statistics have grown enormously in recent
years, developing an increasing number of
specialties and applications. All mathematical
endeavor, however, is based upon logical
argument, abstraction, and an analytical ap­
proach to problem solving. Ideally, the study
of mathematical sciences develops the ability
to reason logically from hypothesis to conclu­
sion, to analyze and solve quantitative prob­
lems, and to express one’s thoughts clearly
and precisely. In addition, the Department
hopes that studying mathematics will foster
an appreciation for the beauty and power of
its methods, abstract approach, and rigorous
structure.
First Year Courses: Mathematics and statistics
courses appropriate for incoming first-year
students in Fall 1995 with normal high school
preparation include Stat 1 (Statistical Think­
ing), Stat 2 (Statistical Methods), Math 5
(Calculus I), Math 5s (Calculus I Seminar),
and Math 9 (Discrete Mathematics). In the
second semester, Stat 1, Math 3 (Basic Mathe­

matics), Math 4 (Calculus Concepts), and
Math 9 may be available, again with only
normal high school preparation. Stat 1, Math
4, Math 5s, and Math 9 are primary distribu­
tion courses. Entering students may place into
certain higher level courses (the half-semester
courses 6A, 6B, 6C, or the semester courses
6s, 16, 16H, 18 ) by scoring sufficiently weH
on the departmental calculus placement exam,
or by taking certain standardized exams (see
below). Students who would like to begin
calculus (Math 5 or 5s) but are not sure they
are prepared should take the departmental
calculus readiness exam.
Advanced Placement and Credit Policy: In evalu­
ating work that first-year students have com­
pleted in mathematics before entering Swarthmore, the Department draws a distinction
between advanced "placement” and "credit.”
Placement allows students to skip material
they have learned well already by starting at
Swarthmore in more advanced courses. Credit
confers placement as well but also is recorded
on the student’s Swarthmore transcript and
counts towards the 32 credits needed for
graduation.
The Department administers two placement
exams prior to the beginning o f classes in the
faU, one for students who have studied calcu­
lus and one for students who have not. Enter­
ing first-year students receive information
over the summer that explains who should
take the exams, which exam should be taken,
and when. These departmental exams are used
for placement purposes only, not credit.

3 Absent on leave, 1995-96.

187

M a th e m a tic s and S ta tis tic s

O n the other hand, advanced credit for prior
work in mathematics is awarded as follows.
One credit (for Math 5 ) will be given for a
score o f 4 on the AB or BC College Board
Advanced Placement Test or for a score of 5
on the Higher Level Mathematics Test o f the
IB (International Baccalaureate). One and a
half credits (for Math 5 and 6A ) will be given
for a score o f 5 on the AB or BC Advanced
Placement Test or for a score o f 6 or 7 on the
Higher Level IB. Or, any entering student who
places out o f Math 5, 6A, or 6B may receive
credit for the courses placed out of by passing
the final exams in these courses with a grade
of straight C or better. These exams must
normally be taken during the student’s first
semester at Swarthmore, at the time when the
final exam is given for the course. Students
who wish to take these exams must arrange to
do so with the Department Chair. Advanced
placement credit will be given to entering
students only 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.
First-year students seeking advanced place­
ment and/or credit for calculus taken at an­
other college must normally validate their
work by taking the appropriate Swarthmore
examination, as described above. For work
beyond calculus completed before entering
Swarthmore, students should consult the De­
partment Chair to determine the Swarthmore
course into which they should be placed. The
Department will not award advanced place­
ment credit normally for work above the
Math 5, 6 level, however.
Introductory Statistics: Students who do not
know calculus can take Stat 1 or 2. Stat 1 is
intended to show how statistics is used to help
obtain an understanding o f the world around
us. Stat 2 is a more practical course for
students who expect to use statistics in their
own work. Students who know a semester of
calculus should take Stat 23 instead of Stat 2.
Both Stat 2 and 23 lead to Stat 27 on multi­
variate statistical analysis. Students with a
strong background in mathematics can begin
with the more theoretical Stat 53 and continue
with the one-credit seminar Stat 111.

188

Requirements for a major in Mathematics: Stu­
dents apply for a major in the middle o f the
second semester o f the sophomore year. A
prospective applicant should expect typically
that, by the end of the sophomore year, he or
she will have received credit for, or placement
out of, at least four of the following five
courses: Calculus I (Math 5 or 5s), Calculus
II (Math 6A -6B or 6s), Discrete Mathematics
(Math 9), Linear Algebra (Math 16 or 16H)
and Several Variable Calculus (Math 18 or
18H). In any event, all majors must complete
Math 16 and 18 by the end o f the first
semester o f the junior year.
In addition, a candidate should have a grade
point average in mathematics and statistics
courses to date o f at least C + . This should
include at least one grade at the B level. In
some cases, applicants may be deferred pend­
ing successful work in courses to be desig­
nated by the Department.
By graduation, a mathematics major must
have at least ten credits in mathematics and
statistics courses. A t most five o f the credits
counted in the ten may be for courses num­
bered under 25. (Certain courses in this
category are not to count toward the major.
These are so indicated under the course list­
ings in this catalogue.) Furthermore, every
major is required to obtain credit for, or place
out of, each o f the following courses: Math 5
or 5s; Math 6A -6B or 6s; Math 16 or 16H;
Math 18 or 18H; Math 47; and Math 49. The
two upper-level core courses, Math 47 (Intro­
duction to Real Analysis) and Math 49 (Intro­
duction to Modern Algebra), will be offered
every fall semester. A t least one o f these two
should be taken no later than the fall semester
o f the junior year. Finally, course (i.e., nonHonors) majors must also pass Math 97, the
Senior Conference. Progress o f majors will be
reviewed at the end o f each semester. Students
not making satisfactory progress may be
dropped from the major.
Mathematics majors are urged to study in
some depth a discipline that makes use of
mathematics and to acquire some facility with
the computer. Students bound for graduate
work should obtain a reading knowledge of
French, German, or Russian.

Special emphases: The above requirements
allow room to choose an optional special
emphasis within the Mathematics major. For
instance:
A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: a) the core
analysis course (Math 47); b ) Probability
(Math 41); c) Mathematical Statistics I (Stat
53) and possibly Mathematical Statistics II
(Stat 111) for one or two credits; d) Multi­
variate Statistics (Stat 27 ) or, perhaps, Econo­
metrics (Econ 135); e) another mathematics
course numbered 25 or above. Students are
encouraged but not required to select the core
algebra course (Math 4 9 ) if they choose this
emphasis.
Students interested in mathematics and com­
puter science should consider a Mathematics
major with a Concentration in Computer
Science or a Special M ajor in Mathematics
and Computer Science. Details on these op­
tions are in the catalogue under Computer
Science.
Sample program for majors thinking o f grad­
uate work in social or management science, or
an MBA. Basic courses: Math 5 (or 5s), 6A6B (or 6s), 9, 16, and 18; Computer Science
20. Advanced courses: a) Modeling (Math
61); b) at least one of Probability (Math 41),
Mathematical Statistics I (Stat 53), and pos­
sibly Mathematical Statistics II (Stat 111); c)
at least one of Combinatorics (Math 6 5 ) or
Operations Research (Econ 32 ); d) the two
required core courses (Math 47 and Math
49); e) Differential Equations (Math 30).
Since this is a heavy program (one who hopes
to use mathematics in another field must have
a good grasp both of the mathematics and of
the applications), one o f the core course
requirements may be waived with permission
o f the Department.
Sample program for students thinking of grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced
courses: a) the two required core courses
(Math 47 and Math 49 ); b ) Combinatorial
Optimization (Math 72) and Combinatorics
(Math 65 ); c) Probability (Math 41); d) at
least one of Number Theory (Math 37),
Mathematical Statistics (Stat 53), or Model­
ing (Math 61).

Secondary Teaching Certification: Whether or
not one majors in Mathematics, the courses
required as part of the accreditation process
for teaching mathematics at the secondary
level are: a) three semesters o f calculus (Math
5 or 5s, 6A -6B or 6s, 18 or 18H); b) one
semester o f linear algebra (Math 16 or 16H);
c) at least one semester o f discrete mathemat­
ics (Math 9, 65, or 72) or computer science
(CS 10 or 20 ); d) geometry (Math 4 5 ); e) one
semester o f modem pure or applied algebra
(Math 37, 48, or 49 ); f) one semester of
statistics or probability (Stat 1, 2, 23, 53, or
Math 41). In addition, students are advised
strongly to take further mathematics courses
emphasizing modeling and applications, and/
or to take at least one course in the Natural or
Social Sciences in which mathematics is used
in a significant way. To be recommended for
certification, a student must have an average
grade of C or better in all Math/Stat courses.
For further information about certification
requirements, please consult the catalogue
course listings under Education.
The Honors Program: Requirements for accep­
tance as a mathematics major in the Honors
Program are more stringent than those for the
course major and include a grade point aver­
age in mathematics and statistics courses of
B + or better. Potential Honors majors may
want to consider including in the sophomore
year a course that emphasizes theory and
provides an opportunity for writing proofs.
Department faculty can give advice on appro­
priate courses.
Beginning with the Class of 1997, the program
for an Honors major in Mathematics shall
consist o f preparations in three fields o f two
credits each, for a total o f six distinct credits.
Each preparation consists o f a required core
course together with a second credit in that
field selected from a list o f courses and semin­
ars designated by the Department. For the
Honors major, two o f the preparations shall
be in Algebra and Analysis, and every pro­
gram must include at least one o f Math 101
(Real Analysis Seminar) or Math 102 (Alge­
bra Seminar). These two seminars will be
offered every spring semester. Each student
may select the third preparation from a list of
fields that includes Discrete Mathematics,
Geometry, Statistics, and Topology. In addi-

189

M a th e m a tic s a n d S ta tis tic s

tion, each Honors major must complete one
credit o f Senior Honors Study for the purpose
o f enhancing and/or integrating the material
from one or more o f the preparations in the
student’s program. This will be accomplished
normally by taking an advanced seminar hav­
ing a substantial prerequisite within a prepa­
ration. A list o f the courses and seminars that
comprise the various preparations and the
corresponding Senior Honors Study is avail­
able in a handout from the Department office.
Any alternatives to these must be approved
by the Department.

Students wishing to complete an Honors
minor in Mathematics must have credit for, or
place out of, Math 5 or 5s, Math 6A -6B or 6s,
Math 16 or 16H, and Math 18 or 18H. For the
Honors portion o f their program, minors
must complete one two-credit preparation
chosen from among any of the fields described
above. Minors shall satisfy the Senior Honors
Study requirement normally by enrolling in
Math 97 (Senior Conference) for one-half
credit for the purpose o f writing a paper that
extends the preparation within the minor.
Again, any alternatives must have departmen­
tal approval.

CO U RSES
S ta t 1. S t a t is t ic a l T h in k in g .

M a th 3. B a s ic M a th e m a tic s .

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 o f 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
learn how to apply statistical methods. It
provides an intuitive understanding o f statis­
tical concepts and makes use o f modem sta­
tistical software for the Macintosh computer.
Primary distribution course.
Each semester in 1995-96. Iversen.
S ta t 2. S t a t is t ic a l M e th o d s .

For students with fewer than four years of
high school mathematics or whose previous
experience with mathematics has not been
entirely prosperous. The course focuses on
( 1 ) review and remedial work and ( 2) prepa­
ration for calculus or discrete mathematics.
All enrollees must take the departmental cal­
culus readiness test given during Orientation
Week. (The results will be used to determine
if Math 3 will be offered and to help determine
classroom topics and individualized work.)
This course cannot be counted toward a
major in Mathematics.
Spring semester i f offered.

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. It is not a prerequisite for any other
department course except Stat 27, nor can it
be counted toward a major or minor in the
Department. Recommended for students who
have not studied calculus (those who know a
semester of calculus are advised to take Stat
23 instead). Cross-listed as Soc/Anth 27.
Fall semester. Iversen.

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 and less
far than Math 5. Students who have had
calculus in high school may not take Math 4
without permission o f the instructor. Stu­
dents who complete Math 4 are encouraged to
continue into the mainstream with Math 5 or
Math 6A (or 6s). W ith permission o f the
Department, they may receive credit for Math
5 after Math 4 (this rule went into effect
beginning with Math 5 taken in Fall 1993).
Otherwise, credit is not granted for both
Math 4 and Math 5.
Prerequisite: four years o f high school mathe­
matics not including calculus, or permission

190

M a th 4. C a lc u lu s C o n c e p ts .

of the instructor based on the calculus readi­
ness exam given during Orientation Week in
the fall.
Primary distribution course.
Spring semester i f offered.
M a th 5. C a lc u lu s I.

This first semester calculus course will intro­
duce topics in the differentiation and integra­
tion of functions o f one variable. These topics
include: limits and the definition of the deriva­
tive, interpretations and applications of the
derivative, techniques o f differentiation,
graphing and extreme value problems, the
logarithm and exponential functions, the in­
tegral, and the Fundamental Theorem of Cal­
culus.
Fall semester. Grinstead, Hunter.
M a th 5 s . C a lc u lu s I S e m in a r.

Math 5s covers the same material as the
lecture-based Math 5 but uses a seminar
format (10-14 students) with additional meet­
ings and lots o f hands-on activities, e.g., writ­
ing, oral presentations, group work, computer
work. Intended for students who feel they
could benefit from the collaborative seminar
format and who wish to be challenged to excel
in calculus so that they gain more confidence
to continue with mathematics and science.
Primary distribution course.
Fall semester. Johnson, Talvacchia.
N ote on M a th 6.

The material following Math 5 is divided into
four half-credit courses, 6A, 6B, 6C and 6D.
Each course will run full time for one half
semester. Students may take any number of
these courses. Normally, however, students
coming from Math 5 will take 6A and either
6B or 6C. Students enroll at the beginning of
each semester for all versions o f Math 6 they
plan to take at any time during the semester.
Math 6s is a full-semester seminar version of
Math 6A and 6B.
M a th 6 A . C a lc u lu s IIA.

This course is a continuation o f the material
begun in Math 5 and is the prerequisite for
Math 16 (Linear Algebra) and Math 18 (Sev­
eral Variable Calculus) as well as for 6B and
6C. Topics will include applications of the
integral, inverse trigonometric functions,
methods of integration, and improper inte­
grals. Math 6A is a one-half credit course.

Prerequisite: Math 5 or 5s.
Each semester (first half).
Fall semester: Catalano-Johnson, Shapiro.
M a th 6B. C a lc u lu s IIB.

This course is an introduction to infinite
series and approximation. Topics include Tay­
lor polynomials and Taylor series, convergence
tests, and the use of power series. Other
topics, such as applications to differential
equations and Fourier series, may be intro­
duced, time permitting. Math 6B should be
taken by anyone planning to take mathematics
courses beyond the freshman-sophomore
level. It is required of all students majoring in
Mathematics, Chemistry, Physics, or Engi­
neering. Math 6B is a one-half credit course.
Prerequisite: Math 6A.
Fall semester (each half) and spring semester
(second half).
Fall semester: Catalano-Johnson, Klotz, Sha­
piro, Shimamoto.
M a th 6 C . C a lc u lu s IIC.

This course emphasizes the differential as­
pects o f several variable calculus covered in
the first half o f Math 18. In addition, multivariable integration may be touched on, as
well as such topics as differential equations
and probability. Math 6C is intended primar­
ily for students interested in applications
(especially in economics) who look upon
Math 6 as one o f their last mathematics
courses and who do not plan to take Math 18.
Students may (but normally will not) take
both Math 6C and Math 18. This course
cannot be counted toward a major in Mathe­
matics. Math 6C is a one-half credit course.
Prerequisite: Math 6A.
Each semester (second half).
Fall semester: Klotz.
M a th 6D. P o s t c a lc u lu s .

A special course, in the second half of the fall
semester, primarily for first-year students who
place into Math 6B in August. Math 6D is for
students who like mathematics and are curious
to know what it might be like to major in it.
Each year the contents o f 6D will be selected
from the wealth of modem mathematics that
cannot be introduced in standard freshmansophomore courses. In 1995, the main topic
may be an introduction to linear, non-linear,
and chaotic dynamical systems. Guest lectures
may introduce briefly many additional topics.

191

M a th e m a tic s and S ta tis tic s

Math 6D is a one-half credit course.
Prerequisite: Math 6B (in exceptional cases,
Math 6A ) and either departmental recom­
mendation or permission of the instructor.
Fall semester (second half). Shimamoto.
M a th 6 s . C a lc u lu s II S e m in a r.

A continuation o f Math 5s, in the same style.
Covers the material o f Math 6A and 6B.
Prerequisite: Math 5s, or Math 5 and permis­
sion o f the instructor.
Primary distribution course.
Each semester.
Fall semester: Klotz.
M a th 9. D is c r e te M a th e m a tic s .

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 o f 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 o f 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: Grinstead.
M a th 16. L in e a r A lg e b ra .

The subject matter of this course consists of
vector spaces, matrices, and linear transfor­
mations with applications to solutions of
systems o f linear equations, determinants,
and eigenvalues.
Prerequisite: A grade o f C or better in Math
6A or Math 9, or placement by departmental
exam.
Each semester.
Fall semester: Johnson.
M a th 16H. L in e a r A lg e b ra
H o n o rs C o u rs e .

This honors version o f Math 16 will be more
theoretical, abstract, and rigorous than its
standard counterpart (the subject matter will
be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally

192

strong mathematical skills, especially if they
are thinking o f a mathematics major.
Prerequisite: A grade o f B or better in Math
6A or Math 9, or placement by departmental
exam.
Fall semester. Shapiro.
M a th 18. S e v e r a l V a ria b le C a lc u lu s .

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 mul­
tipliers, multiple integrals, line and surface
integrals, Green’s, Stokes’, and Gauss’ Theo­
rems. Often there is one section for students
who have had linear algebra (Math 16 or 16H)
and another for students who have not.
Prerequisite: Math 6A or equivalent.
Recommended: Math 16.
Each semester.
Fall semester: Catalano-Johnson, Shapiro.
M a th 18H. S e v e r a l V a ria b le C a lc u lu s
H o n o rs C o u rs e .

This honors version o f Math 18 will be more
theoretical, abstract, and rigorous than its
standard counterpart (the subject matter will
be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally
strong mathematical skills and primarily for
those who have completed Math 16H success­
fully.
Prerequisite: A grade of C or better in Math
16H, or permission o f the instructor.
Spring semester.
S ta t 2 3 . S t a t is t ic s .

This calculus-based introduction to statistics
covers most of the same methods examined in
Stat 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. Crosslisted as Soc/Anth 28.
Prerequisite: Math 4 or 5.
Spring semester.
S ta t 27. M u ltiv a r ia te S ta tis tic a l
M e th o d s .

Given as a continuation o f Stat 2 or Stat 23,
the Course deals mainly with the study of
relationships between three or more variables.
Included are such topics as multiple regression

m

analysis with partial and multiple correlations,
several variable analysis o f variance, and the
analysis o f multidimensional contingency ta­
bles. The course ends with an introduction to
Bayesian statistical inference.
Prerequisite: Any one o f Stat 2, 23, 53, or
Econ 31.
Alternate years.
Spring semester. Iversen.
M ath 30. D iffe re n tia l E q u a tio n s.

An introduction to differential equations that
includes such topics as first order equations,
linear differential equations, series solutions,
first order systems o f equations, approxima­
tion methods, some partial differential equa­
tions.
Prerequisites: Math 6B and either 18 or 6C, or
permission of the instructor. Math 16 recom­
mended strongly.
Spring semester.
M ath 3 7 . N u m b e r T h e o ry .

The theory o f primes, divisibility concepts,
and the theory o f multiplicative number the­
ory will be developed.
Prerequisites: Math 16 and 18, or permission
of the instructor.
Primary distribution course.
Alternate years. Fall semester.
Not offered 1995-96.
M ath 41. P ro b a b ility .

This course considers both discrete and
continuous probability theory. The classical
distributions—Binomial, Poisson, and Nor­
mal—are studied. Other topics to be dis­
cussed are the Central Limit Theorem, the
laws of large numbers, and generating func­
tions.
Prerequisite: Math 6B and at least one o f 9 or
18, or permission o f the instructor.
Alternate years.
Fall semester. Johnson.
M ath 45. T o p ic s in G e o m e try .

Course content varies from year to year, but
recently the focus has been on the careful
development of plane geometry, including
basic axioms and the geometries that result:
Euclidean, projective, and hyperbolic. Other
topics may include geometry in three (or
more) dimensions and transformation geom­
etry.

Prerequisites: None, but some college mathe­
matics is advised. See the instructor if in
doubt.
Primary distribution course.
Alternate years.
Fall semester. Shimamoto.
M a th 46. T h e o r y o f C o m p u ta tio n .

(Cross-listed as Computer Science 46. Please
see Computer Science for description.)
M a th 47. In tro d u ctio n to R ea l A n a ly s is .

This course concentrates on the careful study
o f the principles underlying the calculus of
real valued functions o f real variables. Topics
will include point set topology, compactness,
connectedness, uniform convergence, differ­
entiation, and integration.
Prerequisites: Math 6B, 16, and 18, or permis­
sion of the instructor.
Primary distribution course.
Fall semester. Talvacchia.
M a th 4 8 . T o p ic s in A lg e b ra .

Course content varies from year to year de­
pending on student and faculty interest. Re­
cent offerings have included Algebraic Coding
Theory, Groups and Representations, Finite
Reflection Groups.
Prerequisite: Math 16 and possibly Math 49.
Alternate years.
Spring semester. Shapiro.
M a th 49. In tro d u ctio n to M o d e rn
A lg e b ra .

This course is an introduction to abstract
algebra and will survey basic algebraic sys­
tems—groups, rings, fields. W hile these con­
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems,
proofs, and rigorous mathematical reasoning.
Prerequisite: Math 16 or permission o f the
instructor.
Primary distribution course.
Fall semester. Hunter.
S ta t 5 3 . M a th e m a tic a l S t a t is t ic s I.

Based on probability theory, this course ex­
amines the statistical theory for the estimation
of parameters and tests o f hypotheses. The
course concludes with the study o f models
dealing with relationships between variables
including chi-square and regression analysis.
Prerequisites: Math 16 and 18, or permission
o f the instructor.

193

M a th e m a tic s and S ta tis tic s

Alternate years. Fall semester.
Not offered 1995-96.
M a th 61. M o d e lin g .

An introduction to the methods and attitudes
o f mathematical modeling. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
The emphasis will be on how to apply these
subjects to specific modeling problems.
Prerequisites: Math 16 and 18, or permission
o f the instructor.
Alternate years. Fall semester.
Not offered 1995-96.
M a th 6 5 . C o m b in a to ric s .

This course continues the study o f noncontinuous mathematics begun in Math 9. The
topics covered may include generating func­
tions, Polya counting, graph theory, and com­
binatorial structures such as matroids, codes,
and Latin squares.
Prerequisites: Math 9 and at least one other
course in mathematics.
Alternate years. Sirring semester.
Not offered 1995-96.
M a th 72. T o p ic s in C o m b in a to ria l
O p tim iza tio n .

Topics vary from year to year and will be
chosen from such things as linear program­
ming, game theory, graph theory algorithms,
algorithms for prime factorization, and com­
plexity theory. Overlap with Combinatorics
(Math 6 5 ) and Data Structures and Algo­
rithms (C S 41) will be minimized. The topic
for 1995-96 will be mathematical algorithms.
Examples from combinatorics, operations re­
search, and number theory will be considered.
The course will examine the algorithms them­
selves as well as the methods used in estimat­
ing their running times. In addition, the algo­
rithm classes P and NP will be studied.
Prerequisites: Math 9 and at least one higher
numbered mathematics course.
Recommended: CS 20.
Alternate years.
Fall semester. Grinstead.

194

M a th 81. P a r tia l D iffe re n tia l E q u a tio n s.

The first part of the course consists o f an
introduction to linear partial differential
equations of elliptic, parabolic, and hyperbolic
type via the Laplace equation, the heat equa­
tion, and the wave equation. Topics, include
boundary value problems, Fourier series, or­
thogonal functions, Fourier transform, Duhamel’s principle, Green’s functions. The sec­
ond part o f the course is an introduction to
the calculus of variations. Additional topics
depend on the interests of the students and
instructor.
Prerequisites: Math 18 and either Math 3 0 or
Physics 5 0 or instructor’s permission.
Alternate years.
Spring semester.
M a th 85. T o p ic s in A n a ly s is .

Course content varies from year to year.
Recently it has been an introduction to dy­
namical systems, continuous and discrete.
Such systems underlie numerous models and
provide a framework for a mathematical un­
derstanding o f stability, chaos, and fractals.
Prerequisites: Math 16 and 18.
Alternate years. Spring semester.
Not offered 1995-96.

1

M a th 9 3 / S ta t 9 3 . D ire c te d R eading.
M a th 9 6 / S ta t 9 6 . T h e s is .
M a th 97. S e n io r C o n fe re n c e .

Required of all senior mathematics majors in
the course program, this half-credit course
provides them an opportunity to delve more
deeply and on their own into a particular topic
agreed upon by the student and the instructor.
This is accomplished through a written paper
and an oral presentation. The work is spread
throughout the year with the talks and papers
normally presented in the Spring. Students
register for this course for the spring semester
but must also sign in with the instructor for
the fall semester.
One-half credit.
A ll year. Grinstead.

1

,

i

SEMINARS
M ath 101. R e a l A n a ly s is II.

This seminar is a continuation o f Introduction
to Real Analysis (Math 47). Topics may in­
clude the inverse and implicit function theo­
rems, differential forms, calculus on mani­
folds, and Lebesgue integration.
One credit.
Prerequisite: Math 47.
Spring semester.
M ath 102. M o d e rn A lg e b ra II.

This seminar is a continuation of Introduction
to Modem Algebra (Math 49). 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 devel­
opment o f linear algebra. Other topics may be
studied depending on the interests o f students
and instructor.
One credit.
Prerequisite: Math 49.
Spring semester.

continuity, classification o f surfaces, elemen­
tary homotopy theory, the fundamental
group, simplicial complexes and homology
(including related algebra). The seminar
builds upon the students’ background in anal­
ysis and algebra.
Two credits.
Prerequisites: Math 47 and 49.
Alternate years.
Spring semester.
M a th 106. A d v a n c e d T o p ic s in
G e o m e try .

Course content varies from year to year to be
chosen from among differential geometry,
differential topology, and algebraic geometry.
Recently, the topic has been Differential Ge­
ometry: curves, surfaces, and their generaliza­
tion to Riemannian manifolds.
One credit.
Prerequisites depend upon the topic chosen.
Alternate years. Fall semester.
Not offered 1995-96.

M ath 103. C o m p le x A n a ly s is .

S ta t 111. M a th e m a tic a l S t a t is t ic s II.

Topics include: analytic functions, integration
and Cauchy’s Theorem, power series, residue
calculus, conformal mapping, and harmonic
functions. Various applications are given and
other topics, such as elliptic functions, ana­
lytic continuation, and the theory o f Weierstrass, may be discussed.
One credit.
Prerequisite: Math 47.
Alternate years. Spring semester.
Not offered 1995-96.

This one-credit seminar is offered as a contin­
uation o f Stat 53. It deals mainly with statis­
tical models for the relationships between
variables. The general linear model, which
includes regression, variance, and covariance
analysis, is examined in detail. Topics also
include nonparametric statistics, sampling the­
ory, and Bayesian statistical inference.
One credit.
Prerequisite: Stat 53.
Alternate years. Spring semester.
Not offered 1995-96.

M ath 104. T op o lo g y .

An introduction to point-set, combinatorial,
and algebraic topology: topological spaces,

195

Medieval Studies

Coordinator: STE PH EN P. BEN SCH (History)
Committee:

M ic h a e l W. C o th re n (A rt History)
M ic h a e l M a r is s e n (Music)
R o s a r ia V. M u n s o n (Classics)
Ellen R o s s (Religion)
W illia m N. T u rp in (Classics)
C ra ig W illia m s o n (English)

This interdisciplinary program offers an op­
portunity for a comprehensive study o f Euro­
pean and Mediterranean civilization from the
fourth century to the fifteenth. The period,
which has a critical importance for the under­
standing o f Western culture, can be ap­
proached best through a combination o f sev­
eral disciplines. Hence eight Departments
(Art, Classics, English Literature, History,
Modern Languages, Music, Religion, and Phi­
losophy) cooperate to provide a course of
study which may be offered as a major in the
Course Program or as a major or minor in the
Honors Program.
All students who major in the Course Program
or major or minor in the Honors Program
must satisfy the following distribution re­
quirements.
1 course in A rt History (A rt History 14 or
Art History 145)
1 course in History (History 6, 10A, 14-17,
111 or 112)
1 course in Literature (English 16, 21, 23,
102, or Classics 14 or 60).
1 course in Religion (Religion 17 or Religion
2 5 ) or Philosophy (medieval)
(Please note possible prerequisites for the
above courses.)
For a major in the Course Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. Senior Comprehensive Examinations.
Each major in course is required to com­
plete the senior comprehen 4ve written and
oral examinations (normally taken at the
end o f the second semester of senior year).
These examinations are planned as a cul­
minating exercise to facilitate the review
and integration o f the various subjects and
methods involved in the interdisciplinary
field o f Medieval Studies.

196

3. Students must complete eight credits (at
least) in Medieval Studies in order to
graduate with a Medieval Studies Major.
(In addition to courses these credits may
include directed readings in medieval sub­
jects and/or a thesis written during the
first semester o f the senior year.)
For a major in the Honors Program the require­
ments are as follows:
H Distribution requirements as listed above.
2. The four preparations for the Honors Pro­
gram should reflect the interdisciplinary
nature o f this major and must include
work in three o f the following five areas:
Art History, History, Literature, Music, or
Religion/Philosophy. The preparations
may be constituted by some combination
of the following: seminars, pre-approved
two-course combinations, courses with
attachments, or a thesis. Students may
design an integrated minor in another field
by counting one o f the Medieval Studies
preparations in its home department. Stu­
dents who minor in another department
will have to fulfill the minor prerequisites
and requirements (including Senior Hon­
ors Study Minor requirements) stipulated
by that department.
3. The Senior Honors Study component of
the Honors Program may be satisfied by
(a) a 5 ,0 0 0 -7 ,5 0 0 word interdisciplinary
paper integrating work from two areas or
(b ) by an interdisciplinary reading list
relevant to Medieval Studies. The paper or
the reading list will become part o f the
Honors Program Portfolio and may be part
o f the material examined.
For a minor in the Honors Program the require­
ments are as follows:
1. Distribution requirements as listed above.

2. The one preparation for the Honors Pro­
gram should reflect the interdisciplinary
nature o f this minor and may be satisfied
by one o f the following: one seminar; a pre­
approved two-course combination; or one
course with an attachment. The minor
preparation must be in a department dis­
tinct from the student’s major.
3. The Senior Honors Study component of
the minor will be an interdisciplinary read­
ing list, individually designed to facilitate
the student’s integrative learning experi­
ence.
For a major in the current Honors Program the
requirements are as follows:
1. The student must satisfy the distribution
requirements o f the program, as listed
above, by appropriate courses or seminars.
Some work in one or more o f the fields
included in the program must be done
before admission to the Program.
2. Seminars may be chosen from the follow­
ing fields: A rt History, History, Literature
(Classics, English, Modern Languages),
Music, Philosophy, Religion.
3. By attachments to the courses listed above,
and by writing a thesis, the student may
expand the possibilty of work in the Hon­
ors Program beyond these five seminars.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart­
ments to determine specific offerings in 199596.)
A r t H is to r y 14. M e d ie v a l S u r v e y .
A r t H is to r y 47. La te A n tiq u e, E a rly
C h r is tia n , a n d B y z a n tin e A r t
A r t H is to r y 4 6 / R e lig io n 29.
M o n a s t ic is m a n d th e A r t s in th e
C h r is tia n M id d le A g e s .
C l a s s ic s 60. D ante a n d th e C la s s ic a l
T ra d itio n .
E n g lish 16. S u r v e y o f E n g lish
L ite ra tu re , I.

E n g lish 23. Old E n g lis h / H is to ry o f th e
La n g ua g e.
H is to r y 2a. M e d ie v a l Europe.
H is to r y 6. T h e F o rm a tio n o f th e I s la m ic
N e a r E ast.
H is to r y 10A. T h e B a rb a ria n N orth.
H is to r y 14. F r ia r s , H e r e tic s , and
F e m a le M y s t ic s : R e lig io u s T u rm o il
in th e M id d le A g e s .
H is to r y 15. M e d ie v a l T o w n s.
H is to r y 17. T h e M e d ite r ra n e a n W o rld in
th e M id d le A g e s .
La tin 14. M e d ie v a l Latin.
M u s ic 20. M e d ie v a l and R e n a is s a n c e
M u s ic .
M u s ic 4 5 . P e r fo rm a n c e ( e a rly m u s ic
e n s e m b le ).
R e lig io n 17. W e ste rn R e lig io u s T ho ug h t
fro m 3 2 5 to 1500.
R e lig io n 21. P ro p h e ts a n d V is io n a r ie s :
C o m p a ra tiv e R e lig io u s M y s t ic is m .
R e lig io n 25. M e d ie v a l J u d a is m .
S p a n is h 3 0 . L ite ra tu re M e d ie v a l.
S p a n is h 41. O b ra s m a e s t r a s d e la Edad
M e d ia y d e l R e n a c im ie n to .
M e d ie v a l S tu d ie s 9 6 . T h e s is .

Seminars currently offered in Medieval
Studies:
A r t H is to r y 145: G o th ic A r t and
A r c h ite c t u r e .
E n g lish 102: C h a u c e r a n d M e d ie v a l
L ite ra tu re .
H is to r y 111: A u th o rity and C o m m u n ity
in M e d ie v a l Eu ro p e.
H is to r y 112. K n ig h ts, L a d ie s , and
P e a s a n ts in C h iv a lr ic S o c ie ty .
R e lig io n 116. V ie w s o f th e B o d y in Late
A n tiq u ity .

E n g lish 21. C h a u c e r.

197

Modern Languages and Literatures

TH O M P SO N BRADLEY (Russian), Professor
MARION J . FABER (German), Professor and Chair, 1995-1998
JO H N J . H A S S E T T (Spanish), Professor
PHILIP M ETZID AKIS (Spanish), Professor
GEORGE M O S K O S (French), Professor2
ROBERT R OZA (French), Professor89
A L A N BERKOWITZ (Chinese), Associate Professor
BRIGITTE LA N E (French), Associate Professor
SIBELAN FORRESTER (Russian), Assistant Professor
HAILI KONG (Chinese), Assistant Professor
LI-CHING C H A N G M AIR (Chinese), Assistant Professor (part-time)
A N N E M E N K E (French), Assistant Professor1011
CHRISTOPHER PA VSEK (German), Visiting Assistant Professor
MICHELINE RICE-M AXIM IN (French), Assistant Professor
AURORA C A M A C H O d e S C H M ID T (Spanish), Assistant Professor3
S U N K A SIM ON (German), Assistant Professor
BEATRIZ U R R A C A (Spanish), Visiting Assistant Professor
H A N S JA K O B W ERLEN (German), Assistant Professor1
CAROLE NETTER (French), Instructor (part-time)
ELK E P LA X TO N (German), Instructor (part-time)

«K

M A R Y J O BRISSON (Spanish), Lecturer
CHRISTINE DEGRADO (Spanish), Lecturer
JO A N FRIEDM AN (Spanish), Lecturer
EVGENIYA L KATSENELINBOIGEN (Russian), Lecturer
M A R Y K. KENN EY (Spanish), Lecturer
S U J A N E W U (Chinese), Lecturer
MIREILLE TRONEL PEYROZ (French), Assistant

Ia
The purpose o f the major is to acquaint
students with important periods and principal
figures o f the literatures taught in the Depart­
ment, to develop an appreciation o f literary
and cultural values, to provide training in
critical analysis, and to foster an understand­
ing o f the relationship between literary phe­
nomena and the historical and cultural forces
underlying the various literary traditions. In
addition to demonstrated competence in the
language, a foreign literature major will nor­
mally complete a minimum o f eight credits in

1
2
3
4
5
8

advanced language, literature and civilization
courses or seminars (including Special Top­
ics), and complete a culminating exercise,
such as a comprehensive examination. One of
the required courses for the foreign literature
major may be taken in English from among
those courses listed under Literatures in Trans­
lation provided that it is a course pertinent to
the student’s specific major. Students whose
interests lie primarily in language are advised
to consider the possibility o f a major in
Linguistics and Foreign Languages. Students

9 Campus coordinator, Swarthmore Program
Absent on leave, fall semester, 1995.
in Grenoble, spring semester, 1996.
Absent on leave, spring semester, 1996.
10 Program Director, Swarthmore Program
Absent on leave, 1995-96.
in Grenoble, fall semester, 1995.
Fall semester, 1995.
11 Program Director, Swarthmore Program
Spring semester, 1996.
in Grenoble, spring semester, 1996.
Campus coordinator, Swarthmore Program
in Grenoble, fall semester, 1995.

190

•p

interested in studying literature in more than
one language are encouraged to consider a
Literature major.
Courses numbered IB through 4B are primar­
ily designed to help students acquire the lin­
guistic competence necessary to pursue liter­
ary and cultural studies in a foreign language
through work with the language and selected
texts of literary or cultural interest.
For a detailed description of the orientation in
these courses see the Explanatory Note on
these language courses below. Courses num­
bered 11 or above emphasize the study of
literature and culture as a humanistic disci­
pline as well as competence in the spoken and
written language.
Students who enter with no previous knowl­
edge o f a 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 num­
bered IB through 3B and conversation courses
do not count toward the minimum of eight
credits required for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score in the College Entrance Examina­
tion or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing of each of the literatures taught. Excep­
tions to course requirements are made for
those who show competence in the language
of specialization. Students who speak Chinese,
French, German, Russian or Spanish fluently
should consult with the Department before
electing courses.
Majors are urged to select supporting courses
in other literatures, in history, philosophy,
linguistics, or art history. The Department
also recommends participation for a minimum
of a summer and a semester in an academic
program abroad. Linguistically qualified stu­
dents may apply to the Swarthmore Program
in Grenoble at the University of Grenoble, for
one or two semesters in the sophomore or
junior year. This program is particularly suit­
ed for majors in the humanities and the social

sciences. Students competent in Spanish
should consider the Hamilton College Pro­
gram in Madrid, Spain, which is cooperatively
sponsored by Swarthmore. Other recom­
mended programs include Rice UniversityChile; the University of Kansas-Costa Rica;
and CEUCA in Columbia. (The Spanish sec­
tion requires that its majors spend a minimum
of one semester of study abroad in a program
approved by the Section). Students o f German
have the opportunity to join the Wesleyan
University Program in Regensburg during the
spring semester of each year. Participants of
the program can simultaneously enroll at the
University o f Regensburg. 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
Duke Program in Berlin. Students in Russian
are strongly encouraged to spend at least one
semester in the A.C.T.R. or C.I.E.E. language
programs amongst others in Russia. Study
abroad is particularly encouraged for students
of Chinese; academic credit (full or partial) is
generally approved for participation in the
several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section, includ­
ing the Associated China Program in Tianjin
o f which Swarthmore is a consortial member.
Students on scholarship may apply scholar­
ship monies to designated programs of study
abroad.
Students wishing to receive a Teaching Certifi­
cate in French, German, Russian, or Spanish
should plan on taking the regular program of
language and literature courses required for
the major or show proof of the equivalent. In
addition, they should take Linguistics 1. Ap­
propriate supporting courses which broaden
knowledge and understanding o f the foreign
culture being studied are also recommended.
Prospective teachers o f a foreign language
must include a minimum o f a semester abroad
in their academic program.
Students planning to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.

199

M o d e rn La n g u a g e s and L ite r a tu r e s

4

w

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 a literature which they
cannot read in the original. These courses
may be used to satisfy the distribution re­
quirements, but cannot be substituted for the
11 or 12 level courses to satisfy the depart­
mental prerequisites for a major or minor in
the original languages. A student, however,
may take one o f these courses to satisfy the
eight-credit requirement o f a foreign literature
major provided that the course is pertinent to
the specific literature of the major.
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 L IT 50.
13R. T h e R u s s ia n N o v e l.

The rise o f the Russian novel in the 19th
century during the struggle against serfdom
and the transition to an urban industrial
society and revolution in the 20th century.
The quest for freedom and social justice in a
moral society with particular emphasis on the
works of Gogol, Turgenev, Dostoevsky, Tol­
stoy, Bulgakov, and Solzhenitsyn. Lectures
and readings in English. (Russian majors will
be required to read a part o f the material in
Russian.)
(See Russian 13)
No prerequisite.
Primary distribution course.
Fall semester 1995. Bradley.
13. M e d ie v a l C o m p a ra tiv e L ite ra tu re .
14. M o d e rn E u ro p e a n L ite ra tu re .

Studying key modernist works o f fiction be­
tween 1900 and 1930, we will work in seminar
format (presentation and critical discussion
o f student papers). Authors will include
Nietzsche, Dostoevsky, Conrad, Thomas
Mann, Joyce, Kafka, Virginia Woolf, and
Proust. Intended especially for freshmen con­
templating a Literature major. Limited enroll­
ment.
Primary distribution course.
Spring semester. Faber.

200

16CH. S u b s ta n c e , S h a d o w , a n d S p ir it
in C h in e s e L ite ra tu re and C u ltu re .

This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include: Taoism, Confucian­
ism, and the contouring o f Chinese culture;
immortality, wine, and allaying the mundane;
the religious dimension, disengagement, and
the appreciation o f the natural world, etc. The
course also will address cultural and literary
formulations o f conduct and persona, and the
expression o f individualism in an authori­
tarian society.
No prerequisites; (Cross-listed as Chinese
16)
Primary distribution course.
Fall semester 1995. Berkowitz.

1

.1

17CH. T h e L e g a c y o f C h in e s e N a rr a tiv e
L ite ra tu re : T h e S to r y in D y n a s tic China.

This course explores the development o f di­
verse genres o f Chinese narrative literature,
through readings of original writings in trans­
lation. Readings include tales of the strange,
biographies and hagiographies, moral tales,
detective stories, literary jottings, drama, no­
vellas and novels, masterworks o f the Chinese
literary tradition throughout the centuries of
imperial China.
No prerequisites and no knowledge of Chinese
or o f China required.
(Cross-listed as Chinese 17)
Spring semester 1996. Berkowitz.
18CH. T h e C la s s ic a l T ra d itio n in
C h in e s e L ite ra tu re .

(See Chinese 18).
Not offered 1995-96. Berkowitz.
20G. T h e C o n te m p o ra ry G e rm a n N ovel.

Representative works of prose fiction from
Germany, Austria, and Switzerland since the
end of World War II against the background
of literary, intellectual and politico-sociolog­
ical currents in German-speaking Europe.
Authors include Bachmann, Boll, Frisch,
Handke, Grass, and Wolf.
Not offered 1995-96.

Th

tf

22F. F re n c h / lta lia n / S p a n is h C in e m a .

From Naturalism to Experimentation, from
Representation to Virtuality: travels from
outer to inner space in the three Latin cine­
mas.
Spring semester 1996. Roza.
30R. T h e P e te rs b u rg !! T h e m e in
R u s s ia n L ite ra tu re .

Literary and historical perspectives o f 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, Chemyshevsky, Dostoevsky, Tol­
stoy, and Bely. This course is not a regular
offering and may not be repeated in the
foreseeable future.
Not offered 1995-96.
31R. P o p u la r P o lit ic s in R u s s ia ,
1861 to th e P r e s e n t L ife and
S tru g g le a t th e Bottom .

The role o f the lower classes in social and
political movements since the mid-nineteenth
century. The course will focus on the follow­
ing issues and problems as reflected in a
variety of historical and literary texts: the
origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and the
intelligentsia; peasants, workers, and the build­
ing of Soviet power; women and politics;
society and contemporary Soviet politics.
Not offered 1995-96. Bradley and Weinberg.
32R. Fro m R e v o lu tio n to C a p ita lis m :
C r it ic a l I s s u e s in C o n te m p o ra ry R u s s ia .

This course focuses on those developments in
the Soviet Union after the death of Stalin in
1953 which paved the way for perestroika and
glasnost in the 1980s and have taken root
during the current period o f social, political,
economic, and cultural transformation. Topics
include: the dissident movements in politics,
economic reform, Russian nationalism, inno­
vation in literature and the arts, women’s
issues, democratization, environmentalism,
youth culture.
(See History 32)
Not offered 1995-96. Bradley and Weinberg.

33R. T h e S tru g g le f o r L ib e ra tio n and
S o c ia l C h a n g e in L ite ra tu re and H is to ry .

The search for community, the idea o f justice
and democracy, and the universal struggle for
social and political change at the bottom of
society in literature and history.
Not offered 1995-96. Bradley, Ford, Cronin.
37G. H is to r y a n d M e m o ry :
T h e H o lo c a u s t and G e rm a n C u ltu re .

An examination of the Holocaust through the
lens o f German culture and history.
(Cross-listed as History 37 .)
Not offered 1995-96. Faber, Weinberg.
50G . T w e n tie th C e n tu ry G e rm a n W om en
in F ilm and L ite ra tu re .

Not offered 1995-96. Faber.
50R. R u s s ia n L ite ra tu re and
R e v o lu tio n a ry T h o u g h t

A study o f continuity and change in the
relationship between the major political and
social movements and the writers before and
after 1917.
Not offered 1995-96. Bradley.
5 0 S . S p a n is h T h o u g h t a n d L ite ra tu re o f
th e T w e n tie th C e n tu ry .

Not offered 1995-96.
5 0 S A . C o n te m p o ra ry S p a n is h A m e r ic a n L ite ra tu re .

Not offered 1995-96. Hassett.
54G . P o s t-W a r G e rm a n C in e m a .

A study o f (primarily west) German Cinema
from the "rubble films” o f the immediate
post-war period, through the advent o f the
New German Cinema in the sixties, to the
present state of German film in the "post­
wall” era. The course will be interdisciplinary
in that it will combine close analysis o f the
films with readings of cultural theory, litera­
ture, political and aesthetic manifestoes, and
history. Central themes of the course will be
the representation of German history and the
question o f "coming to terms with the past,”
the advent of feminist cinema, the concept of
German national and ethnic identity, repre­
sentations of foreigners and "non-Germans,”
and the political motivations o f the New
German Cinema. Films by Kautner, Kluge,
Fassbinder, Sander, Misselwitz, Wenders and
others. Readings by Adorno, Struck, Oz-

201

M o d e rn La n g u a g e s and L ite r a tu re s

damar, Meinhof, Enzensberger and others.
(Cross-listed as German 5 4 .)
Fall semester. Pavsek.
55G . Film a n d L ite ra tu re in
W e im a r G e rm a n y .

Not offered. 1995-96. Faber.
5 5 S A . T h e F ic tio n o f C o n te m p o ra ry
S p a n is h - A m e r ic a n W om en W rite rs .

Not offered 1995-96.
6 0 S A . S p a n is h A m e r ic a n S o c ie ty
T h ro u g h Its N o vel.

This course will explore the relationship be­
tween society and the novel in Spanish Ameri­
ca. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Isabel Allende, Gabriel García
Marquez, Luisa Valenzuela, Elena Poncatowska, and others will be discussed in con­
junction with sociological patterns in con­
temporary Spanish America. This course is
not a primary distribution course. (See Soci­
ology/Anthropology 37.)
Spring semester 1997. Hassett and Munoz.
61S A . W o m en ’s T e s tim o n ia l L ite ra tu re
o f La tin A m e r ic a .

This course explores women’s autobiograph­
ical testimony and inquires into authorship
and mediation, genre, intended reader and
politics.
Not offered 1995-96. Camacho de Schmidt.

(Cross-listed as Chinese 63.)
Not offered 1995-96. Berkowitz.
6 3 S A . La F ro n te ra : T h e U.S. and M e x ic o
in P o lit ic s a n d L ite ra tu re .

An interdisciplinary exploration o f the rela­
tionship between the United States and Mexi­
co as experienced by communities on both
sides of the U.S.-M exico border.
(Cross-listed as Political Science 63.)
Not offered 1995-96. Mendel-Reyes, Camacho
de Schmidt.
6 4 S A . J o u r n e y s and E n c o u n te rs in Latin
A m e r ic a .

From 1492, the New World has been de­
scribed through fascinating accounts of travels
and explorations. This course includes read­
ings and films about these fantastic journeys,
from the colonial expeditions of Cabeza de
Vaca and Lope de Aguirre, to the contempo­
rary encounters narrated by Carpentier and
Arguedas. We will focus on the travel writing
genre, the fantastic and magic realist elements
introduced by these narratives, and on the
instances o f cross-cultural interaction they
portray.
Spring semester 1996. Urraca.
65G . M a r x is m .

This course analyzes how Latin American
intellectuals have represented their northern
neighbor in the nineteenth and twentieth cen­
turies. Stressing links between history, crosscultural contacts, and literary productions,
the goal is to understand the political achieve­
ments o f the U .S ., its racial conflicts, cultural
myths, and imperialistic interventions
through the perspective of the Latin American
imagination.
Not offered 1995-96.

An extensive introduction to the work of Karl
Marx. We will read selections from the
breadth o f Marx’s writings, from the early
"Economic and Philosophical Manuscript”
to Capital (selections). Our approach will be
"fundamentalist” (but not dogmatic): that is,
we will approach Marx’s work as a method of
critique o f capitalist society, and attempt to
come to an understanding of its central con­
cepts: labor-power, capitalism, proletariat,
bourgeoisie, revolution, ideology, value, his­
tory, etc. We will also consider the validity
and relevance o f Marx’s critique in the con­
temporary world after the collapse o f Soviet
and Eastern European socialism.
Spring semester 1996. Pavsek.

6 3 C H . C o m p a ra tiv e P e r s p e c tiv e s :
C h in a in th e A n c ie n t W o rld .

6 5 S A . In d ig en o u s P e o p le s in
La tin A m e r ic a n L ite ra tu re .

Topics to be explored include obligation to
self and society; individualism and the role of
withdrawal; the heroic ethos; the individual
and the cosmos; the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.

An interrogation of pre-Columbian poetry,
chronicles o f the conquest, texts that roman­
ticized "the Indian,” novels that fuse modern
history and ancient myth, and testimonial
accounts by indigenous authors.
Fall semester 1996. Camacho de Schmidt.

6 2 S A . T h e U n ite d S ta te s in th e
La tin A m e r ic a n Im agination.

202

66CH. C h in e s e P o e try .

This course explores Chinese poetry and
Chinese poetic culture, from early times to
the present. (Cross-listed as Chinese 66.)
Not offered 1995-96. Berkowitz.
66G. G o eth e’s F a u st

Not offered 1995-96. Werlen.
68F. P r is o n s , M a d n e s s , and S e x u a lity :
M ic h e l F o u c a u lt and E u ro p e a n
Lite ra tu re .

Readings o f Discipline and Punish, Madness
and Civilization, and History o f Sexuality juxta­
posed with literary and philosophical texts
that illustrate and/or challenge Foucault’s
analyses.
(Cross-listed as French 68F.)
Not offered 1995-96, Menke.
70F. C a rib b e a n a n d F re n c h C iv iliz a tio n s
and C u ltu re s .

A study of the political, social and literary
history of the French speaking Caribbean
with a focus on Guadeloupe, Hati and Mar­
tinique. Collateral reading in historical and
fictional texts.
(Cross-listed as French 70F.)
Not offered 1995-96. Rice-Maximin.
71F. “ E p is te m o lo g y o f th e C lo s e t” :
L ite ra ry and T h e o r e tic a l C o n s tru c tio n s
of M a le H o m o s e x u a lity .

Readings in European and American fiction
and contemporary gay theory will focus on
the problematics o f dichotomous (homo/
hetero) sexual representations. The course
aims to provide frameworks for a specifically
anti-homophobic analysis of literature.
(Cross-listed as French 71F.)
Spring semester 1997. Moskos.
73F. F ra n c o -E u ro p e a n T h e a tre .

The gradual subversion o f representational
drama, of traditional values involving plot,
character, dialogue, in the French and Euro­
pean drama from the Classic realists to the
present-day, with particular focus on Beckett,
Ionesco and Genet, Brecht and Pirandello, etc.
(Cross-listed as French 73F.)
Not offered 1995-96. Roza.
77G. L ite ra tu re o f D e c a d e n c e .

Symbolist, fin-de-siecle, and modernist un­
derstandings o f the evolution o f civilization;
the themes of intellectual and spiritual crisis,

the "decline o f the W est,” 'a rt for art’s sake”
in European poetry, drama and fiction during
the decades 1880-1920.
Students majoring in a foreign literature or
Literature will read appropriate texts in the
original.
(Cross-listed as German 77.)
Not offered 1995-96. Werlen.
78R. R u s s ia n M o d e ls o f R eality:
Film , P o e try , P r o s e , T h e o ry .

The course will analyze both famous and
neglected works, ranging from medieval chron­
icle and hagiography, through the great liter­
ature and criticism o f the 19th and 20th
centuries, to a contemporary drag queen’s
depiction of Marilyn Monroe.
Not offered 1995-96. Forrester.
79F. E x o tic is m a n d A lie n a tio n : A f r ic a
and F ra n c e T h ro u g h E a c h O th er’s E y e s.

Analyzes the representation of colonialism
from the perspective of both the colonizer and
the colonized. Studies Oyono, Gide, Fanon,
Duras, Rimbaud, Camus, Denis, Djebar,
Kane, Touatti, Sembene.
(Cross-listed with Black Studies.)
(Cross-listed as French 79F.)
Not offered 1995-96. Menke.
79R. R u s s ia n W om en W rite rs .

This course balances the picture of Russian
literature by concentrating on the female au­
thors whose activities and texts were for a
long time left out of the canon. Beginning at
the origins o f modern Russian literature in
the late 18th century, we will read memoirs,
poetry, prose, literary criticism and drama,
noting the place of each work and author in
the literary context o f her time. Special atten­
tion to the great modernists (Akhmatova,
Tsvetaeva), camp and prison writings (Chu­
kovskaya, Ginzburg), and the explosive talent
of contemporary authors (Akhmadulina, Petrushevskaya, Shvarts, Tolstaya).
Although the course is in translation, students
with Russian may do part or all o f the readings
in the original.
Fall semester 1995. Forrester.
80R . L ite ra tu re o f D isse n t.

This course will address the central place of
dissent in Russian literature, its flowering in
reaction to Tsarist and Soviet censorship. The
theme leads to some of the most important
works of nineteenth and twentieth century

203

M o d e m La n g u a g e s and L ite r a tu r e s

Russian poetry and prose, noting their cul­
tural and historical background and the per­
sonal or political stakes o f their composition.
Pushkin, Herzen, Dostoevsky, Akhmatova,
Bulgakov, Mandel’shtam, Pasternak, Chukovskaia, Sinyavsky/Tertz, Solzhenitsyn, Brodsky,
Ratushinskaia, and others.
Although all texts and discussion will be in
translation, students who know Russian may
read some or all works in the original.
Spring semester 1996. Forrester.
8 1 CH. T ra n s c e n d in g th e M u nd an e:
T a o is m in C h in e s e L ite ra tu re
a n d C u ltu re .

In addition to consideration of the texts and
contexts o f both philosophical and religious
Taoism, the class will examine the articulation
and role of Taoism in Chinese literature and
culture, and the enduring implications of the
Taoist ethos. All readings will be in English.
(Cross-listed as Chinese 81.)
Not offered 1995-96. Berkowitz.

91 CH. S p e c ia l T o p ic s in C h in e s e
L ite ra tu re and C u ltu re .

Topic for Spring ’9 6 is "Contemporary Chi­
nese Fiction: Mirror o f Social Change.”
The purpose of this course is to introduce to
students some fundamental questions under­
lying contemporary Chinese history through
examining literary narratives o f post-Mao
China, the selected stories and novellas, the
most representative and provocative, articu­
late the historical specificity o f ideological
dilemma and cultural dynamics, in the imag-.
inary process of dealing with love, politics,
sex, morality, economic reform, and feminist
issues.
All readings are in English translation, and no
previous preparation in Chinese is required.
Open to the entire Tri-college student body,
and taught on the Bryn Mawr campus.
(Cross-listed as Chinese 91 and as [Bryn
Mawr] EAST 205.)
Spring semester 1996. Kong.

EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES:
Courses numbered 1B-2B, 3B, 4B carry one
and one-half credits per semester. Three se­
mesters in this sequence are equivalent to two
years o f work at the college level. Designed to
impart an active command of 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 stu­
dents who want to progress rapidly and espe­
cially for those with no previous knowledge of
the language and who are interested in prepar­
ing for intermediate or advanced courses in

literature taught in the original language.
These courses (a) meet as one section for
grammar presentation and in small groups for
oral practice, and (b) may require periodic
work in the language laboratory.
Students who start in the 1B-2B sequence
must complete 2B in order to receive credit
for IB . However, students placing directly in
2B can receive one and one-half semester
credits. Courses numbered 3B and 4B may be
taken singly for one and one-half semester
credits.

Chinese
Although no specific major exists currently in
Chinese in either the Course Program or the
Honors Program, qualified students are urged
to consider the possibility o f a major in Asian
Studies (Chinese language courses above the
first-year level as well as all Chinese literature
courses may be counted toward the major), or
a Special M ajor in combination with other

204

departments. It is possible to prepare for a
minor in Chinese in the Honors Program in
Chinese Language or Chinese Literature in
Translation. Interested students should con­
sult with the Section Head in Chinese.
Introductory and intermediate Chinese lan­
guage courses are intensive and carry one and
one-half credits per semester. Students should

*
I

I

3»
I

1I
I
I
,I
I
I

I
I

I

i

I

plan to take these courses as early as possible
so that studying in China, which is strongly
encouraged, can be incorporated into their
curriculum. Swarthmore participates in the
Associated China Program at Nankai Univer­
sity in Tianjin for the Fall semester; students
also may attend a number o f other programs
in China and Taiwan for a summer, a semester
or a full year. First through fourth-year Chinese language courses are offered each year.
An introduction to Classical Chinese is of­
fered every year. Literature courses in trans­
lation 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 Chinese literature and culture.
Honors Majors and Minors in Chinese:
Honors Major in Chinese: A t this time it is
possible for students o f Chinese-to major in
the Honors Program only through a Special
Major in Chinese, or a major in Asian Studies.
In either case one o f the Honors exams will
necessarily be in Chinese language. For a
Special Major in Chinese the other two exams
will be based on adanced work in literature
and another subject matter, to be determined
by the individual’s formulation o f the Special
Major; work done abroad may be incorpo­
rated where appropriate. Interested students
should consult with the Section Head in
Chinese. Senior Honors Study is mandatory,
and is to be arranged on an individual basis;
candidates will receive up to one credit for
completion of this work. Honors exams normally will consist o f a 3 -hour written exam
and a 3 0 minute oral. Asian Studies majors
should refer to the Bulletin entry for Asian
Studies for further information.
Honors Minor in Chinese: It is possible to
prepare for a minor in Chinese in the Honors
program, in either Chinese language, or in
Chinese literature in translation; work done
abroad may be incorporated where appropri­
ate. Interested students should consult with
the Section Head in Chinese. Senior Honors
Study is mandatory for a minor in Chinese,
and is to be arranged on an individual basis;
candidates will have the option o f receiving
one-half credit for completion o f this work.

The Honors exam for a minor in Chinese will
consist o f a 3 -hour written exam and a 3 0
minute oral.

COURSES
1B -2 B . Intro d uction to M a n d a rin
C h in e s e .

An intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com­
mand o f basic grammar. Introduces 3 5 0 to
4 0 0 characters and develops the ability to
read and write in simple modern Chinese.
Kong.
3B, 4B. S e c o n d - y e a r M a n d a rin C h in e se .

