Swarthmore College Catalogue, 1993-1994

SWART H MOR E

COLLEGE
B U L L E T IN

1 9 9 3 - 9 4

Swarthmore
College Bulletin 1 9 9 3 -1 9 9 4
Volume XC I Number 1
Catalogue Issue September 1993

Directions for
Correspondence
SWARTHMORE COLLEGE, 500 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397
A lf r e d H. B lo om

GENERAL COLLEGE POLICY

President
J e n n ie Keith

ACADEMIC POLICY

Provost
N gin a Ly th co tt

STUDEN T SERVICES

Dean o f the College
R o b e rt A . B a r r, J r .

ADMISSIONS AND CATALOGUES

Dean o f Admissions
J a n e H. M u llin s

RECO RDS AND TRANSCRIPTS

Registrar
FINANCIAL INFORMATION

W illia m T. S p o c k

Vice President
L a u ra Talbot

FINANCIAL AID AND
FINANCING OPTIONS INFORMATION

Director o f Financial Aid

CA REER 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 rb a ra H a d d a d Ryan

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 of the Federal Education Amendments
o f 1972 and Section 504 o f the Federal Reha­
bilitation Act of 1973.

The Swarthmore College Bulletin (ISSN
088 8 -2 1 2 6 ), of which this is Volume XCI,
number 1, is published in September,
November, December, February, May, and
August by Swarthmore College, 5 0 0 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(2 1 5 )3 2 8 -8 0 0 0

Printed in U .S.A .

Table of Contents

CALENDAR 4

I
il

INTRODUCTION 8
EDUCATIONAL RESOURCES 10
ADMISSION 19
EXPENSES 22
FINANCIAL AID 24

hi

COLLEGE LIFE 37

IV

EDUCATIONAL PROGRAM 51
FACULTY REGULATIONS 63
DEGREE REQUIREMENTS 67
AWARDS AND PRIZES 69
FELLOWSHIPS 74

v

VI

COURSES OF INSTRUCTION 77
Art 78
Asian Studies 84
Biology 87
■Black Studies 92
Chemistry 94
Classics 99
Computer Science 104
Economics 108
Education 114
Engineering 118
English Literature 126
Environmental Studies 141
German Studies 143
History 145
International Relations 156
Interpretation Theory 158

Linguistics 160
Literature 166
Mathematics and Statistics 168
Medieval Studies 177
Modem Languages and Literatures 179
Music and Dance 197
Peace and Conflict Studies 208
Philosophy 211
Physical Education and Athletics 216
Physics and Astronomy 218
Political Science 225
Psychology 235
Public Policy 242
Religion 246
Sociology and Anthropology 253
Women’s Studies 261

THE CORPORATION and BOARD OF MANAGERS 265
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 270
THE FACULTY 273
ADMINISTRATION 291
VISITING EXAMINERS 302
DEGREES CONFERRED 304
AWARDS AND DISTINCTIONS 309
ENROLLMENT STATISTICS 312
INDEX 313
PLAN OF COLLEGE GROUNDS 318
DIRECTIONS FOR REACHING THE COLLEGE 320

3

1993

1994

1995

SEPTEMBER

MAY

JANUARY

Sun Moo
5
12
19
26

6
13
20
2?