Designed for students who have mastered
basic grammar and 350 to 4 0 0 characters.
Combines intensive oral practice with writing
and reading in the modem language. Emphasis
is on rapid expansion of vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Mair.
11. T h ird - y e a r C h in e se .

Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity
o f materials and media. Classes conducted in
Chinese, with precise oral translation also a
component. To be taken in conjunction with
Chinese 11 A.
Prerequisite: Chinese 4B or equivalent lan­
guage skills.
Primary distribution course.
Fall semester 1995. Berkowitz.
11 A . T h ir d - y e a r C h in e s e C o n v e rs a tio n .

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 1995. Staff.
12. A d v a n c e d C h in e se .

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

205

M o d e rn La n g u a g e s a n d L ite r a tu r e s

Chinese 12A.
Prerequisite: Chinese 11 or equivalent lan­
guage skills.
Primary distribution course.
Spring semester 1996. Berkowitz.
12A. A d v a n c e d C h in e s e C o n v e rs a tio n .

A half-credit course concentrating on the
further development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 12.
Spring semester 1996. Staff.
16. S u b s ta n c e , S h a d o w , and S p ir it
in C h in e s e L ite ra tu re and C u ltu re .

This course will explore the literary and intel­
lectual world o f traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include: Taoism, Confucian­
ism, and the contouring o f Chinese culture;
immortality, wine, and allaying the mundane;
the religious dimension, disengagement, and
the appreciation o f the natural world, etc. The
course also will address cultural and literary
formulations o f conduct and persona, and the
expression o f individualism in an authoritar­
ian society.
No prerequisites; (Cross-listed as LIT 16CH.)
Primary distribution course.
Fall semester 1995. Berkowitz.
17. T h e L e g a c y o f C h in e s e N a rra tiv e
L ite ra tu re : T h e S t o r y in D y n a s tic C h in a .

This course explores the development o f di­
verse genres o f Chinese narrative literature,
through readings o f original writings in trans­
lation. Readings include tales o f the strange,
biographies and hagiographies, moral tales,
detective stories, literary jottings, drama, no­
vellas and novels, masterworks o f the Chinese
literary tradition throughout the centuries of
imperial China.
(Cross-listed as LIT 17CH.)
Spring semester 1996. Berkowitz.
18. T h e C la s s ic a l T ra d itio n in
C h in e s e L ite ra tu re .

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 o f original
sources from early through medieval times.
No prerequisites, and no knowledge of Chi­

206

nese or of China required.
(Cross-listed as LIT 18CH.)
Primary distribution course.
Not offered 1995-96. Berkowitz.
2 0 . R e a d in g s in M o d e rn C h in e s e .

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.
Prerequisite: Three years o f Chinese or its
equivalent.
Spring semester 1996. Kong.
2 0 A . M o d e rn C h in e s e C o n v e rs a tio n .

A half-credit course open to students o f Chi­
nese who have completed at least through the
third-year, or have equivalent proficiency (not
open to native speakers o f Chinese). The
course will concentrate on the development of
the students’ speaking ability in Chinese,
broadening active vocabulary and idiomatic
usages, but will also require appropriate read­
ing ability.
Fall semester 1995. Mair.
33.

In tro d u ctio n to C la s s ic a l C h in e se .

Classical Chinese includes both the language
o f China’s classical literature, as well as the
literary language used for writing in China for
well over two millennia until earlier this cen­
tury. This course imparts the principal struc­
tures o f the classical language through an
analytical presentation o f the rudiments o f the
language and close reading of original texts.
The course is conducted in English; it is not
a lecture course, and requires active, regular
participation on the part o f the student, with
precise translation into English an integral
component.
(Cross-listed as Linguistics 33 .)
Spring semester 1996. Berkowitz.
6 3 . C o m p a ra tiv e P e r s p e c tiv e s :
C h in a in th e A n c ie n t W orld.

Topics to be explored include obligation to
self and society; individualism and the role of
withdrawal; the heroic ethos; the individual
and the cosmos; the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.
(Cross-listed as LIT 63CH .)
Not offered 1995-96. Berkowitz.

66. C h in e s e P o e try .

This course explores Chinese poetry and
Chinese poetic culture, from early times to
the present. W hile readings and discussion
will be in English, and no knowledge of
Chinese will be expected, an integral compo­
nent of the class will be learning how to read
a Chinese poem and learning a number of
poems in the original.
(Cross-listed as LIT 66CH.)
Not offered 1995-96. Berkowitz.
81. T ra n s c e n d in g th e M u n d a n e: T a o is m
in C h in e s e L ite ra tu re a n d C u ltu re .

Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and
one-half millennia, from popular belief and
custom to intellectual and literary culture. In
addition to consideration o f the texts and
contexts o f both philosophical and religious
Taoism, the class will examine the articulation
and role of Taoism in Chinese literature and
culture, and the enduring implications of the
Taoist ethos. All readings will be in English.
(Cross-listed as L IT 81CH .)
Not offered 1995-96. Berkowitz.

91. S p e c ia l T o p ic s in C h in e s e
L ite ra tu re and C u ltu re .

Topic for Spring ’9 6 is "Contemporary Chi­
nese Fiction: Mirror of Social Change.”
The purpose o f this course is to introduce to
students some fundamental questions under­
lying contemporary Chinese history through
examining literary narratives of post-Mao
China. The selected stories and novellas, the
most representative and provocative, articu­
late the historical specificity o f ideological
dilemma and cultural dynamics, in the imagi­
nary process o f dealing with love, politics,
sex, morality, economic reform, and feminist
issues.
All readings are in English translation, and no
previous preparation in Chinese is required.
Open to the entire Tri-college student body,
and taught on the Bryn Mawr campus.
(Cross-listed as LIT 91CH and as [Bryn
Mawr] EAST 205.)
Spring semester 1996. Kong.
93.

D ire c te d R ead in g .

French
The purpose o f the major is to acquaint
students: ( 1 ) with important periods and prin­
cipal figures of literatures written in French,
(2) with the diversity of French-speaking cul­
tures. It is intended to develop an appreciation
of literary and cultural values, to provide
training in critical analysis, and to foster an
understanding o f the socio-historical forces
underlying these various literatures and cul­
tures.
Current Course and Honors Program:
French may be offered as a major in the
Course Program or as a major or minor in the
Honors Program: a minor in French consists
of 2 external examinations. (See below for
new Honors Program.) Prerequisites for both
Course and Honors students are as follows: 4,
any course in the 12 sequence, the equivalent,
or evidence o f special competence.
Recommended supporting subjects: see the
introductory departmental statement.

All majors including students preparing a
Secondary School certificate are required to
spend at least one semester abroad in the
Grenoble Program. Programs o f study in
France or other French-speaking countries
may be substituted upon request and with the
approval of the French section.
Majors in the Course and Honors Programs,
as well as minors in the Honors Program, are
expected to be sufficiently proficient in spo­
ken and written French to do all 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 4 or above; (b)
study abroad; (c) take at least one advanced
course in literature before 1800; (d) take one
advanced course with a Francophone compo­
nent; (e) take one advanced course in civiliza­
tion or culture; (f) take Special Topics in

207

M o d e rn La n g u a g e s a n d L ite r a tu r e s

senior year; (g) write a Senior research paper,
20 pages long, on an area o f concentration
chosen in conjunction with the section (this
area can be defined broadly in terms o f a genre
or theme, as well as narrowly in terms o f one
author or text.) This paper will form the basis
o f an oral examination given in the Spring.
The Senior Paper deadlines are as follows.
Initial proposal and bibliography are due im­
mediately after the Thanksgiving break. The
completed paper is due at the end o f the
Spring break.
Courses and seminars in literature before
1800 are marked with a *, those with a
Francophone component are marked with a #,
and those in culture/civilization are marked
with a + .
The Department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. The French section is also
working to establish a Concentration in
French and Francophone Studies in coopera­
tion with other departments and programs
abroad. French 25 will be offered this spring
as its foundation course.
New Honors Program in French:
Requirements: Majors and Minors in the Hon­
ors Program are expected to be sufficiently
proficient in spoken and written French to
complete all their work in French; i.e., discus­
sions and papers, and all oral and written
assignments. All Majors in Honors must com­
plete at least one semester o f study abroad in
a French-speaking country. Minors must com­
plete at least a six-week program o f study in
a French-speaking country. It is strongly re­
commended that they spend at least one se­
mester abroad.
Candidates are expected to have a B average in
course work both in the Department and at
the College, and to have demonstrated interest
in and aptitude for the study o f literature or
culture in the original language.
Prerequisites: In order to demonstrate the lin­
guistic and analytical abilities necessary for
seminar work, students must take the follow­
ing before taking a seminar:
1) M AJOR: at least one advanced course in
literature or culture (above French 20).

208

2 ) M INOR: at least two advanced courses in
literature or culture (above French 20).
Preparations: Majors in the Honors program
must do three preparations (consisting o f 6
units o f credit). Two o f the preparations must
be done through seminars. The third prepara­
tion may be a seminar, a two-credit thesis, or
two paired courses chosen from a list available
from the Department. Minors must do a
single, two-credit seminar.
Senior Honors Study (French 190)
1) SEMINAR PREPARATION. A t the end of
the fall term, students will be given a list of
questions related to the seminar. They will
chose one question for each seminar and
prepare a 2,5 0 0 word paper in French in
response to that question. The preparation of
this essay will not be supervised by members
of the faculty. Conversation among students
preparing these essays is encouraged, but
each student must produce an independent,
original essay o f his or her own. The essays
must be submitted to the department the first
day o f the written exam period, to be for­
warded to the examiner.
The paper will form part of the student’s
portfolio.
2 ) PAIRED C O U RSE PREPARATION. A
one-page prospectus on a topic that addresses
and integrates the two courses in a meaningful
way must be approved by the instructor of
each of the courses by the end o f the fall
semester. Once the prospectus has been ap­
proved, the essay will not be supervised by
members of the faculty. Conversation among
students preparing these essays is encouraged,
but each student must produce an indepen­
dent, original essay o f his or her own. The
essays must be submitted to the department
the first day of the written exam period, to be
forwarded to the examiner. The paper will
form part o f the student’s portfolio.
Mode o f examination:
A three hour written examination, and a onehalf hour oral examination, both in French,
will be required for each preparation.
Portfolio:
1. the syllabus o f the seminar or
paired courses
2. the Senior Honors Study paper

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.
* = pre-1800
# = Francophone
+ = culture/civilization
1B-2B, 3 B In te n s iv e F re n c h .

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 and expository prose.
iB Fall semester: Moskos, Rice-Maximin
2B Spring semester: Rice-Maximin
3B Fall semester: Lane
4. A d v a n c e d F re n c h : N o u v e lle s Voix
F r a n ç a is e s (N e w F re n c h V o ic e s ).

Transformations in French culture, literature
and society will be explored through literary
texts as well as films, television programs and
the press. Particular attention will be paid to
perfecting analytical skills in written and spo­
ken French.
Each semester. Netter.
4A. F re n c h C o n v e rs a tio n .

A half-credit conversation course concentrat­
ing on the development of the students’ ability
to speak French. May be repeated once for
credit.
Prerequisite: For students presently or pre­
viously in French 3B or the equivalent Place­
ment Test score.
Each semester. Tronel Peyroz.
12C. F ra n c e , Y e a r “ 2 0 0 0 ” : Intro d uction
S o c io -C u ltu r e ile a la F r a n c e A c tu e lle . +

A close look at some fundamental issues
reflecting the rapidly changing dimensions of
French culture and society today: the ques­
tioning of the concept of national identity; the
new forms o f social division and types of
’family’ relations; the crucial problems faced
by the young and the elderly; the complex
position of an increasingly multiculltural
Hexagon within United Europe and a world
of globalization; the nature o f emergent forms
of cultural production and the issue of moder­
nité.

Discussion o f press articles, works o f fiction,
essays from the social sciences as well as films.
Prerequisite: French 4, a score of 675 on the
College Entrance Examination, or 5 on the
AP Exam, or the equivalent with special per­
mission.
Primary distribution course.
Spring semester 1996. Lane.
12L. In tro d u ctio n à l’a n a ly s e lit té r a ire .

Close reading of various texts (prose fiction,
plays, poetry) from and beyond the Hexagon
as an introduction to the central concepts and
modes o f literature and literary analysis in
French.
Prerequisite: French 4, a score o f 675 on the
College Entrance Examination, or 5 on the
AP Exam, or equivalent, with permission of
the instructor.
Note: 12L or 12C is required to take any other
French literature or culture courses.
Primary Distribution course.
Topics for Fall, 1995:
Section 1. SEXE-TETES. Retracing the tortu­
ous network and labyrinthine pathways con­
necting desire and reason, emotion and form,
lust and sublimation, impression and expres­
sion, for instance in: a) Symbolist poetry
(i.e., Baudelaire & Apollinaire); Classical
Theater (i.e., Molière S t Racine); Romantic
narrative (i.e., Chateaubriand & Duras); Fil­
mic narrative (i.e., Jules et Jim, etc.).
Fall semester 1995. Roza.
Section 2. THE OTHER O F LITERATURE.
We will examine literary scriptings of class,
gender, and racial identities. How does writing
both negotiate and generate their intersec­
tions? Authors to be discussed include Balzac,
Beaumarchais, Duras, Genet, Madame de La­
fayette, and Oyono.
Fall semester 1995. Moskos.
20. Echanges.

Models for advanced forms o f self-expression
and communication taken from a variety of
written and oral sources: literature, the press,
film and television. Ideal for students return­
ing from study abroad.
Spring semester 1996. Roza.

209

M o d e m La n g u a g e s and L ite r a tu r e s

22. Le C in é m a f r a n ç a is .

An examination o f the evolution o f style and
theme in French Cinema from 1930’s Realism
to the Nouvelle Vague.
Not offered 1995-96. Roza.
23. T o p ic s in F re n c h C iv iliz a tio n :
‘B a r b a r ia n ’ F ra n c e . ft, +

France has become a multi-ethnic society. An
immigrant presence (notably Islamic) is cur­
rently bringing new dimensions to the tradi­
tional notion of national identity. A new racist
discourse finds a scapegoat for socio-eco­
nomic problems in a "Barbarian invasion.”
This course will retrace the historical roots of
this "m yth,” examine the status of various
immigrant groups, address the question of
French "multiculturalism” today and study
creative works that are both the result and the
expression o f recent cultural "crossings.”
Discussion o f press articles, works o f fiction,
essays from the social sciences as well as
documentaries and full-length films.
Fall semester 1995. Lane.
24. M é m o ir e C u ltu re lle e t H is to ir e . +

This course focuses on major historical events
which have left an indelible mark on the
memory of the French as a people: the Revo­
lution o f 1789, the Commune, the German
Occupation during World War II, the FrancoAlgerian war, etc.
Not offered 1995-96. Lane.
25. M é tr o p o le s a n d P e r ip h e r ie s in
th e F ra n c o p h o n e W o rld . ft, +

An interdisciplinary introduction to the com­
plex relations and reciprocal influences be­
tween France and other parts o f the Frenchspeaking world, with a focus on their different
forms o f cultural achievements and the way
they view each other. Special attention will be
paid to the concepts of cultural diversity and
identity at all community levels. This course,
in which faculty from several departments
will participate, is a foundation course in the
proposed French/Francophone Studies con­
centration.
Spring semester 1996. Lane.
3 0 . T o p ic s in 17th a n d 18th C e n tu ry
L ite ra tu re . *

An analysis of a theme, literary movement, or
genre based on a representative selection of
texts from the early modem period.
Not offered 1995-96. Menke.

210

33. Le M o n d e fra n c o p h o n e : r é s is t a n c e s
e t e x p r e s s io n s lit t é r a ir e s , ft, +

Through the examination o f a variety o f Fran­
cophone texts from Africa, the Caribbean and
Quebec, we will trace the cultural and histor­
ical experiences o f formerly colonized peoples
as reflected in their respective literature. Top­
ics to be discussed include the impact o f the
conquest, of language politics, acculturation,
assimilation or exile on the individual in her/
his liberating quest for an empowering iden­
tity.
Spring semester 1996. Rice-Maximin.
35. T o p ic s in 19th a n d 20 th C e n tu ry
L ite ra tu re : Le “ R o m a n -M iro ir.”

Departing from Stendhal’s definition of the
novel as a ’mirror’, a study of 20th century
major novels in terms o f genre, écriture, and
re-presentation o f personal and socio-cultural
reality.
Not offered 1995-96. Lane.
36. P o é s ie d ’é c r it u r e s f r a n ç a is e s ,

ft

A thematic study of poetry from various
countries with an emphasis on both pre-18th
Century Hexagonal and contemporary Carib­
bean texts. We will carefully study and com­
pare the different styles and motifs as they
reflect the various concerns o f their respective
periods.
Not offered 1995-96. Rice-Maximin.
4 0 . L it e r a r y T h e o r y a n d E a rly
M o d e rn F re n c h F ictio n . *

An introduction to literary theory on the
novel through a pairing o f major works of
fiction o f the 16th, 17th, and 18th centuries
and theoretical texts based on them.
Spring semester 1997. Menke.
4 5 . F re n c h W o m en W r ite r s and
A u th o rs h ip B e fo re 1800. *

Reads women writers to analyze the emergence
o f the "author” in the institutions o f the
Absolutist monarchy and subsequent estab­
lishment o f literature as a (relatively) autono­
mous field.
Not offered 1995-96. Menke.
60.

Le R om an du 19e S iè c le .

A study of the main themes and technical
innovations in narrative fiction as it reflects an
age o f great socio-political change. Based pri­
marily on novels o f Stendhal, Balzac, Flaubert
and Zola.
Fall semester 1996. Moskos.

61. Odd C o u p lin g s : W ritin g and R eadin g
A c r o s s G e n d e r L in e s .

A comparative study o f texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
Not offered 1995-96. Moskos.
62. Le R o m a n tis m e .

The trauma o f the Revolution of 1789 gave
birth to the individual even as it put the very
concept o f individual agency into question.
We will interrogate the theater, poetry and
prose of this period as imaginary, sometimes
almost magical, solutions to cultural, political
and personal dislocations.
Not offered 1995-96. Moskos.
65.

R a u d e la ire and S y m b o lis m .

The main poets o f the most influential move­
ment o f poetic expression from 1850 to 1918.
Selected texts from the works o f Baudelaire,
Rimbaud, Mallarmé, and Apollinaire.
Not offered 1995-96. Roza.
68F. P r is o n s , M a d n e s s , a n d S e x u a lity :
M ic h e l F o u c a u lt a n d E u ro p e a n
L ite ra tu re .

Readings of Discipline and Punish, Madness
and Civilization, and History o f Sexuality juxta­
posed with literary and philosophical texts
that illustrate and/or challenge Foucault’s
analyses.
(See LIT 68F.)
Not offered 1995-96. Menke.
70. T h é â tr e M o d e rn e : P s y c h o - S trip
T e a se a n d M e ta -T h e a te r in F re n c h
and E u ro p e a n D ra m a .

The gradual and inexorable evolution of
Franco-European drama towards an essence
ultimately perceived as unmediated expres­
sion of absolute or primal emotion. From the
questioning of the bourgeois categories of the
“individual protagonist” in Ibsen, Chekhov,
Sartre, Anouilh and Brecht, to the subversion
and confusion of identity in Beckett, Ionesco,
Genet, Vian and Pinter among others. Should
there be sufficient interest and able bodies, an
eventual play-performance for extra-credit
might be possible.
Fall semester 1995. Roza.
70F. C a rib b e a n and F re n c h C iv iliz a tio n s
and C u ltu re s . #, +

(See L IT 70F.)
Not offered 1995-96. Rice-Maximin.

7 1 F. “ E p is te m o lo g y o f th e C lo s e t” :
L ite ra ry and T h e o re tic a l C o n s tru c tio n s
o f M a le H o m o s e x u a lity .

(See LIT 71F.)
Spring semester 1997. Moskos.
72. Le R om an du 2 0 e S iè c le .

From humanistic tradition to formal innova­
tion in the French Novel from Gide and Proust
to the New Novel and beyond.
Spring semester 1997. Roza.
73F. F ra n c o -E u ro p e a n T h e a tre .

(See LIT 73F.)
Not offered 1995-96. Roza.
76. F e m m e s é c r iv a in s . #

A study o f the literary, theoretical, and socio­
political implications of texts written in
French by women from France, the Caribbean,
Africa, and Qjiebec. Material will be drawn
from diverse historical periods and genres.
Not offered 1995-96. Lane.
77. P r o s e F ra n co p h o n e : L itté ra tu re
et S o c ié té . #

(Cross-listed with Black Studies.)
Not offered 1995-96. Rice-Maximin.
78. T h é â tre d ’é c r it u r e s f r a n ç a is e s :
c o n s c ie n c e e t s o c ié té . #

An examination of plays and dramas in
French, from and beyond the Hexagon. Topics
discussed will include representation o f col­
lective consciousness, myths, politics, ther­
apy.
(Cross-listed with Black Studies.)
Fall semester 1996. Rice-Maximin.
79F. E x o tic is m and A lie n a tio n : A f r ic a
a n d F ra n c e T h ro u g h E a ch O th er’s E y e s . #

(See LIT 79F.)
Not offered 1995-96. Menke.
91.

S p e c ia l T o p ic s .

Study of individual authors, selected themes,
or critical problems.
Topic for 1995: Poesie Antillaise: Une quadru­
ple rencontre. #
Caribbean poetry in French, with a focus on
its evolution from colonization (texts o f the
"békés” and oral literature from Africa), to
Négritude and the present texts in Creole.
Study of how the historico-socio-political
heritage o f these "métisse” societies have
engendered specific aesthetical literary forms
influenced by four continents. Poems from

211

M o d e m La n g u a g e s and L ite r a tu r e s

it
the Césaires, Chambertrand, Corbin, Damas,
Glissant, Léonard, Monchoachi, Poirié de
Saint Aurèle, Rupaire, Saint-John Perse, Tirolien plus critical and theoretical writings.
Fall semester 1995. Rice-Maximin.

92. C o llo q u iu m .
9 3 . D ire c te d R eading.
>

SEMINARS
101. La R e n a is s a n c e . *

Not offered 1995-96.
102. Le T h é â tre C la s s iq u e . *

The plays o f Corneille, Molière, and Racine
will provide the basis for an analysis o f the
complex economic, epistemological, political,
familial, and sexual changes that constituted
"th e crisis o f the seventeenth century.”
Spring semester 1997. Menke.
104. S te n d h a l e t F la u b e r t

Fall semester 1995. Moskos.
105. P r o u s t

Style, vision, and interpretation in A La Re­
cherche du Temps perdu.
Not offered 1995-96. Roza.
106. P o é s ie S y m b o lis te .

The theory and practice o f Symbolism in its
major poets including Baudelaire, Mallarmé,
Rimbaud, and Apollinaire.
Not offered 1995-96. Roza.
107. Le R om an du 18e s iè c le : th è m e s
e t te c h n iq u e s . *

Not offered 1995-96.
108. Le R om an du 2 0 e s iè c le : F ic tio n s ,
M y th s , I d e o lo g ie s fro m th e T w e n tie s
to th e P r e s e n t

Fictions, myths, and ideologies are all attempts
to grasp and if possible control the new,
exciting and/or frightening prospects that
history, having shed the illusions o f progress,
projects in ever accelerating images before our
eyes as we hurtle toward the 21st century.
Landmarks in this evolution are: first, under
the rubric o f Psycho-Relativism we meet such
novelists as Proust and Gide; second, under
the label o f Existentialism, selections from
Sartre, Camus, Malraux and Cline, serve to
illuminate the post W W II emphasis on indi­
vidual commitment; third, the approach of

212

«I
Structuralism provides a key to understand
the experiments o f the Nouveau Roman (from
Butor to Sarraute Sc Robbe-Grillet); and
fourth, we cast a look at the forbidding vocab­
ulary o f Deconstruction by way o f Women’s
voices such as Marie Cardinal, Duras, Sar­
raute and their precursors such as Colette and
S. de Beauvoir.
Spring semester 1996. Roza.

4

109. Le R o m a n tism e .

The trauma of the Revolution o f 1789 gave
birth to the individual even as it put the very
concept o f individual agency into question.
We will interrogate the theater, poetry and
prose o f this period as imaginary, sometimes
almost magical, solutions to cultural and per­
sonal dislocations. Particular attention will be
paid to questions o f gender and power.
Not offered 1995-96.

4

»

110. E c r it u r e s f r a n ç a is e s h o r s
d e F ra n c e : F ic tio n e t r é e l.

tt

We will explore the relationships between
fiction, history, and the real in a selection of
texts from Haiti, the French Antilles and
Guyana.
Fall semester 1996. Rice-Maximin.
111. A s p e c t s o f F re n c h C u ltu re and
C iv iliz a tio n : La V ille r é e lle et
im a g in a ire .+

An historical and socio-cultural study o f the
development o f the modern French and Fran­
cophone city and o f its representations in
literature and the visual arts. W ith a special
focus on Paris, Marseilles and urban centers
of the Third World.
Not offered 1995-96. Lane.
180. T h e s is .

* = pre-1800
ft — Francophone
+ = culture/civilization

?»

*

»

German
German may be offered as a M ajor in Course
or as a M ajor or M inor in the Honors Pro­
gram.
See the introductory departmental statement
for recommended supporting subjects and see
also German Studies program description.
Courses and seminars in literature are con­
ducted in German. Students are expected to
be sufficiently proficient in German to do
written and oral work in German. To this end
we strongly advise students to spend an aca­
demic semester in a German-speaking country
before their senior year.
Requirements for the Major in Course:
1. completion of a minimum o f eight credits
in courses numbered 4 and above.
2. one o f the eight credits may be taken in
English from among the courses on Ger­
man literature listed in the College Bulletin
under Literature in Translation (e.g., LIT
37G ).
3. Seniors in Course are required to (a) do
German 91: Special Topics; (b) write a
Comprehensive Examination based on the
student’s course work; (c) submit an ex­
tended, integrative paper (approximately
15 double-spaced pages in length) on a
general literary topic agreed to by the Sec­
tion. This paper, due before the date for the
Comprehensive Examination, is comple­
mented by a discussion o f the paper with
members o f the Section, in German;
4. Majors in Course are encouraged to enroll
for at least one seminar in the Junior or
Senior year. (See the note on enrolling in
seminars.)
Honors Program in German:
Requirements: Majors and Minors in the Hon­
ors Program are expected to be sufficiently
proficient in spoken and written German to
complete all their work in German. All Majors
and Minors in Honors are strongly advised to
spend at least one semester of study in a
German-speaking country. Candidates are ex­
pected to have a B average in course work
both in the Department and at the College.

Prerequisites:
Majors: German 11 or 12.
Minors: German 11 or 12 and one course
numbered 50 or above.
Preparations:
Majors will prepare for exams by taking three
seminars. W ith the approval of the depart­
ment, it is possible to combine advanced onecredit courses or attachments, taken either at
Swarthmore or elsewhere, to form a prepara­
tion.
Minors will prepare for exams by taking one
seminar.
Senior Honors Study and M ode o f Examination:
For Senior Honors Study, students are re­
quired to present a 250-word outline (to­
gether with a bibliography by February 15,
indicating how they intend to deepen (and
when possible to integrate) their preparation
for each seminar. The approved preparation
in the form o f a 1,500-2,000-w ord paper for
each seminar, or, in the case of majors, an
integrated paper o f 3 ,7 5 0 -5 ,0 0 0 words based
on two or more seminars, will be added to the
honors portfolio which will also include the
seminar syllabi and student bibliographies.
The Honors Examination will take the form
o f a three hour written exam based on the
seminar(s) and the one credit (one half credit
for minors) SHS preparation, and a one hour
oral panel exam based on the three written
exams for majors; a one half-hour oral exami­
nation for minors.

COURSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in German should plan their
program in consultation with the Department.
All courses numbered 5 0 and above are open
to students after either German 11 or 12. (See
note on enrolling in Seminars.)
1 B-2B, 3B. In te n siv e G e rm an .

For students who begin German in college.
Designed to impart an active command o f the
language. Combines the study o f grammar

213

M o d e rn La n g u a g e s and L ite ra tu re s

with intensive oral practice, writing, and read­
ings in expository and literary prose. See the
explanatory note on language courses above.
Normally followed by 4, 11, 12, or 14.
iB. Fall semester. Simon and Plaxton;
2B. Spring semester. Werlen and Plaxton;
3B. Fall semester. Pavsek and Plaxton.

13. T ra n s la tio n : T h e o r y and P r a c t ic e .

This course aims at exploring the act of
translation, theoretically, and through practice
in translating texts from various fields within
the humanities from German into English.
Prerequisite: German 3B, or the equivalent.
Not offered 1995-96. Faber.

4. W ritin g a n d S p e a k in g G erm an .

14. Intro d uction to G e rm a n S tu d ie s .

Emphasis is on the development o f communi­
cative skills in speaking and writing and the
consolidation o f grammatical principles. Se­
lected readings of general interest, newspaper
and magazine articles, radio and T V programs,
films as well as some literary texts. Recom­
mended for students who plan to study in a
German speaking country.
May be counted towards the M ajor in German
and the Concentration in German Studies.
Spring semester. Simon.

This course is designed to discuss and inte­
grate selected areas o f cultural production
(e.g. music, the arts, film, politics, history,
literature) in the German-speaking world over
the past two centuries. Its approach is inter­
disciplinary and its goals are to develop ana­
lytical skills in reading German texts and to
familiarize students with a plurality o f aca­
demic methods o f inquiry. For this purpose,
a small number o f key "texts” will be dis­
cussed from different angles. All primary
texts will be read in German; some secondary
material in English.
In German. Partially team-taught; Primary
distribution course.
Fall semester. Pavsek.

5 A . G e rm a n C o n v e rs a tio n .

A half-credit conversation course concentrat­
ing on the development of the students’ speak­
ing skills.
Prerequisite: German 4 in current or a previ­
ous semester or the equivalent Placement Test
score.
Spring semester. Plaxton.
11. In tro d u ctio n to G e rm a n L ite ra tu re
(The A g e o f G oethe).

An introduction to German literature through
close reading of selections from the second
half o f the 18th and up to the middle of the
19th century. Literary texts will be discussed
against the background o f the artistic and
political movements o f the era (Enlighten­
ment, Sturm und Drang, etc.) Authors include
Lessing, Goethe, Schiller, the Romantics, and
G. Buchner.
Primary distribution course.
Fall semester. Faber.
12. In tro d u ctio n to G e rm a n L ite ra tu re
(E a rly 2 0 th C e n tu ry).

An introductory course which emphasizes
critical and analytical reading o f literature.
Representative poetry, drama, and prose fic­
tion from the late 19th century through the
twenties, including works by Schnitzler, Rilke,
Th. Mann, Kafka, and Brecht.
Prerequisite: German 3B, 4, or equivalent
work.
Primary distribution course.
Spring semester. Pavsek.

214

50.

D ie d e u ts c h e L y rik .

Readings in the major German poets.
Not offered 1995-96.
5 2 . D a s d e u ts c h e D ra m a .

The development o f German dramatic litera­
ture from the Enlightenment to the present
(playwrights include Lessing, Schiller, Buch­
ner, Brecht, and Handke).
Not offered 1995-96.
5 4 . P o st-W a r G e rm a n C in e m a .

A study o f (primarily west) German Cinema
from the "rubble films” o f the immediate
post-war period, through the advent of the
New German Cinema in the sixties, to the
present state o f German film in the "post­
wall” era. The course will be interdisciplinary
in that it will combine close analysis o f the
films with readings o f cultural theory, litera­
ture, political and aesthetic manifestoes, and
history. Central themes o f the course will be
the representation of German history and the
question of "coming to terms with the past,”
the advent o f feminist cinema, the concept of
German national and ethnic identity, repres­
entations of foreigners and "non-Germans,”
and the political motivations o f the New
German Cinema. Films by Kautner, Kluge,

Fassbinder, Sander, Misseiwitz, Wenders and
others. Readings by Adorno, Struck, Ozdamar, Meinhof, Enzensberger and others.
(Cross-listed as LIT 54G .)
Fall semester. Pavsek.
60.

A u fk lä ru n g und S tu rm und D rang.

The German Enlightenment and various reac­
tions to it. Authors read include Lessing,
Klopstock, Wieland, Herder, the early Goethe,
and the early Schiller.
Not offered 1995-96.
68. T h e 6 8 G e n e ra tio n in G e rm a n y .

The course traces the historical, political,
cultural, and literary itinerary of the first
generation bom in Germany after W W II and
coming to maturity in the late 60s and 70s.
Not offered 1995-96.
72. L ite ra tu r d e s n eu n ze h n te n
Ja h rh u n d e rts .

Not offered 1995-96.
77.

L ite ra tu re o f D e c a d e n ce .

(See LIT 77G .)
Not offered 1995-96. Werlen.
82. L ite ra tu r d e s z w a n z ig s te n
Ja h rh u n d e rts .

Not offered 1995-96.
88.

Fra u e n und Film .

This course emphasizes both the representa­
tion o f women in German literature and film,
and more particularly the work of female film

directors and writers, examining the question
o f women’s subjectivity against the back­
ground of changing political and historical
realities in Germany from 1919 to the pre­
sent.
Not offered 1995-96. Faber.
91. S p e c ia l T o p ic s .

Study of individual authors, selected themes,
or critical problems.
Topic for 1995-96: Sprache, Weiblichkeit und
Utopie in den Werken zeitgenössischer deutschsprachiger Autorinnen
In this course, we will discuss the construc­
tion, concepts, and functions o f language,
femininity, and utopia-dystopia in the works
of contemporary German-speaking authors
as diverse as Ingeborg Bachmann, Anna
Seghers, Christa Wolf, and Verena Stefan and
texts by minority writers such as Ayzel Ozakin
and Dagmar Schulz. Readings will encompass
most forms o f expression (theater, prose,
poetry, and their variations), including screen­
ings o f films by contemporary women film­
makers. We will investigate the development
and critique o f a "feminine aesthetic” in
conjunction with intellectual and public de­
bates over political activism, history and
memory, postmodernism, poststructuralism,
and multiculturalism.
Readings and discussion in German.
Spring semester. Simon.

SEMINARS
Four German seminars are normally sched­
uled on a regular two-year cycle. Preparation
of topics for Honors may be done by particular
courses plus attachments only when seminars
are not available.
NOTE: Students enrolling in a seminar are
expected to have done the equivalent of at
least one course beyond the German 11-12
level.
104.

G o eth e und s e in e Z e i t

A study of Goethe’s major works in the
context o f his life and times.
Spring semester. Werlen.

105.

D ie D e u tsc h e R om antik.

Romanticism as the dominant movement in
German literature, thought, and the arts from
the 1790’s through the first third o f the 19th
century. Focus on Romantic aesthetics and
poetics, including the influence o f German
Idealism.
Spring semester 1997.
107.

M a n n und K a fk a .

An in-depth study o f the shorter and some
longer prose works by Thomas Mann and
Franz Kafka. Texts by critics such as Nietzsche,
Nabokov and Lukács will supplement the
primary reading.
Fall semester 1996.

215

M o d e m La n g u a g e s and L ite r a tu r e s

‘W
108.

W ie n und B e rlin .

Between 1871 and 1933, Vienna and Berlin
were two powerful cultural magnets. Which
social, cultural, and political forces brought
about the extraordinary "joyful apocalyptic”
creativity o f these two capitals in a rapidly
changing Europe? This course will examine
the multiple tensions that characterized "fin de-siècle” Vienna and Berlin, such as the

connection between the pursuit of pleasure
and the attempt to scientifically explore
human sexuality, and the conflict between
avant-garde experimentation and the disinte­
gration o f political liberalism. We shall close
with an outlook on Vienna and Berlin in the
Third Reich, the postwar period and today.
Fall semester. Simon.

Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
Honors Program. Prerequisites for both
Course students and Honors candidates are:
Russian 4B, 11, and 13, or equivalent work.
Recommended supporting subjects: see the
introductory department statement.
Russian is the language of instruction in all
courses and seminars numbered 3B and above
(except Russian 13). Course majors are re­
quired to take Special Topics (Russian 91)
and are expected to take at least two seminars.
One inter-disciplinary or cross-departmental
course might be offered toward the Course
major requirements. The Comprehensive Ex­
amination is based on work completed in
courses and seminars numbered 11 and above.

Minors:
Prerequisites:
1. A t least one (1 ) semester o f study in
Russia.
2. Russian 4B
3. Russian 11 (or a comparable course in
Russian
4. Russian 13 or Russian 78 or Russian 7 9 or
Russian 8 0 or another advanced literature
course in another language (e.g., Chinese
18, Chinese 66, French 40, French 60,
German 77, Spanish 60, Spanish 77)
5. Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11
or its equivalent.
Senior Honors Study:

Honors Program in Russian Language and
Literature:
Majors:
Prerequisites:
1. A t least one (1 ) semester of study in Russia
2. Russian 4B
3. Russian 11 (or a comparable course in
Russian)
4. Russian 13 and Russian 78 or Russian 79,
or Russian 8 0 or another advanced litera­
ture course in another language (e.g. Chi­
nese 18, Chinese 66, French 40, French 60,
German 77, Spanish 60, Spanish 77)
5. Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11
or its equivalent.

216

A t the beginning o f their final semester se­
niors will meet with the Russian section head.
1. In consultation with the section head majors
will prepare during the first four weeks o f the
last semester a bibliography o f additional
readings related to the content o f their three
(2 credit) honors preparations. Majors will be
expected to write three (3 ) 2 ,5 0 0 -3 ,0 0 0 word
papers, one for each Honors preparation, as
expanded upon and extended by the spring
senior Honors study work, or a 7 ,5 0 0 -8 ,0 0 0
word paper which integrates the three honors
preparations as they have been expanded upon
and extended by the spring senior Honors
work. These 3 papers (or 1 long paper) will
become part o f the portfolio which will be
presented to the External Examiners along
with the syllabi o f the three (2 credit) Honors
preparations and any other relevant material.

2. In consultation with the section head minors
will prepare during the first four weeks of the
last semester a bibliography o f additional
readings related to the content of their one (2
credit) honors preparation. Minors will be
expected to write one (1 ) 2 ,5 0 0 -3 ,0 0 0 word
paper which expands upon and extends the
single honors preparation and integrates it
with the major honors program, wherever
possible. This paper will become part of the
portfolio which will be presented to the exa­
miner along with the syllabus of the one
(2 credit) honors preparation and any other
relevant material.
3. Mode o f Examination: Majors will be ex­
pected to take three (3 ) three hour written
examinations prepared by the External Exa­
miners as well as an Vi hour oral for each
based on the contents of each written exami­
nation and the materials submitted in the
portfolio. Minors will be expected to take a
three hour written examination prepared by
the External Examiner as well as an Vi hour
oral examination based on the contents of the
written examination and the materials sub­
mitted in the portfolio.

COURSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.
1-2. R u s s ia n R ea d in g a n d T ra n s la tio n .

For students who wish to acquire the funda­
mentals of Russian grammar and a reading
knowledge o f 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.
1R-2R, 3R. I n te n siv e R u s s ia n .

For students who begin Russian in college.
Designed to impart an active command o f 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 4B, and 11.

iB. Forrrester and Katsenelinboigen;
2B. Forrester and Katsenelinboigen;

3B. Bradley and Katsenelinboigen.
4R. A d v a n c e d I n te n siv e R u s s ia n .

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. Bradley and
Katsenelinboigen.
6 A . R u s s ia n C o n v e rs a tio n .

A Vi credit conversation course which meets
once a week for lid hours. Students will read
journals and newspapers and see films as part
of their preparation for conversation.
Prerequisite: 4B in current or a previous se­
mester or permission of instructor.
Spring semester 1996. Katsenelinboigen.
11. In tro d u ctio n to R u s s ia n L ite ra tu re
a n d C u ltu re .

An introductory course to Russian literature
and culture from the 18th to the 20th century.
Folklore, peasant culture, urban life, art and
literature. The Golden Age o f Poetry and the
flowering of Russian prose. Readings, lec­
tures, and discussion in Russian.
Prerequisite: Russian 4B or equivalent work.
Primary distribution course.
Fall semester. Katsenelinboigen.
13.

T h e R u s s ia n N o vel.

The rise o f the Russian novel in the 19th
century during the struggle against serfdom
and the transition to an urban industrial
society and revolution in the 20th century.
The quest for freedom and social justice in a
moral society with particular emphasis on the
works of Gogol, Turgenev, Dostoevsky, Tol­
stoy, Bulgakov, and Solzhenitsyn. Lectures
and readings in English. (Russian majors will
be required to read a part of the material in
Russian.)
(see LIT 13R.)
No prerequisite.
Primary distribution course.
Fall semester 1995. Bradley.
16. H is to r y o f th e R u s s ia n La n g ua g e.

An introductory course. A study of the origin
o f the Russian language and its place among

M o d e rn La n g u a g e s and L ite r a tu r e s

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.
Spring semester 1996. Forrester.

91. S p e c ia l T o p ic s .

(For senior majors.) Study o f individual au­
thors, selected themes, or critical problems.
Spring semester 1996. Bradley.
93. D ire c te d R ead in g .

S E M IN A R S
101. T o ls to y .

108. M o d e rn R u s s ia n P o e try .

102. R u s s ia n S h o r t S to ry .

109. C h e k h o v

103. P u s h k in a n d L e rm o n to v .

Spring semester 1996. Bradley.

104. D o s to e v s k y .
105. L ite ra tu re o f th e S o v ie t P e rio d .
106. R u s s ia n D ra m a .
107. R u s s ia n L y r ic a l P o e try .

110. B u lg a k o v .
111. T h e H y s t e r ic a l P o e ts: T s v e ta e v a
and M a y a k o v sk y .
112. T h e A c m e is t s .

Fall semester 1995. Forrester.

Spanish
Requirements for the major are the following:
( 1 ) the completion of at least one semester of
study in a Spanish-speaking country in a
program approved by the Spanish Section;
(2) the completion o f a minimum o f 8 credits
o f advanced work in courses numbered 4B
and above; (3 ) one o f these courses must be
11 or 13; (4 ) one of the eight credits of
advanced work may be taken in English from
among those courses listed in the College
Bulletin under Literatures in Translation, pro­
vided that it is a course pertinent to the
student’s major; (5 ) all majors are strongly
encouraged to take at least one seminar of­
fered by the Section.
The Honors Program in Spanish:
The Section does not offer a major in the
Honors Program; however, it does offer a
minor. Candidates for the minor must meet
the following requirements prior to being ac­
cepted for seminar work: (1 ) a B average in
Spanish course work at the College; (2 ) the
completion at Swarthmore o f either Spanish
11 or 13 and one course numbered above 13;
(3 ) the completion o f one semester of study in
a Spanish speaking country in a program

218

approved by the Section. The Spanish Section
will offer one 2 credit seminar per year. In
consultation with the instructor o f their semi­
nar, minors will prepare during the first four
weeks of their last semester a bibliography of
additional readings related to the content of
their one (2 credit) honors preparation. All
minors will be expected to write one twentyfive hundred word paper in Spanish which
expands upon and extends their single honors
preparation. This paper will become part of
the material submitted for evaluation to the
external examiner. Minors will also take a
three hour written examination prepared by
the external examiner, as well as an oral based
on the contents o f the written exam, the paper
submitted and the minors overall preparation
in the chosen field o f study.
Fields for Honors Study:
1. La literatura de Cuba y Puerto Rico
(1 9 9 4 -9 5 ).
2. Cervantes (19 9 5 -9 6 ).
3. La narrativa de Carlos Fuentes (19 9 6 -9 7 ).
4. La narrativa de Mario Vargas Llosa
(future years).
5. La novela hispanoamericana del siglo XX
(future years).

6. El escritor espanol y la Guerra Civil
(future years).
CO U R SES
NOTE: Not all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consul­
tation with the Department.
1B-2B, 3B. I n te n siv e S p a n is h .

For students who begin Spanish 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 4B, 11, or 13.
4B. I n te n siv e S p a n is h .

For majors and others who wish an advanced
language course. Much attention paid to pro­
nunciation, writing skills, speaking, and the
most difficult concepts of Spanish grammar.
An ideal course prior to study abroad.
Each semester. Hassett, Metzidakis, Friedman.
6A. S p a n is h C o n v e rs a tio n .

A Vi credit conversation course which meets
once a week for lVi hours. The class will be
divided into small groups to facilitate discus­
sion. Students are required to read newspapers
and other contemporary journals, see movies,
read plays which might be performed for and
by the class, and prepare assignments which
will generate conversation among the group.
Prerequisite: 4B or its equivalent, or permis­
sion of instructor.
Each semester. Friedman.
11.

Intro d uction to S p a n is h L ite ra tu re .

A study o f representative fiction, poetry, and
drama of the 19th and 20th centuries. Discus­
sions, papers.
Prerequisite: Spanish 4B, the equivalent, or
permission o f instructor.
Primary distribution course.
Fall semester. Metzidakis.
13. Intro d uction to S p a n is h A m e r ic a n
Lite ra tu re .

This course presents a selection of texts from
the mid-nineteenth century until today. Stu­
dents develop skills in literary analysis, in­
crease their power to speak and write Spanish,
and acquire a foundation for the future explo­

ration o f Latin America’s literary production.
Readings include narrative, essays and poetry
representing the romantic, naturalist, realist,
modernist, vanguardist, and other contempo­
rary trends, studied in their historical con­
text.
Prerequisite: Spanish 4B or its equivalent, or
permission of instructor.
Primary distribution course.
Spring semester. Urraca.
NOTE: Spanish 11 or 13, the equivalent, or
consent o f instructor is prerequisite for the
courses in literature that follow:
70.

La G e n e ra c ió n d e l 9 8 .

A study of the most characteristic, stylistic
and thematic concerns o f Spain’s most impor­
tant generation of writers since the Golden
Age. Readings include works by Unamuno,
Azorín, Baraja, Valle-Inclán, and Antonio Ma­
chado.
Fall semester 1995. Metzidakis.
77. La n o v e la h is p a n o a m e r ic a n a
d e l s ig lo X X.

After a brief examination o f regionalist texts,
the course’s major emphasis will be on the
"boom ” and "post-boom ” periods, during
which one of the most innovative and highly
commented novels of contemporary world
literature has emerged. Attention given not
only to the formal aspects of these novels but
also to the socio-political contexts in which
they were written. Writers will include: Julio
Cortázar, Juan Rulfo, Carlos Fuentes, Gabriel
García Márquez, Isabel Allende, Luisa Velenzuela, Mario Vargas Llosa, Manlio Argueta,
Manuel Puig, Cristina Peri Rossi.
Spring semester 1996. Hassett.
8 2 . La m u je r m ira n d o al h om bre:
E s c r it o r a s h is p a n o a m e r ic a n a s
d e l s ig lo XX.

The course will examine both novels and
short stories written by Latin American
women writers whose principal focus is upon
men and the social, political and economic
structures that they have fostered as well as
the response o f women to such structures.
Writers will include Maria Luisa Bombal,
Isabel Allende, Luisa Valenzuela, Angeles
Mastretta, Pía Barros, Paulina Matta, Rosario
Ferré and others.
Fall semester 1995. Hassett.

219

M o d e rn La n g u a g e s and L ite r a tu r e s

i

4
8 5 . N a rr a tiv a H is p á n ic a
C o n te m p o rá n e a d e lo s E s ta d o s U n id o s.

40. El T e a tro d e l R e n a c im ie n to y
d e l S ig lo d e O ro.

A study o f the fiction of leading Hispanic
American writers with particular emphasis
upon the contributions o f Mexican-Americans, Cuban-Americans and Puerto RicanAmericans to this literature. Writers include
Anaya, Villasenor, Rivera, Cisneros, Castillo,
Hijuelos, Garcia and others.
Fall semester 1996. Hassett.

41. O b ra s m a e s t r a s d e la Edad
M e d ia y d e l R e n a c im ie n to .

86. El c u e n to f a n t á s t ic o río p la te n s e .

This course focuses on the fantastic short
story, which flourished in Argentina and Uru­
guay in the late nineteenth century, and pro­
duced some world-renowned masterpieces in
the twentieth. We will explore the theoretical
foundations o f the genre, including subgenres
such as fantasy, magic realism, and sciencefiction, through readings ranging from Holmberg, Quiroga, Gorriti, and Lugones to
Borges, Bioy Casares, Cortázar, Ocampo, Gorodischer, and others. We will also draw some
comparative parallels with examples of the
genre in other writers such as Hawthorne,
Poe, and Hoffmann.
Fall semester 1995. Urraca.
8 7 . V is io n e s n a r r a t iv a s de
C a r lo s F u e n te s.

The seminar explores the vast and textured
work of a Mexican craftsman o f language, a
master story-teller who writes for the world,
and a sharp observer o f history.
Spring semester 1997. Camacho de Schmidt.
Courses to be offered in subsequent years:
7.

F o n é tic a e s p a ñ o la y c o m p o s ic ió n .

30.

La L ite ra tu ra M e d ie v a l.

T

42. La P o e s ía d e l R e n a c im ie n to y
d e l S ig lo d e Oro.
45. La tr a d ic ió n p ic a r e s c a .

*

6 0 . La n o v e la e s p a ñ o la d e i s ig lo XIX.
66. La E s c r it o r a E sp a ñ o la en lo s
S ig lo s XIX y XX.
6 8 . F e d e ric o G a r c ía L o rc a .

4

71. L ite ra tu ra E sp a ñ o l a
C o n te m p o rá n e a .
72. La N o v e la E s p a ñ o la d e P o s g u e rra .

<4

7 3 . U nam uno: El h a m b re d e D io s.
74. L ite ra tu ra E sp a ñ o la d e P o s q u e rra .
75. T e a tro h is p a n o a m e r ic a n o
c o n te m p o rá n e o .

»

76. La P o e s ía h is p a n o a m e r ic a n a
d e l s ig lo XX.
78. La N o v e la M e x ic a n a S o c ia l d e l
S ig lo XX .

■

79. El C u e n to H is p a n o a m e ric a n o .
80. La N a rr a tiv a C h ile n a D e sd e
el G o lp e M ilita r.

»

81. In v e n ció n y r e d e s c u b r im ie n t o
d e A m é r ic a .
83. El tir a n o la tin o a m e r ic a n o en
la lite ra tu ra .
8 4 . La lite ra tu r a c o n te m p o rá n e a d e
C u b a y P u e rto R ico .

S E M IN A R S
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 3 0 or above or obtained permis­
sion from the instructor.
101. La N o v e la H is p a n o a m e ric a n a
d e l s ig lo XX.
102. C e rv a n te s .

An in-depth study of Don Quijote. Also in­
cluded are selections from his shorter fiction
and theater.
Spring semester 1996. Metzidakis.

220

103. La G u e rra C iv il E sp a ñ o la .

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 Miguel Hernández and Rafael Alberti, prose
fiction by Cela, Goytisolo and Delibes and the
theater o f Buero Vallejo and Sastre. Several
videos will be integrated in the course.
Fall semester 1996. Metzidakis.
104. La N a rr a tiv a d e M a r io V a r g a s L lo s a .

I

Music and Dance

J A M E S FR EEM A N , Professor o f Music
GERALD LEVINSON, Professor o f Music and Chair
SHARON E. FRIEDLER, Associate Professor o f Dance, Director o f the Dance Program
M ICH AEL M A R IS S E N , Associate Professor o f Music
ANN K. M c N A M E E , Associate Professor o f Music3
JOHN A LSTO N , Assistant Professor o f Music
T H O M A S W H ITM A N , Assistant Professor of Music
KIM 0. ARROW, Assistant Professor of Dance (part-time)
SALLY H ESS, Assistant Professor o f Dance (part-time)
M A R Y ATTAH , Associate in Performance (Dance)
LA DEVA DAVIS, Associate in Performance (Dance)
DOROTHY K. FR EEM A N , Associate in Performance (Music)
M ICH AEL JO H N S , Associate in Performance (Music)
C. K E M A L N A N CE, Associate in Performance (Dance)
I. WAYAN RAI, Associate in Performance (Music and Dance)
ARNE RUNNING, Associate in Performance (Music)
PAULA S EPIN U CK , Adjunct Associate in Performance (Dance)
JON S H E R M A N , Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)

MUSIC
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding o f music
as an artistic and intellectual achievement.
Theory courses train the student to work
with musical material, to understand modes
of organization in composition, and to evolve
methods of musical analysis. History courses
introduce students to methods o f studying
the development o f musical styles and genres,
and the relationship o f music to other arts and
areas o f thought. The Department encourages
students to develop performing skills through
private study and through participation in the
Wind Ensemble, Chorus, Early Music En­
semble, Orchestra, Jazz Ensemble, and cham­
ber music coaching program which it staffs
and administers. Each year the Swarthmore
Music and Dance Festival brings together
guest artists, faculty members, and students
in a series o f performances and symposia
focused on specific themes. The Department
also assists instrumentalists or singers to fi­
nance the cost of private instruction. Up to 16
half-credits may be granted toward gradua­
tion.

Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 1 5 ,1 6 , or
17), four semester courses in history (includ­
ing Music 2 0 and either 21 or 22 ), meet the
basic piano requirement, pass five repertory
exams beginning with the class o f 1998, and
pass the comprehensive exam. Majors are
expected to participate in at least one o f the
Department’s performing organizations.
Major in the Honors Program: A student intend­
ing to major in the Honors Program will fulfill
the same prerequisites as listed above, will
pass five repertory exams beginning with the
class o f 1998, will meet the basic piano re­
quirement, and will normally submit three
preparations (including at least one prepara­
tion in theory and one in history), subject to
departmental approval. Senior Honors Study
in Music may take the form of a thesis, a
composition portfolio, a senior recital, or a
combination of the above. Any Theory/ Com­
position course numbered 15 or higher, or
any history course, can be used as the basis
o f a paper when augmented by a concurrent or

3 Absent on leave, 1995-96.

221

M u s ic and D a n c e

subsequent attached unit o f additional re­
search, or by directed reading, or by a tutorial.
Minor in the Honors Program: A student intend­
ing to minor in the Honors Program will
fulfill the same prerequisites as those for a
major in course, will met the basic piano
requirement, and will normally submit one
preparation in music. For further details con­
sult the guidelines for Honors Study available
in the department office.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge 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 instru­
ment well enough by their senior year to
perform a two-part invention o f J.S . Bach and
a first movement o f an easy late 18th or early
19th century sonata. In addition, they must
demonstrate skill in score reading and in
realizing figured basses. The Department rec­
ommends that majors take two semesters of
Music 42 to develop these skills.

The basic piano program: This program is de­
signed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study and also to help
students meet the keyboard requirements out­
lined above. It is open to any student enrolled
in a course numbered 11 or higher. No aca­
demic credit is given for basic piano.
Special scholarships and awards in music
include:
The Garrigues Music Awards: See p. 78 .
The Boyd Barnard Music Awarcls: See p. 77 .
The Fetter String Quartet Scholarships: See p. 29.
The Renee Gaddie Award: See p. 78.
Music 48 Special Awarcls: See p. 80.
Friends o f Music and Dance Summer Awards:
See p. 78 .
The Boyd Barnard Prize: See p. 77 .
The Peter Gram Swing Prize: See p. 81 .
The Melvin B. Troy Prize: See p. 81 .

CREDIT FOR 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 o f Arts and
Bachelor o f Science. No retroactive credit is
given for performance courses.

and submit an application to the department
at the beginning o f each semester. Forms are
available in the Department office. Although
it is necessary to be a member in good standing
o f a College music performance group, it is
not necessary to be registered for credit in
that performing group.

Individual Instruction (Music 4 8)
Music Majors and members o f the Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, Jazz Ensemble, and Orchestra
may, if they wish, take lessons for credit.
Instrumentalists for whom opportunities do
not exist in the above ensembles may qualify
for Music 4 8 by taking part in the Depart­
ment’s Program for Accompanists. For further
details consult the Music 4 8 guidelines avail­
able from the Department office.

A student applying for Individual Instruction
should be at least at an intermediate level of
performance. The student will arrange to work
with a teacher o f her/his choice, subject to the
approval o f the Department, which will then
supervise the course o f 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 o f the
semester. The Department will then decide if
the student should receive credit, and if the
student can re-enroll for the next semester.

Students who wish to take Music 48 (Individ­
ual Instruction) must register for the course

222

For students enrolled in lessons for credit
(Individual Instruction), a portion of the cost
of ten lessons (approximately one-third) will
be paid by the Department to the teacher.
Section leaders in the Chorus and Orchestra
and Majors receive subsidies that cover a
portion o f the cost (approximately twothirds) the cost o f ten lessons through Music
Department Grants. Additional scholarships
such as the Barnard, Garrigues, Fetter, and
Gaddie Scholarships may subsidize the entire
cost of private lessons with the teacher of their
choice for the most musically advanced stu­
dents at the College.

tendance at rehearsals and performances and
participation in any supplementary rehearsals
held in connection with the activity. Students
will be graded on a credit/no credit basis.

All students enrolled in Music 48 are strongly
encouraged to perform in student chamber
music concerts and audition for concertos
with the Orchestra and solos with the Chorus.

A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach
at least every other week. All members of the
group should be capable o f working well both
independently and under the guidance of a
coach, also capable of giving a performance of
high quality. It is not necessary for every
person in the group to be taking Music 47 for
credit, but the Department assumes that those
taking the course for credit will assume re­
sponsibility for the group, making sure that
the full group is present for regular rehearsals
and coaching sessions.

Orchestra, Chorus, W ind Ensemble,
Early Music Ensemble, Chamber Music, Jazz
Ensemble, and Keyboard Workshop
Students may take Performance Chorus
(Music 44 ), Performance Orchestra (Music
43), Performance Jazz Ensemble (Music 41),
Performance W ind Ensemble (Music 46),
Performance Early Music Ensemble (Music
45), Chamber Music (Music 47), or Keyboard
Workshop (Music 4 9 ) for credit with the
permission o f the Department member who
has the responsibility for that performance
group. The amount o f credit received will be
a half-course in any one semester. Students
applying for credit will fulfill requirements
established for each activity, i.e., regular at­

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. It should include
the names of all students who have agreed to
work on the repertoire, the names of all
coaches who have agreed to work with them,
and the proposed dates for performance in a
student chamber music concert.

Students taking the Keyboard Workshop
(Music 4 9 ) will develop and refine skills in
accompanying and sight-reading through
work with the chamber, song, and four-hand
repertoire.

COURSES AND SEMINARS
1.

Intro d uction to M u s ic .

This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from folk music and various nonWestern repertories, the course focusses pri­
marily on the art musics o f Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
Fall semester. Marissen.

2. H o w to R ead M u s ic .

Clefs, pitch and rhythmic notation, scales,
keys, and chords. May be taken for one-half
credit or without credit. Strongly recom­
mended as preparation for (or concurrent
with) all upper-level music courses.
Fall semester. Freeman.
Spring semester. Whitman.
3. J a z z H is to ry .

This course traces the development o f jazz
from its roots in West Africa to the free styles

223

M u s ic and D a n c e

o f the 1960s. Included are the delineation of
the various styles and detailed analysis of
seminal figures. Emphasis is on developing
the student’s ability to identify both style and
significant musicians.
Open to all students without prerequisite.
Primary distribution course.
Fall semester. Alston.
4. O p era .

A survey o f the history o f opera, with special
emphasis on and study o f scenes from selected
works. For those with vocal abilities, the
course will include preparation o f specific
scenes, but it is open to students with no
particular performance skills and no prior
musical experience.
Primary distribution course.
Fall semester. J. Freeman.
5. E n c o u n te rs w ith “ th e O th e r” :
E x o tic is m in W e s te rn and
E a s te rn M u s ic .

What happens when one musical culture en­
counters another? Many musicians have
looked beyond the traditional boundaries of
their own culture, incorporating "exotic”
techniques and elements in a attempt to forge
a distinctive style. This course will explore
the music o f selected European and Asian
composers (Mozart, Bizet, Debussy, Harrison,
Crumb, Takemitsu, R. Shankar, Ung, Sheng,
Sadra) whose works offer a synthesis of East-

a*

em and Western approaches to music making.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1995-96.
7. W.A. M o z a r t

Study o f Mozart’s compositions in various
genres and of the peculiar interpretive prob­
lems in Mozart biography.
Open to all students without prerequisite.
Primary distribution course.
Spring semester. Marissen.
8. T h e M u s ic o f A s ia .

An introduction to selected musical traditions
from the vast diversity of non-western cul­
tures. The music will be studied in terms of
both its purely sonic qualities and its cultural/
philosophical backgrounds.
Open to all students without prerequisite.
Primary distribution course.
Spring semester 1996. Whitman.
9. M u s ic a n d D a n c e o f A fr ic a .

An introduction to selected musical and dance
traditions o f Africa. This course wil involve
all students in the practice o f dancing and
drumming as well as in the study of those
forms through lectures, reading, listening,
and viewing. No prior musical or dance train­
ing required.
Not offered 1995-96.

■

M

T H E O R Y A N D C O M P O S IT IO N
Students who anticipate taking further courses
in the Department or majoring in Music are
urged to take Music 11 and Music 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 one o f 15, 16, or 17 in suc­
cessive years.
11. H a rm o n y and C o u n te rp o in t 1.

Musical exercises include harmonic analysis
and four-part choral style composition.
Prerequisite: knowledge o f traditional nota­
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass
clef.

224

One section o f Music 40A per week is re­
quired. In addition, students with minimal
keyboard skills are required to take basic
piano.
Fall semester. Whitman.

ifl

12. H a rm o n y a n d C o u n te rp o in t 2.

Written musical exercises include composi­
tion o f original materials as well as commen­
tary on excerpts from the tonal literature.
Prerequisite: Music 11 (or the equivalent).
One section of Music 40B per week is re­
quired. Basic piano is also required for some
students.
Spring semester. Levinson.

H

a

13. H a rm o n y a n d C o u n te rp o in t 3.

fl

fl

I

■

Continued work with tonal harmony and
counterpoint at an intermediate level. Detailed
study of selected works with assignments
derived from these works, as well as original
compositions.
Prerequisite: Music 12 (or the equivalent),
One section o f Music 40C per week is re­
quired. Basic piano is also required for some
students.
Fall semester. Levinson.
14. H a rm o n y and C o u n te rp o in t 4.

Advanced work with chromatic harmony and
tonal counterpoint.
Prerequisite: Music 13.
One section o f Music 40D per week is required. Basic piano is also required for some
students.
Spring semester. Whitman.
15.

fl

■

fl

H a rm o n y a n d C o u n te rp o in t 5.

Detailed study o f a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 14.
One section o f Music 40E per week is required.
Not offered 1995-96.

fl

A survey o f European art music from the late
Middle Ages to the sixteenth century. Rele­
vant extra-musical contexts will be consid­
ered.
Prerequisite: a knowledge o f traditional nota­
tion.
Fall semester. Marissen.
21. B a ro q u e and C la s s ic a l M u s ic .

fl

■

17. H is to r y o f M u s ic T h e o ry .

A survey o f primary sources (in translation)
from Boethius, Tinctoris, and Zarlino through
Rameau, Riemann, and Schoenberg.
Prerequisite: Music 14.
One section o f Music 40E per week is re­
quired.
Not offered 1995-96.
18. C o n d u c tin g and O rc h e s tra tio n .

A study o f orchestration and instrumentation
in selected works o f 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 1995-96.
19. C o m p o s itio n .

Fall semester. Levinson.

HISTORY OF MUSIC
20. M e d ie v a l a n d R e n a is s a n c e M u s ic .

■

16. S c h e n k e r .

An introduction to Schenkerian analysis. An
extension o f traditional analytical techniques,
incorporating Schenker’s principles of voice
leading, counterpoint, and harmony.
Prerequisite: Music 14.
One section o f Music 40E per week is re­
quired.
Not offered 1995-96.

A survey of European art music from the
sixteenth-century Italian madrigal to Beethoven’s Eroica symphony. Relevant extra-mu­
sical contexts will be considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1995-96.
22. H in e te e n th -C e n tu ry M u s ic .

The development of the "Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.

Prerequisite: a knowledge o f traditional nota­
tion.
Spring semester. J. Freeman.
23. T w e n tie th - C e n tu ry M u s ic .

A study o f the various stylistic directions in
music o f the 20th Century. Representative
works by composers from Debussy, Stra­
vinsky, and Schoenberg, through Copland,
Messiaen, and post-war composers such as
Boulez and Crumb, to the younger generation,
will be examined in detail.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1995-96.
2 4 . A r m s tr o n g , P a r k e r , a n d C o ltra n e .

This course examines the lives and music of
Louis Armstrong, Charlie Parker, and John
Coltrane. M ajor biographies and detailed
analysis o f solo transcriptions, as well as the

225

M u s ic and D a n ce

historical impact o f the music in shaping their
respective eras, are considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1995-96.
3 2 . H is to r y o f th e S trin g Q u a r t e t

A history o f the string quartet from its origins
to its development into one o f the genres of
Western classical music. The course will focus
on the quartets o f Haydn, Mozart, and Beeth­
oven.
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1995-96.
33. L ie d e r.

A study o f various solutions by various com­
posers to the problems o f relating text and
music, especially in the German Lied.
Not offered 1995-96.
34. J .S . B a ch .

Study o f Bach’s compositions in various
genres. For the instrumental music this in­
volves close consideration o f style and signi­
fication. For the vocal music it also involves
study of ways Bach’s music interprets, not
merely expresses, his texts.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1995-96.
35. L a te R o m a n tic is m in G e rm a n y
and A u s tria .

A study of selected large works by Wagner
(Walkiire, Tristan) Brahms (Haydn Variations,
Violin Concerto), Mahler (4th symphony), J.
Strauss (Fledermaus), R. Strauss (T ill Eulenspiegel, Salome), and Schoenberg (Verklaerte
Nacht, Pierrot Lunaire).
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1995-96.
36. M u s ic S in c e 1945.

A study of contemporary concert music, in­
cluding such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski,
Ligeti. Electronic music, collage, chance and
improvisation, and minimalism will also be
examined, as well as the current trends toward
Neo-Romanticism and stylistic pluralism.
Not offered 1995-96.

226

37. C o n te m p o ra ry A m e r ic a n
C o m p o se rs.

A study o f the works and thought o f six im­
portant American composers. The course will
stress intensive listening and will include dis­
cussion meetings with each of the composers.
Prerequisite: a knowledge o f traditional nota­
tion.
Spring semester. J. Freeman.
38. W om en C o m p o s e r s and
C h o re o g ra p h e rs .

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.
Not offered 1995-96.
39. M u s ic and D a nce: C r it ic is m and
R e v ie w in g .

This course, team taught by music and dance
faculty with supplemental visits by guest lec­
turers who are prominent in the field of
reviewing, will cover various aspects o f writing
about the performance o f music and dance:
previewing, reviewing, the critic’s role and
responsibilities, and the special problems of
relating performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission o f the instructor.
Fall, 1995. Arrow, J. Freeman.
60. P r o je c t s in P e rfo rm a n c e .

Performance practice and problems in music
of various styles will be examined in terms of
analysis, research, and rehearsal. Ability to
perform instrumentally or vocally is re­
quired.
Not offered 1995-96.
61. J a z z Im p ro v isa tio n .

A systematic approach that develops the abili­
ty to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music o f Charlie Parker and Cifford Brown.
Students will memorize jazz compositions,
various scales and their applications, as well
as one transcription and many idiomatic for­
mulae. Daily practice is expected.
Maximum enrollment: 2 sections, 2 0 students
each.

Prerequisite: proficiency on a musical instru­
ment.
Not offered 1995-96.

9 5 . T u to ria l.

92. Ind epend ent S tu d y .

Special work in composition, theory, or his­
tory.
One or two credits.

93. D ire c te d R eading.

9 6 . S e n io r T h e s is .

One or two credits.

S E M IN A R S
100. H a rm o n y and C o u n te rp o in t 5.

See Music 15.
(One-credit seminar equivalent to a two-credit
seminar.)
Prerequisite: Music 14.
One section o f Music 40E per week is re­
quired.
Not offered 1995-96.
101. J .S . O ach.

Study o f Bach’s compositions in various

genres, examining music both as a reflection
o f and formative contribution to cultural
history.
(One-credit seminar equivalent to a two-credit
seminar.)
Prerequisites: Music 11 and German IB
(higher levels in both strongly recommended;
Religion 18 also recommended), or permis­
sion o f instructor.
Not offered 1995-96.

P E R F O R M A N C E (M U S IC )
NOTE: All performance courses are for half­
course credit per semester. See p. 2 2 2 for
general provisions governing work in perfor­
mance for credit toward graduation.

40E. E le m e n ts o f M u s ic ia n s h ip V.

Prerequisite: Music 40D .
Required for all Music 15 students.
Not offered 1995-96.

4 0A . E le m e n ts o f M u s ic ia n s h ip 1.

41. P e r fo rm a n c e ( J a z z E n se m b le ).

Sight-singing, rhythmic and melodic dicta­
tion.
Required for all Music 11 students without
credit. Also open to other students for halfcredit.
Fall semester. Whitman.

Both semesters. Alston.
42. K e y b o a rd M u s ic ia n s h ip .

Both semesters. Staff.
4 3 . P e r fo rm a n c e (C h oru s).

Both semesters. Staff, Alston.

4 0 0 . E le m e n ts o f M u s ic ia n s h ip II.

44. P e r fo rm a n c e (O rc h e stra ).

Prerequisite: Music 40A.
Required for all Music 12 students.
Spring semester. Whitman.

Both semesters. J. Freeman, Running.

40C . E le m e n ts o f M u s ic ia n s h ip III.

Both semesters. Marissen.

Prerequisite: Music 40B.
Required for all Music 13 students.
Fall semester. Whitman.
400. E le m e n ts o f M u s ic ia n s h ip IV.

Prerequisite: Music 40C.
Required for all Music 14 students.
Spring semester. Alston.

4 5 . P e r fo rm a n c e (E a rly M u s ic
E n se m b le ).
4 6 . P e r fo rm a n c e (W ind E n se m b le ).

Both semesters. Johns.
47. P e r fo rm a n c e (C h a m b e r M u s ic ).

(See guidelines for this course on page 223.)
Both semesters. D. Freeman.

227

M u s ic and D a n c e
■

48. P e r fo rm a n c e (Individual
Instru ction ).

(See the guidelines for this course on page 222.)
Specific and updated guidelines will be dis­
tributed at the beginning o f each semester.
Both semesters.
49. P e r fo rm a n c e ( B a lin e s e W o rk sh o p )

Kecak and other traditional Balinese genres.
Cross-listed as Dance 49.
Spring semester. Rai.

— ——

1

5 0 . K e y b o a rd W o rk sh o p .

Developing and refining skills in accompany­
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.
Not offered 1995-96.

■

71. R h y th m ic A n a ly s is a n d D ru m m in g .

Cross-listed as Dance 71.
Spring semester 1996.

““

DANCE
Dance, a program within the Department of
Music and Dance, shares the Department
philosophy that courses in theory and history
should be integrated with performance. By
offering a balance o f cognitive, creative, and
kinesthetic classes in dance we present a
program which stands firmly within the tra­
dition of Swarthmore’s liberal arts orientation.
The instructors strive to create an atmosphere
of cooperative learning; one which affirms
group process and fosters comradery.
Special Major. Dance and
a second discipline
Students may combine the study o f dance
with substantive study in another discipline.
The two disciplines in this major may be
philosophically linked or may represent sep­
arate areas o f the student’s interest. Some
examples are: English, history, linguistics,
music, philosophy, religion, sociology/anthropology, and theatre. For this major, 6
dance credits from the core program listed
below are joined by 6 credits in one other
discipline. Such special majors require the
approval of the dance program and the other
department involved. Planning for these ma­
jors should take place as early in the student’s
program as possible; students are encouraged
to develop their plans in consultation with the
Director o f Dance and with a faculty advisor
in the other discipline.
Special majors are urged to supplement their
study with appropriate courses in anatomy,
art, history, music, sociology/anthropology,
theatre, religion, and other areas o f concen­
tration such as various ethnic studies and
women’s studies.

228

Required Courses
The core program o f 6 credits includes the
following courses:
2 in composition/improvisation (Dance 12
or Dance 14 [1 cr.] and Dance 10 [Vt cr.]),
2 in history/theory (one from Dance 21-24
[1 cr.] and one from 3 6 -3 9 [1 cr.]),
3 in performance technique (Dance 50
[Vi cr.], one other technique at the 50 level
[Vi cr.], and one additional technique other
than Dance 6 0 [Vi cr.])
1 senior project and/or thesis (Dance 9 4 ,9 5 ,
or 9 6 [1 cr.]).

■

Major in the Honors Program
A major in dance through the Honors Pro­
gram is also available for students in the class
o f 1997 and onward. Please consult dance
faculty for further information.

■

Performance Dance: Technique
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 4 0 through 48,
5 0 through 58, and 6 0 through 62, may be
taken for academic credit or may be taken to
fulfill physical education requirements. Ad­
vanced dancers are encouraged to audition for
level III technique classes and for Dance:
Repertory (Dance 49 ). A total o f not more
than eight full credits (16 half-credit courses)
in performance: technique 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.
Dance Program Performance Opportunities
All interested dancers are encouraged to au-

J

■

■

■

■

■

dition for student and faculty works. These
auditions take place several times each semester; dates are announced in classes and in the
Weekly News. Formal concerts take place
toward the end o f each semester; informal
studio concerts are scheduled throughout the
year.
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 and Awards
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.
1. Intro d uction to D a nce.

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 roles of choreographer,
performer, and audience in various cultures
are compared. This is a lecture course in
which no prior dance training is assumed; it
is open to all students without prerequisite.
Two lectures and one video viewing session
per week. One credit.
Primary distribution course.
Not offered 1995-96. Friedler.
2. W o rld D a n c e F o rm s .

A survey course which introduces students to
theoretical and practical experiences in dance
forms from various cultures and time periods
through a combination o f lectures, readings,
video and film viewings, and workshops with
a wide variety o f guest artists from the field.
The particular forms will vary each semester
but may include such styles as: various Afri­
can, Asian, and Native American forms,
Capoeira, Flamenco, and European court
dancing. Open to all students; no prior dance
training required. One credit.
Fall semester 1995. Friedler.
9. M u s ic a n d D a n c e o f A fr ic a .

An introduction to selected musical and dance
traditions o f Africa. This course wil involve
all students in the practice o f dancing and
drumming as well as in the study of those

forms through lectures, reading, listening,
and viewing. No prior musical or dance train­
ing required.
Not offered 1995-96.
10. D a n ce Im p ro v isa tio n .

Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form. Members of the class will
investigate improvisation as a performance
technique and as a tool for dance composition.
Individuals work on a personal vocabulary
and on developing a sense of ensemble. A
journal is required, and a course in dance
technique must be taken concurrently. Three
hours per week. One half credit.
Fall semester 1995. Hess.
11. D a n c e C o m p o s itio n I.

A study o f the basic principles o f dance
composition through exploration o f the ele­
ments of dance movement, invention, and
movement themes, to the end of 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 which
includes a production lab component are
required. A course in dance technique must
be taken concurrently.
Prerequisite: Dance 10, Dance 71 or permis­
sion o f the instructor.
One credit.
Spring semester 1996. Hess.
12. D a n ce C o m p o s itio n II.

An elaboration and extension of the material
studied in Dance 11. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Read­
ing, video and live concert viewing, movement
studies, journals, and a final piece for public
performance which may include a production
lab component are required. A course in
dance technique must be taken concurrently.
Students must have previously taken Dance
11 or its equivalent. One credit.
Fall semester 1995. Friedler.
13. D a n ce C o m p o sitio n : T u to ria l.

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,

229

M u s ic and D a n ce

video and concert viewings. A journal may
also be required. A course in dance technique
must be taken concurrently. One half credit.
Offered every semester. Arrow, Friedler, Hess.
14. S p e c ia l T o p ic s in D a n ce
C o m p o s itio n .

A course which focuses on intensive study of
specific compositional techniques and/or
subjects. Topics may include: autobiography,
dance and text, partnering, interdisciplinary
collaboration, reconstruction, and technol­
ogy. Choreography of a final piece for perfor­
mance is required. Weekly meetings with the
instructor, directed readings, video and con­
cert viewing, and a journal will be required. A
course in dance technique must be taken con­
currently.
Prerequisite: Dance 11.
Three hours per week. One credit.
Not offered 1995-96.
21. H is to r y o f D a nce: A f r ic a and A s ia .

This course will move through an exploration
o f dance forms from Africa, from Africanist
cultures and from Asian cultures, from the
perspectives o f stylistic characteristics, under­
lying aesthetics, resonances in general cultural
traits, and developmental history. The course
will occasionally focus on one dance style for
close examination. Study will be facilitated by
guest lecturers, specialists in particular dance
forms from these cultures.
Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. One credit.
Not offered 1995-96.
22. H is to r y o f D a nce: E u ro p e ’s
R e n a is s a n c e T h ro u g h 1900.

A study o f social and theatrical dance forms
in the context of various European societies
from the Renaissance through the nineteenth
century. Influential choreographers, dancers,
and theorists representative of the periods
will be discussed.
Prerequisite: Dance 1 or 2; Dance 2 4 strongly
recommended. Two lectures and one hour
video viewing per week. One credit.
Spring semester 1996. Friedler.
23. T w e n tie th C e n tu ry D a n ce.

A study o f Twentieth Century social and
theatrical dance forms in the context of West­
ern societies with an emphasis on America.
Influential choreographers, dancers, and the­
orists will be discussed.

230

Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Not offered 1995-96.
24.

D a n c e a s S o c ia l H is to r y .

This course focuses on dance as a locus for
discussing power relations through gender,
race, and class in the period from 1880 to
1928 in Europe, North America, the Carribean, and South America. Analysis of a vari­
ety o f dance forms in their historical/cultural
context.
Prerequisite: Dance 1 ,2 , or permission of the
instructors.
Three hours per week. One credit.
Not offered 1995-96. Friedler and Murphy.

n

36. D a n c e a n d G en d er.

This course explores ways that gender has
informed dance, particularly performance
dance, since 1960. The impact o f various
cultural and social contexts will be consid­
ered. Lectures, readings, and video/concert
viewings will all be included.
Prerequisite: Dance 1, 2, or permission o f the
instructor.
One credit.
Not offered 1995-96. Friedler.

V

37. T h e P o lit ic s o f D a n ce P e rfo rm a n c e .

An investigation of the aesthetic principles of
perception, symbolism, abstraction, and crea­
tivity in relation to the viewing and interpre­
tation o f dance performance. Emphasis will
be placed on political interpolation and rami­
fications o f the act o f public performance.
Topics o f discussion will include the "politically correct” paradox, censorship in govern­
ment funding, and various historical perspec­
tives. Open to all students without pre­
requisite. One credit.
Not offered 1995-96. Arrow.

,I

£

3 8 . W om en C o m p o s e r s and
C h o re o g rap h e rs.

(Cross-listed as Music 3 8 .) A survey o f wom­
en composers and choreographers. Choreographers range from Duncan through Bausch;
composers from Hildegard through Zwilich.
Topics include: form, phrasing, text, and social/political comment.
Open to all students without prerequisite.
One credit.
Not offered 1995-96.

W

39. M u s ic and D ance: C r it ic is m and
R eview in g .

(Cross-listed as Music 3 9 .) This course, team
taught by music and dance faculty with sup­
plemental visits by guest lecturers who are
prominent in the field of 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 of relating perfor­
mance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission o f the instructor.
Fall semester 1995. Arrow, J. Freeman.
NOTE: All dance technique courses meet for
two \Vi hour meetings per week. Technique
courses, numbered 4 0 through 4 8 ,5 0 through
58, and 60 through 62, may be taken to fulfill
physical education requirements o r may be
taken for academic credit. W hen dance tech­
nique courses are taken for academic credit,
students will fulfill established requirements
beyond class attendance for each activity, i.e.,
attendance at performances, written reports,
journals, etc. Students will be graded on a
credit/no credit basis. Technique courses may
be repeated for academic credit.
40A. P e r fo rm a n c e D ance: M o d e rn I.

An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, basic locomotion. No
previous dance experience necessary.
Fall 1995. Friedler.
40D. P e r fo rm a n c e D a nce: M o d e rn I.

A continuation of the movement principles
introduced in Dance 40A . Emphasis on in­
creasing complexity o f vocabulary.
Prerequisite: Dance 40A or permission o f the
instructor.
Spring 1996. Staff.
41. P e r fo rm a n c e D ance: R a lle t I.

An introduction to fundamentals o f classical
ballet vocabulary: correct body placement,
positions o f the feet, head and arms, basic
locomotion in the form. No previous experi­
ence necessary.
Fall and spring semesters. Sherman.
42. P e r fo rm a n c e D ance: J a z z I.

An introduction to basic principles o f jazz
dance: body isolations, polyrhythms, synco­

pation, basic locomotion. No previous dance
experience necessary.
Not offered 1995-96.
43. P e r fo rm a n c e D ance: A f r ic a n D a nce.

An introduction to the classic dances of west­
ern and southern Africa. Analysis, study, and
performance of Umfandalai technique in Af­
rican dance.
Fall and spring semesters.
Fall 1995. Attah. Spring 1996. Nance.
4 4 . P e r fo rm a n c e D ance: Tap.

This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-dog, stage tap, and "hoofin” will
be explored.
Fall and spring semesters. Davis.
45. P e r fo rm a n c e D ance: H atha Yoga.

Open to all students, the course will focus on
experience/understanding of a variety o f asa­
nas (physical postures) from standing poses
to deep relaxation. Its aim is to provide the
student with a basis for an ongoing personal
practice. If taken for academic credit some
required reading and two papers.
Fall and spring semesters. Hess.
48. P e r fo rm a n c e D ance: S p e c ia l T o p ic s
in T e ch n iq u e .

Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include such subjects as: Alexander tech­
nique, Classical East Indian Dance Forms,
Contact Improvisation, Pilates, and/or Musi­
cal Theatre Dance.
Not offered fa ll 1995.
Spring 1996. Contact Improvisation, Stein.
4 9 . P e r fo rm a n c e D a nce: R e p e rto ry .

The study of repertory, basics of production,
and performance. Students are required to
perform in at least one scheduled dance con­
cert during the semester. Placement by audi­
tion or permission o f the instructor. One half
credit. Three hours per week. A course in
dance technique must be taken concurrently.
O ffered every semester.
Fall 1995: Ghanaian Workshop, traditional
dances from Ghana. Attah.
Spring 1996:
Section jm Cross-listed as Music 4 9 (Balinese
Workshop). Kecak and other traditional Bali­
nese genres. Rai.
Section 2: Ballet Workshop. Sherman.

231

M u s ic and D a n c e

«}

I
5 0 . P e r fo rm a n c e D ance: M o d e rn II.

62.

An elaboration and extension of the principles
addressed in Dance 40A and B. For students
who have taken Dance 40A and B or the
equivalent.
Fall 1995. Hess, Arrow. Spring 1996. Staff.

Continued practice in technical movement
skills in the jazz idiom; including approaches
to various styles. Placement by audition or
permission o f the instructor.
Not offered 1995-96.

51. P e r fo rm a n c e D ance: B a lle t II.

70. T h e A r t s a s C o m m u n ity
S e r v ic e / S o c ia l C h a ng e.

An elaboration and extension of the principles
addressed in Ballet £ For students who have
taken Ballet I or its equivalent.
Fall and spring semesters. Sherman.
52. P e r fo rm a n c e D a nce: J a z z II.

An elaboration and extension of the principles
addressed in Jazz I. For students who have
taken Jazz I or its equivalent.
Not offered 1995-96.
5 3 . P e r fo rm a n c e D a nce: A f r ic a n II.

An elaboration and extension o f the principles
addressed in African I.
Prerequisite: African I or its equivalent.
Fall and spring semesters. Nance.
55.

P e r fo rm a n c e D a nce: H a th a Yoga II.

Open to students who have completed Dance
45 or the equivalent. A continuation and
deepening of practice o f the asanas explored
in Dance 45. Work in several o f the more
advanced asanas, particularly in the backward-bending and inverted poses.
O ffered when feasible.
5 8 . P e r fo rm a n c e D a nce: S p e c ia l T o p ic s
in T e c h n iq u e II.

An elaboration and extension o f principles
addressed in Dance 48.
Permission of the instructor required.
Not offered 1995-96.
6 0 . P e r fo rm a n c e D a nce: M o d e rn III.

Continued practice in technical movement
skills in the modem idiom; including ap­
proaches to various styles. Placement by audi­
tion or permission of the instructor.
Fall 1995. Arrow, Friedler. Spring 1996. Staff.
61. P e r fo rm a n c e D a nce: B a lle t III.

Continued practice in technical movement
skills in the ballet idiom; with an emphasis on
advanced vocabulary and musicality. Place­
ment by audition or permission o f the instruc­
tor.
Fall and spring semesters. Sherman.

232

P e r fo rm a n c e D ance: J a z z III.

(Cross-listed as Education 7 0 .) An experien­
tial course exploring how the arts can impact
and reflect on issues o f community, service,
education, and social/political change. The
course includes several aspects: readings and
discussions on the meaning o f community,
service, art, and educational policy and meth­
odology; personal reflections; classes led by
guest activists and artists discussing their
work with a variety o f communities and from
a wide range of approaches. Three on site
visits to community arts organizations in the
area, a short internship with an approved
organization, group practice sessions, and
three papers are also required. Open to all
students with prior permission o f the instruc­
tor. Limited enrollment. One credit.
Fall 1995. Sepinuck.

ft
|]I
1
f*

m

1

I1

i

71. R h y th m ic A n a ly s is and D ru m m in g .

(Cross-listed as Music 71.) A theoretical and
practical analysis of rhythmic structure apply­
ing techniques of Afro-Cuban drumming. For
the general student, emphasis will place the
investigation of rhythmic structure within a
cultural and contemporary context. For stu­
dents o f dance, additional focus will be pro­
vided on the uses o f drumming in dance
composition, improvisation and as accompa­
niment in the teaching of dance technique.
Open to all students. Three hours per week.
One half credit.
Spring semester 1996. Arrow.
92.

4

4
I

Independ ent S tu d y.

Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or compositional em­
phasis in areas not covered by the regular
curriculum. Students will present perfor­
mances and/or written reports to the faculty
supervisor, as appropriate. Permission must
be obtained from the program director and
from the supervising faculty. One credit.
O ffered every semester. Staff.

■4

93. D ire c te d R ead in g .

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. One credit.
Offered every semester. Staff.
94. S e n io r P r o j e c t

Intended for seniors pursuing the special
major or the major in Honors, this project is
designed by the student in consultation with
a dance faculty advisor. The major part o f the
semester is spent conducting independent re­
hearsals in conjunction with weekly meetings
under an advisor’s supervision; the project
culminates in a public presentation and the
student’s written documentation o f the pro­
cess and the result. An oral response to the
performance and to the documentation fol­
lows in which the student, the advisor, and

several other members of the faculty partici­
pate. In the case o f Honors majors, this also
involves external examiners. Proposals for
such projects must be submitted to the dance
faculty for approval during the semester pre­
ceding enrollment. One credit.
O ffered every semester. Staff.
9 5 ,9 6 . S e n io r T h e s is .

Intended for seniors pursuing the special
major or the major in Honors, the thesis is
designed by the student in consultation with
a dance faculty advisor. The major part o f the
semester is spent conducting independent re­
search in conjunction with weekly tutorial
meetings under an advisor’s supervision. The
final paper is read by a committee o f faculty
or, in the case o f Honors majors, by external
examiners who then meet with the student for
evaluation of its contents. Proposals for a
thesis must be submitted to the dance faculty
for approval during the semester preceding
enrollment. One or two credits.
O ffered every semester. Staff.

233

Peace and Conflict Studies

Clerk:
«I.W. FRO ST (Friends Historical Library)
Committee: W en d y E. C h m ie le W S k i (Peace Collection)
M ig u e l D ia z - B a r rig a (Sociology-Anthropology)
R a y m o n d F. H o p k in s (Political Science)
H ugh M . L a c e y (Philosophy)
M a r jo r ie M u rp h y (History)
D eep a O lla p a lly (Political Science)

The program on Peace and Conflict Studies at
Swarthmore College is designed to teach stu­
dents to understand the causes, practices, and
consequences of collective violence (war),
terrorism, and peaceful or nonviolent meth­
ods of conflict management and resolution.
The curriculum offers instruction in the fol­
lowing areas: ( 1 ) alternatives to fighting as a
way o f settling disputes: conflict resolution,
rituals, nonviolence, mediation, peace-keep­
ing forces, private peace-fostering organiza­
tions (NGOs), arms control, economic sanc­
tions,
international law,
international
organizations; ( 2) the political economy of
war: the military-industrial complex, eco­
nomic conversion; (3 ) causes o f collective
violence: aggression and human nature, the
state system and international anarchy, sys­
temic injustice, balance o f power diplomacy,
competition for scarce resources, diplomacy,
ethnocentrism, ideological and religious dif­
ferences, insecure boundaries, minorities
within states, the relationship between inter­
nal weakness and aggression, arms races, game
theory; (4 ) nature of war: civilian and military
objectives, strategy and tactics, draft and con­
scientious objectors, deterrence theory, lowintensity conflict, psychology o f battle, pris­
oners of war, neutral rights, the experience of
war by soldiers and civilians, conventional,
nuclear, and guerilla wars, how to end a war,
and effects o f winning/losing a war on popu­
lation; (5 ) the evaluation o f war: morality of
war, just war theory, pacifism, the war men­
tality, the utility o f war, war novels, respon­
sibilities o f citizens in countries engaged (di­
rectly or indirectly) in warfare, how to build
a lasting peace.
Student programs can include an internship
or field work, e.g., in a peace or conflict
management organization such as the United
Nations or Suburban Dispute Settlement. An
internship is highly recommended. Normally

234

field work or internship will not be for college
credit, but for special projects—to be worked
out with an instructor and approved by the
Peace Studies Committee in advance—stu­
dents can earn up to one credit. Students
intending a Peace and Conflict Studies con­
centration should submit a plan o f study to
the coordinator of the program during the
spring o f the sophomore year, after consulta­
tion with faculty members who teach in the
program. The plan will outline the student’s
program o f study and the nature o f the final
project. Applications will then be reviewed by
the Committee.
The Peace Studies minor in the honors pro­
gram can be done through a combination of
two courses in different departments, or a
two-credit thesis, or a combination o f a thesis
and a course. Any thesis must be multi­
disciplinary. A combination of courses,
course and thesis, or thesis must be approved
by the Peace Studies Committee.
Any student, course or honors, concentrating
in Peace Studies must meet the requirement of
six units o f study, o f which no more than two
credits can come from the major department.
A student wishing to count a seminar in his
major or minor for part o f his Peace Studies
concentration should fulfill the department’s
prerequisites and take the appropriate exami­
nation.
Students whose minor in Peace Studies can be
incorporated into the final requirements for
SHS in the major should do so. The Peace
Studies Committee will work out with the
student and the major department the guide­
lines or model for the integration exercise. In
cases where the Committee and the student
conclude that integration is not feasible and/
or desirable, the Committee will provide a
reading list o f books.

4
I
These courses, either currently listed in the
College catalogue or planned, will constitute
the foundation for a Peace and Conflict Stud-

ies Concentration. Certain courses offered at
Haverford and Bryn Mawr as noted below can
be included in the Concentration.

4

PEACE STUDIES
15.

•»

|
4
4
4

Intro d uction to P e a c e S tu d ie s .

The course begins with an examination of
perspectives on the causes o f war in many
disciplines (including psychobiology, psycho­
analysis, history, political science, anthropol­
ogy, and economics), then considers various
governmental and private organizations and
methods supposed to alleviate the causes of
war. Topics to be discussed include the United
Nations, international law, arms control, dis­
armament, and the work of NGOs for peace.
Prerequisite: courses in history or political
science dealing with foreign policy and/or
courses in religion, sociology, or philosophy
discussing the ethics o f war and causes of
conflict.
This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course. It may not be normally
used to fulfill any department’s major require­
ments.
Spring semester. Frost.
H isto ry 134. A m e r ic a n D ip lo m a tic
H isto ry .

*

The emergence of the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.
Spring semester. Murphy.

■

P e a ce S tu d ie s 56. H u m a n R ig h ts,
R efu g ees, and In te rn a tio n a l La w .

I

I

This course will explore international human
rights vis-a-vis the United Nations and related
agencies (including the politics leading to
their development, their mandate and their
limits). In addition, the course will analyze
major human rights treatises and the politics
of their enforcement in the international arena.
Finally, the course will examine causes and
effects of human rights violations, resulting in
refugees and their search for asylum.
Spring semester. Chang-Muy.

P o litic a l S c ie n c e 4. Inte rn a tio na l
P o litic s .

An introduction to the analysis of the con­
temporary international system and its evolu­
tion in the twentieth century. The course will
examine various approaches to explaining
wars, military defense, and international eco­
nomic problems.
Spring semester. Staff.
P o litic a l S c ie n c e 45. D e fe n s e P o lic y .

Analysis of American defense policy since
World War II, with particular emphasis on
the choice of weapons systems, foreign inter­
ventions, and military strategies.
Prerequisite: Political Science 4.
Fall semester. Kurth.
P o litic a l S c ie n c e 6 2 . D e v e lo p m e n t and
D isco n te n t: C r is i s o f P o litic a l E co n o m y
in th e T h ird W orld.

An examination of the constraints and choices
facing developing countries in their drive to
"catch up” with the West. Explores compet­
ing paradigms of development and the differ­
ent strategies, politics and values they em­
body. Topics include the role of class and
culture in determining development paths;
tradeoffs between growth and equity; women
and unequal burden sharing; aid, trade, multi­
national corporations and external domi­
nance; and the new politics of biodiversity and
the environment.
Fall semester. Ollapally.
P o litic a l S c ie n c e 111. Inte rn a tio na l
P o litic s . S e m in a r.

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 of
various global economic issues.
Prerequisite: Political Science 4 or equivalent.
Fall semester. Hopkins.

235

P e a c e and C o n flic t S tu d ie s

9*0

R e lig io n 6. W a r a n d P e a c e .

An analysis of the moral issues posed by war,
with consideration o f the arguments for holy
wars, just wars, real politik, and pacifism. The
first part o f the course will trace the evolution
of 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.
S o c io lo g y / A n th r o p o lo g y 3. S o c ia l
C o n flic t a n d S o c ia l C h a ng e.

Social conflicts arise as a result o f competing
visions and agendas among groups with dif­
ferent social and political identities. Social
changes are the consequences o f processes to
resolve such conflicts, whether through con­
ciliatory or violent means. This course studies
the constructions o f socio-political identities
(e.g., race, class, gender), considers how iden­
tity differences inform struggles for equality,
separatism and domination, and focuses on
specific cases in which identity politics are at
the heart of conflicts within heterogeneous
societies.
Spring semester. Hajjar.
S o c io lo g y / A n th r o p o lo g y 33. Ind ig en ou s
R e s is ta n c e a n d R e v o lt in La tin A m e r ic a .

This course explores ethnic conflict and revo­
lution in Latin America, focusing on Guate­
mala, Mexico, Peru, and Bolivia. Readings for
the course include ethnographies on rural and
urban culture as well as more general works
on anthropological theory.
Fall semester. Diaz-Barriga.
S o c io lo g y / A n th r o p o lo g y 8 2 . L a w and
S o c ie ty : T h e D is c o u r s e o f R ig h ts
in th e U.S.

This course explores the changing discourse
of legal and political rights in the U .S.
throughout the 20th century, focusing pri­
marily on rights for minority groups, as the
legal domain has become the primary forum
for socio-political struggles. We will analyze
theories of law and social identity, the con­
tours o f political debates, the legal records on
issues relating to minority rights and the
effects o f changes on contemporary society.
Fall semester. Hajjar.
70. R e s e a r c h I n te rn s h ip / F ie ld W ork.
90.

T h e s is .

H is to r y 4 9 . R a c e and F o re ig n A ff a ir s .
P e a c e S tu d ie s 4 0 . P e a c e M o v e m e n t in
th e U n ite d S ta te s . W om en a n d P e a c e .

$3

P e a c e S tu d ie s 6 5 . N o n v io le n ce :
T h e o r y and P r a c t ic e .
P h ilo s o p h y 10. C o n te m p o ra ry M o ra l
Issues.

3

P h ilo s o p h y 58. P e a c e S tu d ie s 50.
N o n v io le n c e and V io le n c e in Latin
A m e r ic a .
S o c io lo g y / A n th r o p o lo g y 6 3 . P o w e r,
A u th o rity and C o n f lic t

m

S o c io lo g y / A n th r o p o lo g y 66. E c o lo g y ,
D e v e lo p m e n t a n d P e a c e in El S a lv a d o r .

Bryn Mawr College and
Haverford College:
Fall semester:
G e n e ra l P r o g r a m s 111a. P e a c e and
C o n flic t S tu d ie s . Rothman.
P o litic a l S c ie n c e 241. Inte rn a tio na l
L a w . Allen
P o litic a l S c ie n c e 2 4 5 . Inte rn a tio na l
P o litic a l S y s t e m s . Mortimer.
P o litic a l S c ie n c e 391. R e s e a rc h
S e m in a r in C o m p a r a tiv e P o litic s :
C o m p a ra tiv e D e m o c ra tiz a tio n . Isaacs.
P o litic a l S c ie n c e 3 9 8 . Inte rn a tio na l
P o litic a l E c o n o m y . Allen.

Spring semester:
A n th ro p o lo g y 2 8 0 . W a r and C u ltu ra l
D iffe re n c e . Des Chene.
P o litic a l S c ie n c e 2 0 6 . C o n flic t and
C o n flic t M a n a g e m e n t Ross.
P o litic a l S c ie n c e 247. M a n a g in g
C o n flic t in N a tio n s a n d O rg a n iz a tio n s .

i

Rothman.
P o litic a l S c ie n c e 316. E th n ic G rou p
P o litic s . Ross.
P o litic a l S c ie n c e 347. A d v a n c e d T o p ic s
in P e a c e and C o n flic t S tu d ie s . Rothman.
S o c io lo g y / A n th r o p o lo g y 2 8 0 . Ethnic
C o n flic t. Hart.

!5>

Philosophy

HUGH NI. LACEY, Professor2
H AN S OBERDIEK, Professor
CH AR LES RAFF, Professor
RICHARR SCHULDENFREI, Professor
RICHARR ELDRIDGE, Associate Professor and Chair
JOHN HAW THORN, Visiting Assistant Professor4
TAMSIN LORRAINE, Assistant Professor3
GRACE LEDBETTER, Instructor

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 of 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.

COURSE OFFERINGS AND PREREQUISITES
The Philosophy Department offers several
kinds of courses, all designed to engage stu­
dents in philosophical practice. First, there
are courses and seminars to introduce stu­
dents to the major classics o f the history of
Western philosophy: works by Plato and Aris­
totle (Ancient Philosophy); Descartes, Hume,
and Kant (Modern Philosophy); Hegel and
Marx (Nineteenth Century Philosophy); Rus­
sell and Wittgenstein (Contemporary Philos­
ophy). Second, there are courses and seminars
which systematically present arguments and
conclusions in specific areas of philosophy:
Theory of Knowledge, Logic, Ethics, Meta­
physics, Social and Political Philosophy.
Third, there are courses and seminars con­
cerned with the foundations o f various other
disciplines: Aesthetics, Philosophy of Science,
Philosophy o f Language, Philosophy o f Law,
Philosophy of the Social Sciences, Philosophy
of Psychology, Philosophy o f Mathematics,
and Philosophy o f Religion. Fourth, from
time to time, courses are offered on philo­
sophical aspects o f contemporary public
issues: Values and Ethics in Science and Tech­
nology, Catholic Social and Political Thought.
Courses and seminars in the third and fourth
categories are frequently offered in collabora­

2 Absent on leave, spring semester, 1996.
3 Absent on leave, 1995-96.

tion with instructors from other relevant de­
partments; several o f these courses are crosslisted in other departments.
The Department of Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Pro­
gram.
Students majoring in philosophy must com­
plete at least one course or seminar in ( 1 )
Logic and (2 ) Ancient or Modern Philosophy
and earn a total 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;
epistemology; and metaphysics. Prospective
majors should complete the logic requirement
as early as possible. Course majors are en­
couraged to enroll in seminars. Mastery of at
least one foreign language is recommended.
All course students will be required to take
Philosophy 97 or meet another requirement
set by the Department that is equivalent to a
comprehensive examination. Beginning with
the class of 1997, course majors will complete
Senior Course Study in Philosophy, in place
of Philosophy 97.

4 Fall semester, 1995.

P h ilo s o p h y

4I
ii
«

INTRODUCTORY COURSES
The Department provides several avenues into
philosophical study. All courses numbered
1-9 serve as prerequisites to further work in
philosophy, with one exception: Students may
do further work in philosophy after taking
Logic alone. Additionally, 8 or 9 may be taken
after 1-7; after taking either 8 or 9, however,
one may not take any course numbered 1-7.
Further, any student taking 1 may not take 7,
and conversely. All and only courses num­
bered 1-9 fulfill primary distribution require­
ments in the Humanities.
1. In tro d u ctio n to P h ilo s o p h y .

Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these ques­
tions to introduce a range of sharply contrast­
ing positions. Readings are typically drawn
from the works o f both traditional and con­
temporary thinkers with distinctive, carefully
argued, and influential views regarding knowl­
edge, morality, mind, and meaning. Close
attention is paid to formulating questions
precisely and to the technique of analyzing
arguments, through careful consideration of
texts.
Primary distribution course in the Humani­
ties.
Each semester. Staff.
7. P h ilo s o p h y , C r it ic is m , a n d C u ltu re .

How visions o f culture are generated, how
they are embodied in narratives, and how they
are assessed: Wordsworth, Plato, Descartes,
Hume, Kant, Marx, and Althusser.
Fall semester. Eldridge.
8 . In d ivid u al a n d S o c ie ty .

Throughout history philosophers have tried
to map the proper relation between individu­
als and their society. We will not attempt a
survey o f this history but concentrate on what
a handful o f 19th and 20th century thinkers
said about the relationship, with emphasis on
the meaning of freedom and its limits. Read­
ings from Karl Marx, J.S . Mill, and John
Dewey, among others.
Fall semester. Oberdiek
9. In tro d u ctio n to P h ilo s o p h y o f S c ie n c e .

An examination of the nature o f science
through investigation of the early history of

physics, as well as the study o f selected con­
temporary writers. W hat are scientific theo­
ries? Has their character changed in the course
o f 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 of theo­
ries? W hat is the feminist critique o f scientific
practice?
Primary distribution course in the Humani­
ties. Serves as a prerequisite for further work
in Philosophy.
(See "Course Offerings and Prerequisites.” )
Each semester. Lacey.

if

<1

11. M o r a l P h ilo s o p h y .

Though there will be some attention paid to
contemporary thinkers, the focus o f this
course will be traditional views o f substantive
ethics. We will discuss and compare views of
how one should live, contrasting different
views on the relative importance and relation­
ship of, for example, knowledge, freedom,
and pleasure. Among other values which may
be discussed are tranquility, human relation­
ships, autonomy, and the search for objective
good.
Spring semester. Schuldenfrei.
12. L o g ic.

An introduction to the principles o f deductive
logic with equal emphasis on the syntactic and
semantic aspects o f logical systems. The place
o f logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.
Fall semester. Hawthorn.

1
1

1*

'I

13. M o d e rn P h ilo s o p h y .

17th- and 18th-century sources o f Modernity
in philosophical problems o f knowledge, free­
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Raff.
15. P h ilo s o p h ic a l P r o b le m s o f
J u d a is m a n d M o d e rn ity .

This course will attempt to deepen under­
standing o f both Judaism and Modernity, and
to shed some light on the conflict between
other traditional cultures and modernity.
Not offered 1995-96.

i

1

16. P h ilo s o p h y o f R elig ion .

See Religion 14.
17. A e s th e tic s .

On the nature o f art and its roles in human
life, considering problems o f intrepretation
and evaluation and some specific medium of
art.
Not offered 1995-96.
19. P h ilo s o p h y o f S o c ia l S c ie n c e :
M e th o d o lo g ie s o f th e S tu d y o f P o v e rty .

This course will study standard problems in
the philosophy o f the social sciences as they
are exemplified in recent studies o f urban
poverty.
Not offered 1995-96.
20. P la to and th e D ia lo g u e Fo rm .

This course will focus on some o f the central
issues in ethics, metaphysics, and epistemol­
ogy raised in the Platonic dialogues. In addi­
tion to a philosophical analysis o f the argu­
ments, the course will examine why Plato
chose to write in the dialogue form, and what
philosophical implications this form may
have.
Cross-listed as Classics 20.
Spring semester. Ledbetter.
21. S o c ia l and P o litic a l P h ilo s o p h y .

See Philosophy 121.
Fall semester. Schuldenffei.
23. C o n te m p o ra ry P h ilo s o p h y .

Classical texts by 20th-century authors illus­
trate the Revolt Against Idealism (Frege,
Moore, Russell), Logical Positivism (Carnap,
Quine), Ordinary Language Philosophy (Aus­
tin, Ryle), later Wittgenstein, Rorty.
Not offered 1995-96.
24. T h e o r y o f K n o w le d g e .

Perplexities about the nature, limits, and vari­
eties o f rationality, knowledge, meaning, and
understanding. Readings from current and
traditional sources.
Fall semester. Raff.
26.

L a n g u a g e and M e a n in g .

See Philosophy 116.
Not offered 1995-96.
39.

E x is te n tia lis m .

In this course we will examine existentialist
thinkers such as Nietzshe, Heidegger, Sartre,
and Camus as background for exploring
themes o f contemporary European philoso­

phy including the self, responsibility and
authenticity, and the relationship o f mind and
body.
Not offered 1995-96.
40.

S e m a n tic s .

See Linguistics 40.
Spring semester. Fernald.
45. P h ilo s o p h ic a l A p p r o a c h e s
to th e Q u e stio n o f W om an.

We will examine definitions o f woman in
Western philosophy and explore how women
are currently defining themselves in various
forms o f feminist thought.
Not offered 1995-96.
5 5 . P h ilo s o p h y o f La w .

An inquiry into major theories o f law, with
emphasis on implications for the relation
between law and morality, principles of crimi­
nal and tort law, civil disobedience, punish­
ment and excuses, and freedom of expression.
Fall semester. Oberdiek.
5 8 . N o n -V io le n c e a n d V io le n c e in
La tin A m e r ic a

This course will study the theory, practice,
philosphical foundations, and historical back­
ground o f recent developments in non-violent
action and methods throughout Latin America.
Not offered 1995-96.
78. P o s t - M o d e rn is m /
P o s t - S tr u c tu ra lis m .

This course will survey and evaluate 1) artistic
modernism, Dada, and post-modernism and
2) scientific structuralism and post-structu­
ralism.
Spring semester. Eldridge.
8 6 . T o p ic s in P h ilo s o p h y and
P s y c h o lo g y .

In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them.
In contrast, in experimental science, we at­
tempt to explain behavior by finding laws in
accordance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­
strain or limit the scope o f scientific explana­
tions. The course is open to students who
have had at least the introductory course in
both philosophy and psychology. Cross-listed
as Psychology 86.
Fall semester. Lacey.

239

i

P h ilo s o p h y

*»

i

89.
C o llo q u iu m : P h ilo s o p h y o f
S o c ia l S c ie n c e s .

Not offered 1994-95.
9 3 . D ire c te d R ead in g .

9 6 . T h e s is .

Fall semester. Staff.
97. S e n io r C o n fe re n c e .

Fall semester. Raff.

Each semester. Staff.

*4

SEM INARS
101. M o r a l P h ilo s o p h y .

113. T h e o r y o f K n o w le d g e .

An examination o f the principal theories of
value, virtue, and moral obligation, and of
their justification. The focus will be primarily
on contemporary treatments o f moral phi­
losophy. A central question o f seminar will
be the possibility and desirability of moral
theory.
Spring semester. Oberdiek.

Traditional and current theories o f knowledge
and their alternatives. Topics include selfdeception, dreaming, perception, theorizing,
and the nature o f knowledge.
Not offered 1995-96.

102. A n c ie n t P h ilo s o p h y .

This seminar will examine those works of
Plato and the Pre-Socratics that form the
philosophical background to Aristotle’s proj­
ect in the Metaphysics. The Metaphysics itself
will then be studied as a major contribution
to the Western philosophical tradition.
Fall semester. Ledbetter.
103. S e le c te d M o d e rn P h ilo s o p h e r s .

Two or more philosophical systems o f Des­
cartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
Spring semester. Raff.
104. C o n te m p o ra ry P h ilo s o p h y .

20th-century classics by Frege, Moore, Rus­
sell, Wittgenstein selected for intensive treat­
ment and as ground for one or more current
philosophical issues.
Not offered 1995-96.
106.

A e s th e tic s .

114. N in e te e n th -C e n tu ry P h ilo s o p h y .

4

The historicist treatment o f such topics as
knowledge, morality, God’s existence, and
Fichte, Hegel, Kierkegaard, Marx, and
Nietzsche.
Not offered 1995-96.

4

116. L a n g u a g e a n d M e a n in g .

Behaviorist theories o f meaning, coghitivist
theories o f meaning, and conception o f lan­
guage as a social practice will be surveyed and
criticized.
Fall semester. Eldridge.

109.

Selected issues, e.g., the nature o f scientific
explanation and evidence, the relationship
between theory and observation, the rational­
ity o f science, the alleged value-freedom of
science.
Not offered 1995-96.

111.

P h ilo s o p h y o f R e lig io n .

See Religion Department Preparation by course
and attachment.

H

*4

118. P h ilo s o p h y o f P s y c h o lo g y .

An honors exam in Philosophy o f Psychology
may be prepared for by taking Philosophy 86
and attachment.
Fall semester.

See Linguistics 109.
Spring semester. Femald.

v

117. P h ilo s o p h y o f th e S o c ia l S c ie n c e s .

This course will consider different approaches
to the study o f human beings. The appropri­
ateness o f a scientific attitude towards the
study o f people will be considered, as will the
possibility o f alternative approaches. The
meaning o f "tru th ” in the study o f human
beings, and its legitimacy as a goal will also be
discussed.
Not offered 1995-96.

On the nature o f art and its roles in human
life, considering problems o f intrepretation
and evaluation and some specific medium of
art.
Not offered 1995-96.
S e m a n tic s .

44

119. P h ilo s o p h y o f S c ie n c e .

4

4

121. S o c ia l and P o litic a l P h ilo s o p h y .

Sources for this seminar will range from
Ancient to Contemporary. Among the theor­
ists who may be considered are Plato, Hobbes,
Locke, Rousseau, Rawls, MacIntyre, Taylor,
Shklar, Rorty, and Habermas. In addition to
classic issues, such as the nature and founda­
tion of justice, considerable attention wil be
paid to the question of whether modem
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.

capacity for moral vision? In this course we
will examine the themes o f alienation, authen­
ticity, death, and desire as they emerge in
contemporary European philosophy. We will
consider thinkers such as Heidegger, Fou­
cault, Derrida, Lacan, Kristeva, and Irigaray,
and the background of phenomenological,
existential, and structuralist thought out of
which they emerge, in order to access their
relevance to the problems confronting us
today.
Not offered 1995-96.
145. F e m in is t T h e o r y S e m in a r.

If the power o f a social critique rests on its
ability to make general claims, then how do
122. P h ilo s o p h y o f L a w .
we account for the particularity o f women’s
Not offered 1995-96.
various social situations without sacrificing
137. G e rm a n R o m a n tic is m a n d Id e a lism .
the power o f a unified theoretical perspective?
A critical survey o f the interactions between
In this course, we will explore possibilities
philosophical thinking about human freedom
opened by poststructuralist theory, postco­
and literary imaginations o f human possibili­
lonial theory, French feminist theory, and
ties in German writing between 1791 and
other forms o f feminist thought, in order to
1806. Kant, Schiller, A.W . Schlegel, F.
examine questions about desire, sexuality,
Schlegel, Schelling, Hölderlin, Hegel, and per­
and embodied identities, and various resolu­
haps Fichte and Novalis will be considered.
tions to this dilemma.
Spring semester. Eldridge.
Not offered 1995-96.
139. P h e n o m e n o lo g y , E x is te n tia lis m ,
and P o s t - S tr u c tu ra lis m .

Is contemporary society facing a cultural crisis
in the form o f the death o f the self! Have
human beings become so alienated from them­
selves and one another that they have lost the

180. T h e s is .

A thesis may be submitted by majors in the
department in place o f one Honors paper,
upon application by the student and at the
discretion o f the department.

241

Physical Education and
Athletics
ER N EST J . PRUDENTE, Professor
D O UG LAS M . W EISS, Professor
RORERT E. W ILLIAM S, Professor and Chair
S U S A N P. DAVIS, Associate Professor
K A R L MIRAN, Associate Professor
M IC H A EL L. M U L L A N , Associate Professor
LEE WIMRERLY, Associate Professor
KAR EN BORBEE, Assistant Professor
CHERI G OETCHEUS, Assistant Professor
TED DIXON, Assistant
RICHARD KE N TW ELL Assistant
WAYNE MCKINNEY, Assistant*
LARRY PERRY, Assistant
DAN S E A R S , Assistant
RONALD A . TIRPAK, Assistant
DONNA DAVIS, Visiting Instructor, Part-time

The aim o f the Department is to contribute to
the total education o f all students through the
medium o f physical activity. We believe this
contribution can best be achieved through
encouraging participation in a broad program
o f individual and team sports, aquatics, and
physical conditioning. The program provides
an opportunity for instruction and experience
in a variety o f these activities on all levels. It
is our hope that participation in this program
will foster an understanding o f movement and
the pleasure of exercise, and will enhance, by
practice, qualities of good sportsmanship,
leadership, and cooperation in team play.
Students are also encouraged to develop skill
and interest in a variety o f activities which can
be enjoyed after graduation.
The intercollegiate athletic program is com­
prehensive, including varsity teams in twentytwo different sports, eleven for men and eleven
for women.
Ample opportunities exist for large numbers
of students to engage in intercollegiate compe­
tition, and those who qualify may be encour­
aged to participate in regional and national
championship contests. Several club teams in

4

242

Fall semester, 1995.

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 o f swimming in­
struction; classes for this purpose are offered
in the fall quarter.
Courses offered by the Department are listed
below. Credit toward completion of the Phys­
ical Education requirement will also be given
for participation in intercollegiate athletics, as
well as the listed Dance courses, which are
semester-long courses. To receive credit for
any part of the program students must par­
ticipate in their chosen activity a minimum of
three hours a week. Faculty regulations stipu­
late that students who have not fulfilled the
Physical Education requirement will not be
allowed to enter the junior year.

Fall A c t iv it ie s

Advanced Life Saving
Aerobics
Aquatics I, II, III
Badminton
Beginning African Dance
* * * * Cross Country
ij. Field Hockey
Folk Dance
* * * Football
Nautilus I

Advanced Nautilus
Self-Defense
♦♦♦♦ Soccer
Squash
Swimming for Fitness
* * * * Tennis
Touch Football
* * Volleyball
Weight Training

W in te r A c t iv it ie s

Aerobics
Aquatics I, II, III
* * Badminton
* * * * Basketball
Beginning African Dance
Fencing
Folk fit Square Dance
* * * * Indoor Track
Lifeguard Training
Nautilus I

Advanced Nautilus
Self-Defense
* Squash
* * * * Swimming
Swimming for Fitness
Tennis
Volleyball
Weight Training
* * * Wrestling

S p rin g A c t iv it ie s

Aerobics
Archery
Aquatics I, II, III
Badminton
* * * Baseball
Beginning African Dance continued
Folk Dance continued
♦G o lf
* * * * Lacrosse

t Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
* * Intercollegiate competition for women,
course instruction for men and women.

Nautilus I
Advanced Nautilus
* Softball
Swimming for Fitness
* * * * Tennis
♦♦♦* Track and Field
Volleyball
Weight Training

* * * Intercollegiate competition for men.
* * * * intercollegiate competition for men and
women.

243

Physics and Astronomy

JO H N R. BOCCIO, Professor
P ETER J . COLLINGS, Professor and Chair
JO H N E. GAU STAD , Professor of Astronomy
W U LFF D. HEINTZ, Professor o f Astronomy
A M Y L.R. BUG, Associate Professor3
FR A N K A . MOSCATELLI, Associate Professor
M IC H A E L R. BROWN, Assistant Professor
T H O M A S 0 . DONNELLY, Assistant Professor
C A R L H. G R O SS M A N , Assistant Professor3
NATHANIEL P. LONGLEY, Assistant Professor
LYNN A . W ESTLING, Assistant Professor
TERRENCE L. REESE, Visiting 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.
W ith 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.
Several research laboratories are maintained
by the Department to support faculty interests
in the areas o f laser physics, high-resolution
atomic spectroscopy, plasma physics, com­
puter simulation, computer graphics, liquid
crystals, and infrared astronomy.

The Department maintains two major tele­
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam­
era, and a 61-cm refractor, equipped for pho­
tographic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly
visitors’ night at the Observatory is an­
nounced in the College calendar.
Two calculus-based introductory courses are
offered. Physics 3 , 4 covers both classical and
modern physics and is an appropriate intro­
ductory physics course for those students
majoring in engineering, chemistry, and biol­
ogy. Physics 7, 8, on the other hand, which is
normally preceeded by Physics 6 , is at a higher
level. It is aimed towards students planning to
do further work in physics or astronomy and
is also appropriate for engineering and chem­
istry majors. The four-course sequence 6 , 7,
8, 14 is designed to provide a comprehensive
introduction to all major areas o f physics.
Additional information is available via the World
Wide Web at http:/Glaser.swarthmore.edu/

REQUIREMENTS AND RECOMMENDATIONS
Degree Requirements: The minimum program
in Physics is intended for students not plan­
ning to pursue graduate work. It includes
Physics 6, 7, 8, 14, and 5 0 in the first two
years followed by Physics 111, 112, 113, and
114 in the last two years. In addition, the

3 Absent on leave, 1995-96.

244

advanced laboratory courses Engineering 72A
and Physics 8 2 and Mathematics 5, 6A, 6B,
16, and 18 must be taken.
The standard programs listed below provide
strong preparation for graduate study.