Tue Wed Thu
1
2
8
9
7
15
16
Í4
22
23
21
28
29
30

17
24

Set
4
11
18
25

Sun Mon
1
2
8
9
15
16
22
23
30
29

Tue Wed Thu
3
5
4
10 211
12
18
19
17
25
26
24
31

Fri
i
6 i 7 • 8
15
13
14
20
21 - 22
28
27
29

Sat
■2
9
16
23
30

Sun Mon
6
13
20
27

Tue Wed Thu
1
2
8
9
7
15
16
14
21
22
23
28
29
30

Sun Mon

Tue Wed Thu

Fri
3
10

3
10
17
j 24

31

Tue Wed Thu

4 . 5
11
12
18
19
26
25

5
12
19
26

Fri
5
12
19
26

Sat
6
13
20
27

3
10
17
24
31

4
11
18
25

DECEMBER
Sun Mon
5 i 6
il 12 : 13
20
; i9
26
27

Tue Wed
1 1
8
,7
14 > 15
22
21
: 2 6 i 29

Thu
2
9
! 16
' 23
; 30

3
10
17
24
31

Sun Mon
1
8
7
14
15
21
22
28
29

Sun Mon

Tue Wed Thu

Fri

Sat

5
12
19
26

7
14
21
28

8
15
22
29

4
11
18
25

6
13
20
27

6
13
20
27

7
14
21
28

S ù a : M on

5
12
19
26

6
13
20
27

7
14
21
28

Fri
1
8
15
22
29

Sat
2
9
16
23
30

Tue Wed Thu
2
3
4
10
11
9
16
18
17
25
23
24
30
31

Fri
5
12
19
26

Sat
6
13
20
27

4
11
18
25

5
12
19
26

Tue Wed Thu
1
6
8
7
13
15
14
20
21
22
28
27
29

FEBRUARY
s ili
li;
19
26,

6
13
20

fi 5 1
12
19
26

13
20
27

7
14
21
28

Tue Wed Thu
1
2
3
8
10
9
15
16
17
22
23
24

Fri
4
11
18
25

Sat
5
12
19
26

2
9
16
23
30

3
10
17
24
31

Sun Mon

Tue Wed Thu
1
2
3
10
8
9
16
15
17
22
23
24
30
31
29

Fri
4
11
18
25

Sat
5
12
19
26

3
10
17
24

4

4
11
18
25

21

26

Fri
3
10

2 j
16

23'

22

Tu e W ed -Thu
2
l
9
7
8
15
16
14
22
23
28 2 9

Tue W ed Th u

¡11
11
'1 8

iiii;

Fri
2
9
16
23
30

Sat
3
10
17
24

5
12
19
26

l il i
13
20
27

ili:

¡lililí;

Tue Wed Thu

Fri

Sat

5
12
19
26

7
14
21
28

8
15
22
29

4
11
18
25

6
13
20
27

Fri

Sat

3
4
10 im i
17 1 18
25

24

31

7
14
21
28
I| -

iii
15
22
29

1 II

, S u n M on
1
7
15
14

lÉiii
iiir

I

§¡1¡¡| Sat

Vivi

MAY

29

T « e W ed Th u
4
i
9 Ü P
11
18
16
17
24
25
30
.11

JUNE
1i! ¡ ¡ lili i ,,

, .S u » M on
!

4
11
18

illiii

6
13
20
27

7
14
21
28

Tue Wed Thu
1
2
3
8
9
10
15
16
17
22
23
24
29
30

Fri
4
11
18
25

Sat
5
12
19
26

DECEMBER
APRIL
Sun Mon

1
* 8
. 14 15
.7

APRIL
S u n M on
- v,"
2
3
10
9
17
23
24
30

28

Sun Mon

MARCH
6
13
20
27

islt
1 »
11
17 v 18
24| ; 25

Tue W ed Thu.