The standard program in Physics is Physics 6,
7 ,8 ,1 4 , and 5 0 in the first two years followed
by Physics 111, 112, 113, 114,115, and 116 in
the last two years. In addition, the advanced
laboratory courses Engineering 72A , Physics
82, and 83, and Mathematics 5, 6A, 6B, 16,
and 18 must be taken. Chemistry 10 is
strongly recommended.
The standard program in Astronomy is Phys­
ics 6 , 7, 8 ,1 4 , and Astronomy 5, 6 in the first
two years followed by Astronomy 59, 117,
118, and three other Astronomy courses in
the last two years. In addition, Mathematics 5,
6A, 6B, 16, and 18 must be taken.
A special major in Astrophysics normally
consists of Physics 6 ,7 ,8 ,1 4 , and Astronomy
5, 6 in the first two years followed by Physics
111, 112, 113, 114, and Astronomy 117, 118
in the last two years. In addition, Mathematics
5, 6A, 6B, 16, 18 must be taken. Engineering
72A , Chemistry 10 and Physics 5 0 ,8 2 , and 83
are strongly recommended.
Students wishing an even stronger background
for graduate work may take an extended
program by adding senior seminars (num­
bered greater than 130) or a research project
to the standard program.
Seniors not taking the external examinations
must take a comprehensive examination,
which is not only intended to encourage re­
view and synthesis, but also requires students
to demonstrate mastery o f fundamentals stud­
ied during all four years.
Criteria for Acceptance as a Major: A student
applying to become a Physics major should
have completed or be completing Physics 14,
Physics 50, and Math 18. I f applying for
an Astrophysics or Astronomy major, they
should also have completed Astronomy 5 and

6. The applicant must normally have an aver­
age grade in all Physics and/or Astronomy
courses, as well as in Math 16, 18, o f C + ;6r
better.
Since almost all advanced work in Physics and
Astronomy at Swarthmore is taught in semi­
nars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) abil­
ity o f the students not only to benefit from
this mode o f instruction but also to contribute
positively to the seminars.
Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a full laboratory
program, namely Engineering 72A (electron­
ics lab, Yi credit), Physics 82, 83 (each onehalf credit) requiring approximately one after­
noon a week. Students enrolled in these se­
minars must arrange their programs so that
they can schedule an afternoon for lab each
week free o f conflicts with other classes,
extracurricular activities, and sports.
Independent Work: Physics and Astronomy
majors are encouraged to undertake indepen­
dent research projects, especially in the senior
year, either in conjunction with one o f the
senior seminars, or as a special project for
separate credit (Physics/Astronomy 94).
There are usually several opportunities for
students to work with faculty members on
research projects during the summer. In prepration for independent experimental work,
prospective majors are strongly urged to take
Physics 63, Procedures in Experimental Phys­
ics, during the fall semester o f their sopho­
more year, which will qualify them to work in
the departmental shops.

EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
program in the Department, the applicant
must normaly have an average grade in all
Physics and/or Astronomy courses of B or
better.
External examinations are based on the topics
covered in the following seminars: Physics

((111, 112, 113, 114, 115), Astrophysics (111,
1112, 113, 114, 117), Astronomy (5 6 , 59, 64,
1117). In addition, topics from the Senior
IHonors Study seminar are included in the
eexternal examinations. An oral defense o f a
research
or library thesis is also a part of the
r
external
examination
program.
e

245

P h y s ic s and A s tr o n o m y

Minors in physics, astrophysics, and astronomy take an external examination based on
two seminars from the lists above. An oral

defense o f a research or library thesis is also
a part o f the external examination program
for minors.

PHYSICS
3. G e n e ra l P h y s ic s I.

Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, rigid body rotation, special rela­
tivity, and thermodynamics. Includes one lab­
oratory weekly.
Prerequisite: Mathematics 5 (can be taken
concurrently).
Fall semester. Collings and Reese.
4. G e n e ra l P h y s ic s II.

Topics include wave phenomena, geometrical
and physical optics, electicity and magnetism,
direct and alternating-current circuits, and
introductory quantum physics. Includes one
laboratory weekly.
Prerequisite: Mathematics 6A (can be taken
concurrently). Physics 3 or permission.
Spring semester. Donnelly.
6. T h e C h a r a c t e r o f P h y s ic a l L a w .

An introduction to the concepts of physics
and the thought processes inherent to the
discipline. The primary emphasis o f the
course will be on the accepted principles of
physics and their application to specific areas.
Attention will be given to philosophical as­
pects of physics, discussions o f what kind of
problems physicists address and how they go
about addressing them. The course includes a
substantial writing component. Three lecture/
discussion sections per week and a labora­
tory.
Primary distribution course.
Fall semester. Brown, Longley, Moscatelli.
7. In tro d u c to ry M e c h a n ic s .

An introduction to classical mechanics and
special relativity. Includes the study of the
kinematics and dynamics o f point particles;
conservation principles involving energy, mo­
mentum, and angular momentum; rotational
motion o f rigid bodies; oscillatory motion;
and relativistic kinematics and dynamics. In­
cludes one laboratory weekly.

246

Prerequisite (can also be taken concurrently):
Mathematics 6A. Physics 6 or permission.
Spring semester. Moscatelli.
8.

E le c t ric ity , M a g n e tis m , and W a v e s.

A Sophisticated introductory treatment of
wave and electric and magnetic phenomena,
such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis of pro­
gressive waves, boundary effects and interfer­
ence, the electrostatic field and potential,
electrical work and energy, D.C. and A.C.
circuits, the relativistic basis of magnetism,
and Maxwell’s equations. Includes one labo­
ratory weekly.
Prerequisites: Physics 7. Mathematics 6A, 6C;
16 or 18 (can be taken concurrently). •
Fall semester. Boccio.
14. T h e r m o d y n a m ic s and M o d e rn
P h y s ic s .

An introduction to thermodynamics and tem­
perature, heat, work, entropy, modem phys­
ics, including relativistic dynamics, wave me­
chanics, Schrodinger equation applied to one­
dimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary par­
ticles. The quantum aspects o f the interaction
o f photons with matter. Includes one labora­
tory weekly.
Prerequisites: Physics 3, 4 or Physics 7, 8.
Spring semester. Longley.
20. P r in c ip le s o f th e E a rth S c ie n c e s .

An analysis o f the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Not offered 1995-96.
2 3 . R e la tiv ity .

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.
Primary distribution course.
Not offered 1995-96.

25.

In S e a r c h o f R e a lity .

By investigating the assumptions, theories,
and experiments associated with the study of
reality in quantum physics, we will atempt to
decide whether the question o f the existence
of an intelligible external reality has any mean­
ing.
Spring semester. Boccio.
27.

T h e P h y s ic s o f S c ie n c e Fictio n .

This course is an exploration o f the physical
principles o f space flight, planetary motion,
gravity, nuclear reactions and radiation, and
time travel as found in science fiction. Work­
ing in the context o f scenarios created in
science fiction stories, the course expands
upon the underlying physics. The develop­
ment o f both problem solving and laboratory
skills is an important aspect o f the course.
There is a substantial reading component as
well as weekly problem sets and laboratories.
Spring semester. Westling.
50. M a th e m a tic a l M e th o d s o f P h y s ic s .

A survey of analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differ­
ential equations, partial differential equations
and Sturm-Liouville systems, orthogonal func­
tions, Fourier series, Fourier and Laplace
transforms, and numerical methods.

Prerequisites: Mathematics 16 and either 6C
or 18; a knowledge of some programming
language.
Spring semester. Reese.
63.

P r o c e d u r e s in E x p erim e n ta l P h y s ic s .

Techniques, materials, and the design of ex­
perimental apparatus. Shop practice. Printed
circuit design and construction. Half-credit
course. Open only to majors in Physics or
Astronomy.
Fall semester. Technical staff.
9 3 . D ire c te d R eading.

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.
One-half, one, or two credits.
Each semester. Staff.
94. R e s e a r c h P r o j e 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.
One-half, one, or two credits.
Each semester. Staff.

SEMINARS
111. A n a ly tic a l D y n a m ic s .

Intermediate classical mechanics. Motion o f a
particle in one, two, and three dimensions.
Kepler’s laws and planetary motion. Phase
space. Oscillatory motion. Lagrange equations
and variational principles. Systems of parti­
cles; collisions and cross sections. Motion of
a rigid body. Euler’s equations. Rotating
frames o f reference. Small oscillations and
normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Westling.
112. E le c t ro d y n a m ic s .

Electricity and magnetism using vector calcu­
lus. Electric and magnetic fields. Dielectric
and magnetic materials. Electromagnetic in­
duction. Maxwell’s field equations in differ­

ential form. Displacement current. Poynting
theorem and electromagnetic waves. Bound­
ary-value problems. Radiation. Four vector
formulation o f relativistic electrodynamics.
Prerequisite: Physics 14, 50; Math 18.
One credit.
Fall semester. Donnelly.
113.

Q uantum T h e o ry .

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
and time-dependent perturbation theory. Tran­
sition rates.

247

P h y s ic s and A s tr o n o m y

Prerequisites: Physics 111 and Mathematics 16.
One credit.
Spring semester. Collings.
114. S t a t is t ic a l P h y s ic s .

The statistical behavior o f classical and quan­
tum systems. Temperature and entropy,
equations o f state, engines and refrigerators,
statistical basis o f thermodynamics, microcanonical, canonical and grand canonical dis­
tributions, phase transitions, statistics of
bosons and fermions, black body radiation,
electronic and thermal properties o f quantum
liquids and solids.
Prerequisites: Physics 111 and Mathematics
6C or 18.
One credit.
Spring semester. Brown.
115. Q uantum A p p lic a tio n s .

Applications of theory developed in Physics
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: Physics 111, 113.
One credit.
Fall semester. Boccio.
116. M o d e rn O p tic s .

Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polariza­
tion. Optical instruments: spectrometers,
interferometers, etalons. Propagation in fi­
bers, Fourier optics, spatial and temporal
coherence, lasers, elements o f nonlinear op­
tics. Quantum theory of light: blackbody
radiation, modes, quantization of the electro­
magnetic field, photons, intensity fluctua­
tions.
Prerequisites: Physics 112, 113.
One credit.
Fall semester. Moscatelli.
130. G e n e ra l R e la tiv ity .

Newton’s gravitational theory. Special rela­
tivity. Linear field theory. Gravitational
waves. Measurement o f spacetime. Riemannian geometry. Geometrodynamics and Ein­
stein’s equations. The Schwarzschild solution.
Black holes and gravitational collapse. Cos­
mology.
Prerequisites: Physics 111 and 112.
One credit.
Spring semester. Boccio.

248

131. P a r t ic le P h y s ic s .

A study o f the ultimate constituents o f matter
and the nature o f the interactions between
them. Topics include relativistic wave equa­
tions, symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and finally some o f the ideas behind lattice
gauge calculations.
Prerequisites: Physics 113 and 115.
One credit.
Not offered 1995-96.
132. N o n -L in e a r D y n a m ic s and C h a o s.

Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative sys­
tems. Fractals and self-similarity in chaos
theory.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1995-96.
133. A to m ic P h y s ic s and
S p e ctro sco p y .

Review o f quantum theory. Hydrogen atom.
Multi-electron atoms. Atoms in external
fields. Optical transitions and selection rules.
Hyperflne structure. Lasers. Atomic spec­
troscopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, level crossing spectroscopy.
Prerequisites: Physics 113, 115, and 116.
One credit.
Not offered 1995-96.
134. A d v a n c e d Q uantum M e c h a n ic s .

Photon polarization. Quantum interference
effects. Measurement theory. Potential scat­
tering. Time-independent and time-dependent
perturbation theory. Interaction of the quan­
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera­
tors. Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. The
Dirac equation.
Prerequisites: Physics 113 and 115.
One credit.
Not offered 1995-96.
135. S o lid S ta te P h y s ic s .

Crystal structure and diffraction. The recip­
rocal lattice and Brillouin zones. Lattice vibra­

tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Elec­
trons in periodic structures. The Bloch theo­
rem. Band structure. Semiclassical electron
dynamics. Semiconductors. Magnetic and op­
tical properties o f solids. Superconductivity.
Prerequisites: Physics 113, 114, and 115.
One credit.
Not offered 1995-96.

136.

Q uantum O p tic s and L a s e r s .

Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, non-linear
effects, coherent transients and squeezed
states. Pulsed lasers and superradience.
Prerequisites: Physics 113 and 116.
One credit.
Not offered 1995-96.

UPPERCLASS LABORATORY PROGRAM
72a. E le c t ro n ic C ir c u it A p p lic a tio n s .

83.

(See Engineering for description.)

Experiments in modem optics, lasers (con­
tinuous and pulsed), atomic spectroscopy
using tunable lasers and advanced nuclear
physics.
(Upon consultation with a faculty member, a
research project may be substituted.)
One-half credit.
Fall semester. Brown.

82.

A d v a n c e d L a b o ra to ry .

Experiments in mechanics, electricity and
magnetism, waves, thermal and statistical phys­
ics, atomic and nuclear physics.
One-half credit.
Spring semester. Moscatelli, Brown.

A d v a n c e d L a b o ra to r y / R e s e a rc h .

ASTRONOMY
1. In tro d u c to ry A s tr o n o m y .

The scientific investigation of the universe by
observation and theory, including the basic
notions o f physics as needed in astronomical
applications. Topics include astronomical in­
struments and radiation; the sun and planets;
properties, structure, and evolution of stars;
the Galaxy and extragalactic systems; the ori­
gin and evolution of the universe. Includes
some evening labs.
Primary distribution course.
Fall semester. Heintz.
Spring semester. Gaustad.
5. G e n e ra l A s tr o n o m y I.

Celestial coordinates. Astronomical instru­
ments. Laws of physics relevant to astronomy.
Observed properties of the sun and stars.
Stellar structure and evolution. Star clusters.
Celestial mechanics. Binary stars.
Prerequisite: Mathematics 5.
Fall semester. Gaustad.
6. G e n e ra l A s tr o n o m y II.

Interstellar matter. The Milky Way Galaxy.
Galaxies and quasars. Cosmology. The solar

system.
Prerequisite: Mathematics 5.
Spring semester. Heintz.
9.

M e te o ro lo g y .

The elements of weather, its recording and
prediction. Structure and dynamics o f the
atmosphere. Includes regular weather obser­
vations and comparison with maps.
Prerequisites: Mathematics 5, 6A.
Spring semester. Heintz.
52. C o n c e p ts o f th e C o s m o s .

The development of mathematical and astro­
nomical thought, with emphasis on hellenistic
geometry and cosmology. The incorporation
o f physical law in theory and observation
from Newton and Halley to Einstein and the
present astrophysics.
Prerequisite: Astronomy 1 or 6, Math 4 or 5.
Not offered 1995-96.
5 5 . P la n e ta ry S c ie n c e .

Methods and results o f the exploration o f the
solar system.
Prerequisite: Astronomy 6.
Fall semester. Heintz.

249

P h y s ic s and A s tr o n o m y

i «
56.

C o s m o lo g y .

Optical and radio study of galaxies and the
cosmic distance scale. General Relativity and
the theoretical frame of model Universes.
Quasars, the cosmic microwave background;
theories of the early Universe.
Prerequisites: Astronomy 5, 6; Mathematics
6A, 6B.
Not offered 1995-96.
5 9 . P o s itio n a l A s tro n o m y .

Coordinate systems and transformations; fun­
damental and apparent positions; proper mo­
tion and binary-star analysis.
Prerequisite: Astronomy 6 .
Not offered 1995-96.
61. C u rre n t P r o b le m s in A s tr o n o m y
a n d A s t r o p h y s ic s .

Reading and discussion o f selected research
papers from the astronomical literature. Tech­
niques o f journal reading, use o f abstract
services and other aids for the efficient main­
tenance o f awareness in a technical field. May
be repeated for credit. Credit/no credit only.

One-half credit.
Each semester. Staff.
64.

G a la c tic S tr u c tu re .

Observational and theoretical results on the
Milky Way Galaxy, including stellar popula­
tions, H-R diagram, luminosity function, stel­
lar dynamics, spiral structure, and mass dis­
tribution.
Prerequisites: Astronomy 6, Mathematics 6A.
Not offered 1995-96.

<&

•►

93. D ire c te d R ead in g .
94. R e s e a rc h P r o j e c t

<►

117,118. T h e o r e tic a l A s t r o p h y s ic s .

The physical interpretation o f astronomical
phenomena. Topics include electromagnetic
processes in space, fluid dynamics and shock
waves, the interstellar medium, radiative trans­
fer, stellar atmospheres, interpretation o f stel­
lar spectra, stellar structure and evolution,
and star formation.
Prerequisites: Astronomy 5, 6; Physics 14.
Not offered 1995-96.

, >

mm

- >

250

Political Science

RAYMOND F. HOPKINS, Professor2
J A M E S R. KURTH, Professor
RICHARD L. RUBIN, Professor (part-time) 3
KENNETH E. S H A R P E , Professor and Chair
DAVID G. S M ITH , Professor Emeritus
CAROL NACKENOFF, Associate Professor3
RICHARD VALELLY, Associate Professor
TYRENE W HITE, Associate Professor
CYNTHIA PERWIN H A LPER N , Assistant Professor
M ETA MENDEL-REYES, Assistant Professor
DEEPA M . OLLAPALLY, Assistant Professor

COURSE OFFERINGS AND PREREQUISITES
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an under­
standing o f the purposes, organization, and
operation of political institutions, domestic
and international. The Department offers
courses in all four of the major subfields of the
discipline-American politics, comparative
politics, international politics, and political
theory. Questions about the causes and con­
sequences o f political action and normative
concerns regarding freedom and authority,

power and justice, and human dignity and
social responsibility are addressed throughout
the curriculum.
Prerequisites: Students planning to study po­
litical science are advised to start with two of
the following introductory courses: Political
Theory, American Politics, Comparative Poli­
tics, and International Politics (Political Sci­
ence 1 ,2 ,3 , and 4 ). Normally any two o f these
courses constitute the prerequisite for further
work in the Department.

REQUIREMENTS FOR THE MAJOR
Prerequisites and general recommendations: Stu­
dents who intend to major in Political Science
should begin their work in their first year at
college if possible. Completion o f at least two
courses at the introductory level (Political
Science 1, 2, 3, 4 is required for admission to
the major). Supporting courses strongly re­
commended for all majors are Statistical
Thinking or Statistical Methods (Mathemat­
ics 1 or 2 ) and Introduction to Economics
(Economics 1).
Course requirements for majors: To graduate
with a major in Political Science, a student
must complete the equivalent o f at least eight
courses in the Department. The Department
expects that at least five of these eight courses
be taken at Swarthmore.

2 Absent on leave, spring semester, 1996.

Distribution requirements: All Political Science
majors are required to take one course or
seminar in each of the following three fields:
1) American politics; 2 ) comparative or inter­
national politics; and 3 ) political theory.
Completion of any of the following will satisfy
the political theory requirement: Political Sci­
ence 11, 12, 100, or 101.
The Department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at
least three o f the four major subfields of
political science (listed in the introductory
paragraph above).
The comprehensive requirement: Majors in the
Course program can fulfill the College com­
prehensive requirement in one of two ways.
3 Absent on leave, 1995-96.

251

P o litic a l S c ie n c e

The preferred option is the Oral Thesis. Stu­
dents are examined orally on a body of liter­
ature that best captures their interests and
range o f preparation within the discipline.
Under the second option, the Written Thesis,
students are required to complete a written
thesis based on in-depth research into a topic
o f their choice. To be eligible for this option

students must normally have at least an Aaverage in their political science courses, dem­
onstrate the merit and rigor o f their proposal,
and secure the approval of a faculty advisor.
Detailed information about all o f these options is made available at the beginning o f the
junior year.

|

HONORS MAJORS
(available to classes of 1997 onward)
To be accepted into the Honors Program
students should normally have at least an
average o f B + inside the department (the grade
equivalent of an "Honors” ) and B outside the
department and should give evidence o f their
ability to work independently and construc­
tively in a seminar setting. Seminars will
normally be limited to eight students and first
choice will go to honors majors. Political
Science Honors majors must meet all current
distributional requirements for majors, in­
cluding the history o f political theory re­
quirement. They must have a minimum ten
credits inside the Political Science Depart­
ment. Normally, six o f these credits will be
met with three two-unit preparations which
will help prepare honors majors for outside
examinations, both written and oral. These
two-unit preparations will normally be either
a two-credit honors seminar or a "courseplus” option. O f these three (3 ) two-unit
preparations, no more than two may be in a
single field in the Department. The "courseplus” option will normally consist o f two
one-unit courses or seminars that have been
designated to count as an honors preparation.
Examples include Pols 3 8 (Community Poli­
tics: The Internship Seminar) plus either Pols

19 (Democratic Theory and Practice) or Pols
3 6 (Multicultural Politics in the U .S .); Pols
13 (Feminist Political Theory) plus either
Pols 31 (Difference and Dominance) or Pols
3 2 (Gender, Politics and Policy in America);
or Pols 2 4 (Constitutional Law) plus Pols 72
(Special Topics/Thesis). The Department
does not normally advise theses, course
attachments, or directed readings as a substitute for the honors seminars and "course
plus” options but on occasion some faculty
members may have the time to direct such
individual work.
All prospective honors majors must have
completed one o f their four honors prepara­
tions before their senior year in order to have
room in their schedule for the Senior Honors
Colloquium.
All senior honors majors must take the Senior
Honors Colloquium, a two-credit colloquium
normally offered in the fall term o f their
senior year. This colloquium satisfies the
senior honors study requirement. In addition
to the written work and grade for the senior
colloquia, there will be an oral (but not a
written) exam given by an outside examiner.

II

A

4

1

HONORS MINORS
Honors minors in political science will be
required to have at least five credits in political
science. Among these five credits, minors
must normally meet the three-field distribu­
tion requirement—in American politics, in
political theory, and in comparative politics/
international relations. Minors will be re­
quired to take one of the two-unit Honors

252

preparations offered by the Department. Hon­
ors minors will normally meet their senior
honors study requirement by doing a set of
readings suggested by the teacher o f their
political science seminar. This list will then
be passed on to their outside examiner along
with the seminar syllabus.

I

HONORS EXAM S
The honors exams will normally consist of a
three hour written exam in each of the stu-

dent’s seminars, and an oral exam of a half ah
hour.

CONCENTRATIONS IN INTERNATIONAL
RELATIONS AND PUBLIC POLICY
Students have the option o f pursuing interdis­
ciplinary work as an adjunct to a major in
Political Science in the concentrations in In­
ternational Relations and Public Policy. In
each case, comprehensive requirements (for
Course majors) or the external examination
requirements (for candidates for Honors) will
be adjusted to allow students to demonstrate
their accomplishments in the concentration.

For further information, consult the separate
Catalog listings for International Relations
(page 174) and Public Policy (page 268).
Currently, Professor James Kurth is the coor­
dinator o f the concentration in International
Relations, and Professor Raymond Hopkins
is the coordinator o f the concentration in
Public Policy.

THE DEMOCRACY PROJECT
1995-96 is the fourth year of the Depart­
ment’s five year pilot Democracy Project. The
purpose o f this project is to deepen students’
understanding of and commitment to demo­
cratic participation in a multicultural nation.
A central feature o f the Democracy Project is
community-based learning, through public
service internships as part o f the course work.
By integrating reflection and experience, the
project will enable students to study the ways

in which communities define and seek to
empower themselves in the United States,
and the relationship between individual activ­
ism and political change at the grassroots
level. Students interested in the project are
encouraged to take the three core courses:
Democratic Theory and Practice (Pols 19),
Multicultural Politics in the U .S. (Pols 36),
and Community Politics: The Internship Sem­
inar (Pols 38).

ADVANCED PLACEMENT
The Department grants one unit of college
credit to students who have achieved a score
of 5 on the College Board Advanced Place­
ment examination in Government and Politics
(either United States or Comparative, but not
both). This credit may be counted toward the
major and toward satisfaction of the College

distribution requirement in the Social Sci­
ences. Normally, students awarded A.P. credit
will still be expected to complete at least two
introductory courses at Swarthmore as a pre­
requisite for more advanced work in the
Department.

TEACHER CERTIFICATION
Occasionally, majors in Political Science wish
to pursue certification for secondary school
teaching. For such students, there are two
normal routes to Social Studies Certification.
One 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 SociologyAnthropology are required to take at least
four courses outside their major; students

253

P o litic a l S c ie n c e

majoring in Economics or Psychology are
required to take six. The other route to certi­
fication 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.

COURSES
1. P o litic a l T h e o ry .

This course is an introduction to political
theory by way o f an introduction to some of
its most important themes, problems, and
texts. It seeks to elicit understanding of theory
as a way o f thinking about the world, as
related to political practices and institutions,
and as a form o f politics. Different instructors
and sections will emphasize different central
issues o f politics, such as ( 1 ) justice, (2) free­
dom, (3 ) power and knowledge, and (4 ) reli­
gion and politics.
Primary distribution course.
Fall semester. Staff.
2. A m e r ic a n P o litic s .

To what extent do American institutions and
political processes produce democratic, egali­
tarian, rational, or otherwise desirable out­
comes? This course examines the exercise and
distribution o f political power with current
political issues as a backdrop. Topics include:
national legislative-executive politics; the role
o f the judiciary in American politics; parties,
groups, and movements; public policy and
public law; the politics o f class, race, and
gender; citizen rationality; voting; political
culture; participation at the grassroots. The
course engages different theoretical ap­
proaches and analyzes the political systems
performance using criteria drawn from demo­
cratic theory.
Primary distribution course.
Fall semester. Staff.
3. C o m p a r a tiv e P o litic s .

An introduction to the foundations and char­
acter o f contemporary politics in particular
regions o f the world. Different instructors
will emphasize different regions, such as Eu­
rope, East Asia, and South Asia. Topics will
include the historical foundations o f contem­
porary political culture, patterns o f socioeco­

254

nomic development, nationalism and ethnic
conflict, authoritarianism and democracy, and
gender structures in society. For Fall 1995,
the focus will be East-West comparisons. For
Spring 1996, the focus will be European
politics.
Primary distribution course.
Each semester. Staff.
4.

in te rn a tio n a l P o litic s .

An introduction to the analysis of the con­
temporary international system and its evolu­
tion in the twentieth century. The course will
examine various approaches to explaining
major international wars, ethnic conflicts, and
economic disputes.
Primary distribution course.
Spring semester. Staff.
7.

In tro d u ctio n To A f r ic a n S tu d ie s .

(Cross-listed as History 6 5 .) This course
offers a broad introduction to the people and
events o f Africa, with special attention to
current concerns o f Africans. It covers African
issues from the perspective of many disci­
plines—literature, art, anthropology, history,
economics and political science. The course
includes a survey o f pre-colonial and colonial
institutions, the physical and human geogra­
phy o f the continent, selected post-colonial
literature, and social, economic, and political
problems facing contemporary African socie­
ties. It is sponsored by the four college Con­
sortium for African Studies as a foundation
course for further work on Africa in the
curriculum o f the four institutions. The
course will meet once a week on Monday
afternoons at the campuses of Consortium
members—twice a month at the University of
Pennsylvania, once a month at Bryn Mawr/
Haverford and once a month at Swarthmore.
Fall semester. Professors Cassanelli and Hop­
kins.

11. A n c ie n t P o litic a l T h e o ry : G re e k and
B ib lic a l O rig in s a n d T ra d itio n s .

This course is concerned with the two great
traditions that constitute the origins of our
political practices and theory. We will begin
with the Greeks, with tragedy and with the
democracy o f the Athenian polis as the con­
text out o f which and against which Greek
political theory arose. We will study texts by
Sophocles, Plato and Aristotle. We will con­
trast this tradition with that of the Hebrew
Bible, looking especially at the prophets of
Jeremiah, Ezekiel and Deutero-lsaiah, as a
very different way o f understanding justice,
order, suffering, community and politics. We
will then explore how these two traditions
converged in the period of the New Testament,
looking at selections from the gospels, from
Paul, and from some o f the gnostic gospels.
Finally, we will study the works of Augustine,
a point of convergence for many o f the most
important political and theoretical themes
from previous centuries, leading into the Mid­
dle Ages.
Fall semester. Halpern.
12. M o d e rn P o litic a l T h e o ry : T h e O rig in s
and C o n s tru c tio n o f M o d e rn ity .

This course will be concerned with the origins
and construction of modernity, the politics
and theory o f the modern age. We will study
the roots o f modernity in the Reformation
and the Renaissance, as exemplified in the
works o f Luther, Calvin and Machiavelli; the
foundations o f modernity in the construction
of liberty, property and equality, in the works
of Hobbes, Locke, and Rousseau; the culmi­
nation o f modernity in the Enlightenment
projects of Kant, Mill, and Marx; and the
breakdown o f those same Enlightenment as­
sumptions in the works of Freud, Nietzsche
and Foucault. We will analyze both historical
context and theory, both dominant and revo­
lutionary aspects, which contributed to the
great democratizing impulse o f the modern
age in the west.
Spring semester. Mendel-Reyes.
13. F e m in is t P o litic a l T h e o ry .

Contemporary feminism transforms central
questions of political theory. Some o f the
most creative theorizing is taking place in
feminist legal theory. This course explores
key contributions and debates in feminist

political and legal theory. While focusing
chiefly upon western theory, the course en­
gages feminists from non-western cultures on
the capacity o f western feminists to speak to
different experiences. The course considers
feminist examinations o f human nature; the
body in political theory; personhood and
citizenship; voice and the law; theorizing
otherness; discourses privileged and silenced;
limits of privacy; relationships between
power, sexuality, race and identity.
Not offered 1995-96. Nackenoff.
15. E th ic s a n d P u b lic P o lic y .

This course will examine the nature and valid­
ity o f ethical arguments about moral and
political issues in public policy. We will study
several kinds o f ethical theories—Aristote­
lian, contractarian, consequentialist, femi­
nist—and see how and to what extent they
help us make policy decisions in important
contemporary political and legal controver­
sies. We will study ethical problems in deter­
mining the ends of policy, the means to
policy, and the conduct o f public officials.
Specific topics and cases will include: ethics
and politics, violence and war, public decep­
tion, privacy, discrimination and affirmative
action, environmental risk, health care, edu­
cation, abortion, surrogate motherhood,
world hunger, and the responsibilities o f pub­
lic officials.
Fall semester. Halpern
16. L ib e ra l I n d iv id u a lism .

This course will explore the conceptions of
human nature that underlie liberalism in mod­
ern society, with attention to what current
research and theory in psychology have to say
about these assumptions.
Not offered 1995-96. Sharpe and Schwartz.
17. A m e r ic a n P o litic a l T h o u g h t

An exploration of American political thought
and political culture from the origins of Eu­
ropean settlement to the present. In addition
to examining American liberal, republican,
and progressive traditions, we will explore
questions of national identity; struggles of
inclusion/exclusion; individualism and com­
munity; moral crusades; equality and inequal­
ity; democratic visions; issues o f race, class,
ethnicity and gender; the rise of capitalism
and the role o f the state.
Not offered 1995-96. Nackenoff.

255

P o litic a l S c ie n c e

19. D e m o c r a tic T h e o r y and P r a c t ic e .

An exploration of democratic theory and
practice, focusing on the gap between the
nearly universal commitment to democracy,
and the fact that very few people actually rule
themselves today.
Not offered 1995-96. Mendel-Reyes.
21. P a r tie s , G ro u p s , and M o v e m e n ts .

Considers the functions o f parties, groups,
and movements in representation and national
policy-making.
Not offered until 1997-98. Valelly.
22. A m e r ic a n E le c tio n s : Ritual, M y th
and S u b s ta n c e .

An examination o f the role of policy issues,
candidate image, media, marketing, and polit­
ical parties in the American electoral process.
Students will learn how to use and interpret
survey data. Do elections matter, and if so,
how? Historical trends in electoral politics
will provide the basis for analyzing 1996.
Next offered Fall, 1996. Nackenoff.
2 4 . A m e r ic a n C o n s titu tio n a l La w .

The Supreme Court in American political
life, with emphasis on case law and constitu­
tional development. The course examines the
Court’s role in political agenda-setting in
arenas including economic policy; property
rights; separation of powers; federalism; presi­
dential powers and war powers; interpreting
the equal protection and due process clauses
as they bear on race and gender equality.
Exploration o f individual rights and civil lib­
erties; judicial review, judicial activism and
restraint, and doctrines of constitutional in­
terpretation.
Not offered 1995-96. Nackenoff.
25. T h e S e m is o v e r e ig n P eo p le:
N a tio n a l P o lit ic s in th e 1990s.

A somewhat advanced overview of the Ameri­
can political system. Attention to institutions,
policy-making processes, structure and evo­
lution o f public opinion, and party and group
systems. Political economy and methodologi­
cal issues also covered, along with criteria for
evaluating performance o f the American po­
litical system. Course is not appropriate for
someone lacking a semester o f formal aca­
demic work in American politics.
Prerequisite: Pols 2 or special permission of
the instructor.

256

31. D iffe re n c e , D o m in a n c e and
th e S tru g g le f o r E q u ality.

This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, class, colonial and post-colo­
nial relationships are examined and compared;
how do these various struggles bear on mean­
ings of and prospects for equality in the
United States? We consider the efficacy of
individual and collective strategies; the utility
of assimilation (androgyny), negative identity,
separatism, revolt, along with the promise
and limits o f liberal participatory politics for
achieving greater power and equality. Alter­
nates with Pols 32.
Offered every other year.
Not offered 1995-96. Nackenoff.
32. G en d er, P o lit ic s and P o lic y
in A m e r ic a .

Gender issues and womens issues in contem­
porary American politics, the course explores
1 ) gender and political participation; 2 ) move­
ment politics and empowerment; and 3)
gender, policy, and law. Policy issues selected
from: feminization of poverty; employment
discrimination; affirmative action; divorce,
child custody, child care, surrogate parentage;
privacy rights and sexual practices; abortion;
violence against women; sexual harassment;
pornography; workplace hazards and fetal
protection. Alternates with Pols 31.
Not offered 1995-96. Nackenoff.
3 3 . R a c e , E th n ic ity a n d P u b lic P o lic y :
A f r ic a n A m e r ic a n s .

This course investigates the relationship of
race, American political institutions, and the
making of public policy. Race, class, and
ethnic analyses are made with particular focus
on how racial policy was made through the
electoral system, the courts, the congress, and
the presidency. The cleavage between Black
and W hite is analyzed over time and in con­
temporary politics and also in comparative
perspective with other groups.
Not offered 1995-96. Rubin.
35. P o litic a l E c o n o m y o f Ed u ca tion :
U.S. E d u ca tio n in th e 20 th C e n tu ry .

(Cross-listed as Education 67. See description
under Education courses.)
Spring semester. Shumar.

36.

M u ltic u ltu ra l P o lit ic s in th e U.S.

In the 1990s, Americans have become in­
creasingly divided along such lines as race,
ethnicity, gender, class, religion, sexual pref­
erence, and immigrant status. Can people
with multicultural identities come together as
members of a political community? This
course explores the ways in which difference
has shaped American political history and
culture; contemporary issues, including im­
migration, affirmative action, and environ­
mental racism; the efforts o f excluded groups
to empower themselves; and multicultural
politics in Chester and Philadelphia.
Fall semester. Mendel-Reyes.
38. C o m m u n ity P o litic s : T h e In te rn sh ip
S e m in a r.

Through volunteer internships with local com­
munity organizations, this course explores
individual activism, and the practice o f demo­
cratic and multicultural politics at the grass­
roots. How are communities empowering
themselves to confront poverty, racism, inad­
equate education? What are the roles and
responsibilities o f individual activists—as
members o f struggling communities, as lead­
ers, as outside organizers? We will integrate
reflection and experience through dialogue
with local activists, class community projects,
and weekly seminars.
Prerequisite: Pols 19 or Pols 36, or permission
of instructor.
Spring semester. Mendel-Reyes.
39. T h e P o lit ic s a n d P o litic a l C u ltu re o f
A m e r ic a n J e w s .

An analysis o f the actual political behavior of
American Jews, and the attitudinal substruc­
tures and cultural underpinnings that shape
that behavior.
Not offered 1995-96. Rubin.
40. T h e o r ie s o f P u b lic P o lic y .

Considers areas of overlap and disagreement
in how economists and political scientists
analyze public policy development and imple­
mentation.
Prerequisite: Pols 2.
Not offered until 1997-98. Valelly.
41. P o litic a l E c o n o m y a n d S o c ia l P o lic y :
The U.S. in th e 1990s.

Governmental policies for taking care of citi­
zens needs (such as social security, tax expen­

ditures for private pension plans, and means
tested programs like AFDC) are considered
with special emphasis on how such policies
also reshape political processes. Similarly,
macroeconomic policies (e.g., fiscal and mon­
etary policy) are examined for their feedback
effects on the political agenda and the party
system. We conclude by exploring epochal
changes o f the past decade in the labor market,
corporate structures, and industrial practices.
Approach is primarily historical and institu­
tional; this proves especially helpful for ex­
plaining major contemporary outcomes and
their significance. Some knowledge of eco­
nomics is useful.
Prerequisite: Both Pols 2 or Pols 25 are helpful.
Fall semester. Valelly.
42. H ea lth P o lic y .

(Cross-listed as Economics 75.) Central top­
ics are the organization of health care delivery;
health markets and health insurance; the in­
terplay o f federal, state and local governments,
providers and interest groups in health policy;
programs dealing with the health professions,
biomedical research; Medicare, Medicaid and
cost containment; major alternatives for na­
tional health insurance.
Fall semester. Smith, Hollister and Magenheim.
43. E n v iro n m e n ta l P o lic y .

(Cross-listed as Engineering 68. See descrip­
tion under Engineering courses.)
Not offered 1995-96.
45. D e fe n s e P o lic y .

Analysis of American defense policy since
World War II, with particular emphasis on
the choice o f weapons systems, foreign inter­
ventions, and military strategies.
Prerequisite: Pols 4.
Fall semester. Kurth.
47.

P o lit ic s o f Fa m in e a n d Food P o lic y .

The causes and possible solutions to major
food problems: hunger, rural poverty, and
food insecurity are examined. The role of
government policy in production, proper dis­
tribution, and consumption o f food is consid­
ered. Principal focus will be upon the Ameri­
can agricultural experience, food systems in
less developed countries, international trade
and aid as solutions, and international mea­
sures to improve food security. A field trip,

257

P o litic a l S c ie n c e

f■
ii

and early final exam, and a substantial paper
are features of the course. Students with little
work in political science may be admitted
with the consent o f the instructor.
Not offered 1995-96. Hopkins.

Prerequisite: Pols 4 or equivalent.
Spring semester. Ollapally.

5 5 . C h in a a n d th e W orld .

An examination o f the constraints and choices
facing developing countries in their drive to
"catch up” with the West. Explores competing paradigms o f development and the differ­
ent strategies, politics and values they em­
body. Topics include the role of class and
culture in determining development paths;
tradeoffs between growth and equity; women
and unequal burden sharing; aid, trade, mul­
tinational corporations and external domi­
nance; and the new politics o f biodiversity and
the environment.
Fall semester. Ollapally.

Explores the rise of China in the late twentieth
century and China’s place in the post-Cold
War international environment.
Not offered 1995-96. White.
56. P o lit ic s o f S o u th and S o u th e a s t A s ia .

This course will examine the two faces of
Asia—a struggling South Asia and a prosper­
ous Southeast Asia—in the contemporary
international political and economic context.
Topics will include the politics o f authoritar­
ianism and democracy; economic develop­
ment; issues o f women’s labor; and the evolu­
tion of American imperialism and Japanese
dominance in the region. A special topic will
be the Asian diaspora in the United States and
emerging trends in Asian American politics.
Not offered 1995-96. Ollapally.
5 7 . La tin A m e r ic a n P o litic s .

A comparative study o f the political economy
of the region focusing on Mexico, Chile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include: the tensions between repre­
sentative democracy, popular democracy, and
market economies; the conditions for democ­
racy and authoritarianism; the sources and
impact of revolution; the political impact of
neo-liberal economic policies, and the eco­
nomic impact o f state intervention; and the
role o f the U .S. in the region.
Spring semester. Sharpe.
5 8 . A f r ic a n P o litic s .

A comparative study o f the politics o f subSaharan African societies undergoing change
and pursuing economic development. Policies
that shape statehood, nation-building and eco­
nomic development will be considered.
Not offered 1995-96. Hopkins.
61. A m e r ic a n F o re ig n P o lic y .

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.

258

62. D e v e lo p m e n t and D is c o n t e n t
T h e C r is i s o f P o litic a l E c o n o m y
in th e T h ird W orld .

A

*

I
{r

X

6 3 . La F ro n te ra : T h e U.S. and M e x ic o
in P o lit ic s a n d L ite ra tu re .

An interdisciplinary exploration o f the rela­
tionship between the United States and Mexico as experienced by communities on both
sides of the U.S.-M exico border.
Not offered 1995-96. Mendel-Reyes and Cama­
cho de Schmidt.

m

U

64. A m e r ic a n - E a s t A s ia n R e la tio n s.

Examines international relations across the
Pacific in the twentieth century. Several Asian
countries will be selected each year for special
focus on contemporary issues.
Prerequisite: Pols 4.
Spring semester. White.

68 . In te rn a tio n a l P o litic a l E c o n o m y .
(Cross-listed as Economics 53 .) This course
uses political and economic perspectives to
analyze the activities in international economy
and major topics in IPE. These include: the
rise and decline of hegemonic powers in creat­
ing economic order, the pattern and reality of
fair trade under GATT/WTO, foreign debt
and default threats; the methods for stimulat­
ing economic development through interna­
tional finance, and the stability and adjustment of international traded currencies.
Prerequisite: Pols 4.
Fall semester. Professors Hopkins and Golub.
72.

a

I

I

C o n s titu tio n a l La w : S p e c ia l T o p ic s .

An in-depth exploration o f several issues
selected from 1st, 4th, 5th, 6th, and/or 14th
Amendment jurisprudence.

I

t
J
I
I

I

Prerequisite: Pols 24. By permission of the
instructor.
May fee available Spring semester under special
circumstances only by permission o f the instructor.
Nackenoff.
73. C o m p a ra tiv e P o litic s :
S p e c ia l T o p ic s .

In the Spring o f 1996, the special topic will be
Population Issues in World Politics. The
course will examine the historical and con­
temporary debate on population growth and
population control, the evolution and imple­
mentation o f family planning programs, and
current issues such as abortion, euthanasia,
and in different nations, international migra­
tion and immigration. Readings will include
feminist, environmental, and religious per­
spectives.
Spring semester. White.
74. Inte rn a tio na l P o litic s :
S p e c ia l T o p ic s .

1

«

Each year this course will study a major topic
in international politics, with different topics
being studied in different years. The course
will examine development o f the topic from
historical origins to contemporary issues.
During fall 1995, the topic will be multi­
cultural politics and ethnic conflicts in the
United States and their relations with intema-

I
»

78. U rb a n R e s e a rc h .

(Cross-listed as Economics 74. See descrip­
tion under Economics courses.)
May be offered 1995-96.
9 0 . D ire c te d R e a d in g s in
P o litic a l S c ie n c e .

Available on an individual or group basis,
subject to the approval of the chairman and
the instructor.
95.

T h e s is .

W ith 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.
9 7 ,9 8 . P u b lic P o lic y T h e s is .

(Cross-listed as 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 9 8 is required.
Fall semester. Hopkins, others.

SEMINARS
The following seminars prepare for examina­
tion for a degree with Honors:

4

tional politics.
Prerequisite: Pols 4.
Fall semester. Kurth.

100. P o litic a l T h e o ry : P la to to H o b b e s.

The development of political thought in the
ancient and medieval periods, and the emer­
gence o f a distinctively modem political out­
look. Special attention to the differences be­
tween the way the Ancients and the Moderns
thought about ethics, politics, democracy,
law, knowledge, power, justice, the individual,
and the community. Key philosophers include
Plato, Aristotle, Augustine, and Hobbes.
Fall semester. Sharpe.
101. P o litic a l T h e o ry : M o d e rn .

This seminar will be concerned with the
origins and construction o f modernity, the
politics and theory o f the modem age. We will
study the roots o f modernity in the Reforma­

tion and the Renaissance, as exemplified in
the works o f Luther and Machiavelli; the
foundations o f modernity in the construction
o f liberty, property and equality, as seen in
the works o f Hobbes, Locke, and Rousseau;
the culmination o f modernity in the Enlight­
enment projects of Kant, Mill, and Marx; and
the breakdown of those same Enlightenment
assumptions in the works o f Nietzsche and
Foucault. We will analyze both historical con­
text and theory, both dominant and revolu­
tionary aspects, which contributed to the
great democratizing impulse o f the modern
age in the west.
Spring semester. Halpem.
103.

A m e r ic a n P o litic s .

The relationship between American political
thought and political practice. Exploration of

259

P o litic a l S c ie n c e

classic authors and texts is accompanied by
investigation o f political narratives and the
impact o f popular culture on forms o f public
discourse, as well as by interpretations of the
character of American politics. An examina­
tion of models o f the self-determining indi­
vidual, against which discussions o f citizen­
ship have taken place; visions of racial and
gender justice; the religious and moral dimen­
sions o f American political thought; the fate
o f Jeffersonian ideals in the industrial age; and
tensions between the fear o f political author­
ity and the desire to use state power to
accomplish public purposes.
Not offered 1995-96. Nackenoff.
104.

A m e r ic a n P o litic a l S y s te m .

Surveys the best literature on key aspects of
the American political system with special
attention to national institutions and pro­
cesses, and the actual severity of pathologies
widely held to exist. Other topics may include
political economy and theories o f public pol­
icy. Also considered are the promise o f con­
ceptual change in political science and the
recent development of historical and rational
choice sensibilities for understanding Ameri­
can politics.
Prerequisite: Pols 2 and permission o f the
instructor.
Fail semester. Valelly.
108. C o m p a ra tiv e P o litic s :
G re a te r C h in a .

Examines patterns of political and economic
development in China, Taiwan, Hong Kong
and Singapore, focusing on the interplay of
capitalism, communism, and Confucianism.
W ill also explore contemporary regional dy­
namics in East Asia and their impact on
Chinese development.
Prerequisite: Pols 55 or permission of the

instructor.
Fall semester. White.
109. C o m p a ra tiv e P o litic s :
La tin A m e r ic a .

A comparative study of the political economy
o f the region focusing on Mexico, Chile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include: the tensions between repre­
sentative democracy, popular democracy, and
market economies; the conditions for democ­
racy and authoritarianism; the sources and
impact o f revolution; the political impact of
neo-liberal economic policies, and the eco­
nomic impact o f state intervention; and the
role o f the U .S. in the region.
Spring semester. Sharpe.
110. C o m p a ra tiv e P o litic s : A fr ic a .

A review of the historical evolution and revo­
lutionary change in politics o f sub-Saharan
Africa. Topics will include colonial legacies,
nationalism, class, ethnicity, economic devel­
opment, and the character of the state. Prob­
lems o f public policy will be given special
attention, as will new states and selected
countries in South Africa, East Africa and
West Africa
Not offered 1995-96. Hopkins.
111. Inte rn a tio na l P o litic s .

An inquiry into problems in international
politics. Topics will include 1) competing
theories o f international politics, 2 ) war and
the uses o f force, and 3 ) the management of
various global economic issues.
Prerequisite: Pols 4 or equivalent.
Fall semester. Hopkins.
180. T h e s is .

W ith the permission of the Department,
Honors candidates may write a thesis for
double course credit.

I

4►

Psychology

ALFRED H. BLOOM, Professor*
KENNETH J . BERGEN, Professor
DEBORAH G. K E M LER NELSON, Professor1

4s

JEA N N E M A R E C E K , Professor12
ALLEN M . SCHNEIDER, Professor2
BARRY S C H W A R TZ, Professor and Chair
ROBERT DUFOUR, Assistant Professor
FRAN K H. DURGIN, Assistant Professor
WENDY HORWITZ, Assistant Professor
CHRISTINE M . M A S SE Y , Assistant Professor
ETHEL 0. MOORE, Assistant Professor

<

; ,

I
11
■

I
11

I

The work o f the Department of Psychology
concerns the systematic study of human be­
havior and experience; processes o f perception, learning, thinking, and motivation are
considered in their relation to the develop­
ment o f the individual. The relations o f the
individual to other persons are also a topic of
study.
The courses and seminars o f the department
are designed to provide a sound understanding

o f the principles and methods o f inquiry of
psychology. Students learn the nature o f psy­
chological inquiry and psychological ap­
proaches to various problems encountered in
the humanities, the social sciences, and the
life sciences.
A special major in Psychobiology is offered in
cooperation with the Department of Biology.
Consult either department chair.

REQUIREMENTS AND RECOMMENDATIONS
Psychology 1, Introduction to Psychology, is
normally a prerequisite for further work in
the Department. Psychology 6, Critical Issues
in Psychology, can also serve as prerequisite
for further work.
A Course major consists o f at least eight
credits, excluding courses cross-listed in psy­
chology that are taught only by members of
other departments. Four should be core
courses (with course numbers in the 3 0 ’s):
Physiological Psychology, Learning and Ac­
tion, Perception, Cognitive Psychology, Psychology o f Language, Social Psychology, Per­
sonality, Concepts o f the Person, Abnormal
Psychology, and Developmental Psychology.
Students may not take both Psychology 36,
Personality, and Psychology 37, Concepts of
the Person.

1 Absent on leave, fall semester, 1995.
2 Absent on leave, spring semester, 1996.

Students are required to meet a comprehensive
requirement in their majors. In psychology,
this may be accomplished in one of two ways:
The first, open to all majors, is the compre­
hensive examination, prepared independently
and completed early in the spring semester of
the senior year. The second way is to complete
a 2 -credit senior thesis (one credit each se­
mester of the senior year). The senior thesis
program is open to students who have a B
average both in psychology and overall. Stu­
dents must have an acceptable proposal, an
advisor and sufficient background to under­
take the proposed work. See Psychology 96,
97, and the departmental brochure.
Students should take at least one course that
provides them with experience in conducting
research.

* President o f the College

261

P s y c h o lo g y

11

||

fl
Students intending to pursue graduate work
in psychology will find it useful to take either
Statistics 2 or 23, offered by the Department
of Mathematics and Statistics.
The Honors Program in Psychology
Beginning with the class o f 1997, the psychol­
ogy department offers qualified students the
option of study in the Honors program. Stu­
dents majoring in psychology in Honors must
prepare three fields for external examination.
Two of these preparations involve either twocredit seminars or two-unit sequences of
courses; the third is a thesis, completed over
the course o f the senior year. In addition,

Honors majors take part in Senior Honors
Study in the spring o f their senior year.
Students must also meet the requirement for
study in four core areas, as described previously.
The psychology department also offers a
minor in the Honors program. Students with
Honors minors in psychology must prepare
one field for external examination. They must
also take one-half credit o f Senior Honors
Study and at least one additional psychology
course.

II
I
A
I

1■
I

A detailed description of the program is
available in the departmental brochure.

TEACHER CERTIFICATION
Occasionally, majors in psychology wish to
pursue certification for secondary school
teaching. For such students, there are two
normal routes to Social Studies Certification.
One 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 of 1987, at least one course in
American history and one social science
course focusing on Third World or nonAnglo subject matter are required. For further
information, see the listing for the Program in
Education.

1

»

COURSES
1. In tro d u ctio n to P s y c h o lo g y .

An introduction to the basic processes under­
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behavior are determined
by learning, motivation, neural, cognitive,
and social processes.
Each semester. Staff.
7. P e r c e p tio n s o f D iffe re n c e .

The course is focused upon perceived differ­
ences based on gender, race/ethnicity, age,
sexual orientation, mental and physical abili­
ties and the complex effects o f these percep­
tions. Explanations from social psychology
and related social science theories are exam­
ined in an attempt to understand prejudice,

262

discrimination, functions o f stereotypes, and
assumptions which guide these perceptions
o f difference in day-to-day personal interac­
tions.
No prerequisite.
Primary distribution course.
Fall semester. Moore.

I

-

8. Identity and C o m m u n ity .
Explores the cultural tensions between needs
for self exploration and expression on the one
hand, and social responsibility and interde­
pendence on the other. Parallel issues of group
identity vs. the melting pot mentality, and
ethical pluralism vs. universalism are consid­
ered. Discussions will center on key texts,
from existential works on social conflict and
social psychological sources through contem-

I

porary multi-culturalism.
No prerequisite.
Primary distribution course.
Fall semester. Gergen.

influence what organisms do. [Formerly
Learning and Motivation].
Fall semester. Schwartz.

21. E d u c a tio n a l P s y c h o lo g y .

How is knowledge obtained through our
senses? The study o f perception addresses
this question by seeking lawful relations be­
tween the physical world, experience, and
physiology. Weekly laboratories during sched­
uled class hours.
Spring semester. Durgin.

(See Education 21.)
Spring semester. Renninger.
22. C o u n s e lin g .

(See Education 25.)
Fall semester. Metherall.
23. A d o le s c e n c e .

(See Education 23.)
Spring semester. Smulyan.
27. P s y c h o lo g y and B la c k A m e r ic a :
S e le c te d T o p ic s .

A survey o f important issues in the social and
psychological life of Americans of African de­
scent. Topics include families, relationships,
personality, health and mental health con­
cerns.
Spring semester. Moore.
28. Intro d uction to C o g n itiv e S c ie n c e .

An introduction to the science o f the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and ar­
tificial intelligence. The focus is on the simi­
larities and differences in the approach taken
by researchers in these different fields in their
study o f cognitive mechanisms. Issues to be
addressed: W hat does it mean to be able to
think? W hat kind of computational architecture(s) is most appropriate to describe cogni­
tive mechanisms? Is the mind an emergent
property of the brain? What kind of hardware
is required for thinking to occur? Can a
computer have a mind?
Prerequisite: Psychology 1 or 6 or permission
of the instructor.
Spring semester. Dufour.
30. P h y s io lo g ic a l P s y c h o lo g y .

A survey of the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning,
and memory. Both experimental analyses and
clinical implications are considered.
Fall semester. Schneider.
31. L e a rn in g and A c tio n .

This course explores elementary learning pro­
cesses and how they combine with complex
cognitive, motivational, and social factors to

3 2 . P e rc e p tio n .

33. C o g n itiv e P s y c h o lo g y .

An overview o f the psychology of knowledge
representation, beginning from the founda­
tions o f perception, attention, memory, and
language to examine concepts, imagery, think­
ing, decision-making, and problem solving.
Fall semester. Durgin.
34. T h e P s y c h o lo g y o f La n g ua g e.

An introduction to the central psychological
processes at work in the use of language. The
focus is on the structural features of spoken
languages, with some attention paid to sign
languages. Particular topics include language
acquisition, speech production and process­
ing. Weekly laboratories during scheduled
class hours.
(Cross-listed as Linguistics 34.)
Fall semester. Dufour.
35. S o c ia l P s y c h o lo g y .

An examination of theory and research rele­
vant to social relationships between people.
Topics include social influence, person per­
ception, cognitive consistency theories, ag­
gression and group conflict, performing with
"rules,” the achieving society, attraction and
love.
Not offered 1995-96.
36. P e rs o n a lity .

An integration o f personality theory and re­
search includes hands-on experience with
some relevant personality assessment tech­
niques. Course examines psychoanalytic,
trait, behavioral, humanistic, and social cog­
nitive approaches. Not open to students who
have taken Psychology 37.
Spring semester. Moore.
37. C o n c e p ts o f th e P e rs o n .

An analysis o f central conceptions o f psycho­
logical functioning from both an historical

263

P s y c h o lo g y

and cultural prespective. Central attention is
given to the developing concept of the person
within the discipline of 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 cognitive and
trait formulations. Special attention is given
to the conception of the person emerging
within the post-modern period. Students who
plan to take the seminar Personality Theory
and Interpretation (Psychology 106) should
not take Psychology 37. Not open to students
who have taken Psychology 36.
Fall semester. Gergen.
38. A b n o rm a l P s y c h o lo g y .

A consideration of major forms o f psychologi­
cal disorder in adults and children. Biogenetic,
socio-cultural, and psychological theories of
abnormality are examined, along with their
corresponding modes of treatment.
Spring semester. Horwitz.
39. D e v e lo p m e n ta l P s y c h o lo g y .

A selective survey o f cognitive and social
development from infancy to adolescence.
M ajor 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 of parents
and other social agents on the development of
the child.
Fall semester. Massey.
40. V is u a l A tten tio n .

W hat we see depends on where we look. This
course will adopt a broad perspective on the
concept o f visual attention with particular
emphasis on the role o f eye-movements in the
selection of visual information.
Not offered 1995-96. Durgin.
41. C h ild re n a t R isk .

Chronic illness, divorce, war, homelessness,
and chronic poverty form the backdrop of
many children’s lives. This course considers
children’s responses to such occurrences from
clinical, social, and developmental perspec­
tives. Special emphasis is placed on the con­
tributions o f family and the social environ­
ment to the child’s well-being or distress.
Fall semester. Horwitz.

264

42. H u m a n In te llig e n ce.

This course adopts a broad view of its topic,
Human Intelligence. One major set of subtopics is drawn from the intelligence-testing
(IQ ) tradition. Other concerns include cogni­
tive theories o f intelligence, developmental
theories o f intelligence, everyday conceptions
of intelligence, the relation between infant
and adult intelligence, and the relation be­
tween human and animal intelligence.
Spring semester. Kemler Nelson.
43. La n g u a g e L e a rn in g & B ilin g u a lis m .

This course examines how second languages
are learned, processed, and represented. One
goal is to evaluate how basic cognitive pro­
cesses (e.g., memory) are affected or modified
by the knowledge o f two languages. Some
topics covered include critical period effects
on language learning, lexical and conceptual
representations in bilinguals, comprehension
and speech production in a second language,
and sign language as a second language.
(Cross-listed as Linguistics 46.)
Fall semester. Dufour.
4 4 . P s y c h o lo g y and W om en.

This course concerns psychological ap­
proaches to studying women and gender.
Issues such as sexuality, motherhood, eating
problems, and violence against women are
examined, with special attention to the diver-,
sity o f women’s experiences. In addition, we
study the ways that gender is represented in
research and clinical theories, as well as in
popular psychology.
Fall semester. Marecek.
45. L ife T ra n s itio n s : P s y c h o lo g ic a l
P e r s p e c t iv e s .

An exploration of developmental theory and
research relevant to adult lives and personali­
ty. Life histories o f women and men are
examined, focusing on normative and nonnormative life transitions across the span of
adulthood. The course emphasizes the particu­
lar ways in which individuals anticipate new
roles and construe appropriate life tasks.
Fall semester. Moore.
50. R e s e a r c h in N a tu r a lis tic S e ttin g s .

Students in this course conduct original re­
search using a Philadelphia children’s museum
as the field setting. Class is conducted as a
research methods workshop. By permission

of the instructor.
Not offered 1995-96. Massey.
52. R e p re s e n ta tio n s o f W o m e n ’s
Identity.

(See English 82 ). Satisfies distribution re­
quirement in group 1, not group 3.
Not offered 1995-96. Marecek and Blum.
54.

C h ild re n ’s T h in k in g a n d Le a rn in g .

The course examines theory and research on
selected current topics in the development of
children’s thinking and learning, including
the development of representational abilities,
and of concepts and categories; the acquisition
of complex knowledge (theories); and metacognitive development. Students have oppor­
tunities to conduct small-scale studies of
children’s thinking and learning as part of the
course. By permission. Limited to 15 stu­
dents.
Spring semester. Massey.
56. M e s s a g e S y s te m s : N o n v e rb a l
C o m m u n ica tio n .

The course is designed to explore the role of
nonverbal communication and nonverbal be­
havior in social interaction and to examine
some of the media through which messages are
systematically transmitted and decoded.
(Cross-listed as Ling 56.)
Moore.
62. T h e S o c ia l C o n s tru c tio n o f th e M in d .

How are beliefs about the mind generated and
sustained; what are the effects o f current be­
liefs on social life; can these beliefs be
changed? The course explores various social,
rhetorical, and ideological processes that in­
fluence current constructions o f the mental
world.
Gergen.
63. S p e c ia l T o p ic s in C o g n itiv e
P s y c h o lo g y .

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.
Not offered 1995-96.

64. R e s e a rc h I s s u e s in C lin ic a l
C h ild P s y c h o lo g y .

This class addresses clinical topics (e.g., per­
vasive developmental disorder, anxiety, de­
pression, chronic illness, sexual abuse), while
considering specific problems of research
(e.g., sampling strategies, reliability and va­
lidity, cross-sectional vs. longitudinal designs,
qualitative analysis) as they pertain to clinical
child psychology. Students learn to locate and
evaluate current empirical studies as they
discuss childhood problems.
Prerequisite: Introduction to Psychology and
one of the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, or Children at Risk.
Fall semester. Horwitz.

68 . R ea d in g C u ltu re .
A course in seminar format that focusses on
the interpretation o f cultural artifacts and rep­
resentations, including news reporting, film,
television, advertising, music, and architec­
ture. Special attention is given to the psycho­
logical, social, rhetorical and ideological pro­
cesses at play in their production.
Fall semester. Gergen.

86. T o p ic s in P h ilo s o p h y and
P s y c h o lo g y .

In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them.
In contrast, in experimental science, we at­
tempt to explain behavior by finding laws in
accordance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­
strain or limit the scope o f scientific explana­
tions.
Prerequisite: Introductory courses in Psychol­
ogy and Philosophy.
This course and a one-credit attachment
(86A) constitute an honors preparation in the
philosophy o f psychology.
Cross-listed as Philosophy 86.
Fall semester. Schwartz and Lacey.
8 7 . C o llo q u iu m : P s y c h o lo g y , R io lo g y
a n d E c o n o m ic R a tio n a lity .

This course offers a critical examination of
the notion o f economic rationality, exploring

265

P s y c h o lo g y

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.
Prerequisite: The course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Not offered 1995-96. Schwartz.

propriate material to test hypotheses, meth­
ods used to test subjects, and statistical analy­
ses commonly used in the field. Class will be
conducted as a workshop in research methods
and topics in psycholinguistics.
Prerequisite: Psychology 3 4 or 33 or permis­
sion o f the instructor.
Not offered 1995-96. Dufour.

9 0 . P r a c t ic u m in C lin ic a l P s y c h o lo g y .

Students conduct independent research proj­
ects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report of their work. Registration for Inde­
pendent Research requires the sponsorship of
a faculty member in the psychology depart­
ment who agrees to supervise the work.
Each semester. Staff.

An opportunity for advanced psychology stu­
dents to gain supervised experience working
in off-campus clinical settings. Course re­
quirements and evaluations are tailored to in­
dividual projects. Advance arrangements for
placements should be made in consultation
with the instructor.
Each semester. Horwitz.
91. R e s e a r c h P r a c t ic u m in
P h y s io lo g ic a l P s y c h o lo g y .

An examination o f current issues in physio­
logical psychology with emphasis on how
lower animal research is used to understand
the physiological basis o f normal and abnor­
mal human behavior. Topics include learning
and memory, drug addiction and tolerance,
obsessive-compulsive disorder, Alzheimer’s
disease, and cerebral lateralization. Students
have the opportunity to learn laboratory tech­
niques used in behavioral neuropharmacology.
Prerequisite: Psychology 30. By permission of
the instructor.
Not offered i995-96.Schneider.
92. R e s e a rc h P r a c t ic u m in
P s y c h o lin g u is tic s .

The goal o f this course is to provide students
with hands-on experience in performing re­
search in psycholinguistics. Students will
learn the various steps associated with re­
search in this field, including experimental
design, construction and selection o f the ap­

9 4 . Ind epend ent R e s e a rc h .

95. T u to ria l.

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
o f 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.
9 6 ,9 7 . S e n io r T h e s is .

W ith 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 o f the junior year and apply for
departmental approval. By application. One
credit each semester.
Both semesters. Staff.

SEMINARS
106. P e r s o n a lity T h e o r y and
In te rp reta tion .

An exploration o f major theories of human
psychological functioning, with special em­
phasis on the process o f exploration itself.
Thus, critical inquiry is made into the theories

266

o f Freud, Jung, the neo-Freudians, Existential
theory, and trait methods. A t the same time
a variety o f readings in literary theory, rhet­
oric, hermeneutics, and related realms are
used to elucidate the process by which views
o f the human personality are developed and

sustained. Preliminary background in relevant
areas of study recommended. By permission.
Two credits.
Not offered 1995-96. Gergen.
130. P h y s io lo g ic a l P s y c h o lo g y .

An analysis o f the neural bases o f motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisite: Psychology 30. By permission.
One credit.
Not offered 1995-96. Schneider.
131. L e a rn in g and A c tio n .

See description o f Psychology 31. The seminar
considers in depth special topics o f interest
discussed in the Learning and Action course.
Prerequisite: Psychology 31. By permission.
One credit.
Spring semester. Schwartz.
132. P e rc e p tio n and A tten tio n .

See description of Psychology 32. W hat we
see depends on where we look and on what we
have seen before. In this course we do ad­
vanced theoretical and empirical work on
psychological aspects o f human perception.
Emphasis is on individual research projects
exploring forefront issues o f visual learning
and representation in domains o f visual atten­
tion and eye-movements, space perception,
object recognition, and the perception of vi­
sual qualities.
Prerequisite: Psychology 32 or 40. By permis­
sion.
One credit.
Fall semester. Durgin.
133. C o g n itiv e P s y c h o lo g y .

See description o f Psychology 33. Examina­
tion of foundational issues and theories in the
empirical study o f human cognition with an
emphasis on insights from cognitive and bio­
logical sciences. Topics include thinking and
deciding, memory, language, concepts, and
perception.
Prerequisite: Psychology 33 or Psychology 28.
By permission.

One credit.
Spring semester. Durgin.
134.

P s y c h o lin g u is tic s .

See description of Psychology 34. The semi­
nar considers in depth special topics of inter­
est within the field. A research component is
frequently included.
Prerequisite: Psychology 34. By permission.
One credit.
Spring semester. Dufour.
136.

P e rs o n a lity .

See description o f Psychology 36. The semi­
nar considers in depth special topics o f inter­
est discussed in the Personality course.
Prerequisite: Psychology 36. By permission.
One credit.
Not offered 1995-96. Moore.
138. A b n o rm a l P s y c h o lo g y .

A study in depth o f various theoretical per­
spectives on psychological disorders, includ­
ing schizophrenia, depression, anxiety, and
disorders of childhood. Underlying assump­
tions o f each theory will be considered, as
well as empirical evidence supporting the
theory. Approaches to treatment are studied.
By permission. One credit.
Fall semester. Marecek.
139. D e v e lo p m e n ta l P s y c h o lo g y .

See description o f Psychology 39. The semi­
nar considers in depth special topics of inter­
est within the field. A research component is
frequently included.
Prerequisite: Psychology 39. By permission.
One credit.
Spring semester. Kemler Nelson.
180. T h e s is .

A thesis must be supervised by a member of
the department. Must be taken as a 2 -semester
course for one credit each semester.
Both semesters. Staff.
An additional field, Philosophy of Psychology,
can be prepared for external examination. See
Psychology 86 and 86A.

267

Public Policy

Coordinator: RAYMOND F. H OPKINS (Political Science)
Committee: b e lo w lis t to b e c h a n g e d
J o h n C a s k e y (Economics)
J o y C h a rlto n (Sociology and Anthropology)
R o b in so n H o llis te r (Economics)
G udm und I v e rs e n (Mathematics & Statistics)
E lle n M a g e n h e im (Economics)
A r th u r M c G a r ity (Engineering)
M a r jo r ie M u rp h y (History)
E va T r a v e r s (Education)
R ic h a rd V a le ily (Political Science)
J a c o b W e in e r (Biology)

Public policy is an increasingly important in­
fluence in people’s lives. Public policy is the
array of government decisions and acts, born
o f private and public sector interactions, that
shape a nation’s political, economic and moral
structures, and consequently, its citizens’ pri­
vate lives. Growing state intervention during
the twentieth century means that today, all
citizens have a stake in understanding public
policy—its origins, rationale and moral basis.
The concentration in Public Policy enables
students to combine work in several depart­
ments toward both critical and practical un­
derstanding o f public policy issues, including
those in the realm o f social welfare, health,
energy, environment, multiculturalism, gen­
der, food and agriculture, and national and
global security. These issues may be within

domestic, foreign, or international govern­
mental domains. Courses in the concentration
encompass the development, formulation,
implementation, and evaluation of policy.
Those departments primarily concerned with
the concentration are Political Science, Eco­
nomics, and Engineering; but work in other
departments may be pertinent to the concen­
tration. Faculty members from other depart­
ments are involved in the concentration, and
course or seminar offerings from other de­
partments may, in certain circumstances, meet
requirements for the concentration. Work in
the concentration equally emphasizes histor­
ical, institutional, and normative analysis.
Basic competence in formal or quantitative
methods is required for students concentrat­
ing in Public Policy.

REQUIREMENTS AND RECOMMENDATIONS
The concentration in Public Policy is not a
major. It may be taken together with a Course
or External Examination (Honors) major in
any field. A t a minimum, the concentration
consists o f certain course requirements, total­
ling six credits (some o f which may also be
counted toward one’s department major), and
an internship. The program of each concen­
trator should be worked out in consultation
with the Coordinator 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.

Academic requirements for the concentration
cover three basic areas: ( 1 ) the foundation
work in economic analysis, (2 ) political anal­
ysis, and (3 ) quantitative analysis. These may
each, normally be met by taking one course or
seminar. The economic analysis requirement
can be met by Economics 11 (Intermediate
Microeconomics), Economics 101 (Econom­
ics Theory), Economics 41 (Public Finance),
or Economics 141 (Public Finance). The po­
litical analysis requirement can be met by
Political Science 41 (Political Economy and
Social Policy: The U .S. in the 1990s). The

quantitative analysis requirement can be met
by Statistics 1 (Statistical Thinking), Statistics
2 (Statistical Methods), Statistics 23 (Statis­
tics), Statistics 53 (Mathematical Statistics),
Economics 31 (Statistics for Economists),
Engineering 57/Economics 3 2 (Operations
Research), Economics 35 or Economics 135
(Econometrics). Equivalent work at other in­
stitutions may be substituted for any o f the
above.
In addition to the three preparatory or prereq­
uisite courses, three credits must be taken
from among the substantive policy courses
listed below, one of which should be Public
Policy Thesis. These courses deal with sub­
stantive sectors and institutional aspects of
public policy analysis. Many of the courses
will be offered for one credit. Seminars may
be taken as units in the External Examination
program (but count only one credit each
toward the concentration requirements.) W ith
approval o f the Coordinator and the seminar
instructor, some seminars with substantial
policy content may be approved for onecredit work in the concentration.

In special circumstances, students with ade­
quate and appropriate alternative preparation
(as might be the case for some natural science
students or others with work done at other
institutions) may request that such prepara­
tion be substituted for courses normally re­
quired in the concentration. Approval of such
requests, as for approval o f internships, will
be determined by the director of the Public
Policy Program, who acts as the coordinator
o f the concentration, and the interdisciplinary
committee on public policy studies.
Economic and political assessments of policy
should be complemented by an understanding
o f the broad ethical issues that inform or are
raised by public policy. W hile no specific
courses on ethics, values, or moral reasoning
are required for the concentration, students
are strongly urged to incorporate curricular
work in literature, philosophy, psychology,
political theory or religion into their studies
in order to strengthen their ability to evaluate
policy from a perspective o f humane values.

INTERNSHIP
Some direct experience or practical responsi­
bility in the field, through work in a public,
private, or voluntary agency, is required for
graduation with a concentration in public
policy. This requirement may be met by com­
pleting an internship during either a semester
or a summer or both. Normally, students will
hold internships between their junior and
senior years. The internship program is su­
pervised by the director o f the Public Policy
Program, who also serves as coordinator for
the concentration. Planning for the internship
experience should begin six to eight months
before the time it might commence. The Col­
lege has developed a network o f contacts in
Washington and overseas and would like to
have qualified students each year to fill posi­
tions already identified. Funding for an in­
ternship is occasionally provided by the
agency in which a person serves. Typically,
however, students require support to cover
their travel and maintenance costs during the
ten to twelve weeks o f a summer internship.

Even more funding would be required for a
semester’s internship. In certain cases, stu­
dents undertaking policy relevant research at
appropriate locations can also meet the in­
ternship requirements without formal affilia­
tion with an organization.
For students who are concentrators in the
program, the College has sought to assure
those unable to fund themselves o f sufficient
funding to cover their basic expenses. Grants
from the Sloan, Kellogg, and Hewlett founda­
tions have been helpful. Other possible sour­
ces o f support for the work and learning
expected o f an intern include the James H.
Scheuer Summer Internships in Environmen­
tal and Population Studies, the J. Roland
Pennock Fellowship in Public Affairs, and the
David G. Smith Summer Internship, summer
research opportunities awarded each spring
under the coordination of the departments o f
Economic and Political Science. In addition,
general College summer research funding is
occasionally available to students on a com­
petitive basis.

269

P u b lic P o lic y

The Program also seeks to facilitate internship
opportunities for students not concentrating

in Public Policy but, in general, cannot assist
with funding or giving such students priority.

PUBLIC POLICY THESIS
One of the requirements o f the concentration,
providing one o f the three units o f substantive
policy work, is a senior thesis. To complete
the concentration, a student will normally
sign up for Economics 97 or Political Science
97 offered each fall semester. In special cases,
a student may fulfill the thesis requirement
with comparable analytic, focused work in a
policy field as part o f other work in the pro­
gram.
The thesis requirement is designed to provide
a structured opportunity to write a substantial
paper on a public policy issue. It is especially
aimed to allow those who have cultivated
(through internships or other preparation) a
well-developed understanding o f some policy
question to complete research and analysis
under the supervision of the director of the

public policy program and one or more other
core faculty. Paper topics may focus on na­
tional or international policy issues and may
range widely within areas o f competence.
Each student will refine a topic early in the fall
semester and will work on a draft to be
presented to a student/faculty seminar that
will meet periodically. Topics may be varied
but should reflect clear prior preparation and
interest. Students wishing to complete twocredit work, especially as a thesis under the
external examination program, may do so by
signing up for Economics or Political Science
97 and 98, and thereby getting double course
credit. Such a thesis must receive prior appro­
val by the relevant department and will count
no more than one credit toward the six credits
required by the concentration.

PUBLIC POLICY HONORS PROGRAM REQUIREMENTS
Students sitting for honors may have a minor
in Public Policy in one o f two ways. First, they
may complete a double credit policy thesis
and submit this as one o f part of their 8 units
o f work to be examined. Second, and alterna­
tively, they may submit for external examina­
tion course or seminar work amounting to
two credits in the policy concentration. In the
latter case, they still must do their required
"thesis” work in a single or double credit
mode. The thesis would be graded outside the
"honors” program unless it became a Senior
Honors Study component. Two credit work
in policy issues might combine work in two
policy courses for which a reasonable exami­
nation can be constructed and a suitable
visiting examiner recruited. Policy work ex­
amined as a minor should meet two criteria:
first, that the policy work fit together in some
fashion that is coherent and examinable, and
second, each student should take responsibil­
ity for developing his/her own combination
(which will be judged on its practicability by
the Public Policy Concentration Committee).

270

Examples o f such policy study for a minor in
honors are: ( 1 ) the combination of a course
on welfare policy and health policy or (2 ) the
combination o f work on economic develop­
ment and a history or political science class or
seminar on some region (including the U .S.)
in which development issues are a central
theme. These are but two illustrative exam­
ples. Combinations of this sort would be
arrived at through consultation with the Coor­
dinator o f the Concentration who could then
recommend them to the Committee for ap­
proval. Examination of work in the minor will
conform to the modality(s) prescribed by the
department(s) offering the work, most often
a three-hour written exam.
Students are not encouraged to propose a
"special major” in Public Policy as an honors
program. Under exceptional circumstances a
person admitted to such a major and electing
the honors program would submit six credits
o f policy work (including a 2-credit thesis)
for examination. Senior Honors Study would
then be worked out with the minor depart­

ment, normally for one or one and one-half
units of credit.
For honors minors in Public Policy, it is
anticipated that the student’s major depart­

ment will consult with the Coordinator of
Public Policy and incorporate material in the
prescribed Seniors Honors Study relevant to
the Public Policy minor.

AREAS OF POLICY FOCUS
Some students may wish to focus their sub­
stantive work in policy heavily in a particular
field, e.g., environmental studies, food studies,
welfare issues, health or education. The Col­
lege generally does not offer interdisciplinary
majors; rather it urges students to undertake
interdisciplinary work in concentrations in
addition to their major field. It is possible,
however, under the Public Policy program to
do broad work in some interdisciplinary areas
taking courses that fit the Public Policy pro­
gram as well as additional courses that sup­
port the culminating policy thesis. For some,
this may be an alternative to a special major.
Given the size and interests o f the faculty, not
every area o f public policy is well represented
in courses and faculty. Nevertheless, there are
a number o f policy areas in which a student
can take one, two or perhaps three policy
courses and then several other courses which
relate to the issue area. Several o f the current
opportunities are listed below.
D e v e lo p m e n t P o lic y

Policy Courses
Political Science 68/Economics 53.
International Political Economy
Political Science 110. Comparative Politics:
Africa (one credit in the Concentration
although it is a seminar)
Economics 61. Industrial Organization
Economics 81 or 181. Economic
Development (one credit in the
Concentration although 181 is a seminar)
Economics 8 2. Political Economy o f Africa
Economics 83. Asian Economies
Economics 41 or 141. Public Finance (one
credit in the Concentration although 141 is
a seminar)
Related and Supporting Courses
Political Science 58. African Politics
Political Science 6 2. Development and
Discontent: The Crisis o f Political Economy
in the Third World

Political Science 108. Comparative Politics:
Politics and Development in Greater China
Economics 51 or 151. International
Economics
Economics 161. Industrial Organization and
Public Policy
Sociology/Anthropology 34. Ecology,
Peace, and Development in El Salvador
E d u ca tio n P o lic y

Policy Courses
Education 66. Child Development and
Social Policy
Education 68. Urban Education
Related and Supporting Courses
Education 61. Women and Education
Education 63. School and Society
History 46/136 and 137. American
Intellectual History
E n v iro n m e n ta l S tu d ie s

Policy Courses
Political Science 43/Engineering 68.
Environmental Policy
Economics 76. Economics of the
Environment and Natural Resources
Related and Supporting Courses
Biology 39. Ecology
Biology 50. Marine Biology
Engineering 3 2. Introduction to
Environmental Protection
Eng’neering 66. Environmental Systems
Food P o lic y

Policy Courses
Political Science 47. Food Policy
Related and Supporting Courses
History 68. Food and Famine
Sociology/Anthropology 64. Seeds of
Change
H e a lth P o lic y

Policy Courses
Political Science 42/Economics 75. Health
Policy

271

P u b lic P o lic y

Related, and Supporting Courses
Biology 43. History o f Biology
Sociology/Anthropology 86. Culture,
Illness, and Health

Peace and Conflict Studies 15. Introduction
to Peace Studies
Religion 6. War and Peace

M u ltic u ltu ra l/ G e n d e r P o lic y

Policy Courses
Political Science 41. Political Economy and
Social Policy: The U .S. in the 1990s
Economics 72. Social Economics
Economics 171. Labor and Social Economics
(one credit in the Concentration although it
is a seminar)
Economics 172. Research Seminar on the
Urban Underclass (one credit in the
Concentration although it is a seminar)

Policy Courses
History 29. Sexuality and Society in
Modern Europe
History 54. Women, Society and Politics
Political Science 32. Gender, Politics and
Policy in America
Political Science 3 3. Race, Ethnicity and
Public Policy: African Americans
Economics 73. Women and Minorities in
the Economy
Related and Supporting Courses
Political Science 36. Multicultural Politics
Education 31. Women and Education
S e c u r it y P o lic y

Policy Courses
Political Science 4 5. Defense Policy
Related and Supporting Courses
History 49. Race and Foreign Affairs

272

W e lfa re P o lic y

Related and Supporting Courses
Economics 42. Law and Economics
Education 68/Sociology/Anthropology 68.
Urban Education
Other Qualifying Policy Courses
Political Science 15. Ethics and Public Policy
Economics 43. Public Policy and the
American Family

Religion

J . W ILLIAM FROST, Professor, Director of the Friends Historical Library
DONALD K. SW EARER, Professor
ELLEN M . ROSS, Associate Professor and Co-Chair
M A R K I. W A LLA CE, Associate Professor and Co-Chair
VERA R. MOREEN, Visiting Associate Professor
YVONNE P. CHIREAU, Assistant Professor
NATHANIEL D EU TSCH , Assistant Professor
STEVEN P. HOPKINS, Assistant Professor

REQUIREMENTS AND RECOMMENDATIONS
Any course numbered 1 through 3 6 may be
taken as introductory to other courses in the
Department. Successful completion of Reli­
gion 1 or another of the introductory courses
is normally required for admission to courses
numbered 101 and above. Completion of two
courses is usually prerequisite for admission
to a major in Course or a major or minor in
Honors.
The major in Religion is planned through
consultation with faculty members in the
Department. To ensure breadth in the pro­
gram of study all majors are required to
complete a primary distribution course and
to take at least one course from three curric­
ular groups which include the several religious
traditions and the varied modes o f analysis
represented in the Department (see "Majoring

in Religion at Swarthmore” ). Students in
both Course and the Honors Program are
expected to have taken the background
courses required for work in specific semi­
nars. A component o f a major’s program of
study may include study abroad planned in
collaboration with the Department.
Only one course cross-listed from another
department can be counted toward the major.
Majors in Course will take Religion 95, the
Senior Comprehensive Paper, normally in the
first semester o f their senior year. All majors
in Course will also take an oral comprehensive
examination based on the Senior Compre­
hensive Paper and on courses taken within the
major. Majors are required to complete (at
least) eight credits in Religion to meet depart­
mental graduation requirements.

HONORS PROGRAM
The normal method of preparation for the
Honors Program will be through three semi­
nars, although with the consent o f the depart­
ment work done in a combination of two
courses or in study abroad can count for one
preparation. Students have the option o f writ­
ing a two-credit thesis or combining a onecredit thesis and a course for one preparation.
During the senior year as part o f their senior
honors study those students not writing a
thesis will receive one credit for writing an
article-length research paper (5 ,0 0 0 to 6,250
words) or doing a special project involving
research. The paper or project can expand
upon a topic covered in one seminar, or
integrate materials covered in two seminars,
or be based upon research done during study

abroad. The department must approve the
topic, and a faculty member will provide
initial guidance for the bibliography and in
helping the student define the scope o f the
project, but the work will be done indepen­
dently and presented to an honors examiner
for evaluation.
Senior honors students writing a one- or twocredit thesis will be given a reading list of
books and articles relevant to studying religion
in selected fields. The honors examiner will
evaluate this material and will provide the
grade.
Students who have a minor in religion do a
single two-credit preparation which must be
in a seminar. In addition minors must com-

273

R e lig io n

plete two courses in religion (including any
prerequisites for the seminar) prior to being
admitted to any seminar.
Students whose minor in religion can be
incorporated into the final requirements for
Senior Honors Study in the major should do
so. The Department o f Religion will work out
with the student and the major department

the guidelines or a model for this integrated
exercise. In cases where the department and
the student conclude that integration is not
feasible or desirable, the student may do a
2,5 0 0 word paper. Alternatively, the depart­
ment will provide a reading list o f books. The
reading list or paper will become part o f the
Honors Program Portfolio and may be part of
the materials examined.

COURSES
1. R e lig io n a n d H u m an E x p e rie n c e .

This course introduces the nature o f religious
worldviews, their cultural 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: sacred scrip­
ture; visions o f ultimate reality and their
various manifestations; religious experience
and its expression in systems o f thought;
ritual behavior and moral action. Members of
the Department will lecture and lead weekly
discussion sections.
Primary distribution course.
Fall semester. Staff.
2. R e lig io n a n d L ite ra tu re .

This course examines models for religious
transformation in a variety o f literary genres.
Not offered 1995-96. Ross.
3. H e b re w S c r ip t u r e s and
th e A n c ie n t N e a r E a s t

An introduction to the Hebrew Bible and the
religion o f ancient Israel within the context of
other ancient Near Eastern religious tradi­
tions. The Hebrew Bible will be read closely
in English translation with special attention
to mythological, exegetical, sociological,
gender, and body issues. In addition to the
Hebrew Bible, literature from Mesopotamia,
Egypt, and Canaan will be read, including,
The Epic o f Gilgamesh, The Enuma Elish, and
The Theology o f Memphis.
Fall semester. Deutsch.
4. In tro d u ctio n to C h r is tia n S c r ip t u r e s .

An introduction to the New Testament and its
development. The New Testament will be read
closely in English translation, with special
attention to problems o f redaction and literary

274

construction, as well as the formation o f early
Christian orthodoxy and heresy. In addition
to the New Testament, several "false” Gospels
which were not included in the orthodox
canon will be read. Finally, the figure o f Jesus
will be examined in light o f Jewish and other
contemporary traditions.
Spring semester. Deutsch.
5. P r o b le m s o f R e lig io u s T h o u g h t

Study o f contemporary religious and cultural
problems. Topics include: the challenge of
radical evil; the social construction o f reli­
gious knowledge; the question o f ethical
integrity; the task o f interreligious dialogue;
the promise o f critical theory for understand­
ing sacred texts; and the corrosive influences
o f racism and sexism within religious commu­
nities. Authors include: S. Kierkegaard, M.
Buber, F. Nietzsche, A. Cohen, M. Abe, S.
McFague, R. Rorty, and C. West.
Fall semester. Wallace.

6. W a r a n d P e a c e .
An analysis o f the moral issues posed by war,
with consideration o f the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
of major ideas o f war from the Bible to the
present. A study o f America’s wars since 1940
will show the application of these ideas in this
nation’s response to organized violence.
Fall semester. Frost.
7. R a b b in ic T h o u g h t and L ite ra tu re .

This course will examine the thought, litera­
ture, and social context o f rabbinic religion
from the fall o f Jerusalem to the redaction of
the Babylonian Talmud. Topics will include
the historical development of rabbinic culture,
the role and character o f rabbinic biblical

exegesis (Midrash), the nature and implemen­
tation o f rabbinic law (Halakha), early Jewish
mysticism and magic, and rabbinic attitudes
towards women and sexuality. Primary sourc­
es will be read in English translation.
Fall semester. Deutsch.

8. P a tte rn s o f A s ia n R e lig io n s .
A thematic introduction to the study o f reli­
gion through an examination of selected teach­
ings and practices o f the religious traditions of
South and East Asia structured as patterns of
religious life. Materials taken from the Hindu
and Buddhist traditions o f India, the Confucian and Taoist traditions o f China, and from
Zen in Japan. Major themes include god and
the gods, personhood and community, gender
and the body, narrative and popular piety.
Primary distribution course.
Spring semester. Hopkins.
9. T h e B u d d h is t T ra d itio n s o f A s ia .

This course explores the unity and variety of
the Buddhist tradition within the historical
and cultural contexts o f South, Central, and
East Asia. The course focuses, in particular,
on four traditions: Theravada in Sri Lanka,
Ch’an (Zen) in China, Vajrayana in Tibet, and
Jodo Shin Shu in Japan.
Spring semester. Swearer.
10. A fr ic a n A m e r ic a n R e lig io n s .

What makes African-American religion "A f­
rican” and "American” ? Using text, films,
and music, we will examine the sacred insti­
tutions o f Americans o f African descent.
Major themes will include: Africanisms in
American religion; slavery and religion; gospel
music; African American women and religion;
black and womanist theology; The Civil
Rights Movement; and Islam and urban reli­
gions. Field trips, including visits to Father
Divine’s Peace Mission and the first indepen­
dent black church in the United States,
Mother Bethel A.M .E. Church.
Fall semester. Chireau.
11. A Path to T h e o c ra c y :
T he T w e lv e r S h i’is o f Iran.

This course examines the origins and devel­
opment o f Shi’ism in Iran focusing on modem
religious and political developments.
Fall or spring semester. Moreen.

12. T h e H is to r y , R e lig io n & C u ltu re o f
India I: F ro m th e Indus V a lle y to th e
H indu S a in ts .

A study of the religious cultures o f India from
the ancient Indo-Aryan Civilization of the
north to 12th century love songs o f south
Indian saints. Topics include the ritual system
o f the Vedas, the speculative philosophy o f the
Upanishads, the rise o f the Buddhist and Jain
communities, and the development of classical
Hindu society. Focal themes include hierar­
chy, caste and class; purity and pollution,
gender, love, world-renunciation and the con­
struction of a religiously defined social order.
Fall semester. Hopkins.
13. H is to r y , R e lig io n and C u ltu re o f
India II: Fro m A k b a r to G andhi.

The religious history of India from Mughal
Islam and the Sikhs to the Dalit Untouchable
Liberation movements. Focus also on Sufis
and shrines, Gandhi, Hindu nationalism, and
the impact o f colonialism.
Not offered 1995-96. Hopkins.
14. P h ilo s o p h y o f R elig ion .

This course considers Anglo-American and
Continental philosophical approaches to reli­
gious thought using different disciplinary per­
spectives.
(Cross-listed as Philosophy 16.)
Not offered 1995-96. Wallace.
15. Intro d uction to Islam .

The historical origins and development of
Islam will be studied in light o f the sources
that have shaped it. Themes to be explored
include the central doctrines o f Islam as de­
rived from the Qur’an and traditions (sunna),
the development of Islamic law (shari'ah), the
Shi'i alternative, the growth o f Muslim theol­
ogy, philosophy, and mysticism (Sufism), and
controversial issues among contemporary
Muslims.
Fall semester. Moreen.
16. Intro d uction to J e w is h M y s t ic is m .

This course will survey the history and liter­
ature of Jewish mysticism, beginning with
Merkabah mysticism, continuing through the
German Pietists and the Kabbalah, and ending
with the impact o f Jewish mysticism on twen­
tieth century Jewish thinkers. Selections will

275

R e lig io n

be drawn from Hakhalot literature, the Sefer
Yezirah, the Bahir, the Zahar, the writings of
Issac Luria’s school, works by Gershom Scholem and Martin Buber. The relationship be­
tween Jewish mysticism, Sufism and Christian
myticism will be addressed.
Spring semester. Deutsch.
17. W e s te rn R e lig io u s Th o u g h t
fro m 3 2 5 -1 5 0 0 .

Survey o f western religious culture and
thought from the early to the late Middle
Ages. Among other topics, the course will
consider debates about the nature o f the Di­
vine, the person and work o f Jesus Christ,
heresy and dissent, bodily devotion, love mys­
ticism, scholasticism, and holy persons. Read­
ings may include Augustine, Anselm, Avi­
cenna, Abelard, Hildegard of Bingen, Francis
o f Assisi, Catherine o f Siena, Thomas Aqui­
nas, Julian o f Norwich, and John Wyclif.
Spring semester. Ross.
18. W e s te rn R e lig io u s T ho ug h t
fro m 1500 to 1900.

Survey o f Western religious thought and cul­
ture from the Reformation to the modem
period.
Not offered 1995-96. Wallace.
19. Q u a k e ris m .

The history o f the distinctive religious and
social ideas and practices o f Friends from the
1650s to the present. Special emphasis will be
placed on changes in worship and theology
caused by the enlightenment, evangelicalism,
and modernism.
Not offered 1995-96. Frost.
20. P o e ts, S a in ts , and S to r y te lle r s :
T h e R e lig io u s L it e ra tu r e s o f India.

An introduction to the religious and cultural
worlds o f the Indian sub-continent through
the prism o f its varied regional literatures.
Includes poetry, folklore, drama, and the
novel.
Not offered 1995-96. Hopkins.
21. P ro p h e ts a n d V is io n a r ie s :
C o m p a ra tiv e R e lig io u s M y s t ic is m .

Course considers topics in the study o f mys­
ticism. Focuses on Christian, Islamic, and
Jewish mysticism.
Not offered 1995-96. Ross.

276

2 2 . R e lig io n and E c o lo g y .

The challenge of the ecological crisis to con­
temporary religious thought and practice. Top­
ics include the history o f environmental
thought in Western religious traditions; the
value o f Native American and American na­
ture writings; and the contemporary relevance
o f neopagan, ecofeminist, deep ecology, social
ecology, and Asian ecological worldviews.
Readings will be drawn from M. Heidegger,
Book o f Job, Buddhist scriptures, J. Muir,
Black Elk, E. Abbey, S. Griffin, B. McKibben,
C. Hyun-Kyung, and R . Ruether.
Fall semester. Wallace.
23. C a th o lic T ra d itio n s .

Topics in the history, thought, and practice of
various Catholic traditions.
Not offered 1995-96. Ross.
24. W om en and R elig ion .

This course will examine the variety of wom­
en’s religious experiences in the United States.
We will read a number o f primary and sec­
ondary texts that explore the diverse ways that
women have historically experienced/made
sense o f the sacred. Topics will include: the
construction o f gender and religion; religious
experiences o f women o f color; spiritual auto­
biographies and narratives by women;
W ICCA and witchcraft in the United States;
feminist and womanist theology.
Spring semester. Chireau.
25. M e d ie v a l J u d a is m .

This course will survey the thought and liter­
ature o f Medieval Judaism. Topics will include
Maimonides, Abraham ibn Ezra, Rashi, Judah
Ha-Levi, the Kabbalah, and the German-Pietiests.
Not offered 1995-96. Deutsch.
26. R e lig io n in A m e r ic a : A M u ltic u ltu ra l
A p p ro a c h .

An introductory survey that explores religion
in the United states from an historical per­
spective, emphasizing cultural diversity and
religious pluralism.
Not offered 1995-96. Chireau.
27. M o d e rn J e w is h T h o u g h t and
L ite ra tu re .

A survey o f modern Jewish thought and liter­
ature including the work o f Karl Marx, Moses

1

4»

Mendelsohn, Theodore Herzl, Franz Kafka,
Sigmund Freud, Martin Buber, Franz Rozensweig, Gershom Scholem, and Cynthia Ozick.
Not offered 1995-96. Deutsch.
28. R itual a n d Im age in
B u d d h ist T ra d itio n s .

An interdisciplinary, historical introduction
to Buddhist traditions in South, Southeast,
Central and East Asia, with an emphasis on
imagery, monumental architecture, devotion,
and religious practice.
(Also listed as ARTH 38 .)
Not offered 1995-96. Graybill and Hopkins.
29. M o n a s tic is m and th e A r t s in the
C h ris tia n M id d le A g e s .

(Also listed as A rt 4 6 .) This course investi­
gates the significance o f Christian monastic
communities as major artistic centers during
the Middle Ages with an emphasis on the way
the social context o f production and con­
sumption effected the works o f art themselves
and the way we have traditionally chosen to
study them. Topics may include Benedictine,
Cistercian, and Carthusian monasticism, Ber­
nard of Clairvaux and Abbot Suger, Nuns of
Helfta, manuscript illumination and medieval
learning, images and devotion, and architec­
ture and theology.
Fall semester. Ross and Cothren.
30. R e lig io n a s a C u ltu ra l Institution.

(See Sociology and Anthropology 70.)
31. M a g ic and R elig ion .

What is the relationship between the phe­
nomena o f religion and magic? This course
will explore various theoretical and historical
approaches to this question.
Not offered 1995-96. Chireau.
32. B u d d h is t S o c ia l E th ics.

A study o f the doctrinal foundations o f Bud­
dhist social ethics; classical conceptions of
individual and social well-being; and contem­
porary interpretations o f Buddhism as a pro­
gram for social, economic, and political trans­
formation in South and Southeast Asia.
Sources include Pali texts, studies by modern
scholars, and the work o f contemporary Bud­
dhist activists.
Fall semester. Swearer.
33. B la c k W om en a n d R e lig io n
in th e U n ited S ta te s .

This course explores how social, cultural and

political forces have intersected to inform
black women’s personal and collective at­
tempts at the definition o f a sacred self.
Not offered 1995-96. Chireau.
3 4 . A s ia n R e lig io n s in A m e r ic a .

This course will explore various forms of the
appropriation, establishment, and transfor­
mation of Hinduism, Buddhism, and Islam in
America.
Not offered 1995-96. Swearer.
35. Fro m Vodun to Voodoo: A fr ic a n
R e lig io n s in th e Old a n d N e w W o rld s.

Is there a kindred spirituality in the cere­
monies, music and movement o f African reli­
gions? This course explores the dynamics of
African religions throughout the Diaspora,
beginning with traditional religions in Africa,
examining the impact o f slavery, migration
and the dispersal o f African religions through­
out the western hemisphere. The course will
focus on Yoruba and Bantu cultures in Africa,
and their transformations in the Caribbean
and North America within Candomble , Ras­
tafari, Santeria, and other New World tradi­
tions.
Spring semester. Chireau.
36. C o m p a ra tiv e R e lig io u s Eth ics:
S a in t s and V irtu e s .

A study of comparative religious ethics focus­
ing on classical and modern constructions of
virtue and of moral exemplars in Hinduism,
Buddhism, Christianity, Islam, and Confuci­
anism.
Not offered 1995-96. Swearer.
37. G re e k and R om an R elig ion .

(See Classics 37.)
93. D ire c te d R ead in g .

Staff.
9 4 . T u to ria l.

Staff.
95. S e n io r C o m p r e h e n s iv e P a p e r.

Majors in Course are required to write the
Senior Comprehensive Paper, normally in the
fall semester o f the senior year. The paper will
be in the nature of extended take-home essays
on topic areas stipulated by the Department.
The topics will be designed around areas of
study in the field of religion. A student’s
preparation for the Senior Comprehensive
Paper will include course work as well as
special syllabus reading for each essay.

277

R e lig io n

PREPARATION FOR HONORS EXAMINATIONS
The Department will arrange Honors Exami­
nations in the following areas, to be prepared
for in the ways indicated.
Preparation by seminar:
J e s u s in H is to r y , L ite ra tu re , and
T h e o lo g y (S e m in a r: 101).

nar will use the resources o f Thai and Cam­
bodian monasteries in Philadelphia.
Prerequisite: Religion 8 , 9 , 1 2 , 3 2 , or permis­
sion of the instructor.
Fall semester. Swearer.
R e lig io n and S o c ie t y (S e m in a r: 105).

A study o f images o f Jesus through history,
art, film, fiction, and popular culture.
Prerequisite: Religion 2 , 4 , 1 6 , 1 7 , 1 8 , 2 3 , 2 4 ,
106, 108, or 109, or permission o f the in­
structor.
Not offered 1995-96. Ross.

How have religious ideas and institutions
shaped and been influenced by American
culture? Topics include the varieties of Protes­
tantism, Roman Catholicism, and Judaism,
and contemporary religious practices, church
and state.
Not offered 1995-96. Frost.

Fo lk and P o p u la r R e lig io n in th e
U n ite d S ta te s (S e m in a r: 102).

C o n te m p o ra ry R e lig io u s T ho ug h t
(S e m in a r: 106).

This seminar investigates the cultural com­
plexity o f the American religious experience
through the lens o f folk and popular tradi­
tions. How do we understand the relationship
between formal and informal religious belief
and practice? How have regional or ethnic
influences shaped the "official” religions?
Special attention is given to expressions of
belief in ritual, festival and sacred ceremonies.
Topics include folk Catholicism in America;
local religious celebrations; nineteenth-cen­
tury popular movements, public celebrations
as folk religion.
Spring semester. Chireau.

Study of the major theological options in the
W est since the Enlightenment. Topics and
readings include: 19th c. foundational think­
ers such as Kant, Hegel, Kierkegaard, and
Nietzsche; primary mid-century existentialist
and neoorthodox theologians including Barth,
Bultmann, Tillich, Buber, and Heschel; and
contemporary theorists representing critical
theory (Ricoeur), liberation theology (Gu­
tierrez), feminism (McFague), and interreli­
gious dialogue (Abe).
Prerequisite: Religion 2 , 5, 14, 17, 18, 22, or
permission o f the instructor.
Spring semester. Wallace.

W om en a n d S p ir itu a lity (S e m in a r: 103).

L ib e ra tio n T h e o lo g y (S e m in a r: 107).

Using various methodological approaches and
texts by Native American, African-American
and Euro-American women writers, we will
examine women’s spiritual experiences, tradi­
tions and religious healing cross-culturally.
Prerequisites: Religion 24, 26, 33, or permis­
sion o f the instructor.
Not offered 1995-96. Chireau.

A study o f the principal themes of liberation
theology as it has developed in Latin America
during recent decades.
Prerequisite: Religion 4 , 6, or the permission
o f the instructor.
Not offered 1995-96. Lacey.

B u d d h ism a n d S o c ie t y in S o u th e a s t A s ia
(S e m in a r: 104). (The C la s s o f 1929
S e m in a r)

A study o f the various options facing Judaism
and Christianity in the first three centuries
C.E., and o f the processes by which each
religion attempted to establish a normative
identity.
Prerequisite: one of the following, Religion 4,
7 , 16, or the permission o f the instructor.
Not offered 1995-96. Deutsch.

A multidisciplinary study o f Theravada Bud­
dhism against the historical, political, social,
and cultural backdrop of Sri Lanka, Burma,
and Thailand. The seminar focuses around
three themes: Buddhism, political legitima­
tion, and national integration; the inclusive
and syncretic nature o f popular Buddhist
thought and practice; and the variety o f re­
sponses o f Buddhism to modernity. The semi­

J e w is h and C h r is tia n S e lf-D e fin itio n
(S e m in a r: 108).

R e lig io u s B e lie f a n d M o r a l A c tio n
(S e m in a r: 110).

Using Buddhist, Hindu and Christian mate­

rials, course will analyze concepts o f virtue
and moral reasoning, the religious view o f the
moral person, and the just society.
Not offered 1995-96. Swearer.
M e d ie v a l T h e o lo g y and C o n te m p o ra ry
F e m in ism (S e m in a r; 111).

his course explores the integration o f recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1995-96. Ross.
P o stm o d e rn R e lig io u s Tho ug h t
(Sem in a r: 112).

The problem o f ethics and belief beyond the
philosophical foundations of traditional reli­
gious thought. Readings include Kierkegaard,
Nietzsche, Heidegger, Barth, Derrida, Levinas,
Bataille, and Kristeva.
Prerequisite: Religion 2, 5, 14, 17, 18, 22, or
permission o f the instructor.
Not offered 1995-96. Wallace.
From B u d d h a ’s R e lic s to th e B od y
o f God: H indu and B u d d h is t D evo tion .
(S em in a r: 113).

A comparative historical and thematic explo­
ration of Hindu and Buddhist forms of devo­
tion in South and Southeast Asia. Narrative,
popular piety, image veneration, and pilgrim­
age.
Not offered 1995-96. Hopkins.
Lo ve a n d R e lig io n (S e m in a r: 114).

An exploration o f the concept o f "love” in
selected western, near eastern and Indian
traditions. The uses o f love and sexuality, the
body and the passions, in religious discourse
to describe the relationship between the
human and divine. Sources range from Plato
and the Troubadours to San Juan de la Cruz,
and from Bengali devotional poetry to Rajas­
thani women’s wedding songs. Major theoreti­
cal questions—the cultural construction of
emotions, the erotic life, the body, and reli­
gion—will be derived from Nussbaum, Fou­
cault, Doniger, Bloch, and Trawick.
Fall semester. Hopkins.
T h e G n o s tic Im agination: D u a lis m
fro m A n tiq u ity to H a ro ld B lo om
(S e m in a r: 115).

This course examines the problem o f dualism
and the history o f dualistic religious traditions
from the Gnostics and Mandaeans of Late
Antiquity to the recent writings of Harold

Bloom. Manicheism and Catharism are some
of the other movements which will be ex­
plored. The scholarly debate over the relation­
ship between Gnosticism and the Kabbalah
will be examined, as well as the conflict
between dualistic religious groups such as the
Gnostics and the Cathars with orthodox Chris­
tianity.
Spring semester. Deutsch.
V ie w s o f th e B o d y in La te A n tiq u ity
(S e m in a r: 116).

An examination o f different views of the body
in Late Antiquity, with special emphasis on
sexuality, gender, and mystical transforma­
tion. Platonic, Christian, Jewish, and Gnostic
sources will be examined.
Not offered 1995-96. Deutsch.
G andhi a n d K in g (S e m in a r: 117).

A study of the lives and teachings o f Mohan­
das K. Gandhi and Martin Luther King Jr.
within the historical, social, and political
contexts o f their times. Prerequisites: Religion
8, 13, 36, or permission o f the instructor.
Not offered 1995-96. Swearer.
Preparation by course and attachment:
Indian Religion
R e lig io n s o f India (Swearer)

Buddhism
T h e B u d d h is t T ra d itio n (Swearer)

Medieval Religious Thought
W e s te rn R e lig io u s T ho ug h t
fro m 3 2 5 to 1500 (Ross)

Philosophy o f Religion
P h ilo s o p h y o f R e lig io n (Wallace)

M odem Religious Thought
W e s te rn R e lig io u s T ho ug h t
fro m 1500 to 1900 (Wallace)

Formative Judaism
In tro d u ctio n to F o rm a tiv e J u d a is m

Hebrew Scriptures
H e b re w S c r ip t u r e s a n d th e A n c ie n t
N e a r E a st

Preparation by combinations o f courses:
Early Judaism
T h e H e b re w S c r ip t u r e s
F o rm a tiv e J u d a is m

Religio n

Early Christianity
In tro d u ctio n to th e C h r is tia n S c r ip t u r e s
T h e A p o s t o lic A g e

Preparation by Thesis:
Students who declare a major in Religion in

their Honors Program may, with permission
of the Department, offer a thesis as one of
their Honors preparations.

Sociology and
Anthropology
A S M A R O M LEGESSE, Cornell Visiting Professor
BRAULIO M U N O Z, Professor
STEVEN I. PIKER, Professor
JO Y CHARLTON, Associate Professor and Chair
ROBIN E. W A G N ER -PACIFICI, Associate Professor3
MIGUEL DIAZ-BARRIGA, Assistant Professor
BRUCE GRANT, Assistant Professor
LISA H A J J A R , Visiting Assistant Professor
ELLEN SCH ATTSCH N EID ER , Assistant Professor
HOWARD POSNER, Lecturer
M ICH AEL SPEIRS, Lecturer

The program of this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
department are directed toward understanding
the order, meaning, and coherence o f life in
human societies and cultures, as well as the
pressures and contradictions that produce
patterns of conflict and change. Courses vari­
ously emphasize the comparative study of
societies and cultures; the conditions o f social
organization as well as disorganization; evolu­
tion and the bases of human adaptation;
change as well as continuity; gender and cul­
ture; the human life course; the symbolic
aspects o f human social life.

Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
contemporary and, particularly, American so­
ciety, and to contemporary social problems.
The department strongly encourages students
to carry out their own research and offers
internship opportunities as well as a collo­
quium 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 and BioAnthropology.

REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 1 through 19 may serve as
points of entry for students wishing to begin
work in the department. Enrollment in these
courses is unrestricted, and completion of
one o f them will normally serve as prerequisite
to all other work in the department (Some
courses may, however, with permission o f the
instructor, be taken without prerequisite.)
Applicants for major will normally be ex­
pected to have completed at least two courses
in the department. Course majors will com­
plete a minimum of eight units of work in the
Department, including a double-credit thesis
tutorial to be taken during the fall and spring
semesters o f the senior year. The Research

Design colloquium, SA 21, is strongly recom­
mended for majors, and spring semester o f the
junior year is the ideal time to take it, as it
offers important preparation for the senior
thesis project.
Students contemplating student teaching
would normally schedule their program so it
does not conflict with their senior thesis.
Such programs should be developed in close
consultation with advisors in the Sociology
and Anthropology department and the Educa­
tion Program.
The department emphasizes the importance
o f familiarity with appropriate elementary

3 Absent on leave, 1995-96.

281

S o c io lo g y and A n th ro p o lo g y

statistics as well as computer literacy, both for
work taken at the College and for subsequent
career development. Toward underlining this,
the Department crosslists Stat courses 2 and
23 (listed as, respectively, Sociology and An­
thropology 27 and 28).
Major and minor in the Honors Program: Candi­
dates for honors in Sociology & Anthropol­
ogy must complete three honors preparations,
one of which must be S& A 180, Thesis. The

other two preparations may be a seminar, or,
with permission, course plus attachment,
paired upper level courses, or foreign study.
Majors in the honors program must also
complete one unit o f senior honors study.
Minors in the honors program must complete
one preparation and prepare a specified paper
as part o f their senior honors study. See
"M ajoring in Sociology & Anthropology”
for additional information.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one of these are encouraged to meet
with the indicated department members to
plan a program o f study.
(1 ) Social Theory and Social Philosophy
(Grant, Munoz, Piker, Wagner-Pacifici)
(2 ) Human Adaptation, Cultural Ecology,
and Human Evolution (Piker, Speirs)
(3) Post-Industrial Society (Charlton, DiazBarriga, Grant, Wagner-Paciflci)
(4 ) Cultural and Ethnic Pluralism (Charl­
ton, Diaz-Barriga, Grant, Hajjar)

(5 ) Religion and Culture (Charlton, Grant,
Hajjar, Piker)
(6 ) Psychology and Culture (Charlton,
Piker)
(7 ) Sociology of Art and Intellectual Life
(Grant, Muñoz, Wagner-Paciflci)
(8) Modernization and Development (DiazBarriga)
(9 ) M odem America (Charlton, Diaz-Bar­
riga, Wagner-Paciflci)
(10) The Life Course (Piker)
(11) Inequality (Charlton, Diaz-Barriga, Haj­
jar, Wagner-Paciflci)
(12) Political Behavior and Culture (DiazBarriga, Grant, Hajjar, Wagner-Paciflci)

CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
There are two normal routes to Social Studies
certification. One of these is through a major
in the social sciences, plus four to six semes­
ters o f courses in other social sciences. Stu­
dents majoring in History, Political Science,
and Sociology-Anthropology are required to
take at least four courses outside their major;
students majoring in Economics and Psychol­
ogy are required to take six. The other route
to certification is by taking at least twelve

282

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.

COURSES
1. M o d e rn A m e r ic a : C u ltu re , S o c ie ty ,
and S ta te.

Primary distribution course.
Fall semester. Munoz.

This course will explore central themes and
points of conflict in American life, authority,
community, sexuality, work, personal iden­
tity, politics, and heroism. This exploration
will proceed by way o f an analysis both o f the
institutional representations of these central
issues and their cultural expressions.
Primary distribution course.
Not offered 1995-96. Wagner-Pacifici.

6 . C u ltu ra l B o rd e rla n d s .

2. N a tio n s a n d N a tio n a lis m s .

Nationalist movements around the world have
risen to the fore in the late twentieth century
by drawing on very malleable images o f cul­
ture, patriotism, and belonging. This course
examines different kinds o f nationalist dis­
course through recent anthropological and
sociological analyses o f ethnicity, class, and
the use o f symbolism in complex societies.
Primary distribution course.
Fall semester. Grant.
3. S o c ia l C o n flic t a n d S o c ia l C h a ng e.

Social conflicts arise as a result o f competing
visions and agendas among groups with dif­
ferent social and political identities. Social
changes are the consequences o f processes to
resolve such conflicts, whether through con­
ciliatory or violent means. This course studies
the constructions of socio-political identities
(e.g., race, class, gender), considers how iden­
tity differences inform struggles for equality,
separatism and domination, and focuses on
specific cases in which identity politics are at
the heart of conflicts within heterogeneous
societies.
Spring semester. Hajjar.
5. F re s h m a n S e m in a r: In tro d u ctio n to
C o n te m p o ra ry S o c ia l T hough t.

A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modern social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffinan, 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.

This course focuses on the anthropology and
sociology o f gender, ethnic, and class relations
in the United States. The course emphasizes
current discussions o f inequality and multiculturalism as well as case studies, including
Chicano feminism, working-class sexuality,
gendered "backtalking,” survival strategies
for the African-American family, etc. The
course is designed to introduce the student to
the basic concepts of both anthropology and
cultural studies for understanding cultural
"borderlands” in the United States.
Primary distribution course.
Fall semester. Diaz-Barriga.
7. G e n d e r, P o w e r, a n d Identity.

An exploration of the social and political
implications o f gender, drawing on crosscultural and historical materials. Primary em­
phasis will be on developments in contempo­
rary America.
Primary distribution course.
Not offered 1995-96. Charlton.

8 . P s y c h o lo g ic a l A n th ro p o lo g y .
Sometimes called culture and personality,
this field explores the relationship between
the individual and his or her culture. The
course treats the following issues: a) the
psychological, or symbolic, capacities pre­
supposed by culture; b) socialization, or the
transmission o f culture from generation to
generation; c) the psychological functions of
culture. Case materials will be principally, but
not exclusively, non-Western, and the crosscultural study of child rearing will receive
particular emphasis.
Primary distribution course.
Spring semester. Piker.
10.

H u m an Evo lution .

This course surveys both the fossil record of
human evolution and the evidence which has
contributed to its interpretation. It evaluates
the interpretive frameworks in which the data
have historically been placed and assesses
how these schemes have been influenced by
ideological and scientific biases. The course
assumes no prior knowledge o f paleoanthro-

283

S o c io lo g y and A n th ro p o lo g y

pology, but integrates information and per­
spectives from anatomy, primatology, evolu­
tionary biology and the geosciences.
Primary distribution course.
Fall semester. Speirs.
12. Intro d uction to L a tin o s in th e U.S.

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.
Spring semester. Diaz-Barriga.
14. T h e S o c ia l D e v e lo p m e n t o f S p o r t

The course is designed as an introduction to
the sub-field of sport sociology. The primary
focus o f the course will rest on the develop­
mental history o f the institution of western
sport and the principal analytical frameworks
constructed to explain its origins. W hile the
historical and theoretical material is centered
on European developments, contemporary
issues and debates on the relationship o f
gender, race, and ethnicity to sport will con­
centrate on American society. Readings will
be drawn from the work o f sociologists and
historians working directly in sport studies.
Fall semester. Mullan.
15. W isd o m and th e H e a lin g A r ts :
A M u lti- C u ltu ra l S tu d y o f H e a lin g .

An interesting review of some of the healing
practices through the ages with particular
emphasis on the last 2 0 0 years. Various alter­
native medical techniques including homeo­
pathy, Aryuveda, visualization, nutritional
medicine, acupuncture, fasting and dietary
techniques, Sufi healing, prayer and medita­
tion, herbal therapies, their use and rationale
will be discussed and contrasted with tradi­
tional allopathic western medicine. Cultural
attitudes towards birth and death will be
examined. The relationship between wisdom,
healing, and spirituality will be looked at in
depth.
Fall and spring semesters. Posner.

tions, strategies for obtaining evidence, tech­
niques o f evaluating hypotheses, and generat­
ing theory. The roles of theory, ethical issues,
and cultural and historical context in the
research enterprise will be addressed. Stu­
dents will design and undertake individual
research projects, and members o f the depart­
ment will visit the class to discuss their own
research experience.
Spring semester. Charlton.
2 2 . F ie ld M e th o d s .

Techniques o f primary data collection and
analysis used in field research, with particular
attention to participant observation, inter­
viewing, and visual analysis. W e’ll read, in
addition to the how-to’s, some of the classic
ethnographies, think about how theory con­
nects with method, and get practical experi­
ence doing field research directly.
Fall semester. Charlton.
24.

D is c o u r s e A n a ly s is .

We are what we speak—or largely so. This is
the premise of "Discourse Analysis.” This
course will concentrate on language in a vari­
ety of social contexts: conversations, media
reports, legal settings, etc. We will analyze
these speech and writing interventions via the
tools o f socio-linguistics, ethnomethodology,
critical legal studies, and discourse analysis.
The essential issue o f the course can be boiled
down to the question: who gets to say what to
whom? (Cross-listed as Ling 6 9 .)
Not offered 1995-96. Wagner-Pacifici.
27. S t a t is t ic a l M e th o d s .

(Cross-listed as Stat 2. Please see Mathe­
matics and Statistics entry for description.)
28. S t a t is t ic s .

(Cross-listed as Stat 23. Please see Mathemat­
ics and Statistics entry for description.)
31. La tin A m e r ic a n S o c ie t y a n d C u ltu re .

An introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, litera­
ture, philosophy and theology will be exam­
ined. This year the course will have two guests
from Peru and Chile.
Fall semester. Munoz.

21. R e s e a rc h D esig n .

32. La tin A m e r ic a n U rb a n iz a tio n .

Introduction to the process o f research on
human social life: creation of research ques­

This course is designed as an introduction to
problems and issues related to Latin America

urbanization. It provides an overview o f the
processes behind the urbanization of Latin
America and explores housing policy options.
Members o f the class will be introduced to
concepts such as dependency, underdevelop­
ment, the informal sector, marginality, the
culture of 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.

the relationship between gender and other
forms of oppression; the cultural construc­
tions o f gender differences and their political
significance in various societies in Asia, the
Middle East and Africa; the way gender has
been used in national movements for inde­
pendence and as symbols of "authenticity”
and finally, the way gender is informing stud­
ies of international relations, economic devel­
opment and state violence.
Fall semester. Hajjar.

33. In d ig en o u s R e s is ta n c e and R e v o lt
in Latin A m e r ic a .

41. G e n d e r and P o w e r.

The course explores ethnic conflict and revo­
lution in Latin America, focusing on Guate­
mala, Mexico, Peru, and Bolivia. Readings for
the course include ethnographies on rural and
urban culture as well as more general works
on anthropological theory.
Fall semester. Diaz-Barriga.
34. E co lo g y , P e a c e , and D e v e lo p m e n t
in El S a lv a d o r.

There is little disagreement that prolonged
and pronounced social injustice was the fun­
damental factor that led to the war in El
Salvadore (1980-1992). Now, under U.N.
auspices, an agreement has been signed that
not only has put an end to the fighting and set
the terms for disarmament, but also has laid
out an agenda for reconstruction, economic
development, and the consolidation of de­
mocracy. In this course, we will examine the
various models, policies, and practices of
development that are being proposed by po­
litical parties, international institutions (in­
cluding NGOs), and other civic groups in El
Salvador. .
Not offered 1995-96. Diaz-Barriga.
37. S p a n is h A m e r ic a n S o c ie ty
T h ro u g h Its N o vel.

(Also listed as SA37 in Modem Languages.)
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 García Márquez, Isabel
Allende, Luisa Valenzuela, Elena Paniatowska,
and others.
Not offered 1995-96. Hassett and Muñoz.
40.

G e n d e r P o lit ic s in th e T h ird W orld .

This course examines the debates in feminist
thought^including the growing attention to

Anthropological perspectives on religion and
society in East Asia, with a focus on Japan,
giving particular attention to issues of gender
and power. How are the domains of gods,
spirits, and ancestors entailed in the dynamics
o f kinship, sexuality, social hierarchy, and
social reproduction? The practices and socio­
cultural contexts o f shamanism, spirit mediumship, healing, ancestral veneration, memorialization, and New Religions.
Not offered 1995-96. Schattschneider.
42. A n th ro p o lo g y o f M o d e rn Ja p a n .

Society and culture in 20th century Japan.
Gender, kinship and domestic groups; rural
and urban transformation; labor and ideology;
religion and nationalism; commoditization
and "transnationalism.”
Fall semester. Schattschneider.
44.

P e o p le s and C u ltu r e s o f A fr ic a .

An introduction to traditional and modem
Africa with emphasis on representative soci­
eties from East and West Africa. The course
examines pre-colonial political and social in­
stitutions, African responses to colonial domi­
nation, and the impact o f urbanization and
economic development during the post-colo­
nial period. The cultural links between Africa
and Black America will be examined.
Spring semester. Legesse.
46.

S o v ie t C in e m a .

The early years of the Soviet state produced
some o f the world’s finest filmmakers, revo­
lutionizing cinematic form through new vi­
sions o f the political in the aesthetic. This
course organizes a critical look at the modern­
ist patriotic statements forged by early Soviet
directors, with an emphasis on the work of
Sergei Eisenstein. A background in Soviet

285

S o c io lo g y and A n th ro p o lo g y

history or permission o f the instructor is
required.
Spring semester. Grant.
47.

S o v ie t C u ltu re .

The building o f the Soviet state was a vast
undertaking which drew on high modernist
visions o f cultural identity. This course exam­
ines Soviet nationality and cultural policies
through the lens o f anthropology and litera­
ture, with a particular view to the debates
regnant in the nineteenth century and now
again in a post-Soviet setting over whether
Russia’s soul belongs to Europe or Asia.
Not offered 1995-96. Grant.
53.

T o p ic s in S o c ia l T h e o ry .

This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development o f modem social theory. Works
by Marx, Weber, Durkheim, Freud, and criti­
cal theorists, neo-conservatives, and post­
modernists will also be discussed.
Fall semester. Munoz.
55.

P o w e r, A u th o rity , a n d C o n f lic t

This course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question o f state autonomy,
political legitimacy, and the interpenetration
of the personal and the political.
Not offered 1995-96. Wagner-Pacifici.
5 8 . C u ltu ra l R e p re s e n ta tio n s .

The course looks at models used by anthropologist/sociologists to analyze culture.
Readings for the course will focus on sym­
bolic analysis, practice and meaning, experi­
mental ethnography, structuralism, and post­
modernism. The majority o f readings center
on current debate in theories about culture.
Spring semester. Diaz-Barriga.
61. A n In tro d u ctio n to A r c h a e o lo g y .

(See Classics 51 for description.)
62. H u m a n E c o lo g y and D e v e lo p m e n t
P ro c e sse s.

This course will cover the following topics:
human adaptation to natural environments;
adaptation to human-made habitats; the im­
pact o f technology on human eco-systems;

286

Appalachia and other man-made disasters;
population, urbanization, and rural disloca­
tion; ecological degradation; food security
and the world food crisis; food aid: some wellintentioned disasters; rehabilitation o f de­
graded eco-systems; rehabilitation o f dislo­
cated societies; and technology to fit human
society and habitat.
Fall semester. Legesse.
6 4 . S e e d s o f C h a ng e: T h e E n v iro n m e n ta l
C o n s e q u e n c e s o f th e A g r ic u ltu r a l
R e v o lu tio n in P r e h is to r y .

This course investigates the impact of the
Agricultural Revolution in prehistory on phys­
ical and social environments. We examine the
coevolutionary processes which transformed
mobile foraging groups into sedentary farmers
and herders following the end o f the last Ice
Age and focus on the ecological and paleodemographic impacts o f increased reliance
upon domesticated plants and animals for
subsistence. We will examine myths about
prehistoric edens and indigenous populations
as "Ecologically Noble Savages” and will
attempt to use the archaeological record as a
guide for selecting appropriate options for
future agricultural development.
Spring semester. Speirs.
65. P rim a te R e h a v io r.

(See Bio 45 for description.)
Fall semester, alternate years. Williams.
6 7 . T h e Idea o f R ace: R io -C u ltu ra l
P e r s p e c t iv e s o n H u m a n V a ria tio n .

An introduction to the concept o f "race” and
its diverse applications in evolutionary biol­
ogy, the social construction o f identity, and
lived experience. In surveying both "western”
and "non-western” ideas spanning 2,500
years, we explore the dynamic relationship
between biology and culture and between
genotype and phenotype— whether physio­
logically or socially constituted. We consider
the historical and adaptive foundations of
modern human biodiversity and examine the
use and abuse o f racial perspectives in anthro­
pology, medicine and related sciences.
Spring semester. Speirs.
6 8 . U rb a n E d u ca tion .

(See Education 68.)

70. R e lig io n a s a C u ltu ra l Institution.

(Cross-listed as Religion 3 0 .) 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
em America, with particular' emphasis on
both Fundamentalism and the "cults.” May
be taken without prerequisites with permis­
sion of instructor.
Not offered 1995-96. Piker.
72. S h a m a n is m .

From New Age sweat lodges to Soviet Siberia,
shamanic spirit mediums have been construed
as everything from healers to magistrates to
visionaries to political subversives. This
course explores anthropological literature on
shamanism in the United States, Russia, and
South America in order to ask ourselves how
we constitute and appropriate the exotic.
Spring semester. Grant.
73. Isla m in th e M o d e rn W orld .

We will study the social roots and contempo­
rary history o f political Islam in the Middle
East, the treatment o f Islam in Western social
scientific scholarship, including differing anal­
yses of the intersection o f politics and religion
in Muslim societies, and the problems of
discrimination and strategies o f integration
for Muslim communities living in the West.
The purpose o f this course is to critically
assess the politics o f Islam and Western repre­
sentations o f those politics in academic and
media discourses.
Spring semester. Hajjar.
77.

A r t a n d S o c ie ty .

The course examines the relationship between
art and society from a sociological perspective.
This semester we shall use hermeneutics as a
sociological method for the interpretation of
literature. Selected works by Borges; Mann,
Dostoevski, Neitzsche, and Plato will be ex­
amined.
Prerequisite: permission of the instructor.
Spring semester. Munoz.

8 2 . L a w and S o c ie ty : T h e D is c o u r s e
o f R ig h ts in th e U.S.

This course explores the changing discourse
o f legal and political rights in the US through­
out the 20th century, focusing primarily on
rights for minority groups, as the legal domain
has become the primary forum for socio­
political struggles. We will analyze theories of
law and social identity, the contours o f politi­
cal debates, the legal records on issues relating
to minority rights and the effects o f changes
on contemporary society.
Fall semester. Hajjar.
84.

S o c ia l Ineq uality.

This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the
nature and representations o f work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is pheomenological: How are inequalities made social
and how are they disrupted?
Not offered 1995-96. Wagner-Pacifici.
8 6 . C u ltu re , I lln e s s , a n d H ealth.

This course will treat, 1) evolved human
adaptations, with reference to health and ill­
ness; 2) cultural constructions o f and re­
sponses to illness, and 3 ) the intersection of
non-Western and Western medical systems.
Cross-cultural as well as evolutionary mate­
rials will be featured.
Not offered 1995-96. Piker.
89. M e d ic in e a s a P r o fe s s io n .

Students are placed in observational settings
with medical professionals on a rotational
basis; systematic field notes, reading in the
literature, and paper writing required. Enroll­
ment limited; preference to juniors and seniors
with B + average. CR/NC. Please see instruc­
tor for further information.
Fall and spring semesters. Charlton.
9 0 . R e s e a rc h Inte rn sh ip .

Interns receive research experience through
placements in professional research settings.
Juniors and seniors with a B average willing to
commit 6 to 12 hours of work on their project

287

S o c io lo g y and A n th ro p o lo g y

per week are eligible. Credit is normally
awarded on a CR/NC basis, for a half to one
credit. Since available projects change, inter­
ested students should see the instructor before
registration. Interested students are also
strongly encouraged to take SA 21.
Fall and spring semesters. Charlton.
93. D ire c te d R eading.

Individual or group study in fields o f special
interest to the students not dealt with in the
regular course offerings. Consent of the de­
partment chair and of the instructor is re­
quired.
Members of the Department.

9 6 - 9 7 . T h e s is . T h e s e s w ill b e re q u ire d
o f a ll m a jo rs .

Seniors will normally take two consecutive
semesters of thesis tutorial. Students are urged
to discuss their thesis proposals with faculty
during the spring semester of their junior
year, especially if they are interested in the
possibility o f field work.
Members of the Department.
T h e fo llo w in g c o u r s e s , with attachment,

can be taken in preparation for External Ex­
aminations: S & A 5 5, 70, 84, 86.

SEMINARS
101. C r it ic a l M o d e rn S o c ia l T h e o ry .

The development o f critical theory from Marx
to Habermas. Works by Lukács, Adorno,
Marcuse, Lyotard will be examined.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission o f the instructor.
Not offered 1995-96. Muñoz.
102. H is to r y and M y th .

We approach myth with an eye to hidden
meanings but tend to read history at face
value. This course situates the canons of
Western historiography in cross-cultural per­
spective by looking broadly at issues o f popu­
lar history, authenticity, memory, and the role
of history as epistemology. Selected films,
along with core readings from Claude LéviStrauss, Karl Marx, Walter Benjamin, and
Clifford Geertz will open discussion of an­
thropological studies which blur the bound­
aries between history and myth.
Not offered 1995-96. Grant.
104. C u ltu re a n d C re a tiv ity .

Evolutionary perspective on the question:
how do we creatively make use o f cultural
resources to construct ourselves and our life
ways? Vast diversity o f human lifeways argues
that such creative construction is a—perhaps
the—hallmark of human adaptation. Specific
topics: human evolution; foraging band as the
basic human pattern; human intelligence; hu­
man emotion; gender; biography; history.
Readings include ethnographies, novels, na­

288

tive narratives.
F all semester. Piker.
105.

M o d e rn S o c ia l T h e o ry .

An analysis of selected works by the founders
of modem social theory and contemporary
social theorists. Works by Marx, Weber, Durkheim, and Freud will be discussed.
Spring sem ester. Munoz.
107. R e lig io n a s a C u ltu ra l 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.
Not offered 1995-96. Piker.
108. S o c ia l Ineq uality.

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 of work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is partly
phenomenological: how are inequalities made
social and how are they disrupted?
Not offered 1995-96. Wagner-Pacifici.

1

I

110. W o rk and th e W o rk p la c e .

This seminar examines the meaning of life as
c L ^ relates to work, on both micro and macro
I . levels, using the classic theoretical statements
I
as well as case studies.
I
Not offered 1995-96. Charlton.

JL
I

114. P o litic a l S o c io lo g y .

I

This seminar analyzes the ways in which
power emerges, circulates, is augmented, and
resisted in diverse political contexts. Readings
include Marx, Weber, Gramsci, Arendt, Parsons, and Foucault.
Not offered 1995-96. Wagner-Pacifici.

I

115. Freud and M o d e rn S o c ia l T h e o ry .

<•

tL
I
I
«p
I
I

t«

4

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 Science; or permission of the instructor.
Not offered 1995-96. Munoz.

117. L ib e ra tio n T h e o lo g y and S o c ia l
M o v e m e n t in La tin A m e r ic a .

This course looks at the concepts, practices,
and history of liberation theology and new
social movements in Latin America, focusing
on the ways Christian Base Communities
(CEBs) and social movements (including
human rights, women’s, urban and ecological)
have articulated demands and sought to em­
power local communities. The relations be­
tween popular religion in Latin America and
liberation theology will also be explored.
Not offered 1995-96. Diaz-Barriga, Lacey.
120.

G e n d e r a n d C u ltu re .

A comparative exploration of the social con­
struction of gender utilizing diverse theoreti­
cal and empirical perspectives.
Fall sem ester. Charlton.
180. T h e s is .

Candidates for Honors will usually write
theses during the senior year. Students are
urged to have their thesis proposals approved
as early as possible during the junior year.
Members of the Department.

Women’s Studies

if

Ml
Coordinator: LISA SNIULYAN (Education)
Committee:

J o y C h a rlto n (Sociology and Anthropology)

U

Y vo n n e C h lre a u (Religion)
M a r io n F a b e r (M odem Languages and Literatures)
J e a n n e M a r e c e k (Psychology)
S ib e la n F o r r e s t e r (M odem Languages and Literatures)
P a tr ic ia W h ite (English Literature)

The program in Women’s Studies provides
students with the opportunity to learn the
contributions o f women to society, science,
and the arts; to study gender and gender roles
in a variety o f social and historical contexts;
to relate issues of gender to those o f race,
class, and sexual preference; and to explore
new methods and theories arising from inter­
disciplinary study. Women’s Studies encour­
ages students to examine critically the repre­
sentations o f women in religion, in the arts
and literature, in social and political theory,
and in the sciences.
Students in any major, whether in Course or
in the Honors Program, may add a concentra­

tion in Women’s Studies to their program by
fulfilling the requirements stated below. Stu­
dents in the Honors Program may design a
Focus in consultation with the Women’s
Studies Coordinator, following the guidelines
outlined below. All students intending to
pursue Women’s Studies should submit their
proposed program to the coordinator 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 W alton ’35 Fund contributes
to the support o f activities sponsored by the
Women’s Studies Committee.

n

6©

J
T

f

CONCENTRATION
Each concentration must include a minimum
of five credits in Women’s Studies. One course
must be the senior culminating seminar. At
least two other courses (or seminars) will
normally be outside the Division o f the stu­
dent’s major or home department. In other
words, we expect that a minimum o f two
courses will be taken in a division which is
outside the division (or divisions) of the
remaining two (or more) courses. Students
may elect, with the approval o f the coordina­
tor, to write a one-credit thesis or pursue an
independent study as a substitute for regular
course work; students may petition the Wom­
en’s Studies committee to accept courses not
normally listed within the Program, if those
courses focus substantially on women or

gender, and if the students’ independent work
for the course has also focused on women or
gender; and students may further elect, with
the approval o f the Coordinator, to include in
their programs courses on women and gender
offered at Bryn Mawr, Haverford, and the
University o f Pennsylvania. We encourage
those students interested in receiving credit
for applied or practical w o rk -in particular,
service learning projects—to consult the reg­
ulations on p. 67 o f the 1995-96 College
Bulletin. Students will normally take the cul­
minating exercise, the senior seminar, in the
spring semester o f the senior year. Concentra­
tors must complete the equivalent o f a com­
prehensive examination devised by the seminar instructor.

EXTERNAL EXAMINATION PROGRAM
Students in the Honors program may minor
in Women’s Studies by completing all require-

290

ments for the Concentration in Women’s
Studies, and by completing the Seniors Hon-

M

JL

s|

'

1

ors Study. The Senior Honors Study (14 credit)
will be completed either semester o f the senior
year and will consist of a 2,5 0 0 word literature
review essay. The essay will identify and dis­
cuss the contribution of the several (no more
than six) works in Women’s Studies that have
made the greatest impact on the student’s
major field o f study. The study will normally
be undertaken in consultation with the stu­
dent’s major department. The review essay
will become part o f the student’s portfolio
and be sent to the external examiners.
Students in the Honors program may, alter­
nately, choose a Focus in Women’s Studies.
Each Focus for External Examination must
include 8 credits, after the completion of
which the student may take the appropriate
external examinations and may, at the discre­
tion of the external examiners, receive honors
with a Focus in Women’s Studies. The Focus
must include 1) two Honors preparations as
defined by the student’s departmental major,
and 2) two Honors preparations outside o f the
student’s departmental major, all four of
which have been approved by the Women’s
Studies Committee as Women’s Studies Hon­
ors preparations. One credit toward the prep­
aration outside o f the major must consist of
the single senior year culminating seminar in
Women’s Studies. Any Senior Honors Study
stipulated by the student’s major and minor
department must also be completed.

E c o n o m ic s 4 3 . P u b lic P o lic y and the
A m e r ic a n F a m ily .
E c o n o m ic s 73. W om en and M in o r itie s
in th e E c o n o m y .
E d u ca tio n 61. W om en and Ed u ca tion .
E n g lis h 10. W a y s o f S e e in g .
E n g lish 11. illic it D e s ir e s in L ite ra tu re .
E n g lish 15. F ic t io n s o f Identity.
E n g lish 29. I n s c rip tio n s o f th e
F e m in in e in 16th- a n d 17 th -C en tury
England.
E n g lish 31. R e n a is s a n c e S e x u a litie s .
E n g lish 3 4 . W om en and W ritin g 17501865.
E n g lis h 39. R o m a n tic is m and th e
P e r fo rm a n c e o f S e n d e r.
E n g lis h 44. L e s b ia n N o v e ls S in c e WWII.
E n g lis h 5 3 . C o n te m p o ra ry W o m en ’s
P o e try .
E n g lis h 6 4 . T o p ic s in A s ia n A m e r ic a n
L ite ra tu re : P o e try .
E n g lis h 8 2 / P s y c h o lo g y 52.
R e p re s e n ta tio n s o f W o m e n ’s
Identity.
E n g lish 8 3 . C h e r c h e z la fe m m e : T h e
“ M y s t e r y ” o f W om en in th e M y s t e r y
6 e n re .

Honors preparation in Women’s Studies may
include combinations o f courses as well as
seminars and theses, subject to the approval
of departments and the Women’s Studies Com­
mittee, as mentioned above. Students should
remember that courses and Honors units may
have prerequisites for which they will be
responsible. A student is urged to consult
with the department which offers a course or
seminar to be sure that she or he is eligible to
use it as a preparation for Honors.

E n g lis h 8 8 . L e s b ia n a n d G a y Film and
V id eo.

Courses on women and gender regularly of­
fered for the concentration include:

E n g lis h 112. W om en and L ite ra tu re .

B io log y 4 3 . H is to r y and C ritiq u e o f
B io log y .

H is to r y 10C. F re s h m a n s e m in a r: S e x
a n d G e n d e r in W e s te rn T ra d itio n .

B io log y 9 3 . D ire c te d R ea d in g in
F e m in is t C r it iq u e s o f B io lo g y .

H is to r y 10F. E n g e n d e rin g W om en in
E a rly M o d e rn Eu ro p e: Id e o lo g ie s and
P r a c t ic e s .

E n g lis h 8 6 . W om en and P o p u la r
C u ltu re s : F ictio n , F ilm , and
T e le v is io n .

E n g lis h 8 9 . F e m in is t F ilm a n d M e d ia
S tu d ie s .
E n g lis h 91. F e m in is t L it e r a r y C r it ic is m .
E n g lis h 9 3 . L e s b ia n R e p re se n ta tio n .

C la s s ic s 3 4 . W om en in C la s s ic a l
L ite ra tu re .

291

4

W o m e n ’s S tu d ie s

■

H is to r y 29. S e x u a lity and S o c ie t y in
M o d e rn Eu ro p e.

M u s ic and D a n c e 3 8 . W om en
C o m p o s e r s and C h o re o g ra p h e rs .

H is to r y 3 3 . W om en in R u s s ia .

P e a c e S tu d ie s 40. W om en a n d P e a c e .

H is to r y 5 2 . T h e H is to r y o f M a n h o o d in
A m e r ic a .

P h ilo s o p h y 4 5 . P h ilo s o p h ic a l
A p p r o a c h e s to th e Q u e stio n o f
W om an.

H is to r y 5 4 . W om en , S o c ie ty , and
P o litic s .
H is to r y 66. T o p ic s in La tin A m e r ic a n
H is to ry : La tin A m e r ic a n W om en.
L in g u is tic s 3 5 . La n g u a g e a n d C u ltu re .
L ite ra tu re 50G . tw e n t ie th C e n tu ry
G e rm a n W om en in F ilm and
L ite ra tu re .
L ite ra tu re 61 S A . W o m en ’s T e s tim o n ia l
L ite ra tu re o f La tin A m e r ic a .
L ite ra tu re 7 0 S A . “ T h e O th e rs ” in
C o n te m p o ra ry La tin A m e r ic a n
L ite ra tu re : W om en , Ind ig en ou s
P e o p le , a n d A fr o - C a r ib b e a n s .
M o d e rn L a n g u a g e s: F re n c h 1 2 L
In tro d u ctio n à l ’a n a ly s e lit té r a ire .
M o d e rn La n g u a g e s: F re n c h 40. L it e ra r y
T h e o r y and E a r ly M o d e rn F re n c h
Fictio n .
M o d e rn L a n g u a g e s: F re n c h 4 5 . F re n c h
W om en W r ite r s a n d A u th o rs h ip
B e fo re th e 1800’s .
M o d e rn L a n g u a g e s: F re n c h 61. Odd
C o u p lin g s : W ritin g s and R e a d in g s
A c r o s s G e n d e r L in e s .
M o d e rn L a n g u a g e s: F re n c h 6 8 /
L ite ra tu re 68F. P r is o n s , M a d n e s s ,
and S e x u a lity : M ic h e l F o u c a u lt and
E u ro p e a n L ite ra tu re .
M o d e rn La n g u a g e s: F re n c h 102:
T h é â tr e C la s s iq u e .
M o d e rn La n g u a g e s: G e rm a n 77/
L ite ra tu re 77G. L ite ra tu re o f
D e c a d e n ce .
M o d e rn L a n g u a g e s: G e rm a n 88. Fra u e n
und Film .
M o d e rn La n g u a g e s: R u s s ia n 79R.
R u s s ia n W om en W r ite r s
M u s ic and D a n c e 3 6 . D a n c e and
G en d er.

292

P h ilo s o p h y 145. F e m in is t T h e o r y
S e m in a r.
P o litic a l S c ie n c e 13. F e m in is t P o litic a l
T h e o ry .
P o litic a l S c ie n c e 31. D iffe re n c e ,
D o m in a n ce , a n d th e S tru g g le f o r
Eq u a lity .
P o litic a l S c ie n c e 3 2 . G e n d e r, P o litic s
and P o lic y in A m e r ic a .
P s y c h o lo g y 7. P e r c e p tio n s o f
D iffe re n c e .
P s y c h o lo g y 4 4 . P s y c h o lo g y a n d
W om en.

^

P s y c h o lo g y 4 5 . L ife T ra n s itio n s .
R e lig io n 24. W o m en a n d R e lig io n .
R e lig io n 3 3 . B la c k W om en a n d R e lig io n
in th e U n ite d S ta te s .

T

R e lig io n 103. W o m e n and S p iritu a lity .
S o c io lo g y and A n t h ro p o lo g y 7. G en d er,
P o w e r, a n d Identity.

1

S o c io lo g y a n d A n th ro p o lo g y 40.
G e n d e r P o lit ic s in th e T h ird W orld .
S o c io lo g y and A n th ro p o lo g y 41. G e n d e r
a n d P o w e r.

i

S o c io lo g y a n d A n th ro p o lo g y 120.
G e n d e r and C u ltu re .
W o m e n ’s S tu d ie s 91. S e m in a r in
W o m e n ’s S tu d ie s .

An advanced seminar emphasizing theoretical
and methodological questions which arise
when women are placed at the center o f study,
and in which students engage in research
projects based upon their prior work with
gender in the various disciplines. This class is
required of, and normally limited to, Women’s
Studies concentrators and students completing a Focus for External Examination. It must
normally be taken in the senior year and
cannot be used to fulfill distribution require­
ments.

■

I

W om en’s S tu d ie s 92. T h e s is .

W o m e n ’s S tu d ie s 192. T h e s is .

A one-credit research project, culminating in
the prepraration o f a written document, for
students majoring in Course.

A two-credit research project, culminating in
the preparation o f a written document, for
student participating in a Focus for External
Examination.

293

The Corporation
Board of Managers
Alumni Association
Officers & Alumni
Council
The Faculty

Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

U

I
■

I

*

4

294

The Corporation

Neil R . Austrian, Chairm an
22 Ballwood Road
Old Greenwich, C T 0 6870

Harry D. Gotwals, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081

J. Lawrence Shane, V ice Chairm an
21 College Avenue
Swarthmore, PA 19081

Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081

Edward J. Steiner, Secretary
Clover Yarns, Inc.
Cedar Beach Road
P.O. Box 354
Milford, DE 19963

Louisa C. Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081

Board of Managers
Ex officio
Alfred H. Bloom
Chairman o f the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Emeriti
Eleanor Stabler Clarke
c/o Cornelia C. Schmidt
P.O. Box 67
Pennington, NJ 0 8 534
Richard M. Hurd
167 W harton Lane
Bethlehem, PA 18017
John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105
Clark Kerr
8300 Buckingham Drive
El Cerrito, CA 9 4 5 3 0
Jerome Kohlberg, Jr.
Kohlberg &. Company
116 Radio Circle
Mt. Kisco, NY 10549

Walter Lamb
147 Tannery Rim Circle
Berwyn, PA 19312
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
3 0 Rockefeller Plaza
New York, NY 10112
Charles C. Price III
Quadrangle C-301
3 3 0 0 Darby Road
Haverford, PA 19041-1061
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. W illis
1314 Foulkeways
Gwynedd, PA 19436

295

B o a rd o f M a n a g e rs

Term Expires D ecem ber, 1995
Neil R . Austrian
22 Ballwood Drive
Old Greenwich, C T 06870
**David K. Arthur
1503 Q, Street, N.W.
Washington, DC 2 0009
Mary Schmidt Campbell
457 W 144th Street
New York, NY 10031
Neil Grabois
Office o f the President
Colgate University
13 Oak Drive
Hamilton, NY 13346
Graham O . Harrison
8017 Grand Teton Drive
Potomac, MD 20854
Term Expires D ecem ber, 1996
Dulany Ogden Bennett
5913 S.W. Clay Street
Portland, O R 97221-1448
*Joan B. Berkowitz
1940 35th Street, N.W.
Washington, D.C. 20007
Julie Lange Hall
1161 Pine Street
Winnetka, IL 6 0093
Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

‘ Nominated by the Alumni Association

James C. Hormel
Equidex, Inc.
19 Sutter Street
San Francisco, CA 94104-4901
‘ Christopher B. Leinberger
Robert Charles Lesser & Co.
Route 4 , Box 48
Santa Fe, NM 87501
‘ W ilma A. Lewis
4301 Massachusetts Ave., N.W., #6012
Washington, DC 20016
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023

W illiam F. Lee, Jr.
10 Ogden Avenue
Swarthmore, PA 19081
W illiam G. Nelson, IV
Harris Data
611 N. Barker Road
Brookfield, W I 53045
“ Lourdes Rosado
219 Berkeley Place
Brooklyn, NY 11217
*C . W illiam Steelman
P.O. Box 237
Hilltop Road
Mendham, NJ 07945

“ Young Alumni Manager

I

'I
1
1

«rat

T

Term Expires D ecem ber, 1997
Nancy Y. Bekavac
Scripps College
1030 Columbia Avenue
Claremont, CA 91711
‘ Marilyn J. Holifield
701 Brickell Avenue
Suite 3000
Miami, FL 33131
“ Miriam Jorgensen
351 Commonwealth Avenue, #9
Boston, MA 02115-1920
Lloyd W. Lewis
65 Twin Pine Way
Glen Mills, PA 19342
James W. Noyes
1650 Ridley Creek Road
Media, PA 19063

Barbara Hall Partee
University of Massachusetts
Dept, of Linguistics, Box 37130
Amherst, MA 01003-7130
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
M arcJ. Sonnenfeld
Morgan, Lewis & Bockius
2000 One Logan Square
Philadelphia, PA 19103-6993
Edward J. Steiner
Clover Yarns, Inc.
Cedar Beach Road
P.O. Box 3 54
Milford, DE 19663
‘ Jeffrey A. Wolfson
PAX Options/BOTTA Trading
4 4 0 S. LaSalle St., Suite 3112
Chicago, IL 60605

<■

■■m

Term Expires D ecem ber, 1998
“ Sameer Ashar
6 Adams Terrace
Cambridge, MA 02138
‘ Frederick W. Kyle
1900 Rittenhouse Square
Apt. 15B
Philadelphia, PA 19103

Jane Lang
Sprenger & Lang
1614 20th Street, NW
Washington, DC 20009
‘ Davia B. Temin
5 3 0 E 90th Street, 5K
New York, NY 10128

‘ Nominated by the Alumni Association

“ Young Alumni Manager

«*

297

B o a rd o f M a n a g e rs

Committees Of The Board
The Chairman o f the Board is an ex o fficio member o f every Committee.
Executive

Instruction and Libraries

Neil R . Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Dulany Ogden Bennett
Graham O. Harrison
James C. Hormel
Richard M. Hurd
Eugene M. Lang
W illiam F. Lee, Jr.
Barbara H. Partee
Marge Pearlman Scheuer
Edward J. Steiner

Dulany Ogden Bennett, Chair
Neil Grabois, Vice Chair
David K. Arthur
Nancy Y. Bekavac
Joan B. Berkowitz
Mary Schmidt Campbell
Julie Lange Hall
Gretchen Mann Handwerger
Marilyn J. Holifield
Miriam Jorgensen
Jane Lang
Clark Kerr
W ilma A. Lewis
W illiam G. Nelson
Barbara H. Partee
Charles C. Price III
Marge Pearlman Scheuer
Sue Thomas Turner
Jeffrey Wolfson

Finance and Trusts Administration
J. Lawrence Shane, Chair
Barbara Weber Mather, Vice Chair
David K. Arthur
Richard M. Hurd
Lillian E. Kraemer
Walter Lamb
James W. Noyes
M arcJ. Sonnenfeld
Edward J. Steiner
Richard B. W illis
Development
W illiam F. Lee, Jr., Chair
Edward J. Steiner, Vice Chair
Neil R. Austrian
Joan B. Berkowitz
James C. Hormel
Eugene M. Lang
James W. Noyes
Mark J. Sonnenfeld
C. W illiam Steelman
Gretchen Mann Handwerger
Thomas Henderer, ex officio
W illiam Stott, ex o fficio

298

Investment
Graham O . Harrison, Chair
Samuel L. Hayes, III, Vice Chair
Terry Glenn
Jerome Kohlberg, Jr.
Eugene M. Lang
Donald Lloyd-Jones
J. Lawrence Shane
Ann Brownell Sloane
W illiam Steelman
Ira T. Wender
Richard B. W illis
Dominating
James C. Hormel, Chair
Nancy Bekavac
Julie Lange Hall
Jerome Kohlberg, Jr.
Lloyd W. Lewis
James W. Noyes

Property
Richard M. Hurd, Chair
Lloyd W. Lewis, Vice Chair
John C. Crowley
Marilyn J. Holifield
Miriam Jorgensen
Lillian E. Kraemer
Walter Lamb
Jane Lang
William E Lee, Jr.
Christopher B. Leinberger
Lourdes Rosado
Marge Pearlman Scheuer
Jeffrey Wolfson
Two faculty members
Two student members
Student L ife
Barbara H. Partee, Chair
Lourdes Rosado, Vice Chair
Nancy Y. Bekavac
Dulany Ogden Bennett
Mary Schmidt Campbell
Neil Grabois
Julie Lange Hall
Gretchen Mann Handwerger
James C. Hormel
Eugene M. Lang
Christopher B. Leinberger
Wilma A. Lewis
William G. Nelson
Sue Thomas Turner
Three faculty members
Five student members

Alumni Association
Officers & Alumni Council
P r e s id e n t

Alan A. Symonette ’76
P r e s id e n t D e sig n a te

Elenor G. Reid ’67
V ic e P r e s id e n ts

John A. Riggs ’64
Glenda M. Rauscher ’69
S e c re ta ry

Jacqueline Edmonds Clark ’74
Terms Expire in June
Zone A

Delaware, Pennsylvania
Lucy Handwerk Cusano ’5 0 1
West Chester, PA
Margaret Devra Gold ’95 3
Swarthmore, PA
Matthew Robert Lieberman ’95 3
West Chester, PA
Charles C. Martin ’4 2 1
Wilmington, DE
David L. Newcomer ’8 0 2
York, PA
Joseph M. Ortiz ’72 3
Merion Station, PA
Anne Matthews Rawson ’5 0 2
Swarthmore, PA
Anne Titterton ’863
Philadelphia, PA
ZoneB

New Jersey, New York
Elizabeth Dun Colten ’5 4 1
Upper Saddle River, NJ
Alice Higley Gilbert ’4 8 2
Garden City, NY
Mark F. Guenther ’9 4 2
New Paltz, NY
James A. Perkins ’3 4 3
Princeton, NJ
Susan A. Rech ’7 9 2
Plattsburgh, NY

1 term ends 1996
2 term ends 1997

300

Lawrence J. Richardson ’7 8 1
Parsippany, NJ
Elizabeth H. Scheuer ’7 5 1
Bronx, NY
Harlan Stabler Sexton ’7 9 3
Bronx, NY
ZoneC

Connecticut, Maine, Massachusetts,
New Hampshire, Rhode Island, Vermont
Christine Frasch Caldwell ’743
Stratham, NH
C. Russell de Burlo Jr. ’4 7 1
Belmont, MA
Dean W. Freed ’43 3
Acton, MA
Sherryl Browne Graves ’6 9 1
Greenwich, CT.
Marilyn Modarelli Lee ’5 6 2
Greenfield, MA
Lisa A. Steiner ’5 6 2
Cambridge, MA
Rebecca Voorheis ’9 3 1
Brookline, MA
ZoneD

District o f Columbia, Maryland, Virginia
Sarah Adams ’9 4 2
Baltimore, MD
Janet Hostetter Doehlert ’5 0 1
Arlington, VA
Margery G. Dunn ’6 3 3
Washington, DC
Colleen A. Kennedy ’7 2 2
Arlington, VA
Betty Jo Matzinger ’87 2
Alexandria, VA
Andrew D. Pike ’7 2 3
McLean, VA
Zone E

Illinois, Indiana, Iowa, Kansas, Michigan;
Minnesota, Missouri, Nebraska, North
Dakota, Ohio, Oklahoma, South Dakota,
Texas, West Virginia, W isconsin
3 term ends 1998

Diana Scott Beattie ’5 6 3
Morgantown, W V

Don Mizell ’7 1 1
Los Angeles, CA

Charles L. Bennett ’77 2
Chicago, IL

Judith Aitken Ramaley ’63 2
Portland, O R

Jean L. Kristeller ’7 4 2
Terre Haute, IN

Joanna Dalrymple Stuart ’55 3
Portland, O R

Melissa Dietz Lojek ’7 2 3
Grand Rapids, MI
Lou Ann Matossian ’7 7 1
Minneapolis, MN
Dorothy Watt W illiams ’5 0 2
Lakewood. OH
Zone F

Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign
countries
Elizabeth Letts M etcalf ’4 2 2
Coral Gables, FL

M e m b e r s a t L a rg e

Erik A. Cheever ’8 2 1
Media, PA
Glenn E. Porter ’7 3 1
Millbum, NJ
C o n n e c tio n R e p re s e n ta tiv e s

Los Angeles
Walter Cochran-Bond ’70
Altadena, CA
Paris
Elizabeth McCrary ’83
Paris, France
Philadelphia

Christine L. Moe ’7 9 3
Atlanta, GA

Chalmers Stroup Jr. ’49
Gwynedd Valley, PA

Tracey Werner Sherry ’7 7 1
New Orleans, LA

San Francisco

Jean R. Stemlight ’7 9 3
Tallahassee, FL
Zone G

Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New
Mexico, Oregon, Utah, Washington,
Wyoming
Margaret Morgan Capron ’4 2 1
Mountain View, CA
David Russell Hochschild ’9 3 1
San Francisco, CA
Stratton C. Jaquette ’66 3
Los Altos, CA

1 term ends 1996
2 term ends 1997

Sohail Bengali ’79
San Mateo, CA
Seattle
Deborah Read ’87
Seattle, WA
South Florida
Mark Shapiro ’88
Miami, FL
Washington, DC
Dorita Sewell ’65
Chevy Chase, MD

3 term ends 1998

301

The Faculty

A lf r e d H. B lo o m , B.A., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics. 3 2 4 Cedar Lane.
J e n n ie K eith , B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology. 612 Ogden Avenue.
N g in a L y th co tt, A .B., Simmons College;
M .S.W ., Smith College; M.P.H. and
Dr.P.H., University o f California at Los
Angeles, Dean o f the College. Swarthmore
College.
P a ul J . A s la n ia n , B.A., M .B.A., University

o f Washington; C.P.A., Vice President for
Finance and Planning. Swarthmore College.
H a r r y D. G o tw a ls , B.A. and M .A.S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.
5 5 0 Elm Avenue.
0 . C a r l W a rte n b u rg III, B.A., Davis and
Elkins College; M.Div., Princeton
Theological Seminary, Dean o f Admissions.
2 0 Oberlin Avenue.

M ic h a e l D u rkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, Librarian. 201 West Rose Valley
Road, Wallingford, PA 19086.
W en d y E. C h m ie le w s k i, B.A ., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator
o f the Swarthmore College Peace Collection.
Em i K. H o rik a w a , B.S., University of
Nevada; M .A., University o f Utah, Science
Librarian. 3 0 9 Rutgers Avenue.
S te v e n W. S o w a r d s , B.A., Stanford
University; M .A., M .L.S., Ph.D., Indiana
University, Humanities Librarian. 3 Crum
Ledge.
K a th ry n M . C le la n d , B.A. and M .A.,
SUNY, Albany; M .A., University of
Chicago, Social Sciences Librarian.
1295 North Providence Road, E102,
Media, PA 19063.
D a vid E. R a m ire z , B.A., M .A., and Ph.D.,
University o f Texas, Director of
Psychological Services.

M a r tin 0 . W a rn e r, B.A., University of
North Carolina at Chapel Hill; M .A., Duke
University, Registrar. Swarthmore College.

EMERITI
E lis a A s e n s iO , M .A., Middlebury College,
Professor Emerita of Spanish. Apt. 3207,
3 3 0 0 Darby Road, Haverford, PA 19041.
G e o rg e C. A v e r y , B.A., M .A., and Ph.D.,
University o f Pennsylvania, Professor
Emeritus o f German. 2 3 0 Haverford
Avenue.
L y d ia B a e r, B.A ., Oberlin College; M.A.

and Ph.D., University o f Pennsylvania,
Professor Emerita of German. Manatee
River Hotel, Bradenton, FL 33505.
P a u l H. B e ik , B.A ., Union College, M.A.
and Ph.D., Columbia University, Centennial
Professor Emeritus of History. 2461
Venetian Way, W inter Park, FL 32789.

302

O le k s a - M y r o n B ila n iu k , Cand. Ingénieur,
Université de Louvain; B.S.E., B.S., M .S.,
M .A., and Ph.D., University o f Michigan,
Centennial Professor Emeritus o f Physics.
100 Plush Mill Road, Wallingford, PA
19086.
D a vid L. B o w le r, B.S. in E.E., Bucknell
University; M .S. in E.E., Massachusetts
Institute of Technology; M .A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus of Electrical
Engineering. 505 Yale Avenue.
A lic e B ro d h e a d , B.S. and M .A., University
o f Pennsylvania, Professor Emerita of
Education. 110 Alapocas Drive,
Wilmington, DE 19803.

Hilde D. C ohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German.
Apt. 6311, 3300 Darby Road, Haverford,
PA 19041.

E le a n o r K. H e s s , B.S. and M .S., University
o f Pennsylvania, Professor Emerita of
Physical Education. 5 Plush Mill Road,
Wallingford, PA 19086.

Tatiana NI. C o s m a n , B.A. and M.A.,

G e o rg e K ru g o v o y , B.A., M .A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus o f Russian. 562 Juniata
Avenue.

Middlebury College; M .A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. 3 0 6 S. Chester Road.
G o m er H. D a v ie s , B.S., East Stroudsburg

State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush Mill Road, Wallingford, PA
19086.
W illia m C. E lm o re , B.S., Lehigh

University; Ph.D., Yale University, Morris
L. Clothier Professor Emeritus o f Physics.
288 Paxon Hollow Road, Media, PA 19063.
L e w is H. E lv e rs o n , B.S., University of
Pennsylvania, Professor Emeritus o f Physical
Education for Men. 535 Cornell Avenue.
E d w a rd A . Feh n el, 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 . F ie ld , J r ., B .s., M .A ., and

Ph.D., Harvard University, Isaac H.
Clothier Professor Emeritus of History and
International Relations. 605 Hillbom
Avenue.
L a u n ce J . F le m is te r, B.A., M .A. and
Ph.D., Duke University, Professor Emeritus
of Zoology. P.O. Box F, Swarthmore, PA
19081.
C h a r le s E. G ilb e rt, B.A., Haverford
College; Ph.D., Northwestern University,
Professor Emeritus o f Political Science.
223 Kenyon Avenue.
B a rb a ra La n g e G o d fre y , Dean Emerita of
Women. W hite Horse Village, B102
Gradyville Road, Newtown Square, PA
19073.
M a r k A . H ea ld , B.A., Oberlin College;
M. S. and Ph.D., Yale University, Morris L.
Clothier Professor Emeritus o f Physics.
420 Rutgers Avenue.

S a r a h Le e L ip p in c o tt, 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. 3 0 6 Bell
Road, Cinnaminson, NJ 08077-2916.
P a ul C. M a n g e ls d o rf, J r ., B.A.,
Swarthmore College; Ph.D., Harvard
University, Morris L. Clothier Professor
Emeritus o f Physics. 110 Cornell Avenue.
J o h n D. M c C ru m m , b .a . and M .S.,
University o f Colorado, Howard N. and Ada
J. Eavenson Professor Emeritus of
Engineering. Swarthmore College.
Ireno M o ll, B.S. in Ed., University of
Kansas; M .A., Texas University for Women,
Associate Professor Emerita of Physical
Education for Women. P.O. Box 427,
Lawrence, KS 66044 -0 4 2 9 .
J o h n M . M o o re , 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,
4 0 0 N. Walnut Street, West Chester, PA
19380.
K a th ry n L. M o rg a n , B.A., Virginia State
College; M .A., Howard University; M.A.
and Ph.D., University of Pennsylvania, Sara
Lawrence Lightfoot Professor Emerita of
History. Apt. 710, Strath Haven
Condominiums.
B e rn a rd M o r r ill, B.S. in M .E.,
Massachusetts Institute o f Technology;
M .M .E., University of Delaware; Ph.D.,
University of Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 1014 Strath Haven
Condominiums.

303

F a c u lty

H e le n F. N orth , B.A., M .A., and Ph.D.,
Cornell University, Centennial Professor
Emerita o f Classics. 6 0 4 Ogden Avenue.

S im o n e V o isin S m ith , Licence et Lettres,

M a r tin O s tw a ld , B.A ., University of
Toronto; M .A., University of Chicago;
Ph.D., Columbia University, W illiam R .
Kenan, Jr., Professor Emeritus of Classics.
4 0 8 Walnut Lane.

G ilm o re S tott, B.A. and M .A., University

H a ro ld E. P a g lia ro , A .B., M .A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus. 536 Ogden
Avenue.
D ean P e a b o d y , B.A., Swarthmore College;
Ph.D., Harvard University, Professor
Emeritus o f Psychology. 405 Rogers Lane,
Wallingford, PA 19086.
J e a n A s h m e a d P e r k in s , B.A.,

Swarthmore College; M .A. and Ph.D.,
Columbia University, Susan W. Lippincott
Professor Emerita o f French. 913 Strath
Haven Avenue.
F ra n k C. P ie r s o n , B.A., Swarthmore
College; Ph.D., Columbia University,
Joseph W harton Professor Emeritus of
Political Economy. Apt. 3324, 3 3 0 0 Darby
Road, Haverford, PA 19041.
D a vid ItOSen, B.A ., New York University;
M.A. and Ph.D., University of Pennsylvania,
Professor Emeritus of Mathematics.
3 9 4 Riverview Road.
A lb u r t M . R o s e n b e rg , B.A., Harvard
University; M.S.,University o f Florida;
Ph.D., University o f Pennsylvania, Associate
Professor Emeritus o f Natural Science.
P.O. Box 1593, Harwich, M A 02645.
R o b e rt E. S a v a g e , B.A., O berlin College;
M .S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr., Professor Emeritus of
Biology. 411 Vassar Avenue.
R e rn a rd S . S m ith , B.A. and M .A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus o f History.
D a vid G. S m ith , B.A ., and M .A.,
University of Oklahoma; Ph.D., The
Johns Hopkins University, Richter
Professor Emeritus o f Political Science.
4 4 8 S. Jackson Street, Media, PA 19063.

304

University of Grenoble, Professor Emerita
of French. 125 Forest Lane.
of Cincinnati; B.A. and M .A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College Emeritus.
318 Dartmouth Avenue.
S u s a n S n y d e r, B.A., Hunter College; M.A.

and Ph.D., Columbia University, Gil and
Frank Mustin Professor Emerita of English
Literature. 2 9 3 9 Van Ness Street,
Washington, DC 2 0 0 0 8 -4 6 0 7 .
P e te r G ra m S w in g , B.A. and M .A.,
Harvard University; Ph.D., University of
Chicago, Daniel Underhill Professor
Emeritus o f Music and Director Emeritus of
the Chorus. 614 Hillbom Avenue.
F r a n c is P. T a fo y a , B .s. and M .A.,
University of Colorado; Ph.D., Yale
University, Professor Emeritus of French
and Spanish. 6 2 0 North Chester Road.
P e te r T. T h o m p so n , B.A., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor Emeritus of
Chemistry. 203 College Avenue.
D e re k T r a v e r s i, B.A. and M .A.,
University of Oxford, Alexander Griswold
Cummins Professor Emeritus of English.
12 Richmond Mansions, Denton Road,
Twickinham, Midd, T W 1, 2HH, England.
P. L in w o o d U rb a n , J r ., B.A., Princeton
University; S.T.B., S.T.M., and Th.D.,
General Theological Seminary, Charles and
Harriet Cox McDowell Professor Emeritus
o f Religion. 2 0 South Princeton Avenue.
H a n s W a lla c h , Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. Harston Hall, 3 5 0 Haws Lane,
Flourtown, PA 19031.
N e a l A . W e b e r, 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.

IVI. J o s e p h W illis , B.C.E., University of
Washington; M .S., Cornell University;
Ph.D., The Johns Hopkins University,
Professor Emeritus o f Engineering. Box 397,
103 Jefferson Street, Oxford, MD 21654.

H a r r is o n M . W rig h t, B.A., M .A., and
Ph.D., Harvard University, Isaac H. Clothier
Professor Emeritus of History and
International Relations and Provost
Emeritus. 319 Cedar Lane.

PROFESSORS
R o b e rt C. B a n n is te r,2 B.A. and Ph.D., Yale
University; B.A. and M .A., University of
Oxford, Scheuer Professor o f History.
737 Harvard Avenue.

M a r io n J . F a b e r, B.A. and M.A.,
University of California, Berkeley; Ph.D.,
Harvard University, Professor of German.
234 Benjamin West Avenue.

T h o m a s H. B la c k b u rn , B.A ., Amherst;

J a m e s D. F re e m a n , B.A., M .A., and

B.A. and M .A., University o f Oxford;
Ph.D., Stanford University, Centennial
Professor o f English Literature. 609 Elm
Avenue.

Ph.D., Harvard University, Daniel Underhill
Professor of Music and Director of the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.

Jo h n R. BOCCiO, B.S., Polytechnic Institute

J . W illia m F ro s t, B.A ., DePauw

of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 14 Park Avenue.

University; M .A. and Ph.D., University of
Wisconsin, Howard M. and Charles F.
Jenkins Professor of Quaker History and
Research, and Director o f the Friends
Historical Library. Swarthmore College.

T h o m p so n B ra d le y , B.A ., Yale University;
M.A., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.
P e te r J . C o llin g s , B.A., Amherst College;
M.Ph. and Ph.D., Yale University, Morris L.
Clothier Professor o f Physics. 123 Locust
Lane, Media, PA 19063.
M ic h a e l W. C o th re n , B.A ., Vanderbilt
University; M .A. and Ph.D., Columbia
University, Professor o f Art History.
611 Strath Haven Avenue.
Le e B e v in , B.A., San Jose State College;
M.A. and Ph.D., Indiana University,
Professor o f English Literature and Director
of The Theatre. 603 Hillborn Avenue.
H. S e a r l Bunn, 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.
R o b e rt S . Du P le s s is , B.A ., Williams
College; M .A. and Ph.D., Columbia
University, Professor of History.
211 Rutgers Avenue.

2 Absent on leave, spring semester, 1996.

J o h n E. G a u sta d , A .B., Harvard

University; Ph.D., Princeton University,
Edward Hicks Magill Professor of
Astronomy. 430 S. Chester Road.
K e n n eth J . G e rg e n , B.A., Yale University;
Ph.D., Duke University, Gil and Frank
Mustin Professor of Psychology. 331 Rogers
Lane, Wallingford, PA 19086.
S c o t t F. G ilb e rt,3 B.A., Wesleyan

University; M.A. and Ph.D., The Johns
Hopkins University, Professor of Biology.
2 2 4 Cornell Avenue.
S te p h e n S , G olub, B.A., Williams College;
M .A. and Ph.D., Yale University, Professor
o f Economics. 6 0 0 Elm Avenue.
C h a r le s M . G rin ste a d , b .a ., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place

3 Absent on leave, 1995-96.

305

Fa c u lty

J a m e s H. H a m m o n s , B.A., Amherst

College; M .A. and Ph.D., The Johns
Hopkins University, Professor of
Chemistry. 17 Furness Lane, Wallingford,
PA 19086.
J o h n J . H a s s e tt, 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.

C h a r le s F. K e le m e n ,3 6 B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor o f Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.
D eb o ra h G. K e m le r N e ls o n ,1 B.A., M .A.,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin West Avenue.
T. K a o ri K ita o, B.A. and M .A., University

University, Professor o f Astronomy.
540 Riverview Avenue.

of California, Berkeley; Ph.D., Harvard
University, W illiam R . Kenan Jr. Professor
o f Art History. 5 4 0 Westminster Avenue.

R o b in so n G. H o llis te r , J r ., B.A., Amherst
College; Ph.D., Stanford University,
Joseph Wharton Professor of Economics.
1 W hittier Place.

E u g en e A . K lo tz , B.S., Antioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor of
Mathematics. 735 Yale Avenue.

R ay m on d F. H o p k in s ,1
2 B.A., Ohio
Wesleyan University; M .A., Ohio State
University; M .A. and Ph.D., Yale University,
Richter Professor of Political Science. 308
Ogden Avenue.

M a r k K u p e r b e rg ,1B.A ., Amherst College:
M .A. and Ph.D., Massachusetts Institute of
Technology. Professor of Economics.
147 Park Avenue.

C o n s ta n c e C a in H u n g e rfo rd , B.A.,

University; M .A. and Ph.D., Harvard
University, Professor o f Political Science.
100 Rutgers Avenue.

W u lff D. H e in tz , Dr. rer. nat. München

Wellesley College; M .A., Ph.D., University
o f California, Berkeley, Professor o f Art
History. 410 Dickinson Avenue.
G udm und R. I v e rs e n , M .A., University of

Michigan; Ph.D., Harvard University,
Professor of Statistics, and Director, Center
for Social and Policy Studies.
212 Elm Avenue.
M a r k J a c o b s , B.A., Harvard University;
Ph.D., Stanford University, Centennial
Professor of Biology. 6 0 6 North Chester
Road.
C h a r le s L. J a m e s , B.S., State University
o f New York at New Paltz; M .S., State
University of New York at Albany, Professor
o f English Literature. 402 Laurel Lane,
Wallingford, PA 19086.
J o h n B. J e n k in s ,2 B.S. and M .S., Utah

J a m e s R. K u rth , B.A., Stanford

Hugh M . L a c e y ,2 b .a . and M.A.,
University of Melbourne; Ph.D., Indiana
University, Eugene M. Lang Research
Professor o f Philosophy. 4 W hittier Place.
A s m a r o m L e g e s s e , b .a ., Addis Ababa
University College; Ed.M. and Ph.D.,
Harvard University, Cornell Visiting
Professor. Swarthmore College.
G e ra ld L e v in s o n , B.A., University of
Pennsylvania; M.A. and Ph.D., University of
Chicago, Professor of Music. 307 Maple
Avenue.
L illia n M . Li, A .B., Raddiffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.

State University; Ph.D., University of
California, Los Angeles, Professor of
Biology. 3 3 0 Cornell Avenue.

N e ls o n A . M a c k e n , B.S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor of Engineering.
2 5 0 Haverford Avenue.

1 Absent on leave, fall semester, 1995.
2 Absent on leave, spring semester, 1996.

3 Absent on leave, 1995-96.
6 Joint appointment with Mathematics.

306

J e a n n e N la re c e k ,2 B.S., Loyola

University; Ph.D., Yale University, Professor
of Psychology. 325 S. Monroe Street,
Media, PA 19063.
S tep h en B. M a u r e r ,3*B.A., Swarthmore

College; M.A. and Ph.D., Princeton
University, Professor o f Mathematics.
206 Benjamin West Avenue.
A rth u r L M c G a rity , B.S., Trinity

University; M .S.E., Ph.D., The Johns
Hopkins University, Professor of
Engineering. 135 Rutgers Avenue.
P h ilip M e tz id a k is , B.A., Dartmouth

College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.
B ria n A . M e u n ie r, B.F.A., University of

Massachusetts, Amherst; M.F.A., Tyler
School of Art, Temple University, Professor
of Studio Arts. 5 W hittier Place.
G e o rg e M o s k o s ,2 B.A ., Davidson College;

M.A. and Ph.D., University o f Wisconsin,
Madison, Professor o f French. 730 Yale
Avenue.
BrauliO M u n o z, B. A., University o f Rhode
Island; M .A. and Ph.D., University of
Pennsylvania, Professor of Sociology.
500 Harvard Avenue.
Donna J o N a p o li, B.A ., M .A., and Ph.D.,
Harvard University, Professor of
Linguistics. 226 Park Avenue.
H a n s F. O b e rd ie k , B.S. and Ph.D.,

University of Wisconsin, Professor of
Philosophy. 410 Dickinson Avenue.
F r e d e r ic k L. O rth lie b ,3 B.S. and M .S.,
Massachusetts Institute o f Technology;
Ph.D., Carnegie-Mellon University,
Professor o f Engineering. 13 Green Valley
Road, Wallingford, PA 19086.
R o b e rt F. P a s te r n a c k , B.A. and Ph.D.,

Cornell University, Edmund Allen Professor
of Chemistry. 8 0 0 Avondale Road,
Wallingford, PA 19086.
2 Absent on leave, spring semester, 1996.
3 Absent on leave, 1995-96.
5 Spring semester, 1996.

S te v e n I. P ik e r, B.A ., Reed College; Ph.D.,
University of Washington, Professor of
Anthropology. 125 Rutgers Avenue.
P a ul P la te ro ,5 Ph.D., Massachusetts
Institute of Technology, Lang Visiting
Professor of Social Change. Swarthmore
College.
E r n e s t J . P ru d e n te , b .s . and M .S.,
University o f Pennsylvania, Professor of
Physical Education. 914 Surrey Road,
Media, PA 19063.
F r e d e r ic L P r y o r, B.A., Oberlin College;
M.A. and Ph.D., Yale University, Professor
o f Economics (part-time). 740 Harvard
Avenue.
C h a r le s R aff, B.A ., University of
Rochester; M.A. and Ph.D., Brown
University, Professor o f Philosophy.
214 Rutgers Avenue.
G ilb e rt P. R o se ,3 B.A. and Ph.D.,
University o f California, Berkeley, Professor
o f Classics. 551 Marietta Avenue.
R o b e rt R o za ,8 9 B.A., University of
Toronto; M.A. and Ph.D., Princeton
University, Susan W . Lippincott Professor
of French. 233 Cornell Avenue.
R ic h a rd L Rubin,3 A .B., Brown University;
M.A. and Ph.D., Columbia University,
Professor o f Political Science and Public
Policy (part-time). Swarthmore College.
B e rn a rd S a ffra n , B.A., City College of
New York; Ph.D., University o f Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.
P e te r J . S c h m id t,2 B.A., Oberlin College;
M.A. and Ph.D., University o f Virginia,
Professor o f English Literature. 606 Elm
Avenue.
A lle n M . S c h n e id e r ,2 B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 6 0 8 Elm Avenue.

8 Campus coordinator, Swarthmore Program
in Grenoble, fall semester, 1995.
9 Campus coordinator, Swarthmore Program
in Grenoble, spring semester, 1996.

307

Fa c u lty

R ic h a rd S c h u ld e n fr e i, B.A. and M .A.,
University of Pennsylvania; Ph.D.,
University o f Pittsburgh, Professor of
Philosophy. 2 Furness Lane, Wallingford,
PA 19086.

P h ilip M . W e in ste in , A .B., Princeton
University; A.M. and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor o f English Literature. 510 Ogden
Avenue.

B a r r y S c h w a r t z , B.A ., New York
University; M .A. and Ph.D., University of
Pennsylvania, Professor o f Psychology.
210 Garrett Avenue.

D o u g la s HI. W e is s , A.T.C., Professor of
Physical Education. 117 S. Chester Road.

H e le n e S h a p iro , B.A., Kenyon College;
M .A., Princeton University; Ph.D.,
California Institute o f Technology, Professor
o f Mathematics. Swarthmore College.
K e n n eth L S h a rp e , 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.
D on ald K . S w e a r e r , B.A ., M .A., and

Ph.D., Princeton University; B.D. and
S.T.M., Yale Divinity School, Charles and
Harriett Cox McDowell Professor of
Religion. 109 Columbia Avenue.
J u d ith G. Voet,2 B .S., Antioch College;

Ph.D., Brandeis University, Professor of
Chemistry. 368 Trevor Lane, Bala Cynwyd,
PA 19004.
J a c o b W e in e r, B.A., Antioch College;

L a r r y E. W e stp h a l, B.A ., Occidental
College; Ph.D., Harvard University,
Professor o f Economics. Swarthmore
College.
R o b e rt E. W illia m s , B.S., Delaware State
College; M .S., Rutgers University, Marian
Snyder Ware Professor o f Physical
Education and Athletics. 507 Oak Crest
Lane, Wallingford, PA 19086.
T im o th y C . W illia m s , B.A ., Swarthmore

College; A.M ., Harvard University; Ph.D.,
Rockefeller University, Professor o f Biology.
314 Rutgers Avenue.
C r a ig W illia m s o n , B.A., Stanford
University; M .A., Harvard University;
Ph.D., University of Pennsylvania, Professor
o f English Literature. 6 0 2 Elm Avenue.
J e r o m e H. W ood, J r ., B.A ., Howard.

University; Ph.D., Brown University,
Professor o f History. 103 E. Providence Rd.,
Aldan, PA 19018.

M .S., University o f Michigan; Ph.D.,
University of Oregon, Professor o f Biology.
16 S. Princeton Avenue.

ASSOCIATE PROFESSORS
N a th a lie F. A n d e rs o n , B.A., Agnes Scott
College; M .A., Georgia State University;
Ph.D., Emory University, Associate
Professor o f English Literature.
302 N. Chester Road.
S te p h e n P. B e n s c h , M .A., University of
Toronto; Ph.D., University o f California,
Berkeley, Associate Professor o f History.
614 Yale Avenue.

2 Absent on leave, spring semester, 1996.

308

A la n B e r k o w it z , M .A. and Ph.D.,

University o f Washington, Associate
Professor of Chinese. Swarthmore College.
A b b e B lu m ,3 B.A., University o f California,
Berkeley; B.A. and M .A., Cambridge
University; Ph.D., Yale University, Associate
Professor of English Literature. 4 0 0 Walnut
Lane.

3 Absent on leave, 1995-96.

A m y R. Bug,3 B.A., Williams College;
Ph.D., Massachusetts Institute of
Technology, Associate Professor of Physics.
915 Harvard Avenue.
Jo h n P. C a s k e y ,2 B.A., Harvard

University; Ph.D., Stanford University,
Associate Professor o f Economics. 318
North Chester Road.
J o y C h a rlto n , B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Associate Professor o f Sociology. 503 North
Chester Road.
E rik C h e e v e r, B.S., Swarthmore College;
M.S.E. and Ph.D., University of
Pennsylvania, Associate Professor of
Engineering. 423 S. Olive Street, Media, PA
19063.

B rig itte Lane, Licence ès d’Enseignement,
Université de Paris, Sorbonne; M .A.,
University of Kansas; Ph.D., Harvard
University, Associate Professor of French.
739 Harvard Avenue.
L a u rie L a n g b a u e r,3 B.A ., Wesleyan
University; M .A. and Ph.D., Cornell
University, Associate Professor o f English
Literature. Swarthmore College.
E llen B. M a g e n h e im , B.A., University of
Rochester; M .A., Ph.D., University of
Maryland, Associate Professor of
Economics. 2 W hittier Place.
M ic h a e l M a r is s e n , B.A., Calvin College;
Ph.D., Brandeis University, Associate
Professor o f Music. 915 Harvard Avenue
#1301.

Malaya; M .A. and Ph.D., University of
Toledo, Associate Professor o f English
Literature. 200 S. Chester Road.

A n n K o s a k o w s k i M c N a m e e ,3 B.A.,
Wellesley College; M.Phil. and Ph.D., Yale
University, Associate Professor of Music.
6 W hittier Place.

S te p h e n D a v is , B.A., Linden wold College;
Ph.D., Rutgers University, Visiting
Associate Professor o f Computer Science.
Swarthmore College.

R a c h e l M e r z , B.A., Western New Mexico
University; M .S., University of Florida;
Ph.D., University of Chicago, Associate
Professor of Biology. 515 Elm Avenue.

S u s a n P. D a v is , B.S., Springfield College;
M .S., Smith College, Associate Professor of
Physical Education. 2411 Whitehouse Road,
Berwyn, PA 19312.

K a r l M ira n , B.A., Middlebury College;
M .A., Lehigh University, Associate
Professor o f Physical Education.
Swarthmore College.

R ic h a rd E ld rid g e , A .B., Middlebury
College; M .A. and Ph.D., University of
Chicago, Associate Professor of Philosophy.
423 Harvard Avenue.

L y n n e A . M o lte r, B .s. and B .A .,
Swarthmore College; S.M . and Sc.D.,
Massachusetts Institute o f Technology,
Associate Professor o f Engineering.
Swarthmore College.

W oo n-P in g C h in ,3 B.A., University of

R an d all L Exon, B.F.A., Washburn
University; M .A. and M.F.A., University of
Iowa, Associate Professor o f Studio Arts.
431 Rogers Lane, Wallingford, PA 19086.
S h a ro n F r ie d le r, B.A., Colby College;
M.F.A., Southern Methodist University,
Associate Professor of Dance and Director
of the Dance Program. 2 2 0 Vassar Avenue.
M a rib e th G ra y b ill,3 B.A., College o f
Wooster; M.A. and Ph.D., University of
Michigan, Associate Professor o f Art
History. 515 Elm Avenue.

2 Absent on leave, spring semester, 1996.

V e ra B. M o re e n , B.A., Princeton
University; M .A. and Ph.D., Harvard
University, Visiting Associate Professor of
Religion. 332 Llandrillo Road,
Bala Cynwyd, PA 19004.
F ra n k A . M o s c a te lli, B.s., C. w. Post
College; M .S. and Ph.D., New York
University, Associate Professor o f Physics.
3 0 2 Avondale Road, Wallingford, PA
19086.

3 Absent on leave, 1995-96.

309

F a c u lty

M ic h a e l L M u lla n , B.A., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University o f Delaware,
Associate Professor o f Physical Education.
401 Rogers Lane, Wallingford, PA 19086.
R o s a r ia V. M u n s o n , Laurea in Lettere

Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor o f Classics. Swarthmore College.
M a r jo r ie M u rp h y , B.A ., Jersey City State

College; M. A., San Jose State University;
Ph.D., University of California, Davis,
Associate Professor o f History.
723 Yale Avenue.
C a r o l N a c k e n o ff,3 A .B., Smith College;

M .A. and Ph.D., University o f Chicago,
Associate Professor o f Political Science.
222 Vassar Avenue.
S te p h e n A . O’C o n n e ll, A .B., Oberlin

College; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. Swarthmore College.
K. A n n R e n n in g e r,1 B.A., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Education.
20 President Avenue, Rutledge, PA 19070.

Ellen M. ROSS, B.A., Princeton University;
M .A. and Ph.D., University o f Chicago,
Associate Professor of Religion. 6 0 4 Elm
Avenue.
Don S h im a m o to , B.S., Stanford
University; M .A. and Ph.D., Brandeis
University, Associate Professor of
Mathematics. Swarthmore College.
Fa ru q M . A . S id d iq u i, B.S., Bangladesh
Unversity of Engineering and Technology;
M .S. and Ph.D., University o f Pittsburgh,
Associate Professor o f Engineering.
6 3 6 Yale Avenue.
K a th le e n K. S iw ic k i, B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Associate
Professor o f Biology. 109 Barley Mill Road,
Wallingford, PA 19086.

1 Absent on leave, fall semester, 1995.

310

L is a S m u ly a n , B.A ., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School o f Education, Associate
Professor o f Education. 115 College Avenue.
T h o m a s S te p h e n so n , B.S., Furman
University; Ph.D., The University of
Chicago, Associate Professor of Chemistry.
221 Woodward Road, Moylan, PA 19065.
B a rb a ra Y ost S te w a rt, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Biology. 238
Copper Beech Drive, Blue Bell, PA 19422.
J a n e t C. T a lv a c c h ia , M .A., Bryn Mawr

College; Ph.D., University of Pennsylvania,
Associate Professor of Mathematics.
Swarthmore College.
Eva F. T r a v e r s , B.A ., Connecticut College;
M.A. and Ed.D., Harvard University,
Associate Professor of Education. 416 Park
Avenue.
W illia m N. T u rp in , M .A., University o f St.
Andrews; M .A., University of Toronto;
Ph.D., Cambridge University, Associate
Professor o f Classics. Swarthmore College.
R ic h a rd V a le lly , B.A., Swarthmore
College; Ph.D., Harvard University, .
Associate Professor o f Political Science.
Swarthmore College.
R obin E. W a g n e r-P a c ific i,3 B.A., Brown
University; M .A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 3 3 0 North Princeton Avenue.
M a r k I. W a lla c e , B.A ., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University of Chicago, Associate Professor
o f Religion. 6 0 4 Elm Avenue.
R o b e rt E. W e in b e rg ,3 B.S., Cornell
University; M .A., Indiana University; Ph.D.,
University o f California, Berkeley, Associate
Professor o f History. 9 4 0 Harvard Avenue.
B. T y re n e W hite, B.A., Middle Tennessee
State University; M .A., Ph.D., Ohio State
University, Mari S. Michener Associate
Professor o f Political Science. 318 N.
Chester Road.

3 Absent on leave, 1995-96.

Lee W im b e rly , B.A. Stanford University;
J.D ., University of California at Berkeley,

Associate Professor o f Physical Education.
Swarthmore College.

ASSISTANT PROFESSORS
Jo h n A ls to n , B.M ., Yankton College;
M.M., University o f Northern Iowa; Ph.D.,
Indiana University, Assistant Professor of
Music. Swarthmore College.
K im 0 . A r r o w , B.S., Temple University;
M.F.A., New York University, Assistant
Professor o f Dance (part-time). Swarthmore
College.
A m a n d a B a y e r,3 B.A., Williams College;

M.A., Yale University, Assistant Professor of
Economics. 5 4 8 Westminster Avenue.
E liza b e th B olton ,3 B.A., Middlebury
College; M. Phil, and Ph.D., Yale University,
Assistant Professor o f English Literature.
4 Crum Ledge Lane.
K a re n B o rb e e , B.S., University o f

Delaware; M.Ed., Widener University,
Assistant Professor o f Physical Education.
933 Mitchell Avenue, Morton, PA 19070.
M ic h a e l R. B ro w n , B.A., Pomona College;
Ph.D., Dartmouth College, Assistant
Professor o f Physics. Swarthmore College.
T im o th y B u rk e , B.A., Wesleyan

University; M.A. and Ph.D., Johns Hopkins
University, Assistant Professor o f History.
Swarthmore College.

Princeton University, Assistant Professor of
Religion. 6 0 0 Elm Avenue.
L is a C o hen, B.A ., Brown University;
M.Phil. and Ph.D., Yale University, Visiting
Assistant Professor o f English Literature.
Swarthmore College.
N a th a n ie l D e u tsch , B.A., M .A., and
Ph.D., The University o f Chicago, Assistant
Professor o f Religion. Swarthmore College.
M ig u e l D ia z -B a r rig a , B.A ., University of
Chicago; M .A. and Ph.D., Stanford
University, Assistant Professor of Sociology.
8B W hittier Place.
T h o m a s D o n n e lly , B.A., Middlebury

College; M .A. and Ph.D., University of
California at Berkeley, Assistant Professor of
Physics. Swarthmore College.
B r u c e A . D o rs e y , B.A., Biola University;
A.M. and Ph.D., Brown University,
Assistant Professor o f History. Swarthmore
College.
R o b e rt D ufour, B.A., M cGill University;
A.M ., Ph.D., University o f Illinois,
Champaign-Urbana, Assistant Professor of
Psychology. 708 Colwell Road.

School o f Art, Assistant Professor o f Studio
Arts. Swarthmore College.

F ra n k H. D u rg in, B.A ., St. John’s College;
M .A., University o f Pennsylvania; Ph.D.,
University of Virginia, Assistant Professor
o f Psychology. 6 Crum Ledge.

M ic h a e l L. C a ta la n o -J o h n s o n . B.A.,
New College; Ph.D., Brandeis University;
Assistant Professor of Mathematics.
Swarthmore College.

S ilv io P. E b e rh a rd t, B .s. and B.S.E.E.,
Lehigh University; M .S. and Ph.D., Johns
Hopkins University, Assistant Professor of
Engineering. Swarthmore College.

J u d ith C e b ra -T h o m a s , B.A., The Johns

E ric h C a r r E v e rb a c h , A .B., Harvard
College; M .S. in M .E., and Ph.D., Yale
University, Assistant Professor of
Engineering. Swarthmore College.

S y d C a rp e n te r, B.F.A. and M .F.A., Tyler

Hopkins University; Ph.D., Washington
University, Assistant Professor of Biology.
Swarthmore College.
Yvon n e P. C h ire a u , B.A., Holyoke College;
M.T.S., Harvard University; Ph.D.,

T h e o d o re F e rn a ld , B.A., Ohio State

University; Ph.D., University o f California

3 Absent on leave, 1995-96.

311

Fa c u lty

at Santa Cruz, Assistant Professor of
Linguistics. Swarthmore College.
S ib e la n F o rr e s t e r, B.A., Bryn Mawr

College; M.A. and Ph.D., Indiana
University, Assistant Professor o f Russian.
Swarthmore College.
C h r is to p h e r F r a n c e s e , b . a ., o berlin

College; M .A. and Ph.D., University of
Texas at Austin, Visiting Assistant Professor
o f Classics. Swarthmore College.
E la in e F re e d g o o d , B.A., Hunter College;
M.Phil. and Ph.D., Columbia University,
Visiting Assistant Professor o f English
Literature. Swarthmore College.
C h e ri G o e tc h e u s , B.S. and M .S., Ithaca
College, Assistant Professor o f Physical
Education. Swarthmore College.
B r u c e G rant, B.A., M cGill University;
M .A. and Ph.D., Rice University, Assistant
Professor o f Anthropology. Swarthmore
College.
C a r l H. G ro s s m a n ,3 B.Sc. and Ph.D.,
University o f Pennsylvania, Assistant
Professor of Physics. 3439 Barclay Street,
Philadelphia, PA 19129.
L is a H a jja r, B.A., Tufts University; M.A.,
Georgetown University; Ph.D., The
American University, Assistant Professor of
Sociology. Swarthmore College.
C y n th ia P e r w in H a lp e rn , b .a ., Tulane
University; M .A., The London School of
Economics; Ph.D., Princeton University,
Assistant Professor o f Political Science.
Swarthmore College.
J o h n H a w th o rn ,4 B.A., Brasenose College,

Oxford; M.A. and Ph.D., M cGill University,
Visiting Assistant Professor o f Philosophy.
Swarthmore College.
S a lly H eSS, B.A., Barnard College; M.Phil.,

Yale University, Assistant Professor of
Dance (part-time). Swarthmore College.
S a r a H ie b e rt, B.S., University o f St.

Andrews; Ph.D., University o f Washington,
Assistant Professor of Biology. Swarthmore
College.

3 Absent on leave, 1995-96.

S te v e n P. H o p k in s. B.A. and M.A.,

University o f California, Santa Barbara;
A.M. and Ph.D., Harvard University,
Assistant Professor o f Religion. 8 Crum
Ledge Lane.
W en d y A . H o rw itz , A .B., Harvard

University; M.A. and Ph.D., Temple
University, Assistant Professor of
Psychology. 502 Westview St., Philadelphia,
PA 19119.
T h o m a s J . H u nte r, B.S., University of

Chicago; Ph.D., Massachusetts Institute of
Technology, Assistant Professor of
Mathematics. Swarthmore College.
A im e e S .A . J o h n s o n , B.A., University of

California, Berkeley; Ph.D., University of
Maryland, College Park; Assistant Professor
o f Mathematics. Swarthmore College.
N o ra J o h n s o n , B.A ., University of
California, Los Angeles; M.A. and Ph.D.,
University o f California, Berkeley, Assistant
Professor o f English Literature. Swarthmore
College.
P ie t e r M . J u d s o n , B.A., Swarthmore
College; M .A. and Ph.D., Columbia
University, Assistant Professor of History.
4 8 8 Prospect Road, Springfield, PA 19064.
B ry a n S . K la s s e n , B.S., University of
California, Berkeley; Ph.D., Massachusetts
Institute o f Technology, Assistant Professor
o f Chemistry. Swarthmore College.
H a ili K o n g , M .A., People’s University,
Beijing; Ph.D., University o f Colorado at
Boulder, Assistant Professor o f Chinese.
Swarthmore College.
A lle n K u h a rs k i, B.A., University of
Wisconsin-Madison; M.A. and Ph.D.,
University o f California, Berkeley, Assistant
Professor o f English Literature. Swarthmore
College.
N a th a n ie l L o n g le y , b .a ., Carleton
College; Ph.D., University o f Minnesota,
Assistsant Professor o f Physics. Swarthmore
College.

4 Fall semester, 1995.

T a m sin L o rra in e ,3 B.A., Middlebury

College; Ph.D., University of
Massachusetts, Assistant Professor of
Philosophy. 318 N. Chester Road.
L i-c h in g C h a ng M a ir , B.A. and M .A.,
National Taiwan University; M.A.,
University o f Washington, Assistant
Professor o f Chinese (part-time).
23 Oberlin Avenue.

E m ilie P a s s o w , B.A ., City College o f New
York; M.A. and Ph.D., Columbia
University, Assistant Professor of English
Literature (part-time). 50 Belmont Avenue,
Bala Cynwyd, PA 19004.
C h r is to p h e r P a v s e k , b .a ., Cornell
University; Ph.D., Duke University, Visiting
Assistant Professor o f German. Swarthmore
College.

W illia m M a r s h a ll, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor o f English Literature and Resident
Designer o f The Theatre. Swarthmore
College.

P a ul R. R ab ien , B.A., Haverford College;
M .A., Columbia University; Ph.D., Yale
University, Assistant Professor of
Chemistry. Swarthmore College.

C h ris tin e M a s s e y , B.A., Wellesley

Christian University, Visiting Assistant
Professor o f Physics. Swarthmore College.

College; M.A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology. 55 N. Lansdowne Ave.,
Lansdowne, PA 19050.
L is a M e e d e n , B.A ., Grinnell College; M .S.
and Ph.D., Indiana University, Assistant
Professor o f Computer Science. 416 North
Chester Road.
M e ta M e n d e l- R e y e s , B.A., University of
California, Santa Cruz; M.A. and Ph.D.,
University o f California, Berkeley, Assistant
Professor o f Political Science. Swarthmore
College.
A n n e M e n k e ,10 11 B.A., San Francisco State
University; M .A. and Ph.D., Harvard
University, Assistant Professor o f French.
Swarthmore College.
Ethel 0 . M o o re , B.A., California State
University; A.M . and Ph.D., University of
Michigan, Assistant Professor of Psychology.
416 N. Chester Road.
D eepa M . O lla p a lly , B.A., Florida State
University; M.A. and Ph.D., Columbia
University, Assistant Professor of Political
Science. Swarthmore College.
R o b e rt S . P a le y , B.S., McGill University;
M .S. and Ph.D., University o f Michigan,
Assistant Professor o f Chemistry.
Swarthmore College.

3 Absent on leave, 1995-96.
10 Program Director, Swarthmore Program
in Grenoble, fall semester, 1995.

T e r r e n c e L R e e s e , B .s. and Ph.D., Texas

C e c e lia R. R e ism a n , B .F.A., Camegie-

Mellon University; M.F.A., Yale University,
Assistant Professor o f Studio Arts. 49
Merbrook Lane, Merion Station, PA 19066.
M ic h e lin e R ic e -M a x im in , Licence
and Maitrise Universite de la Sorbonne,
Paris-IV; M .A., University o f North Texas;
Ph.D., University of Texas-Austin, Assistant
Professor o f French. 525 Elm Avenue.
E llen S c h a tts c h n e id e r , B.A., Sarah
Lawrence College; M.A. and Ph.D.,
University of Chicago. Assistant Professor
o f Anthropology. Swarthmore College.
A u r o ra C a m a c h o d e S c h m id t,3

Universidad Iberoamérica (no degree); M.A.
and Ph.D., Temple University, Assistant
Professor o f Spanish. Swarthmore College.
W e s le y S h u m a r, B.A., University of
Pennsylvania; M .A., New York University;
Ph.D., Temple University, Visiting Assistant
Professor o f Education. 577 West Orange
Street, Media, PA 19063.
S u n k a S im o n , M .A., Universität Hamburg;
Ph.D., The Johns Hopkins University,
Assistant Professor of German. Swarthmore
College.

11 Program Director, Swarthmore Program
3n Grenoble, spring semester, 1996.

313

Fa c u lty

B e a triZ U r r a c a , Licenciada, Universidad
Complutense Madrid, Spain; M.A. and
Ph.D., University of Michigan, Visiting
Assistant Professor of Spanish. Swarthmore
College.
E liz a b e th A . V allen, B.A ., Case Western
Reserve University; Ph.D., Princeton
University, Assistant Professor of Biology.
Swarthmore College.
A m y C h e n g V o llm e r, B.A ., W illiam Marsh
Rice University; Ph.D., University of
Illinois, Assistant Professor o f Biology.
Swarthmore College.
H a n sja k o b W e rle n ,1M .A., University of
Notre Dame; Ph.D., Stanford University,
Assistant Professor o f German.
515 Elm Avenue.
Lynn W e stlin g , B.A., Rollins College; B.S.,
Georgia Institute o f Technology; M .A. and

Ph.D., University of Rochester, Assistant
Professor of Physics. 2 Crum Ledge Lane.
P a tr ic ia W hite, B.A ., Yale University;
Ph.D., University o f California, Santa Cruz,
Assistant Professor of English Literature.
Swarthmore College.
T h o m a s W h itm a n , B.A., Swarthmore

College; Ph.D., University o f Pennsylvania,
Assistant Professor o f Music. Swarthmore
College.
A lis o n P. W illia m s , B.A ., Wesleyan
University; M .S. and Ph.D., University of
Rochester, Assistant Professor of
Chemistry. Swarthmore College.
J u d ith W ils o n , B.A ., Stanford University;

M .S., Western Michigan University; Ph.D.,
University of Wisconsin-Madison, Visiting
Assistant Professor o f Computer Science
(part-time). 2 4 2 8 Brown Street,
Philadelphia, PA.

IN STRU CTO RS
D onna D a v is , B.S., Davis & Elkins
College, Visiting Instructor in Physical
Education (part-time). Swarthmore College.
G r a c e L e d b e tte r, A .B., Bryn Mawr
College; M .A., University of Virginia,
Instructor in Classics and Philosophy.
Swarthmore College.
Ja S O n M c G ill, A.B. and B.S., Cornell
University; A.M ., University of Michigan,
Ann Arbor, Visiting Instructor in History.
Swarthmore College.
C a r o le N e tte r, Maitrisse and DEA,
University o f Paris, Instructor in French
(part-time). Swarthmore College.
E lk e P la x ton , B.A ., Brigham Young
University; M .A., University o f Colorado,
Instructor in German (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.

1 Absent on leave, fall semester, 1995.

314

P e te r P a ro lin , B.A ., University o f British
Columbia; M .A., University of
Pennsylvania, Visiting Instructor in English
Literature (part-time). Swarthmore College.
K a th e rin e S tu b b s , B.A., Swarthmore
College; M .A., Duke University, Visiting
Instructor in English Literature (part-time).
Swarthmore College.
K irta n a T h a n g a v e lu , M .A., University of
California, Berkeley; M.F.A., Visvabharati
University, Santiniketan, India; B.F.A.,
Maharaja Sayajirao University, Baroda,
India, Visiting Instructor in Art History.
Swarthmore College.

LECTURERS
A b ig a il A d a m s , Diploma, Royal Academy
of Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in
Theatre. 603 Hillbom Ave.
D iana A n d e rs o n , B.A., Montclair State

College; M .S., Drexel University, Lecturer
in Education. 210 Yale Avenue.
C a rla B e lv e r, B.A., Temple University;

M.A., Villanova University, Visiting
Lecturer in Theatre. 121 Dundee Mews,
Media, PA 19063.
E liza b e th B e n e d ic t, B.A., Barnard
College, Visiting Writer. Swarthmore
College.
M a r y J o B r is s o n , Diploma de Estudios

Hispánicos, Universidad de Santiago de
Compostela, Santiago, Spain; B.A., Arizona
State University; M .A., New York
University in Madrid, Spain; Ph.D.,
University o f North Carolina-Chapel Hill,
Lecturer in Spanish. Swarthmore College.
W endy C h m ie le w s k i,5 B.A., Goucher

College; M .A. and Ph.D., State University of
New York at Binghamton, Cooley Curator
of the Swarthmore College Peace Collection
and Lecturer in History. Swarthmore
College.
C h r is tin e DeGradO, B.A ., University of

Chicago; M .A. and Ph.D., University of
Pennsylvania, Lecturer in Spanish,
Swarthmore College.
P eg g y d e P ro p h e tis , A .B., Vassar; m .b .a .,

Wharton School, University of
Pennsylvania; Ph.D., University of
Pennsylvania. Visiting Lecturer in
Economics. Swarthmore College.
J o a n F rie d m a n , M .A., University of
Wisconsin, Lecturer in Spanish.
421 Cornell Avenue.

E v g e n iy a L. K a ts e n e lin b o ig e n , Moscow
Polygraphic Institute, Lecturer in Russian.
133 Deerpath Lane, Media, PA 19063.
M a r y K. K e n n e y , A .B., chestnut Hill
College; M .A., Villanova University,
Lecturer in Spanish. Swarthmore College.
E la in e M e th e ra ll, B.A., University of
Vermont; M.Ed., University o f Delaware,
Lecturer in Education. Swarthmore College.
H o w a rd P o s n e r, B.A., Hofstra College;
M .D., State University o f New York Medical
Center, Lecturer in Sociology/
Anthropology. Swarthmore College.
M a r y E. Roth, B.A., Kenyon College;
Ph.D., Massachusetts Institute of
Technology, Lecturer in Chemistry. 119
Chapel Hill Drive, Newark, DE 19711.
H a d a S S S h e ffe r, B.A., Hebrew University,
Lecturer in Linguistics. 338 N. Front Street,
Philadelphia, PA 19106.
S te v e n S o w a r d s , B.A., Stanford
University; M .A., M .L.S., and Ph.D.,
Indiana University, Humanities Librarian
and Lecturer in History. 3 Crum Ledge.
M ic h a e l S p e ir s , B.A. and M .A.,
University of Pennsylvania, Lecturer in
Sociology and Anthropology (part-time).
2201 Pennsylvania Avenue, Philadelphia, PA
19130.
C h a r le s F. S to n e , III, B.A ., Swarthmore
College; Ph.D., Yale University. Visiting
Lecturer in Economics. 1214 Strath Haven
Condominiums.
S u ja n e Wu, B.A., Soochow University,
Taipei, Taiwan; M .A., University of
Wisconsin-Madison, Lecturer in Chinese.
Swarthmore College.

V irg in ia M . In d ivero , B.S., Elizabethtown

College; M .S., Villanova University,
Lecturer in Chemistry. 2915 Wakefield
Drive, Holmes, PA 19043.

5 Spring semester, 1996.

315

Fa c u lty

ASSISTANTS AND ASSOCIATES
M a r y A tta h , University of Ghana
(Professional Program in African Music and
Dance); member o f the National Dance
Company of Ghana, Associate in
Performance (Dance). 4217 East Roosevelt
Blvd., Philadelphia, PA 19124.

L a r r y P e r r y , B.A ., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

D a rle n e D. B r a m u c c i, b . a . and M .S.,
University of Maryland, Laboratory
Instructor in Biology. 532 Milmont Avenue,
Milmont Park, PA 19033.

I. W ay an Rai, B.A., Indonesian Graduate
Academy o f Dance; M .A., San Diego State
University, Associate in Performance
(Music and Dance). Swarthmore College.

L a D e v a D a v is , B.M.Ed., Temple
University, Associate in Performance
(Dance). Swarthmore College.

A r n e R unning, Associate in Performance

U r s u la M . D a v is , B.S., Colby Junior

College, Assistant in Chemistry. 11
Rampart West, Media, PA 19063.
Ted D ixon, B.A., Bates College; M .S.,

United States Sports Academy, Assistant in
Physical Education. Swarthmore College.
D o ro th y K . F re e m a n , B.M ., M .M ., Boston
University, Associate in Performance
(Music). 206 Martroy Lane, Wallingford,
PA 19086.
M ic h a e l J o h n s , Associate in Performance

(Music). Swarthmore College.
S h e la g h J o h n s to n , B.A ., Wellesley

M ir e ille T ro n e l P e y ro z , Maîtrise
d’Anglais, Université Stendhal, Grenoble III,
Assistant in French. Swarthmore College.

(Music). Swarthmore College.
Dan S e a r s , B .S., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.
P a u la S e p in u k , B.A., Bennington College;
M .A., Villanova University, Adjunct
Associate in Performance (Dance).
Swarthmore College.
J o n S h e rm a n , B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.
L e a h S te in , B.A ., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.

College; M .S., Drexel University,
Laboratory Instructor in Biology.
917 Winding Lane, Media, PA 19063.

R on ald A . T irp a k , B.A., Millersville
University; M .A., Temple University,
Assistant in Physical Education. 4 4 0 Strath
Haven Avenue.

R ic h a rd K e n tw e ll, Assistant in Physical
Education. Swarthmore College.

T h o m a s V a len te , B .S., Montana State

M a r g a r e t M . Leh m a n , B.A., Swarthmore

College, Assistant in Chemistry. 765 W.
Valley Road, Wayne, PA 19087.
W a yn e M c K in n e y ,4 Assistant in Physical

Education. Swarthmore College.
C. K e m a l N a n c e , B.A., Swarthmore
College, Associate in Performance (Dance).
Swarthmore College.

4 Fall semester, 1995.

316

University, Laboratory Instructor in
Biology. Swarthmore College.
B re n d a L W id o , B.S., Elizabethtown
College; M .C.C., Hahnemann University,
Assistant in Chemistry. 705 Erlen Road,
Norristown, PA 19401.

Standing Committees of the Faculty 1995-96
A cadem ic Requirements
LYTHCOTT*, Gross, Jacobs*, Warner*,
Shapiro, Ledbetter, Blackburn, Moscatelli,
Westphal, L.
Admissions
BRADLEY, Voet, (fall), Marissen, MendelReyes, Judson, Siddiqui, Stewart, Lythcott*,
Talbot*, Wartenburg*, 2 students
Bookstore
IVERSEN, Francese, Kitao, Ledbetter,
Frost, Grace*, Schall*, 2 students
Council on Educational Policy
KEITH*, Bloom*, Cothren, James,
Magenheim, Merz, Schwartz, Vollmer, Frank
Y u ’97
Committee on Faculty Procedures
BLO O M *, Diaz-Barriga, Molter, O ’Connell,
Hungerford, Keith*, Saffran, Smulyan
Computing Services
KLOTZ, Eberhardt, Bannister (fall),
Durgin, Renninger (spring), Munson,
Library rep, Downing, J.* , Francis,
Warner*, 2 students
Cooper
KUHARSKI, Alston, Arrow, Gergen, Kitao,
Lane, Marshall, Muñoz, Weinstein, Durkan,
Eldridge.M .*, Proctor, Smythe*, 2 students
Curriculum Committee
KEITH*, Pastemack, Hungerford, Hollister,
Warner*, 2 students
Fellowships and Prizes
STO TT*, Gross, Anderson, Burke, Hunter,
Jenkins (fall), Meunier, Paley, Schneider
(fall)

Foreign Study
PIKER, Berkowitz, Golub, Rice-Maximin,
Valelly, Paley, Evans*, Goundie, Warner
H ealth Science Advisory
STEW ART*, Gross, Proctor, Warner*,
Catalano-Johnson, Weiss, Williams, A,
Schneider (fall), Renninger (spring)
Library
DURKAN*, Downing, J.* , Frost, Kitao,
Lane, Metherall, A., Raff
Physical Education and A thletics
DEVIN, Meeden, Brown, Borbee, Cheever,
Ramirez, W illiams, R .*, 2 students
Promotion and Tenure
BLO O M *, Cothren, Keith*, Collings, Li,
Saffran
Research Ethics
W ILLIAM S, T , Shapiro , Wimberly
Research Support
GAUSTAD, Bensch, Valelly
Womens Concerns
TRAVERS, W ELBON (Co-Chairs), Borbee,
Cheever, Goetchus, Porter, S., Siwicki,
Henry*, Robinson*, Untereker, 2 students
Secretary to the Faculty
Turpin
Parliam entarian
Stephenson
M arshal
Hungerford

Faculty Representatives to Other Committees
A cadem ic Support Committee
G R O SS*, DUPLESSIS (Co-Chairs), ChangMuy*, Hiebert, Miran, Schmidt (fall),
Shimamoto, Goundie, Passow, Proctor*,
1 Student,
A lcohol Policy
G R O SS*, Echols*, Goundie*, Leigh*,
Mullan (Michael), Schuldenfrei, Ramirez*,
Redgrave*

C ollege Planning
BLO O M *, Aslanian*, Dean, Diaz-Barriga,
Eldridge, M .*, Gotwals*, Hassett,
Hungerford, Hollister, Jacobs*, Keith*,
Lythcott*, Merz, Pasternack, Schall,
Wartenburg*, 2 students

*staff ex officio

317

F a c u lty

C ollege Judiciary
LYTHCOTT*, Collings (regular in fall,
alternate in spring), Downing, J., DuPlessis
(alternate), Friedler, Goundie (observer),
Rice-Maximin (alternate), Schall (alternate),
Swearer (alternate in fall, regular in spring),
Talbot (alternate), 2 students
C ollege Budget Committee
ASLANIAN*, Bloom*, Boccio, Elridge,
M .*, Gotwals*, Grinstead, H assett,
Jacobs*, Keith*, Lythcott*, Murphy,
Nikelly, Rossley, Schall*, Wartenburg*,
Welsh*, 2 students
Equal Opportunity Committee
SOW ARDS, MOLTER, (Co-chairs),
Armstrong, Blackburn, A., Carpenter,
Chang-Muy*, Henry*, Judson, Los, MendelReyes, Wimberly, Robinson*
Exchange
GOUNDIE, Dunn, Roza
Faculty and S ta ff Benefits
D IREC TO R O F PERSONNEL*, Caskey,
(fall), De Curtis, Faber, Francis, T ,
Gaustad, Siwicki, Westphal, L. (spring),
Femberger*, Aslanian*, Jacobs*, Risoli
Honorary Degrees
BLO O M *, GO TW A LS*, Freeman,
Smulyan, Weiner, Weinstein, 3 Board
Members
Lang Scholarship
LYTHCOTT*, Travers, Grant, Hollister,
Mendel-Reyes, Webb, Westphal, M.
Luce
FRANCIS, T , Exon, Freeman, Munson

W atson
GRO SS, Johnson, A., Meunier,
Schuldenfrei
Swarthmore Foundation
GRO SS, Charlton, Francis, Halpem,
Stillwell*, Stott*
Swarthmore A sian-A m erican, Latino, N ative
A m erican and A frican H eritage Concerns
Committee
SCHMIDT (C hair-fall), ANDERSON
(Chair-spring), Bradley, Collins, X ,
Everbach, Kong, Mullan (Marsha), Sharpe,
W illiams, A, Chijioke, Proctor, Westphal,
M ., 2 students
Community Services Advisory Board
GRO SS, Francis, Mendel-Reyes, Stillwell*,
W ebb*, White, P., Wylie*
A nim al U se and C are Committee
SIW ICKI, RAWSON (Co-Chairs), Hiebert,
Schneider (fall), Brenda Perkins, DVM,
Phyllis Ladas (Counsel, Bryn Mawr College)
Ad Hoc Review o f Registration Procedures
W ILLIAM SON, Gross, Jenkins (fall),
Warner*
Ad H oc Comm ittee on ADA Planning
SCHALL*, Bock, Brown, Evans*, Pryor,
Robinson, Westphal, M .*, Director of
Personnel*
C ollege Planning Comm ittee Task Force
Speech in the A cadem ic Community
OBERDIEK, Goundie, Henry, Johnson, N.,
Lythcott, Mufioz, Westphal, L., Friedburg,
M. ’98, Harvey, S. ’97, Harris, R. ’96,
Trimble, C. ’96

Sager
JU D SO N , Ayers*, Henry, Dixon, Huber*,
Johnson, N., Moskos (fall), Kuharski, RiceMaximin, Sowards, White, P., Wood

Faculty Representatives to Committees of the Board
Board Observers
Berkowitz, Golub
Property
W illiams, R ., Exon

‘ staff ex officio

318

Student L ife
Friedler, Miran, Talvacchia

Divisions and Departments
I.

D IV IS IO N O F T H E H U M A N IT IE S
Constance Cain Hungerford, Chair

A rt

M o d e rn L a n g u a g e s and L ite ra tu r e s

Randall L. Exon, Chair

Marion J. Faber, Chair

A s ia n S tu d ie s (P ro g ra m )

M u s ic and D a n ce

Alan Berkowitz, Program Coordinator

Gerald Levinson, Chair

C la s s ic s

P h ilo s o p h y

Gilbert Rose, Department Head

Richard Eldridge, Chair

E n g lish L ite ra tu re

P s y c h o lo g y

Craig Williamson, Chair

Barry Schwartz, Chair

H is to r y

R elig io n

Marjorie Murphy, Chair

Ellen M. Ross, Co-Chair
Mark I. Wallace, Co-Chair

M a th e m a tic s a n d S t a t is t ic s

Don Shimamoto, Chair

II.

D IV IS IO N O F T H E N A T U R A L S C IE N C E S A N D E N G IN E E R IN G
Robert F. Pasternack, Chair

B io lo g y

L in g u is tic s (P ro g ra m )

Rachel A. Merz, Chair
Barbara Stewart, Associate Chair

Donna Jo Napoli, Program Director

C h e m is tr y

Don Shimamoto, Chair

M a th e m a tic s and S t a t is t ic s

Thomas A. Stephenson, Chair

P h ilo s o p h y

C o m p u te r S c ie n c e (P ro g ra m )

Richard Eldridge, Chair

Charles F. Kelemen, Program Director

P h y s ic s and A s tr o n o m y

E n g in e e rin g

Peter Collings, Chair

Frederick Orthlieb, Chair
Arthur E. McGarity, Acting Chair

P s y c h o lo g y

Barry Schwartz, Chair

III. D IV IS IO N O F T H E S O C IA L S C IE N C E S
Robinson G. Hollister, Jr., Chair
E c o n o m ic s

M a th e m a tic s and S t a t is t ic s

Stephen Golub, Chair

Don Shimamoto, Chair

E d u ca tio n (P ro g ra m )

P h ilo s o p h y

Eva Travers, Program Director

Richard Eldridge, Chair

E n g in e e rin g

P o litic a l S c ie n c e

Frederick Orthlieb, Chair
Arthur E. McGarity, Acting Chair

Kenneth E. Sharpe, Chair

H is to r y

Barry Schwartz, Chair

P s y c h o lo g y

Marjorie Murphy, Chair

S o c io lo g y and A n th ro p o lo g y

L in g u is t ic s (P ro g ra m )

Joy Charlton, Chair

Donna Jo Napoli, Program Director

319

Administration

PRESIDENT’S OFFICE
A lf r e d H. B lo o m , B.A ., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

S te p h e n E s te lle , B.A., Swarthmore

College, Social Coordinator.
M a r g a r e t M . G io v a n n in i, K a re n D.
J o n e s , Administrative Assistants.

M a u r ic e G. E ld rid g e , B.A., Swarthmore
College; M.Ed., University of
Massachusetts, Associate Vice President and
Executive Assistant to the President.

VICE PRESIDENTS’ OFFICE
P a ul J . A s la n ia n , B.A., M .B.A., University
o f Washington; C.P.A., Vice President for
Finance and Planning.

L o u is a C. R id g w a y , B.A., Vassar College;
M .B.A., University o f Pennsylvania,
Assistant Treasurer.

H a r r y D. G o tw a ls , B.A. and M .A .S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.

M a r y C, K a s p e r , Administrative Assistant
to the Vice President for Finance and
Planning and the Treasurer.

S u z a n n e P. W e lsh , B.A., B.S., University
o f Delaware; M .B.A., University of
Pennsylvania, Treasurer.

C in d y R o s s le y , Administrative
Coordinator for the Vice President—
Alumni, Development, Public Relations.

PROVOST’S OFFICE
J e n n ie K eith , B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology.
M a r k J a c o b s , B.A., Harvard University;
Ph.D., Stanford University, Associate
Provost and Centennial Professor o f Biology.

F e rn a n d o C h a n g -M u y , B.A., Loyola
University; M .A., Georgetown University;
J.D ., Antioch University School o f Law,
Special Assistant to the Provost for the
Hewlett Program on Pluralism and Unity.
M a r c ia C. B ro w n , B.A ., Villanova
University, Assistant to the Provost.
L a u rie H a lle tt, G ina M . Tutlo,

Administrative Assistants.
DEAN’S OFFICE
N g in a Ly th co tt, A .B., Simmons College;
M .S.W ., Smith College; M.P.H. and
Dr.P.H., University o f California at Los
Angeles, Dean o f the College.

Tedd R. G o undie, B.S., Muhlenberg
College; M .S., Bowling Green State
University, Assistant Dean o f the College
for New Students.

R o b e rt J . G r o s s , B.A., Swarthmore
College; M.A.T., Ed.D., Harvard University,
Associate Dean o f the College for Academic
Affairs.

F e rn a n d o C h a n g -M u y , B.A., Loyola
University; M .A., Georgetown University;
J.D ., Antioch University School o f Law,
Assistant Dean and Director o f the
Intercultural Center.

G ilm o re S tott, 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 o f the College.

320

M a x in e A . P r o c to r, B.A ., Chicago State
University; M .A., Northeastern Illinois
University, Assistant Dean and Director of
the Black Cultural Center.

G loria C a r e y E v a n s, B.A., Western
Washington College of Education; M .S.,
University o f Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.

J e n n ife r Leig h, B.A., Swarthmore College,

M y rt W estp h a l, A .B., Occidental College;
Ed.M., Boston University, Director of
Residential Life and Coordinator for
Services for Students with Disabilities.

C a r o ly n S tillw e ll, B.A., Swarthmore
College, Co-Coordinator o f Volunteer
Programs.

K aren M . H e n ry , B.A., Swarthmore

College; M .S.S., Bryn Mawr College
Graduate School o f Social Work, Gender
Education Advisor.

Coordinator o f Student Activities.
A le x a n d ra M a r ik o W ebb, B.A.,

Swarthmore College, Co-Coordinator of
Volunteer Programs.

P a tr ic ia A . C o y n e , S h e ila G o n z a le s ,
J o a n n a K. N ea lon , A .B., Immaculata
College, A lm a E. S te w a r t, D ia n e E.
WatSOn, Administrative Assistants.

ADMISSIONS OFFICE
0. C a rl W a rte n b u rg III, B.A., Davis
and Elkins College; M.Div., Princeton
Theological Seminary, Dean o f Admissions.

Ida L e a d e r M ille r , B.A ., Princeton
University, Assistant Dean o f Admissions.

S u sa n K. U n te re k e r, B.A., Smith College;

Admissions Officer.

M.A., Columbia Teachers College, Director
of Admissions.
W a lla ce A n n A y r e s , B.A., Swarthmore
College; Ed.M., Harvard University,
Associate Dean of Admissions.
T ra c y R. C o llin s , B.A., Swarthmore

College; M .A., Syracuse University,
Associate Dean o f Admissions.
David A . W a lte r, B.S., Swarthmore
College; M.Div., Princeton Theological
Seminary, Associate Dean of Admissions.
M ohan A m b ik a ip a k e r , B.A., Swarthmore
College, Assistant Dean o f Admissions.

W en d y R. E v a n s, B.A., Dickinson College,
M a r g a r e t T. K in g h a m , B.A., Mary
Washington College, Admissions Officer.
C ig u s Vanni, B.A., Swarthmore College,
Admissions Officer.
F r a n c e s M . C u n eo, B.S., West Chester
University; M .A., Widener University,
Assistant to the Dean and Supervisor of
Office Operations.
D ian na M u lle n , B.S., Millersville State
University; M .A., West Chester State
University, Administrative Coordinator.
E lle n D o ls k i, B e rn a d e tte C a r r o ll,
M a u re e n M c K e o n , Administrative

J a m e s L. B o c k , B.A., Swarthmore College;

Assistants.

M.Ed., University o f Virginia Curry School
of Education, Assistant Dean of
Admissions.

A r le n e K. M o o s h ia n , B.S., West Chester
University, Receptionist.

R osa M . G a rc ia , B.A ., Wesleyan
University; M .A., Teachers College of
Columbia University, Assistant Dean of
Admissions.

321

A d m in is tra tio n

ALUMNI RELATIONS, PUBLIC RELATIONS, AND PUBLICATIONS
B a rb a ra H a d d a d R yan, B.A., Swarthmore
College; M .S., Columbia University
Graduate School o f Journalism, Associate
Vice President for External Affairs.

J e f f r e y B. Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design,
Director of Publications and Editor o f the
Swarthmore C ollege Bulletin.

M im i G eiSS, Associate Director o f Alumni

C a th e rin e D ow n ing , B.A., Kent State
University, Associate Director of
Publications.

Relations.
Pam K n ito w s k i, B.A., Kutztown
University; M .A., Seton Hall University,
Assistant Director o f Alumni Relations.

N a n c y L.T. Leh m a n , B.A., Swarthmore
College, Assistant Director of Publications.

A s tr id D e v a n e y , Executive Assistant to
the Associate Vice President.

C a ro l R re v a rt, B.A., University College,
London, Class Notes and Copy Editor.

Tom K ra tte n m a k e r, B.A., University of
Minnesota, Director o f Public Relations.

A u d re e P e n n e r, B.A., University of
Missouri-Columbia, Desktop Publishing
Assistant.

M a r s h a M u lla n , B.A., Washington State
University, Associate Director o f Public
Relations.

M illie D a p p o llo n e , J a c k ie Fink,

Administrative Assistants.

BOOKSTO RE
K a th le e n K. G ra c e , B.S., Elizabethtown
College; M .B.A., Philadelphia College of
Textiles and Science, Director.

Lin d a L. Levin , B.A ., Colorado State
College, Trade Book Buyer.
Lin d a B o rd le y , Accounts Payable Clerk.

N a n c y L o e ffe lh o ltz , B.A ., Widener

University, Textbook Buyer.
BUSINESS OFFICE
Accounting
M e r y le R in k e r, B.A., Southern Oregon
State College; M .B.A., The University of
Tulsa, Director o f Financial Operations/
Controller.

K e b e d e T e fe ri, C.P.A., M .Sc., University
of Timishoara, Assistant Controller.
J u d ith F. V a lo ri, B.A ., University of
Maryland, Systems Coordinator.

L o ri A n n K e e le y , B.A., Rutgers University,
Restricted Funds Accountant.

Business O ffice
N a n c y E. S h e p p a rd , Business Office

E llen A u g S b e rg e r, Accounts Payable.

Manager.

C a th e rin e C in q u in a , Purchasing

K a re n P h illip s , Payroll Coordinator.

Coordinator.

Tom B lu m e n th a l, J e a n R a is c h , Payroll

M o n iq u e C o n sta n tin o , Bursar.

Administrators.

L in d a W e in d e l, Assistant to the Bursar.

J e a n E n g lish , Administrative Assistant.

322

Word Processing Center
Diane S ta s iu n a s , Director.

J o a n n M . M a s s a r y , C h e r y l R ob in so n ,

A .A .S., Delaware County Community
College, Secretaries.
CAREER PLANNING AND PLACEMENT
H. T h o m a s F r a n c is , B.A., Kalamazoo
College; M .A., Western Michigan
University, Director.

P a tr ic ia E. T rin d e r, A .B., Oxford College
o f Technology, Recruitment Coordinator/
Office Manager.

Ja n e Z. M c G a r ity , B.A., Johns Hopkins

L e s lie M . B ru b a k e r, B.A., Cedar Crest
College, Administrative Assistant.

University; M .S.S., Bryn Mawr College,
Assistant Director.

CENTER FO R SOCIAL AND POLICY STUDIES
R aym ond F. H o p k in s , B.A., Ohio
Wesleyan University; M .A., Ohio State
University; M .A. and Ph.D., Yale University,
Director o f Public Policy Program.

G udm und R. Iv e rse n , M .A., University of
Michigan; Ph.D., Harvard University,
Director.
C a th y W a re h a m , A .S., Wesley College,
Administrative Assistant.

CHESTER/SWARTHMORE COLLEGE COM M UNITY COALITION
Director to be announced.
COMPUTING AND COMMUNICATION SERVICES
J u d y R. D ow n ing , Director o f Computing

and Communication Services.
Joh n R. BOCCiO, B.S., Polytechnic Institute

of Brooklyn; Ph.D., Cornell University,
Faculty Consultant and Professor o f Physics.
M a rk J . D u m ic, B.A., M .B.A., University

of Rochester, Manager o f Networking and
Systems.
Jams F. J a m e s , B.S., State University of

M a r y K. H a s b ro u c k , B.A., o berlin
College, Natural Sciences Computing
Coordinator and Manager, Academic
Computing.
M ic h a e l A . G elm a n , B.S., Carnegie Mellon
University, Social Sciences Computing
Coordinator.
J o h n P. S p e n o , B.A., Rutgers University,

UNIX System Manager.

New York at New Paltz, User Services and
Training Coordinator.

F ra n k Yue, B.A., University of
Pennsylvania, Network/Unix Manager.

Robin J a c o b s e n , B.B.S., Temple
University, Manager, User Services.

S h e r r i J o h n s o n , B.A., Carnegie Mellon

R. G lenn S ta u ffe r, B.B.A ., Temple

C a r l T. B e a u d ry , B.S., University of Iowa,
User Services Analyst.

University, Database Manager.

University, User Services Coordinator.

323

A d m in is tra tio n

K a re n V. Roop, A .S., Brandywine College,
B.A., Widener University, User Services
Analyst.

A lic e H. M c G o v e rn , B.S., Fordham
University, AIMS Associate.

Assistant.

L is a B ru n n e r-B I re le y , A .A .S., Delaware
County Community College, Purchasing/
Accounting.

M ic h a e l W. Rapp, Hardware Support

K a th ry n T im m o n s , Computer Operator.

H e a th e r D uniigan, Computer Store Sales

Technician.
E r ic B e h re n s , B.A., Swarthmore College,
Humanities Computing Coordinator.

DEVELOPMENT
M a rth a M e ie r D ean, B.A., Swarthmore
College; M .A., University of Michigan,
Director of Development.

R o s e M a rtin , Administrative Assistant.

Stewardship
S u s a n W in s lo w H od ge, B.A., Wheaton
College; M .A., University o f Pennsylvania,
Development Associate for Stewardship.

Major Gifts
C h a rle n e D ougal, B.S., State University of
New York at Buffalo, Associate Director of
M ajor Gifts.

D a y E v a n s , B. A., University o f New
Hampshire, Research Associate.

R o b e rt A . B a r r J r ., B.A., Swarthmore

Assistant.

M a r y H e n d e rso n , Administrative

College; M .A., University of Pennsylvania,
Senior Development Associate.

A nnual Funds
D o u g la s B. H a s b ro u c k , B.A., Hampshire
College, Director o f Annual Funds.

B o n n ie L y tle , Administrative Assistant.

Foundation and Corporate Relations
Ellen W y lie , B.A., Colgate University;
M .A., Temple University, Director.

C h r is tin e Fox, B.A., Widener University,
L o rn a W ils o n , Administrative Assistants.

S o n y a P a p p a s , B.A., Franklin and

Marshall College, Assistant Director.

Planned Giving
M a r g a r e t W. N ik e lly , B.A., Upsala

College, Director.
A n n e B o n n e r, B.A., University of
Wyoming; M .A., University o f Washington,
Associate Director.

324

C a rm e n D uffy, Administrative Assistant.

A lu m n i a n d G ift In fo rm a tio n System s
Diane C. C ro m p to n , Director.
Irene M a rtin , B.A., Lock Haven

B a rb a ra M a n n , B.S., West Chester
University, Assistant Gift Recorder.

University, Senior Gift Recorder.

R uthanne K r a u s s , Office Manager.

M a rg a re t M a h o n e y , B.A., Mt. Vernon

M a r c ia L. F a w c e tt, Administrative

College, Assistant Alumni Recorder.

Assistant.

EQUAL OPPORTUNITY OFFICE
Fern a nd o C h a n g -M u y , B.A., Loyola
University; M .A., Georgetown University;
J.D., Antioch University School o f Law,
Acting Equal Opportunity Officer.

K a re n D. J o n e s , Administrative Assistant.

FACILITIES AND SERVICES
L a w re n c e M . S c h a ll, B.A ., Swarthmore
College; J.D ., University o f Pennsylvania,
Associate Vice President.

K a r e n M a z z a , Auxiliary Services

Assistant.
D idi B e e b e , B.A., Gettysburg College,
Administrative Coordinator.

FACILITIES MANAGEMENT
C. S tu a rt H ain , B.A ., Roanoke College,
Director o f Facilities Management.

C la ir e E n n is, Administrative Assistant.
G re g H a rtle y , Space Use Coordinator.

A lic e B a lb ie r e r, Assistant Director for

Special Projects.
M ain ten an ce
Ralph P. T h a y e r , Director o f Maintenance.

J o h n T ull, Work Order Coordinator.

Tom C o c h ra n e , Foreman—Mechanical/

E le a n o r B r e is c h a ft, Accounting.

Utilities.
G a ry M o r r is s e y , Foreman—Painting and

Faculty Housing.

Environmental S erv ices
S a ra h P o rte r, Director o f Environmental

Services.

P a tti S h ie ld s , Supervisor.
T ro y S a w y e r , Supervisor.

P a tr ic ia F itz g e ra ld , Supervisor.
J u d y M a jo r s , Supervisor.

G rou nds
J e f f J a b c o , B .S., Penn State; M .S., North
Carolina State University, Director of
Grounds.

P a u l ErikSO n, B.S., University o f Delaware;
T h o m a s L o h s e , Crew Leaders.
J im M c K e n n a , M otor Pool Foreman.

R ic h a rd E v a n s , Foreman.

325

A d m in is tra tio n

•4

P la n n in g a n d C on stru ction
M a r k C. E v a n s , R.A ., B.Arch., Cornell
University, Director o f Planning and
Construction.

M ic h a e l B oy d , Assistant Director of

Construction.

FINANCIAL AID OFFICE
L a u ra Talbot, B.A., Wheaton College,
Director o f Financial Aid.

J o a n n e B a r r a c lif f, H e le n E lm e r,

Administrative Assistants.

P a tr ic ia S e ria n n i, B.A ., M.Ed.,
Pennsylvania State University,
Associate Director o f Financial Aid.

j ■■

(L

FOOD SERVICE
Lin d a M c D o u g a ll, B.A., Temple
University, Director o f Dining Services.
L a u rie D ib e le r, B.A., Pennsylvania State

University, Catering Manager.

B a r b a r a B o s w e ll, Catering chef.
S u s a n B e ll, B.S., Widener University,
Dining Hall Manager.

J a n e t A . K a s s a b , Director o f Purchasing.

Honda K irb y , B. A., University o f Delaware,
Office Manager.

A n iy B la c k b u rn , B.S., Widener University,

M a r ie D alton, Cash Operations Manager.

■4


Service Manager.
FOREIGN STUDY OFFICE

<4

S te v e n I. P ik e r, B.A ., Reed College; Ph.D.,

R o sa HI. B e rn a rd , A .A .S., Queensborough

University o f Washington, Professor of
Anthropology, Foreign Study Adviser.

Community College; B.S., Pace University,
Administrative Assistant.

I

■*
HEALTH SCIENCE ADVISORY PROGRAM
B a r b a r a Y o st S te w a r t, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Health Sciences Advisor.

B o n n ie B. H a rv e y , B.A., Swarthmore
College, Administrative Assistant.

1

HEALTH SERVICES
Lin d a E c h o ls , 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.
C o n s ta n c e C. J o n e s , R.N., Hospital of
University o f Pennsylvania, B a rb a ra
K ro h m e r, R.N., Delaware County
Community College, Ethel K a m in s k i,

A .S., Mt. Aloysius Junior College; B.S.N.,
University of Pennsylvania, G e ra ld in e

326

O a s te r, A .A .S., Delaware County
Community College; B.S.N ., Widener
University, Nurses.
Beth K o ta r s k i, r .n ., m .s .n ., c .r .n .p ,;
B.S.N ., West Chester University; M.S.N-,
University o f Pennsylvania, Nurse
Practioner.
A n d re a S c o n ie r LaBOO, B.A., Swarthmore
College; M .A., Pennsylvania State
University, HIV Test Counselor.

(L

m

m
J a m e s E. C la rk , B.A., West Virginia

i^
I
I
(I

* *

University; M .D., Jefferson Medical College,
Senior College Physician.

C h a r le s D. H u m m e r, J r ., B.A., Amherst
College; M .D., Hahnemann Medical
College, Athletic Orthopedic Consultant.

A lan Z w e b e n , B.S., SUMY, Stoney Brook;
M.D., New York Medical College, College
Physician.

K im P a te rs o n , B.S., Cornell University;
M .D., Temple Medical School, Residency/
Internship, Pennsylvania Hospital.

Paul S . Z a m o s tie n , B.S., Ursinus College;
M.D., Jefferson Medical College, Consulting
Gynecologist.

B o n n ie E rm e l, Nursing Assistant.
C a r o ly n D. E v a n s, Health Services
Administrative Assistant.

Frank P. G ia m m a tte i, B.A., Williams
College; M .D., University o f Cincinnati,
Orthopedic Consultant.

LANG PERFORMING ARTS CENTER
'

4L

S u sa n D in s m o re S m y th e , B.A., Wesleyan
University, Managing Director.

A n d re w M e th e ra ll, B.S., Lyndon State
College, Manager of Media Services.

J a m e s M u rp h y , B .F.A., State University
of New York at Albany, Manager of
Operations.

T a ra W ebb, B.A., Swarthmore College,
Production Intern.

LIBRARIES

College Library
T

M ic h a e l J . D u rkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, College Librarian.

•I

A n n S . B la c k b u rn , Administrative
Assistant to the College Librarian.
D e n is e A . R is o li, B.S., La Salle College,
Accounts Manager.

Technical Services
A m y V. M o r r is o n , B.A. and M .L.S.,

Rutgers University, Technical Services
- > Librarian.
B a rb a ra J . W e ir, B.S., Pennsylvania State
University; M .L.S., Drexel University,
Assistant Technical Services Librarian for
Serials.
I
A m y W. G ra h a m , B.A., University of
Pennsylvania; M .S., Drexel University,
Monographs/Reference Librarian.
<

Netta S h in b a u m , B.A., State University of
New York-Oswego, Monographs Specialist.
So-Young J o n e s , B.A., Euha Womens
University, Korea; M .L.S., Simmons
College, Monographs Specialist.
M a rg a re t R iv e llo , Monographs Specialist.

S a n d r a M . V e rm e y c h u k , B.A.,
Swarthmore College; M .S. in Ed.,
University o f Pennsylvania, Monographs
Specialist.
L o u is e P e trilla , A.A ., Delaware County
Community College, Monographs
Specialist.
P a m e la J u lia n - S m y e r s , b .s ., West
Chester University; M .S., Bloomsburg
University, Monographs Specialist.
J a c q u e lin e M a g a g n o s c , B.A., University
o f California, Berkley; M .S., Drexel
University, Government Documents
Specialist.
P a u lin e M a r s h a ll, B.S., Simmons College,

Serials Specialist.

327

A d m in is tra tio n

H*
R o s e M a r ie J o h n s o n , Technical Services.

E liza b e th W o o lso n , A .B., Chestnut Hill
College, Serials Specialist.

Circulation and Reserve
E liz a b e th A m a n n , B.A., Swarthmore
College; M .S. in L .S., Rutgers University,
Circulation Librarian.
N a n c y C. B e c h , Reserves Assistant.
A lis o n J . M a s te r p a s q u a , B.S.,

Millersville State College, Circulation.
J u lie T. M ir a n , B.A., Bates College,

Circulation.

P a u lin e E. H a llm a n , Receptionist.
A n n a M . A g e n b ro a d , Receptionist.
V io la G. H o ld s w o rth , B.S., Westminster
College; M.Ed., Temple University,
Receptionist.

<»

L is a F. Infante, B.A., Pennsylvania State
University; M .L.S., Widener University,
Receptionist.

Special Collections and A udio-V isuals
E d w a rd H. F u lle r, B.A., Widener College;
M .S. in L.S., Drexel University, Special
Collections Librarian.

Bibliographic Instruction and R eference
University; M .A., M .L.S., Ph.D., Indiana
University, Humanities Librarian.

M in d a H a rt, B.A., Pennsylvania State
University; M .S., Drexel University,
Interlibrary Loans.

K a th ry n M . C le la n d , b .a . and M.A.,

E r ic h P lo p p a , B.A., Temple University,

SUNY at Albany; M .A., University of
Chicago, Social Sciences Librarian.

Reference/ILL Assistant.

S te v e n W. S o w a r d s , B.A., Stanford

I

<.>

Cornell Library o f Science and Engineering
Em i K. H o rik a w a , B.S., University of
Nevada; M. A., University o f Utah, Science
Librarian.

T e r e s a E. H e in r ic h s , B.A., Waynesburg
College, Science Periodicals Specialist.

M e g E. S p e n c e r , B.A., University of
Richmond, Assistant to the Science
Librarian.


U nderhill M usic Library
G e o rg e K. H u ber, B.A., University of
Pennsylvania; M .S. in L.S., Drexel
University, Music Librarian.

1*

Three College Library Automation
Lin d a G. B ills , B.A., University of
California, Los Angeles; M .S.L.S., Case
Western Reserve University, Coordinator.

3 28

D avid A . L o y n d s , B.S., Swarthmore

College, Assistant.
<1

W
FRIENDS HISTORICAL LIBRARY
J . W illia m F ro s t, B.A., DePauw

University; M .A. and Ph.D., University of
Wisconsin, Director.

Friends Historical Library o f Swarthmore College
«»

M a ry Ellen C h ijio k e , B.A., Swarthmore
College; M .A., University of California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University of Ibadan;
Advanced Certificate of Librarianship,
Columbia University, Curator.

P a tr ic ia C h a p in O’D on n ell, B.A. and
M .A., University o f Pennsylvania; M.A.,
University o f Delaware, Archivist
(Cataloguing).
C h a rlo tte A . B la n d fo rd , Administrative

Assistant.

C la ire B. S h e lte r , Cataloguer.

Honorary Curators o f the Friends H istorical Library
T

M a r g a r e t H o p e B a c o n , E s th e r L e e d s
C o o p e rm a n , V irg in ia S tra tto n C o rn e ll
(emerita), D avid C . E lkinton, P h ilip L
G ilbert, V a le rie G la d fe lte r, A d a ly n

P u rd y J o n e s , J o h n M . M o o r e (emeritus),
L y m a n W. R ile y , J a n e R itte n h o u se
S m ile y , A ls o n D. V anW agner.

Swarthmore College Peace Collection
W endy L C h m ie le w s k i, B.A., Goucher

A n n e Y oder, B.A., Eastern Mennonite

College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator.

College; M .L.S., Kent State University,
Archivist.

B a rb a ra L A d d is o n , B.S., University of
W isconsin (Milwaukee); M .S. in
Librarianship, University o f Wisconsin
(Madison), Cataloger and Archivist.

K a te C. M y e r , B.A., Neumann College,
Periodicals Assistant.

Advisory Council o f the Swarthmore C ollege Peace Collection
Irw in A b r a m s , K a th e rin e C a m p , H ila ry
C o n ro y , H e le n M . C a r r o ll, H o m e r J a c k ,
K e n d a ll L a n d is , D on ald B. Lip p in co tt,
H annah a n d F e lix W a s s e rm a n .

PERSONNEL
A

M ild re d L C o n n e ll, Human Resources

Lee R o b in so n , B.A., Rhode Island College,
Employee Relations Manager.

Administrator.

Ellen W. F e rn b e rg e r, B.S., B.A., Wagner
College, Benefits Manager.

Administrative Assistants.

C a r o le F o rs y th e , T h e r e s a H a n d le y

J o a n K. K re h n b rin k , B.A., Pennsylvania

State University, Associate Director of
Human Resources.

•P

329

A d m in is tra tio n

PO ST OFFICE
V in c e n t J . V a g n o z z i, B.S., West Chester
University, Supervisor.
J o s e p h Q uinn, Assistant Supervisor.

Tom W yatt, clerk .
J o h n Fla n a g a n , J o h n S te e l, Couriers.

J o h n Q uinn, Window Clerk.

PSYCHOLOGICAL SERVICES
D a v id E. R a m ire z , B.A ., M .A., and Ph.D.,
University o f Texas, Director of
Psychological Services.
P a u la S . R o se n , B.A., University of
Rochester; M .S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
o f Social Work and Social Research, Senior
Clinical Social Worker.
S a b r in a Fo rd , B.S., University of

Michigan; M .A., University o f Iowa; Ph.D.,
University o f Iowa, Clinical Psychologist.
J a c k L S o lo m o n , B.S., Villanova

University; M .D., Hahnemann University,
Consulting Psychiatrist.
J e a n n e T. A k illa s , B.S., Guilford College;
M.Ed., Temple University; M .A., Widener
University; Doctoral Candidate, Widener
University Institute for Graduate Clinical
Psychology, Psychology Intern.

T r a c e y C h im e d a M c C a r th y , B.A.,
Webster University; M .A., Widener
University; J.D ., Widener University School
o f Law; Doctoral Candidate, Widener
University Institute for Graduate Clinical
Psychology, Psychology Intern.
J e n n ife r P e rlm a n , B.A., Brown

University; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.
R o b e rt G. T h o m p so n , Diploma, Berklee
College o f Music; B.S., Hahnemann
University; M .A., Widener University;
Doctoral Candidate, Widener University
Institute for Graduate Clinical Psychology,
Psychology Intern.
B irg itte H a s e lg r o v e , Administrative

Assistant.

B e ts y H e S S e r, B. o f Music in Education,
Westminster Choir College; M .S., Villanova
University; Doctoral Candidate, Immaculata
College, Psychology Intern.

PUBLIC SAFETY
O w e n R e d g ra v e , B.S., West Chester
University; A .A .S., Delaware County
Community College, Director o f Public
Safety.
Leo n F r a n c is , Assistant Director o f Public

Safety.
R ria n H a r r is , Patrol Lieutenant.
J o h n K e lle y , B.S. and M .S., Widener

University, Patrol Sergeant.
F re d K o h lb re n n e r, Patrol Corporal.

0. K e lly D o d so n , A .A .S., New River
Community College, J im E llis , J o h n
Ire la nd , A .A .S., Delaware County
Community College, J e f f J o h n s o n , M a r k
M c G in n is , A .A .S., Delaware County
Community College, C h r is to p h e r S m ith ,
B.S., Shippensburg University, S8ffl
ZiviellO, Public Safety Officers.
S h e ila A . C a r te r , A .A .S., Delaware
County Community College, E llie
K o la c h n y , Communications Center Staff.
T e r ri N a rk in , Administrative Assistant.

330

REG ISTRA R’S OFFICE
M a rtin 0 . W a rn e r, B.A., University of
North Carolina at Chapel Hill; M .A., Duke
University, Registrar.

N a n c y O c h s, Senior Recorder.
E v e ly n G. H uk, A g n e s K e n n ed y ,
M a u r e e n P lu m m e r, Recorders.

SAFETY
Donald L. A b ra m o w itz , B.A., La Salle
University; M .S., Harvard School o f Public
Health, Occupational and Environmental
Safety Officer.

Did! B e e b e , Administrative Coordinator.

THE SCO TT ARBORETUM
C la ire S a w y e r s , B.S. and M .S., Purdue
University; M .S., University o f Delaware,
Director.
J e f f J a b c o , B.S., Penn State University;

M .S., North Carolina State University,
Assistant Director—Horticulture.

H e le n D iF e licia n to n io , Arboretum

Secretary.
A n d r e w Bunting, A .A .S., Joliet Junior

College; B.S., Southern Illinois University,
Curator.
W endi C ra b ill, B.S., Ohio University,

K r is B e n a rc ik , A .S., Joliet Junior College,

Education Intern.

Education Coordinator.

T im o th y T ilg h m a n , B.S., University of

J o s e p h in e 0. H o p k in s , Office Manager.

Missouri, Curatorial Intern.

UPWARD BOUND
E d w in A . C o llin s , B.A., Lincoln
University; B.S. and M.Ed., Cheyney
University, Director.

D eLoiS M . C o llin s , B.A., Temple
University, Associate Director.
C. K e m a l N a n c e , B.A., Swarthmore
College, Administrative Assistant.

DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS
A r t June V. Cianffana, A .A .S., Delaware
County Community College, Adminis­
trative Assistant;, W illiam H. Bishop, Jr.,
B.F.A., Colorado State University; M.F.A.,
University o f Cincinnati; M .L.S., University
of Texas at Austin, Slide Curator; Andrea
Packard, B.A., Swarthmore College;
Certificate, The Pennsylvania Academy of
the Fine Arts; M.F.A., American University,
Director of the List Gallery.
B io log y : Maria E. Musika, Administrative
Assistant; Anne M. Rawson, B.A.,
Swarthmore College; M .S., Cornell
University, Manager o f Martin Laboratories;
John Kelly, A .A .S., Community College of
Philadelphia; B.A ., The Wharton School,
University of Pennsylvania, Instrumentation

Specialist; Nancy Pugh, B.S., University of
Alabama; M .S., Mississippi State
University, Laboratory Technician.
C h e m is try : Kay McGinty, B.A., M .A.,
California State University at Long Beach,
Administrative Assistant; James W. Bell,
Instrument Coordinator.
C la s s ic s : Sarah Seastone, B.A. and M .A.,
University of Wisconsin, Administrative
Assistant.
C o m p u te r S c ie n c e - A s t r o n o m y
R e s e a rc h : Joan M. McCaul,

Administrative Assistant.
E c o n o m ic s : Rose Maio, Mary Anne
Stewart, Administrative Assistants.

331

A d m in is tra tio n

Ed u ca tion : Kae Kalwaic, B.S.,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
En g in e e rin g : Ruth Gilroy, Administrative
Assistant; Grant Lee Smith, Mechanician;
Charles A. White, Electronics Technician.
E n g lish L ite ra tu re : Carolyn Anderson,

Administrative Assistant.
H is to ry : Teresa Brown, Administrative

Assistant.
L in g u is tic s : Naomi Nagy, B.A., Dartmouth
College, Administrative Assistant.
M a th e m a tic s : Joyce A. Glackin,
Administrative Assistant.
M o d e rn L a n g u a g e s and L ite ra tu re s :

Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Edward Dixon, B.A., La Salle College;
M .A., Pennsylvania State University; Ph.D.,
University of Pennsylvania, Language
Laboratory Director.
M u s ic : Judy Lord, A .A., Wesley College,

Administrative Assistant.
P h ilo s o p h y : Jacqueline Robinson,
Administrative Assistant.
P h y s ic a l E d u ca tio n a n d A th le tic s :

Michele Sharkey, Administrative Assistant;
Ray Scott, David Lester, Equipment/
Facilities Managers; Marie Mancini, A.T.,
C., B .S., West Chester University, Doug
Weiss Sports Medicine Resident.

332

P h y s ic s : Kathy Quinn, B.A ., Temple
University, Administrative Assistant; Steven
Palmer, Mechanician; Mary Ann Hickman,
B.A., Agnes Scott College; M .S., University
o f Wyoming, Laboratory Coordinator; John
J. Dougherty, Electronics Technician.
P o litic a l S c ie n c e : Kathleen Kerns, B.A.,
University o f Pennsylvania, Deborah
Sloman, Administrative Assistants; Nancy
Maclay, B.A ., Grove City College, Food
Policy Secretary; Catherine Wareham, A .S.,
Wesley College, Administrative Assistant.
(Public Policy).
P s y c h o lo g y : Donald Reynolds,
Instrumentation Technician; Julia L.
Welbon, B.A ., W illiam Smith College,
Academic Coordinator; Joanne M. Bramley,
Administrative Assistant.
R elig ion : Eileen McElrone, Administrative

Assistant.
S o c io lo g y a n d A n th ro p o lo g y : Marie C.

Ominski, Administrative Assistant.
S p e c ia l P ro je c ts : Pauline M. Carroll,
Administrative Assistant.

Visiting Examiners 1995

A r t H is to r y

Professor Michael Marlais, Colby College
Professor Donna Sadler, Agnes Scott College

Professor Saleem A. Kassam, University o f
Pennsylvania
Professor Susan Lord, Bucknell University

B io log y

E n g lish L ite ra tu re

Professor Yves Brun, Indiana University
Professor Charles P. Emerson, Jr., University
o f Pennsylvania
Professor Vivianne T. Nachmias, University
o f Pennsylvania
Professor Randall N. Pittman, University o f
Pennsylvania
Professor Philip Yeagle, University o f B uffalo

Professor Kathleen M. Balutansky,
St. M ichaels College
Professor Herman Beavers, University o f
Pennsylvania
Professor Joan S. Bennett, University o f
D elaw are
Professor Cheng Lok Chua, C alifornia State
University-Fresno
Professor Jonathan Crewe, Dartmouth
C ollege
Professor Maria DiBattista, Princeton
University
Professor Kevis Goodman, Yale University
Professor Elaine Hansen, H averford College
Professor Cassandra Laity, Drew University
Professor James Ransom, H averford College
Professor Valerie Traub, Vanderbilt
University

C h e m is try

Professor Paul Hardin, Texas A S M
University
Professor Richard Moog, Franklin &
M arshall College
Professor Richard Pizer, Brooklyn College o f
CUNY
Professor Amos Smith, University o f
Pennsylvania
Professor Douglas Turner, University o f
Rochester
C la s s ic s

Professor Edward Champlin, Princeton
University
Professor Richard Hamilton, Bryn Maun
C ollege
Professor Sara Mack, University o f North
C arolina
E c o n o m ic s

Dr. Michael Gavin, Inter-Am erican
D evelopment Bank
Thomas Klitgaard, New York Federal Reserve
Bank
Dr. Leonard Nakamura, Federal Reserve
B ank o f P hiladelphia
Professor Alice O ’Connor, University o f
C hicago
Professor Christine Paxson, Princeton
University
Professor David Schaffer, H averford College
Professor Ravi Thomas, Temple University
Ed u ca tion

Irving E. Sigel, Educational Testing Service
En g in eerin g

Professor Keren Bergman, Princeton
University
Professor Bakhtier Farouk, D rexel University

H is to r y

Professor Casey Blake, Woodrow W ilson
Center
Professor Laura Downs, University o f
M ichigan
Professor Lori Ginzberg, Penn State
University
Professor Adele Lindenmeyr, V illanova
University
Professor Howard Ohline, Temple University
Professor Howard Rabinowitz, University o f
New M exico
Professor Jonathan Sadowsky, C ase W estern
University
Professor Arthur Schmidt, Temple University
Professor Daniel Segal, Fitter College
Professor Matthew H. Sommer, University o f
Pennsylvania
L in g u is tic s

Professsor Janice Bernsten, University o f
M ichigan a t Flint
M a th e m a tic s

Professor Michael C. Reed, Duke University
M o d e rn L a n g u a g e s — F re n c h

Professor Richard Goodkin, University o f
W isconsin-M adison
Professor Michel Guggenheim, Bryn M awr
College

333

V is itin g E x a m in e r s 1995

M o d e rn L a n g u a g e s — G e rm a n

Professor Steven Cerf, Bowdoin College
M u s ic

David Finko, Composer
Professor John Platoff, Trinity College
Professor Deborah Stein, H arvard University
P h ilo s o p h y

Professor Tina Chanter, University o f
M emphis
Professor R. V. Hannaford, Ripon College
Professor Heidi Hurd, University o f
Pennsylvania
Professor Alex Neill, Trinity University
Professor Christopher Shields, University o f
Colorado-Boulder
P h y s ic s a n d A s tr o n o m y

Professor Jeffrey M. Bowen, Bucknell
University
Professor Bruce T. Draine, Princeton
University
Professor Charles L. Kane, University o f
Pennsylvania
Professor Richard C. Pappas, W idener
University
Professor Calvin Stubbins, Franklin &
M arshall C ollege
P o litic a l S c ie n c e

Professor Douglas Bennett, Am erican
Council o f Learned Societies
Professor Martha Derthick, University o f
V irginia
Professor David F. Ericson, W ichita State
University
Professor Aaron L. Friedberg, Princeton
University
Professor Kathleen Hartford, University o f
M assachusetts-Boston

334

Professor W illiam LeoGrande, American
University
Professor Alan Ryan, Princeton University
P s y c h o lo g y

Professor Jonathan Baron, University o f
Pennsylvania
Professor Arthur S. Reber, Brooklyn College
Professor Thomas F. Shipley, Temple
University
Professor Ed Wasserman, University o f Iouia
Professor Amanda Woodward, University o f
C hicago
Professor Stanton E. F. Wortham, Bates
College
R e lig io n

Professor Kenneth Aman, M ontclair State
University
Professor Leila Berner, Reconstructionist
R abbinical College
Professor James Davila, Central College.
Professor Millicent Feske, St. Josephs
University
Professor Walter J. Lowe, Emory University
Professor John S. Strong, University o f
C hicago
Professor Peter W. W illiams, Miami
University
S o c io lo g y & A n th ro p o lo g y

Professor Harold Bershady, University o f
Pennsylvania
Professor Gene Bums, Princeton University
Professor Madhavi Kale, Bryn Mawr C ollege
‘ Professor Alan Ryan, Princeton University
T h e a tre

Professor Timothy Scheie, Eastman School o f
M usic
‘ Also an examiner for Political Science

Degrees Conferred
May 29, 1995

BACHELOR OF ARTS
Shadi Alex Abu Ghazaleh, Economics
Samuel Anderson Adams, English Literature
Kevin Robert Aldrich, Biology
Mohan Ambikaipaker, English Literature
Cherry-Rose Kirsten Anderson, Physics
Jacob Garth Anderson, Special M ajor:
Linguistics
Nami Ando, P olitical Science
MaryCatherine Elizabeth Arbour, Special
M ajor: B iological Anthropology
Paul Andrew Atwater, Psychology
Glenn Andrew Baker, Special M ajor:
Psychobiology
Evelyn Kemi Balogun, Sociology &
Anthropology
Neil Solon Banas, Physics and Religion
Laura Elizabeth Bartley, Biology
Brian Foley Battle,5 Economics
Mary Ann Beiler, Biology
Joanna Lynne Bergmann, Philosophy
Heather Elizabeth Blair, A sian Studies
Kristin Carron Boesch, Biology
Melissa Jo Bonder, Biology •
Suzanna Leslie Brauer, Russian
Sara Jo Breslow,3 Biology
Aaron Todd Brockett, M usic
Emily Sarah Bromley,9 P olitical Science and
French
Anna Elizabeth Brouwer, Art
Randolph Gregory Brown, M athem atics
Shannon Michael Brown, Philosophy and
Religion
Elizabeth Ann Bruch,9 French
Julia Quinn Bryan-Wilson, English Literature
Joshua Tom Burdick, M usic and Computer
Science
William Eric Burton,1 Economics
Ryan Johnson Bush, Special M ajor:
Linguistics Dawn M. Cardace,9 10 French
John David Carlo, English Literature
Tamer Cavusoglu, Economics
Sarah Ruth Cebik, History
Michelangelo Cherubini Celli, Political
Science

Seth Wilhelm Chadboume, Economics
Tamar Yael Deborah Charry, English
Literature and Biology
Gang Chen, Physics
Marc Richard Chernoff, English Literature
Sally Portia Chin,8 P olitical Science
Benjamin Ping-Han Chong, Economics
Christopher Edward Ciunci, Psychology
Kristen Lara Claeson, P olitical Science
Jill Pfender Clark, History
Elizabeth F. Cohen, Sociology & Anthropology
Meredith Pennington Collins,10 Special
M ajor: Language & Literacy
Benjamin Le Cook, Psychology
Jonathan David Cordell,10 Psychology
Kimberly Anne Crusey, History
Megan Daniels Cunningham, English
Literature and Sociology & Anthropology
Van Clayton Curtis, Psychology
Charles Weston Danforth, Special M ajor:
Astrophysics
Andrew Walter Danilchick,10 Psychology
André Mauricio da Silva, Religion
Laura Dattner, Psychology
Kirk Thomas Daulerio, Psychology
Samuel Higdon Davis, Biology
Robert Michael C. Day,8 P olitical Science and
Economics
Tamas Deak, Economics
Erich Christopher Deise, Philosophy
Kira Lauren Dellinger, History and French
Katherine Grace Dempsey, Biology
Sarah Elissa Deweerdt, English Literature and
Biology
Robert L. Dilg, P olitical Science
Michael Power Dixon, French
Rodrigo Dobry, M athem atics
Brian Peter Dougherty, Economics
Tricia Everlise Duncan,10 Psychology
Philip Alexander Efron, Biology
Ethan Ross Ehrenberg, Religion
Kate Ehrenfeld,10 English Literature
Samuel Milton Ehrlichman, M athem atics and
Special M ajor: Computer Science
Eric J. Elenko, Biology and Psychology

1 with the concentration in Black Studies

6 with the concentration in Interpretation Theory

2 with the concentration in Computer Science
3 with the concentration in Environmental Studies

7 with the concentration in Peace Studies

4 with the concentration in German Studies
5 with the concentration in International Relations

8 with the concentration in Public Policy

9 with the concentration or the Focus in Womens Studies
to Pennsylvania Teacher Certification

335

D e g re e s C o n fe rre d

Andrew John Elmore, History
Kendra Joy Eshleman, Latin
Nathan Paul Fairman, Biology
Catherine Annette Federici, Chemistry
Shanika Nirusha Fernando,10 English
Literature
Mark Louis Fink, Economics
Deborah Elizabeth Fisher,8 English Literature
Heather Jean Fitzgerald,3 Biology
Robert Lawrence Fleegler, History
Hattie Marie Fletcher, Latin
James Patrick Foley, Economics
Joel David Franks, Philosophy
Madeline del Carmen Fraser, Political
Science and Economics
Hannah Margaret Freedberg, English
Literature
Miriam Josephine Galeboord Fried, English
Literature
Darin Morgan Friess, Chemistry
Simona Fuma, English Literature
Darren John Gage, M usic
Sampriti Ganguli,5 8 P olitical Science and
Economics
Jeffrey Kenneth Gans,5 Political Science
Paula Yard Garrett, Economics
Robyn May Gearey, Philosophy and P olitical
Science
Hunter Sinclair Gehlbach, Special M ajor:
Psychology & Education
Michael Edward Genovese, P olitical Science
Ioannes Georgoussopoulos, Economics
Rebecca Gertmenian, English Literature
Marjorie Marie Ghenne, Physics
Allison Kendig Gill,9 P olitical Science
Margaret Devra Gold,8 P olitical Science
Laura Elisabeth Golub, Philosophy and
Psychology
Nora Elizabeth Gordon,8 Economics
Melissa Anne Gorman, Philosophy
Rishi Goyal, M athem atics and Economics
David Graham, Psychology
Alexandra Annette Grant, History and Art
Georgina Leigh Green, English Literature
Veronica Devon Green,1 P olitical Science
Michele Renée Hacker, P olitical Science
John Proctor Hafkenschiel, Economics
1 with the concentration in Black Studies

4

Andrea Michele Hall,9 10 English Literature
Sonya Stefanie Hals, English Literature
Nina Katrin Hämmerling, English Literature
Amy Cristina Hammock,9 English Literature
Allen Douglass Hammond, History
Carolyn Joy Harp, Psychology
Jennifer Melissa Harrison, Economics
Nathan Steven Hegedus, History and P olitical
Science
Timothy J. Henderson, Special M ajor:
B iological Anthropology
Elizabeth Louise Hibler, English Literature
Michael Hayden Higgins, History
Rebecca Lee Hill, Biology
Ellen Victoria Holloman, P olitical Science
Erik Forbes Y. Horn, Chemistry
David Evan Hordiner, Philosophy
Robert Samuel Howell, History
Andrea Chu-ping Hsu, Art and Special
M ajor: C hinese Studies
Karen Elizabeth Ivy, English Literature .
John Hilt Izenour, Art History
Melissa Lee Jacobs,6 English Literature
Nicole Erica Jassie,1 French
Krister Moore Johnson, Sociology &
Anthropology and Religion
Rachael J. Johnson, Biology
John McKenna Kane, English Literature
Grace Hye-Won Kang, M usic and Psychology
Rebecca Lynn Katz,5 Political Science and
Economics
Emre Kayaalp, Biology
Kevin Keenan, Political Science and French
Caitlin Elizabeth Killian,9 Literature
Karen Heath Kleiber,8 Sociology &
Anthropology
Jordi Russell Kleiner, Psychology
Karl Ray Knaub, M athem atics and Biology
Adam Nathaniel Koplan, Religion and
T heatre Studies
Melissa Erin Kreider, Special M ajor: H ealth
& Society
Zachary Micah Kron, Sociology &
Anthropology and A rt
Matthew Stewart Lawlor, Biology
Huy Minh Le, Special M ajor: Biochemistry
Claire Lecomte-duNouy,10 French
6 with the concentration in Interpretation Theory

2 with the concentration in Computer Science

7 with the concentration in Peace Studies

3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

8 with the concentration in Public Policy
9 with the concentration or the Focus in Womens Studies

336

io Pennsylvania Teacher Certification

#


Matthew Ram-Shannon Lee, History
Youngjae Lee, Philosophy
Marybeth Hazel Lenkevich,7 P olitical Science
Mihailo Vuko Lepetic, M usic
Benjamin Maurice Levine, Biology
Nicole Davina Levine, Biology
Christopher W illiam Lewis, Philosophy
Matthew Robert Lieberman, Philosophy
Tania Patrice Lihatsh,9 English Literature and
Psychology
Brandt Donald Lincoln, Economics
Jeanette Liou, English Literature
Anats Marie Loizillon,5 P olitical Science
Kristen Marie Lovett,10 Special M ajor:
Psychology & Education
Yvonne W. Lui, Physics
Benjamin Micah Lyons, A ncient History
Jennifer Ann MacKinnon, Physics
Michael Paul Madden, M athem atics and
Philosophy
Daniel Joseph Maher,6 English Literature
Rohit Malhotra, Biology and Economics
Jeremy Griffin Mallory, Religion
Elizabeth Stetten Maloney,9 English
Literature and History,
Heather Marie Maloney, Economics
Daniel Aaron Markiewicz, Biology
Melanie Judith Markowitz, History
Gael-Christophe Garth McGill, Biology
Katherin Elizabeth Mclnnis, English
Literature and Art
Rachel Dawn McKaig, Biology
Alexander Langhans McLachlan, Special
M ajor: D ance & Biology
Justin Nathaniel McLean,4 Economics
Matthew Harold Metcalf, P olitical Science
and Philosophy
Cybele Michalis,5 Special M ajor: Russian
Studies: Focus in History, P olitical Science &
Literature
Emily Beth Mindel,9 Latin and English
Literature
David Andrew Mong, Biology
Jerome Alabanza Montes, History
Tshepidi Gwendoline Moremong,8 P olitical
Science and Economics
Catherine Grace Moulder,10 P olitical Science
1 with the concentration in Black Studies
2 with the concentration in Comfntter Science

3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

Helene Clara Muller-Landau,3 M athem atics
Michael Constantine Murphy, English
Literature
Katherine Elizabeth Murray, English
Literature
Serena Rainbow Naramore, A it History
Mehdi Nejad-Sattari, Chemistry
Deirdre Marie Newberry, English Literature
Geoffrey Juul Noer, Special M ajor: Computer
Science
Charlotte Anne North, English Literature
Julie Walton Noyes, Psychology
Ayanda Kgomotso Lindiwe Nteta,8 9 Political
Science
Eric John Lybrand Nute, Biology
Irene Young In Oh, Religion
Elizabeth Ruth O ’Neill, Sociology &
Anthropology
Jude Michael Dylan O ’Reilley, History
Joshua Cory Orlans,6 Psychology
Shanalyna Conrita Palmer, T heatre Studies
Jin Ho Park, Special M ajor: Psychobiology
Robert Woo Park, Economics
Dhiren Yogish Patel, Economics
Margaret Capelle Patterson,123
4
5M athem atics
Joshua Michael Pearlman, Biology
Christopher Maxwell Pearson, History
Matthew Lee Peck, Special M ajor:
Biochemistry
Ivan Perez, Physics
Maria Cristina Isabel Perez, Psychology
Elizabeth Anne Perry,9 10 English Literature
Laura Goodman Perry,3 Biology
Carys Louise Petrak, English Literature
Andrew Geer Petusky, Economics
Margaret Elizabeth Pierce,10Special M ajor:
Psychology & Education
Kevin Brian Pike, English Literature
Neal Alan Potischman, P olitical Science and
History
Wenyan Qu, Chemistry
Eman Quotah, English Literature and Special
M ajor: Linguistics
Adam Thomas Rabinowitz, G reek and
History
Laura Ann Raicovich, Political Science and
Art
6 with the concentration in Interpretation Theory
7 with the concentration in Peace Studies
8 with the concentration in Public Policy
g with the concentration or the Focus in Womens Studies
io Pennsylvania Teacher Certification

337

D e g re e s C o n fe rre d

Alexander Luria Ralph, English Literature
Nathaniel P.T. Read, T heatre Studies
David Jeffrey Reeser, Economics
Hyeon-Ju Rho, English Literature
David Lawrence Rich, Psychology
Christina Lee Richards, Biology
Robert David Richardson, Physics
Graham Dylan Richmond, Art History
Tara Leigh Robbins, English Literature
Brian Richard Roche,3 Biology
Annika Lisa Rockwell, Psychology
Monica Catheryn Romanko, Biology
Jay Bernard Rose, Psychology
Valerie Rosen, English Literature
Signe Ariane Rossbach, Literature
Daniel Charles Rothenberg, English
Literature and T heatre Studies
Kenneth Joseph Ruchala, Physics
Delta D . Ruscheinsky, Biology
Jason K. Ryan, History
Praful Saklani,8 Economics
Antonio Guiao Santos, Special M ajor:
Environmental Systems
Deborah Jeanne Schaaf, M usic
Khristine Klara Schaffher, P olitical Science
Charles Dryden Schaub, English Literature
and Biology
Matthew Ronald Schenk, English Literature
Renee Marie Schettler, Psychology
Merritt Spencer Schnipper, Sociology &
Anthropology
Phyllis M. Sedmont-Grimes, English
Literature and Psychology
Dina Jill Seiden,6 English Literature
David Alexander Seligman, Psychology
Joanne Mira Seo, Latin
Jennifer Setlow, T heatre Studies
Briana Lenore Shay,1 English Literature
Monica Adele Shenouda, French
Kevin Alan Sherper, P olitical Science
Hillary Ann Sherrill,9 Art History
Kanade Shinkai, Biology
Jeremy Walter Shweder, Political Science
Jessica Katherine Sklar, English Literature
and M athem atics
Robert Douglas Sloane, Biology
Ayana Okeeva Smith, Latin
1 with the concentration in Black Studies
2 with the concentration in Computer Science

3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

338

Laura Ann Snyder, Special M ajor:
Psychobiology
David Marc Sobel, Psychology and Special
M ajor: Computer Science
Eugene Howard Sonn, P olitical Science
Emilio Spadola, Special Major: English
Literature & Anthropology
Janine Rebecca Sperman, Special M ajor:
Psychobiology
Russell Matthew Stark, Political Science
Peter Harris Steelman, Political Science
Julia Jane Stock,8 Economics
Bradley Alden Stohr, Biology
Stephen Edward Stortz, M athem atics and
Special M ajor: Linguistics
Jeffrey Preston Sugg, T heatre Studies
Tricia Miri Suh,10 Chemistry
Elissa Molly Swanger, Art
Chad Donald Tarr, Biology
Aida Tesfaye, Biology
Kari Lynne Tetzlaff, M usic
Gordon Hunt Thompson, English Literature
Rebecca Tittler, Biology
Michael Ignatius Topodas,10 Philosophy
Elizabeth Day Tripi,6 English Literature and
Psychology
Danielle Marie Tylke, M athem atics and Music
Darian W illiam Unger,8 P olitical Science
Robert Jonathan Utley,1 P olitical Science
Eugene Sheppard Vann, Biology
Rajesh Vedanthan, Economics and Chemistry
Aradhana Mukherjea Venkatesan, English
Literature and Biology
Nader Vossoughian, Philosophy and German
Mari Waki, Economics
Heidi Joy Walls,10 Special M ajor: English
Literature & Education
Maika Watanabe, Special M ajor: Psychology
& Education
Geoffrey David Wayne, Philosophy
Joshua Rood Weems, Economics
Tamara Heather W ill,9 Biology
Christopher Gerald Williams, Special M ajor:
Psychobiology
Eric Howard W illiams, Biology
Jeremy Adam Winaker, Philosophy
Gloria Yen Wong, Art
6 with the concentration in Interpretation Theory
7 with the concentration in Peace Studies
8 with the concentration in Public Policy
p with the concentration or the Focus in Womens Studies
io Pennsylvania Teacher Certification

Mark Jeffrey Woodward, Physics and History
Mildred Naa Lamle Wulff,5 Economics
Ye Xu, M athem atics

Alison Ruth Yager, Art History
Chi Young Yun, Biology
Joseph Leopold Zenteno, History

BACHELOR OF SCIENCE
Shadi Alex Abu Ghazaleh, Engineering
Paul Kenneth Anschel, Engineering
Alyssa Beth Apsel, Engineering
John Paul Barton,3 Engineering
Matthew Jarumi Cohen,12
3 Engineering
Rodrigo Dobry, Engineering
Mark Briggs Drewfs, Engineering
Jonathan Barnett Feinstein,25Engineering
Joseph Daniel Hackel, III, Engineering
Gregory Edward Hamilton, Engineering
Yoon Sik Han, Engineering

1 u-'ith the concentration in Black Studies
2 with the concentration in Computer Science

3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

James Richard Hockenberry, Engineering
Robert Samuel Howell, Engineering
Peter G. Jacobs, Engineering
Christopher Paul Lemoine, Engineering
Kimberly Marie Oshea, Engineering
Eric Lars Schefstrom, Engineering
Jeffrey Alexander Siegel,3 Engineering
Erik Robert Thoen, Engineering
Darian W illiam Unger,8 Engineering
Ye Xu, Engineering

6 with the concentration in Interpretation Theory

7 with the concentration in Peace Studies
8 with the concentration in Public Policy
9 with the concentration or the Focus in Womens Studies
10 Pennsylvania Teacher Certification

339

Awards and Distinctions

HONORS AWARDED BY THE VISITING EXAMINERS
HIGHEST HONORS:

HONORS:

Gael-Christophe McGill

Sarah Ruth Cebik, Elizabeth F. Cohen, Nina
Katrin Hämmerling, Ellen Victoria
Holloman, Matthew Ram-Shannon Lee,
Michael Constantine Murphy, Mehdi NejadSattari, Cärys Louise Petrak, Tara Leigh
Robbins, Ayana Okeeva Smith, Erik Thoen,
Gordon Hunt Thompson, Jeremy Adam
Winaker

HIGH HONORS:

Julia Bryan-Wilson, Seth Wilhelm
Chadboume, Gang Chen, Marc Richard
Chemoff, Darin Morgan Friess, Michael
Edward Genovese, Erik Forbes Horn, David
Evan Hordiner, Jordi Russell Kleiner,
Youngjae Lee, Jeremy Griffin Mallory, Irene
Young In Oh, Jude O ’Reilley, Alexander
Luria Ralph, Praffaul Saklani, David
Alexander Seligman, Joanne Mira Seo,
Monica Adele Shenouda, Kevin Alan
Sherper, Eugene Howard Sonn, Geoffrey
David Wayne

DISTINCTION IN COURSE AWARDED BY THE FACULTY
Alyssa Beth Apsel, MaryCatherine Elizabeth
Arbour, Glenn Andrew Baker, Laura
Elizabeth Bartley, Neil Solon Banas, Sara Jo
Breslow, Emily Sarah Bromley, Ryan
Johnson Bush, John David Carlo, Jill
Pfender Clark, Matthew Jarumi Cohen,
Meredith Pennington Collins, Laura
Dattner, Sarah Elissa DeWeerdt, Samuel
Milton Ehrlichman, Eric Elenko, Andrew
John Elmore, Kendra Joy Eshleman,
Jonathan Barnett Feinstein, Robert
Lawrence Fleegler, Hannah Margaret
Freedberg, Miriam Josephine Galeboord
Fried, Sampriti Ganguli, Paula Yard Garrett,
Rebecca Gertmenian, Allison Kendig Gill,
Laura Elisabeth Golub, Nora Elizabeth
Gordon, Rishi Goyal, Carolyn Joy Harp,
Nathan Steven Hegedus, James Richard
Hockenberry, Robert Samuel Howell,
Andrea Chu-ping Hsu, Peter G. Jacobs,
Krister Moore Johnson, Rachael J. Johnson,
Grace Hye-Won Kang, Caitlin Elizabeth
Killian, Karen Heath Kleiber, Adam
Nathaniel Koplan, Melissa Erin Kreider,
Jeanette Liou, Kristen Marie Lovett,

Jennifer Ann MacKinnon, Elizabeth Stetten
Maloney, Melanie Judith Markowitz,
Matthew Harold Metcalf, Catherine Grace
Moulder, Helene Clara Muller-Landau,
Elizabeth Ruth O ’Neill, Joshua Cory
Orlans, Jin Ho Park, Matthew Lee Peck,
Laura Goodman Perry, Andrew Geer
Petusky, Margaret Elizabeth Pierce, Neal
Alan Potischman, Eman Qjiotah, Adam
Thomas Rabinowitz, Monica Catheryn
Romanko, Signe Ariane Rossbach, Daniel
Charles Rothenberg, Kenneth Joseph
Ruchala, Renee Marie Schettler, Kanade
Shinkai, Jeffrey Alexander Siegel, Jessica
Katherine Sklar, David Marc Sobel, Russell
Matthew Stark, Julia Jane Stock, Bradley
Alden Stohr, Stephen Edward Stortz, Jeffrey
Preston Sugg, Rebecca Tittler, Michael
Ignatius Topodas, Elizabeth Day Tripi,
Danielle Marie Tylke, Rajesh Vedanthan,
Nader Vossoughian, Heidi Joy Walls, Maika
Watanabe, Joshua Rood Weems,
Christopher Gerald W illiams, Mark Jeffrey
Woodward, Chi Young Yun

ELECTIONS TO HONORARY SOCIETIES
PHI RETA K A P P A :

Neil Solon Banas, Julia Quinn BryanWilson, Ryan Johnson Bush, Jill Pfender
Clark, Sarah Elissa Deweerdt, Samuel
Milton Ehrlichman, Kendra Joy Eshleman,

340

Hannah Margaret Freedberg, Miriam
Josephine Galeboord Fried, Sampriti
Ganguli, Rebecca Gertmenian, James
Richard Hockenberry, Robert Samuel

Howell, Andrea Chu-ping Hsu, Caitlin
Elizabeth Killian, Adam Nathanial Koplan,
Melissa Erin Kreider, Youngjae Lee, Jeanette
Shiu-Mei Liou, Kristen Marie Lovett,
Yvonne Wei Lui, Elizabeth Stetten Maloney,
Melanie Judith Markowitz, Gael-Christophe
Garth McGill, David Andres Mong, Helene
Clara Muller-Landau, Elizabeth Ruth
O’Neill, Matthew Lee Peck, Elizabeth Anne
Perry, Laura Goodman Perry, Andrew Geer

Petusky, Margaret Elizabeth Pierce, Neal
Alan Potischman, Eman Quotah, Adam
Thomas Rabinowitz, Alexander Luria
Ralph, Hyeon-Ju Rho, Valerie Rosen, Daniel
Charles Rothenberg, Joanne Mira Seo,
Kanade Shinkai, Bradley Alden Stohr,
Rajesh Vedanthan, Nader Vossoughian,
Maika Watanabe, Joshua Rood Weems,
Christopher Gerald W illiams, Eric Howard
Williams

S IG M A XI:

Cherry-Rose Kirsten Anderson, Paul
Kenneth Anschel, Alyssa B. Apsel, Glen
Andrew Baker, Neil Solon Banas, Kristin
Carron Boesch, Gang Chen, Matthew
Jarumi Cohen, Charles Weston Danforth,
Sarah Elissa DeWeerdt, Philip Alexander
Efron, Eric J. Elenko, Catherine Annette
Federici, Jonathan Barnett Feinstein,
Heather Jean Fitzgerald, Darin Morgan
Friess, Hunter S. Gehlbach, Marjorie M.
Ghenne, Erik Forbes Y. Horn, Carolyn Joy
Harp, James Richard Hockenberry, Robert
Samuel Howell, Peter G. Jacobs, Rachael J.
Johnson, Emre Kayaalp, Jordi Russell

Kleiner, Huy Minh Le, Nicole Davina
Levine, Jennifer A. Mackinnon, Rohit
Malhotra, Gael-Christophe Garth McGill,
Helene Clara Muller-Landau, Mehdi NejadSattari, Jin-Ho Park, Matthew Lee Peck,
Ivan Perez, Laura Goodman Perry, Wenyan
Qu, Monica Catheryn Romanko, Kenneth
Joseph Ruchala, Charles Dryden Schaub,
David Alexander Seligman, Jeffrey
Alexander Siegel, Jessica Katherine Sklar,
David Marc Sobel, Janine R. Sperman, Brad
A. Stohr, Erik Robert Thoen, Aradhana
Mukherjea Venkatesan, Christopher Gerald
Williams, Erik Howard W illiams

TAU BETA PI:

James Richard Hockenberry, Robert Samuel
Howell, Peter G. Jacobs, Jeffrey Alexander
Siegel, Erik Robert Thoen, Ye Xu

FELLOWSHIPS
The Jonathan Leigh Altman Summer Grant to
Nathan Florence ’9 6
The Sarah Kaighn C ooper Scholarship to
Yujuan Choy ’9 6
The E lizabeth Pollard Fetter String Q uartet
Scholarships to Suejeanne Koh ’9 7 (violin);
Rebecca Sawai ’97 (violin); Heather
Fitzgerald ’9 5 (viola); Hannah Emlen ’98
(cello)
The Eugene M. Lang G raduate Incentive
Fellowship to Kathleen McBroom ’92 and
Katherin M clnnis ’95
The Hannah A. Leedom Fellowship to Naomi
Desta ’9 0, David Hordiner ’95, Adam
Koplan ’9 5, and Geoffrey Wayne ’95

The Joshua Lippincott Fellowship to Andrew
Elmore ’9 5, Heidi Feldman ’87, and
Jonathan Siegel ’92
T he John Lockw ood Memorial Fellowship to
Guian McKee ’9 2 and Jeffrey Regen ’91
T he Thom as B. McCabe Jr. and Yvonne M otley
M cC abe M em orial Fellowship to Richard
Torkomoo ’88
T he Lucretia Mott Fellowship to Karen
Abrams ’93, Ninotchka Bennahum ’86,
Sarah Cebik ’95, Isadora Helfgott ’94,
Jennifer Koosed ’93, and Telory Williamson
’93
The Martha E. Tyson Fellowship to Amy
Barker ’92

341

A w a r d s and D is tin c tio n s
■T*

«

AWARDS AND PRIZES
The Adam s Prize to Christiaan Hogendom
’9 4
T he Stanley Adam son Prize in Chemistry to
Jonas Goldsmith ’96
The A m erican C hem ical Society
U ndergraduate Award in Polymer Chemistry to
Reetesh Pai ’97
The A m erican C hem ical Society U nder­
graduate Award in A nalytical Chemistry to
Steven DuBois ’96
T he A m erican C hem ical Society Scholastic
Achievem ent Award to Rajesh Vedanthan ’95
The A m erican Institute o f Chemists Award to
Matthew Peck ’95
The Soloman A sch Award in Psychology to
David Alexander Seligman ’95
The Boyd Barnard Prize to Brandon Howard
’96
The Jam es H. Batton ’72 Award to NiYa
Costley ’97
The Paul H. B eik Prize in History to Andrew
Elmore ’95 and Elizabeth Maloney ’95
The Tim Berman M em orial Award to John
K ane’95
The B lack Alumni Prize to Patrice Bone ’96
The Brand Blanshard Prize to Joel David
Franks ’95 and Geoffrey David Wayne ’95
The H einrich W. Brihkm ann M athem atics
Prize to Samuel Ehrlichman ’95 and Helene
Muller-Landau ’95
The C RC Press Freshman Chemistry
Achievem ent Award to Mark Friedberg ’98
The Alice L. Crossley Prize in A sian Studies to
Heather E. Blair ’95
The Robert Dunn Award to Justin Herring
’97 and Patrick Straub ’97
The Lew Elverson Trophy to Kirk Daulerio
’95
The F lack Achievem ent Award to Phillip
Spector ’97
The G onzalez-V ilaplana Prize for Outstanding
Achievem ent in Chemistry to Rajesh
Vedanthan ’95 and Darin Friess ’95
The John Russell Hayes Poetry Prizes to Jessica
Fisher ’9 8 (translation) and Katherin
Mclnnis ’95 (poetry)
The Sam uel Hayes III Research Grant to Shola
Abidoye ’97
The Pete Hess Award to Lia Ernst ’97

The Philip M. H icks Prize for Literary
Criticism Essay to Miriam Fried ’95
The Jesse H . H olmes Prize in Religion to Ian
Chang ’97
The Gladys Irish Award to Katherine
Dempsey ’95 and Kimberly Crusey ’95
The Ivy Award to Rajesh Vedanthan ’95
The KwinJc Trophy to Eric Williams ’95
The Leo Leva M em orial Prize in Biology to
Gael-Christophe M cGill ’95
The Linguistics Prizes to Ryan Bush ’95
(theoretical linguistics) and Eman Quotah
’95 (applied linguistics)
The M cCabe Engineering Award to Erik
Robert Thoen ’95
The Lois M orrell Poetry Award to Andrea
Deese ’98
The A. Edward Newton Library Prize to
Nancy McGlamery ’97, first prize
(genealogies of feminism); John Izenour ’95,
second prize (architectural library); Adam
Koplan ’95, third prize (theater)
The O ak L e a f Award to Yvonne W. Lui ’95
and Maika Watanabe ’95
The May E. Parry Award to Heather Maloney
’95
The W illiam Plumer Potter Prizes in Fiction to
Je ff Severs ’96, first prize; Catherine
McCarthy ’97, second prize; Ian Lague ’97,
third prize; Sarah DeWeerdt ’95 and
Katherin Mclnnis ’95, honorable mention
The Dinny Rath Award to Julie Noyes ’95
and Melissa Bonder ’95
The Judith Polgar Ruchkin Prize to Neal
Potischman ’95
The Frank Solomon Jr. Student Art Prize to
Laura A. Raicovich ’95 and Gloria Wong
’95
The H ally Jo Stein M em orial Award for D ance
to Joanna Bergmann ’95
The K aren Dvonch Steinmetz 76 Memorial
Award to Huy Minh Le ’95
The Peter Gram Swing Prize to Ayana Smith
’95
The Melvin B. Troy Award to Grace Kang ’95
and Gordon Thompson ’95 (music); Karen
Ivy ’95 and Alexander McLachlan ’95
(dance)
The Vollm ecke Service Award to James
Hockenberry ’95

<|

s

Enrollment Statistics

ENROLLMENT OF STUDENTS BY CLASSES 1994-95
MEN

WOMEN

TOTAL

Seniors

171

154

325

Juniors

150

121

271

Sophomores

174

216

390

Freshmen

137

190

327

632

681

1313

0

0

0

10

2

12

642

683

1325

Graduate Students
Special Students
TOTAL

GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1994-95
New York ...................... . 165
Pennsylvania ............... . 161
New Jersey .................... . . 9 8
Maryland ...................... . . 8 7
C alifornia...................... . . 8 0
Massachusetts ............. . . 7 8
Connecticut .................. . . 4 8
Virginia ........................ . . 4 5
Florida .......................... . . 3 9
Ohio ............................... . . 3 4
Oregon .......................... . . 3 4
Texas ............................... . . 3 3
Illinois .......................... . . 2 9
Maine ............................ . . 2 2
Minnesota .................., . . . 2 1
Delaware......................... . . 2 0
District o f Columbia .. . . 2 0
M ichigan......................... . . 2 0
North Carolina ......... i . . . 1 9
G eo rg ia............. ............ . . . 1 8
Washington ............... .. . . 1 6
New H am pshire......... . . . 1 3
Tennessee .................... . . . 1 3
Wisconsin .................. . . . 1 1
Kentucky .................... . . . 1 0
C olorado...................... . . . . 9
Arizona ........................ . . . . 8
Missouri ...................... . . . . 8
Vermont ...................... . . . . 8
Io w a............................... . . . . 7
Indiana ........................ . . . . 7
New Mexico ............... . . . . 7
....7
K ansas.......................... . . . . 5

South Carolina ___ ...........5
Alabama ..............................4
H aw aii...................................4
A la s k a ..................................3
A rkan sas..............................3
Louisiana ............... ............3
Utah ........................ ...........3
West V irg in ia.....................3
Id a h o ........................ ...........2
Montana .................. ...........2
N ebraska.................. ...........2
O klahom a............... ...........2
Puerto Rico ........... ...........2
Virgin Island s......... ........... 2
Mississippi ............. ........... 1
Nevada .................... ........... 1
North Dakota ___ ........... 1
South D a k o ta ......... ........... 1
Wyoming ............... ........... 1
Total U .S.A ................ . . 1246
Canada ....................
Turkey ......................
France ......................
G r e e c e ......................
Ghana ......................
India ........................
Jamaica ....................
Japan ........................
Peoples Republic
o f China .............
Sri Lanka ...............
Botswana ...............
G erm any..................

........... 9
........... 5
........... 4
........... 4
........... 3
........... 3
........... 3
........... 3
........... 3
........... 3
........... 2
........... 2

Hungary .................... .........2
Malaysia .................... .........2
Mexico ...................... .........2
N e p a l.......................... .........2
Philippines ............... .........2
Singapore .................. .........2
Austria ...................... .........1
Bangladesh ............... .........1
Barbados .................... .........1
B elgiu m ...................... .........1
B o liv ia ........................ .........1
G e o rg ia ...................... .........1
Indonesia .................. .........1
Italy ............................ .........1
Jordan ........................ .........1
K o re a .......................... .........1
L e s o th o ...................... .........1
Netherlands ............. .........1
N igeria........................ .........1
Pakistan .................... .........1
Paraguay .................... .........1
Slovakia .................... .........1
South A frica ............. .........1
Swaziland .................. .........1
Tanzania .................... .........1
Trinidad .................... .........1
Turks and Caicos
Islan d s.................... .........1
U k ra in e ...................... .........1
Venezuela .................. .........1
Zim babw e.................. .........1
Total from Abroad . . . . . 80
GRAND TOTAL . . . . 1325

f

Index

Absence from examinations, 72
Academic honesty, 40, 72
Administration and staff, 320
ADMISSION PROCEDURE, 19
Application dates, 20
Scholastic Aptitude and Achievement
Tests, 20
School subjects recommended, 19
Advanced Degrees, 75
Advanced Placement, 21
Advanced Standing, 21
Advising, 50
Alumni Association Officers, 300
Alumni Council, 300
Alumni Office, 57
Ancient History and Civilization, 113
Art History, 87
Arts, Studio, 54, 91
Asian Studies, 93
Astronomy, 249
Athletic fields, see map
Athletics, 56, 242
Attachments to Courses, 66
Attendance at Classes, 71
Automobiles, regulations 46
Awards and Distinctions, 340
Awards and Prizes, 77
Bachelor of Arts Degree, 75
Bachelor of Science Degree, 75
Bequests, 10
Biology, 97
Black Cultural Center, 48
Black Studies, 102
Board of Managers, 295
Committees of, 298
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 50
Center for Social and Policy Studies, 13
Chemistry, 105
Chinese, 204
CIVIC, 56
Classics, 111
Code o f Conduct, 39
College Entrance Examinations, 20
College, committees of, 317
College jobs, 26
Comprehensive Examinations, 61, 75
Computer Science, 116
Computing Center, 12
Cooper (W illiam J.) Foundation, 13
Cooperation with neighboring institutions, 69
Cornell Library of Science and Engineering, 10
Corporation, officers of, 295

344

Courses o f Instruction, 85
Course Program, 63
Creative Arts, 68
Curriculum, 6 0
Dance, 55, 228
Degree Requirements, 75
Degrees offered, 75
Degrees conferred, 335
Dining Hall, 45
Directed Reading, 66
Directions for Correspondence, 2
Directions for reaching the College, 352
Distinction in Course, 63
Distribution requirements, 60
Divisions and Departments, 319
Drama, 56, 152
Du Pont (Pierre S .) Science Building, 12
Economics, 122
Education, 129
Education Abroad, 69
Emeritus Professors, 302
Endowed Chairs, 16
Endowment, 10
Engineering, 134
English Literature, 142
Enrollment statistics, 343
Environmental Studies, 158
Equal Opportunity Office, 325
Equal Opportunity Statement, 2
Examination regulations, 72
Exceptions to the four-year program, 65
Exclusion from College, 74
Expenses, 23
Extra-curricular activities, 54
Faculty advisers, 50, 61, 62
Faculty, committees of, 317
Faculty members, 302
Faculty Regulations, 71
Fees (tuition, residence, etc.) 23, 76
Fellowships, 82
Financial Aid, 25
Fine Arts, see Art History
Foreign students, 343
Formats o f Instruction, 66
Fraternities, 48
French, 207
Friends Historical Library, 11
Friends Meeting, 49
Geographical distribution o f Students, 343
German, 213
German Studies, 160
Gifts, 10
Grades, 71

T

«3»

♦
I

«■

Graduate study, 75
Graduation requirements, 75
(see also Distribution requirements)
Greek, 112
Grenoble Program, 69
Handicapped Student Services, 50, 65
Health care, 4 9
Health Sciences Advisory Program, 68
History, 162
Honors Program, 60, 64
Honors Examiners, 64, 333
Housing, 47
Insurance, 48, 49
Intercultural Center, 48
Interdisciplinary work, 67
International Relations, 174
Interpretation Theory, 176
Judicial Bodies, 46
Kohlberg Hall, 12
Lang Music Building, 12, 55
Lang Performing Arts Center, 12
Latin, 112
Leaves o f Absence, 73
Libraries, 10
Linguistics, 178
Literature Program, 185
Loans to students, 26
Madrid Program, 70
Map of College grounds, 350
Martin Biological Laboratory, 12
Master’s degrees, 75
Mathematics and Statistics, 187
McCabe Library, 10
Media, Student, 56
Medieval Studies, 196
Modern Languages and Literatures, 198
Music, 54, 221
Music, performance, 222, 227
Normal Course Load, 66
Observatory, 12, 244
Papazian Hall, 12
Peace and Conflict Studies, 234
Philosophy, 237
Physical Education and Athletics, 242
Physical Education requirements, 74, 242
Physics and Astronomy, 244
Political Science, 251
Practical work, 67
Pre-medical Program, 68
Prizes, 77
PROGRAM OF STUDY, 60

Freshmen and Sophomores, 61
Juniors and Seniors, 62
Honors Program, 64
Psychological Services, 50
Psychology, 261
Public Policy, 268
Public Relations, 57
Publications, College, 57
Publications, Student, 56
Registration, 72
Religion, 273
Religious life, 8, 49
Requirements for Admission, 19
Requirements for Graduation, 75
(see also Distribution requirements)
Residence Halls, 47
Residence, regulations, 47
Russian, 216
Scholarships, 25
Scholastic Aptitude Test, 20
Scott Arboretum, 14
Security Policies and Procedures, 51
Sharpies Dining Hall, 48
Social Affairs Committee, 54
Sociology and Anthropology, 281
Spanish, 218
Special Major, 63
Sproul Observatory, 12, 244
Statistics, 187
Student Art Association, 54
Student conduct, 39
Student-run courses, 66
Student Council, 54
Student employment, 26
Student Exchange Programs, 69
Student Rights, 39
Study Abroad, 69
Summer school work, 74
Swarthmore College Peace Collection, 11
Swarthmore Foundation, 57
Tarble Social Center, 48
Theatre, Courses in, 152
Transfer, application for, 21
Tuition and other fees, 23, 76
Tutorials, 66
Upward Bound, 56
Visiting Examiners, 333
Vocational Advising, 50
Withdrawal and Readmission
for Health Related Reasons, 73
Women’s Resource Center, 48
Women’s Studies, 290
Worth Health Center, 49

345

S w a iih m o r e C o lle g e C a m p u s M a p
t

¿¿'JurÆ §

Liâ

m

o
te

Mit

IM

$
*

,V

ÜHL

V (

©
MH

S i'

O
Explanation of Buildings
I. Parrish Hall— A d m i s s i o n s

©
O f f i c e , a d m in is tr a t io n o ffic e s , b u s in e s s o ffic e s ,

c la s s r o o m s , a n d d o r m ito r y

2. Kohlbere Hall— E c o n o m i c s ,

m o d e m la n g u a g e s a n d lit e r a t u r e s , s o c io lo g y a n d
a n t h r o p wor
o lo g y ( a s o f J a n u a r y , i g g 6 )

3.

Scott Building— R e l i e f m a p o f c a m p u s
4 . The Eugene M. and Theresa Lang Performing Arts Center— T h e a t r e ,

D an ce,

a n d E n g lis h

5.

Lang Music Building— U n d e r h i l l M u s i c L i b r a r y a n d M u s i c
6 . Martin Biological Laboratory and Animal Laboratory— B i o l o g y ,

.

7 Cornell Science Library
8. Du Pont Science Building— C h e m i s t r y ,

m
fcjiSÎr

350

la n g u a g e

la b o r a t o r y , a n d K ir b y L e c t u r e H a ll

m a t h e m a t ic s , p h y s ic s , a n d a s tro n o m y

9 . Beardsley Hall—Art h i s t o r y a n d s t u d i o a r t , a n d C o m p u t i n g C e n t e r
10. Hicks Hall— E n g i n e e r i n g
11 Trotter Hall—S o c i a l s c i e n c e s a n d C e n t e r f o r S o c i a l a n d P o l i c y S t u d i e s
12. Pearson Hall— E d u c a t i o n , m o d e m l a n g u a g e s a n d l i t e r a t u r e s , r e l i g i o n , f a c u l t y

.

.
.

o ffic e s , p e r s o n n e l, C r e d it U n io n , F o r e ig n S tu d y O ff ic e

13 Papazian Hall— L i n g u i s t i c s ,
14 Friends Meeting House

p h i l o s o p h y , p s y c h o l o g y , a n d e n g i n e e r i n g la b o r a t o r ie s

■ 23.

15. Whittier House
JM16. Cunningham House—

■

Scott A r b o r e t u m

O ffic e s a n d

T h e S h a n e T e a c h in g G a r d e n

1 17. Wister Greenhouse
B 18. McCabe Library
1 19. Old Tarble
■*20. Worth Health Center
21. Beniamin West House—
B ir th p la c e o f B e n ja m in
W est (d e s ig n a te d a
n a tio n a l h is t o r ic a l
la n d m a r k ) — V is it o r in fo r m a t io n ,
s e c u r ity , a n d c o m m u n ic a t i o n s

¡2. Bond Memorial and
Lodges—

D o r m it o r y s p a c e
a n d m e e t in g r o o m s

123. Robinson House—

B la c k

C u lt u r a l C e n t e r

124. Ashton Guest House
125. Faulkner Tennis Courts

. Cunningham Fields
. Clothier Fields
. Barn
. Lamb-Miller Field House—
30 . Tarble Pavilion—
31. Ware Swimming Pool
32 . Squash Courts
33 . Service Building—
34 . Heating Plant
35 . Fraternity and Social Lodges, Sharpies III
meeting room
36 . Sharpies Dining Hall
37 . Tarble Social Center in Clothier Memorial—

26
27
28
29

P h y s ic a l e d u c a tio n

P h y s ic a l e d u c a tio n

M a in te n a n c e , g ro u n d s, a n d

e n v ir o n m e n ta l s e r v ic e s

S n a c k b a r, stu d en t o ffic e s , b o o k sto re,
I n t e r c u lt u r a l C e n t e r

.
39. Scott Outdoor Auditorium

38 Sproul Observatory— A s t r o n o m y

a n d c o m p u te r

Dormitories and Residences
1. Parrish Hall
A. Dana Dormitory
B. Hallowell Dormitory
C. Wharton Hall
D. Willets Dormitory
L Worth Dormitory
F. Mertz Hall
G. 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—
P r e s i d e n t ’s H o u s e

s c ie n c e

351

Directions for Reaching
Swarthmore College

From Exit 2 4 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2Vi
miles to 1-476 South. Take 1-476 approx. 13 miles to Exit 2, Media/
Swarthmore. A t bottom o f exit ramp, follow sign for Swarthmore by turning
left onto Baltimore Pike. (See below for " . . . the rest o f the way.” )

From Pennsylvania Turnpike, going West
From Exit 2 5 A (Norristown) follow signs for 1-476 South. Stay on 1-476
approx. 17 miles to Exit 2, Swarthmore/Media. A t bottom of exit ramp,
follow sign for Swarthmore by turning left onto Baltimore Pike. (See below
for
. . the rest o f the way.” )

From the New Jersey Turnpike
Take Exit 6 (PA Turnpike) and proceed as directed above "From Pennsylvania
Turnpike, going W est.”

From the South
Traveling north on 1-95, pass the Chester exits and continue to Exit 7 ,1 -4 7 6
North/Plymouth Meeting. Take 1-476 to Exit 2, Media/Swarthmore. A t
bottom of exit ramp, follow sign for Swarthmore by turning right onto
Baltimore Pike. (See below for
. . the rest of the way.” )

.. the rest of the w ay”
Stay in right lane and in less than 14 mile turn right onto Route 3 2 0 South
(watch turns on Route 3 2 0 ). Proceed through second light at College Avenue
to the first driveway on your right to visitor parking at the Benjamin West
House. The Benjamin W est House is the College’s visitor center and has
someone there to hand out maps and directions 2 4 hours.

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 30 th Street Station, the SEPTA Media Local (R 3 ) takes 21
minutes to reach the campus.

AIR
An express train runs from the airport to 30th Street Station where you can
take the SEPTA Media Local (R 3 ) train directly to the Swarthmore campus.
The combined fare is about $ 8 .0 0 , and the trip requires about one hour. Taxi
service is also available. The fare is approximately $ 2 0 .0 0 , and the trip requires
about 2 0 minutes. By car from the airport, take 1-95 South to Exit 7 ,1 -4 7 6
North/Plymouth Meeting. Take 1-476 North to Exit 2, Media/Swarthmore.
A t bottom o f exit ramp, follow sign for Swarthmore by turning right onto
Baltimore Pike. (See above for " . . . rest o f the way.”

352

TURNPii^,

DRIVING
From Pennsylvania Turnpike, going East

TO HARRISBURG

DOWNINGTOWN
EXIT 23

Second-Class Postage Paid
Swarthmore College ,
500 College Avenue
Swarthmore, PA 19081-1391
ISSN-0888-2126

Swarthmore College
500 College Avenue
Swarthmore, PA 19081-1397
610 - 328-8000