MARCH
Sun Mon

5
12
0
26

NOVEMBER
Sun Mon

, Sat
$ ¡ 7
13
14
20 121'
28
27

Fri ¡•Sii;
5 ' ;6
13
12
20
19
26
27

OCTOBER
FEBRUARY

Sun Mon

Sat
4
11
18
25

SEPTEMBER

JANUARY
2
9
16
23
30

Fri
3
10
17
24

m

Tue W ed Thu
5
3
4
12
10 '•11
17
18
19
i-ìflIli! 2 6
31

AUGUST
Fri Sat
3 ; 4
: 10
li
18
17
' 24 ; 2 5 .
31

1994
Sun Mon

.Su*»' M on
1
2
8 '■ 9
Tó
15
23
22
29
30

JULY

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

Sat
7
14
21
28

JUNE

OCTOBER
Sun Mon

Fri
6
13
20
27

Sun Mon

Tue Wed Thu
5
12
19
26

6
13
20
27

7
14
21
28

Fri
1
8
15
22
29

Sat
2
9
16
23
30

4
11
18
25

5
12
19
26

Tue Wed Thu
1
6
8
7
13
15
14
20
21
22
28
27
29

Fri
2
9
16
23
30

Sat
3
10
17
24
31

Sun Mt>n
2
9
16
23
30

3|
10
17
24
31

6
13
20
27

7
14
21
28
I lf

|i||j
JULY
Tue Wed
4
11
18
25

5

12

'W
26

8
15

ili!
29

Th u
6
13
20
2?

7
14

AUGUST
Th u
i $ 3
8
If- 10
15 ló 17

28

- 22
29

S u n M on
6
13
20
2?

Tue W ed T h a '

I li

23
30

24
31

i

Fri
»

Sat

16
23
30

17

t -,3
9 ; io

ili
is t i
' Sat
1
8
7
14 * 4 5
',2 1 N
29
28
F ri

I li

Fri
4
lì
18
25

Sat
5

P ii
19
26

College Calendar

1993

Fall Semester

August 28 -Septem ber 1
Septem ber 1
Septem ber 2
September 4 - 5
O ctober 1 - 2
O ctober 15

November 29
D ecember 3 - 4
D ecember 10
D ecember 1 1
D ecember 13
December 17
December 2 1

New student orientation
Registration
Classes and Seminars begin
First weekend
Meeting of the Board of Managers
October holiday begins, end of last class
or seminar
October holiday ends, 8:30 a.m.
Thanksgiving vacation begins, end o f last class
or seminar
Thanksgiving vacation ends, 8 :3 0 a.m.
Meeting of the Board of Managers
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end

1994

Spring Semester

O ctober 25
November 24

January 17
M arch 4 - 5
M arch 4
M arch 14
A pril 8 - 10
A pril 2Q
May 2
May 5
May 5
May 6 - 7
May 14
May 16
May 1 6 - 1 7
May 1 9 - 2 1
May 29
May 30
June 3 - 5

Classes and Seminars begin
Meeting of the Board of Managers
Spring vacation begins, end of last class
or seminar
Spring vacation ends, 8:30 a.m.
Parents Weekend
Classes and Seminars end
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Meeting of the Board of Managers
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend

5

College Calendar
(Tentative)

1994

Fall Semester

August 2 7 - 3 1
August 30
Septem ber 1
Septem ber 30 -O ctober 1
O ctober 14

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

O ctober 24
November 23
November 28
D ecember 2 - 3
D ecem ber 9
D ecem ber 10
D ecem ber 12
D ecem ber 16
D ecem ber 20

1995
January 16
M arch 3
M arch 3 - 4
M arch 13
A pril 28
May 1
May 4
May 4
May 5 - 6
May 13
May 15
May 15 - 1 6
May 18 -2 0
May 28
May 29
June 2 - 4

6

Spring Semester
Classes and Seminars begin
Spring vacation begins, end o f last class
or seminar
Meeting of the Board o f Managers
Spring vacation ends, 8 :3 0 a.m.
Classes and Seminars end
Enrollment for fall semester
Written Honors examinations begin
Course examinations begin
Meeting o f the Board o f Managers
Course examinations end
Written Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate
Commencement
Alumni Weekend

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 of more than 3 0 0 acres o f rolling wooded
land in and adjacent to the borough o f Swarth­
more in Delaware County, Pennsylvania. It is
a small college by deliberate policy. Its present
enrollment is about 1,300 men and women
students. The borough 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 of 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. While it
shares this purpose with other educational

Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense of ethical and
social concern.

VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. The Course
and External Examination (Honors) Programs
are designed to give recognition to this fact.
They provide alternative systems of 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 fof 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 of individual goals. These oppor­
tunities typically include considerable flexi­
bility of 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 of 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 of 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 of life, or any

other specific set of convictions about the
nature of things and the duties of human
beings. It does, however, encourage ethical and

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

TRADITION AND CHANGE
A college draws strength from tradition, and
energy from the necessity of change. Its pur­
poses and policies must respond to new con­
ditions and new demands. By being open to

change, Swarthmore tries to provide for its
students, by means appropriate to the times,
the standard of excellence it has sought to
maintain from its founding.

9

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

physical resources play an important supportive role,

I

THE ENDOWMENT
The educational resources at Swarthmore
College have been provided by gifts and be­
quests from many alumni, foundations, cor­
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for
buildings, equipment, collections of art and
literature, and permanently endowed profes­
sorships, scholarships, awards, book funds
and lectureships. Their gifts to Swarthmore
have not only provided the physical plant, but
also have created an endowment fund o f ap­
proximately $43 8 ,0 0 0 ,0 0 0 at market value on
March 31, 1993. Swarthmore ranks among
the top ten in the country in endowment per
student. Income from the endowment during
the academic year 1992-93 contributed ap­
proximately $13,000 to meet the total expense

o f educating each student and provide over
30% of the College’s operating revenues.
The College’s ability to continue to offer a
high quality of education depends on continuing voluntary support. Swarthmore seeks
additional gifts and bequests for its current
operations, its permanent endowment, and its
capital development programs to maintain
and strengthen its resources. The Vice Presi­
dent in charge of development will be pleased
to provide information about various forms
of gifts: bequests, outright gifts o f cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.

I

|

LIBRARIES
The College Library is an active participant in
the instructional and research program of the
College. It seeks to instruct students in the
effective and efficient use o f the library, and
to encourage them to develop the habit o f selfeducation so that books and libraries may
contribute to their intellectual development
in future years. To this end the Library ac­
quires and organizes books, journals, audio­
visuals, and other library materials for the use
o f students and faculty. W hile the Library’s
collections are geared primarily towards under­
graduate instruction, the demands o f student
and faculty research make necessary the pro­
vision o f source material in quantity not
usually found in undergraduate libraries. Fur­
ther needs are met through interlibrary loan
or other cooperative arrangements. The Thom­
as B. and Jean ette E. L. M cC abe Library, situ­
ated on the front campus, is the center of the
College Library system housing reading and
seminar rooms, administrative offices, and
the major portion o f the College Library
collections.

Total College Library holdings amount to
776 .0 0 0 volumes with some 2 0 ,0 0 0 volumes
added annually. About 2 ,4 0 0 periodical titles
are received regularly. The C ornell Library o f
Science and Engineering (completed in 1982)
houses some 6 3 ,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.

I

Special Library Collections
The Library contains certain special collec­
tions: British A m ericana, accounts of 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 o f 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 Audiovisual

]

■

I
I

Î

Collection has over 600 recordings on disc,
tape, and over 1,200 videotapes. It includes
contemporary writers reading from and dis­
cussing their works; full length versions of
Shakespearean plays (both videocassettes and
discs) and other dramatic literature; the liter­
ature of earlier periods read both in modern
English and in the pronunciation o f the time;
recordings o f literary programs held at
Swarthmore, and videocassettes of U .S. and
foreign film classics. These materials are used
as adjuncts to the study 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 together with those of 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:

I

I

I

The Friends H istorical Library, founded in 1871
by Anson Lapham, is one o f the outstanding
collections in the United States o f manuscripts, 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 William Wade Hinshaw Index to Qjiaker
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 of women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts of John Greenleaf W hittier, the Qjiaker poet), the M ott
manuscripts (over 500 autographed letters of
Lucretia M ott, antislavery and women’s rights
leader), and the Hicks manuscripts (more
than 300 letters of Elias Hicks, a prominent

Qjiaker minister). The library’s collection of
books and pamphlets by and about Friends
numbers more than 39,5 0 0 volumes. About
2 0 0 Qjiaker periodicals are currently received.
There is also an extensive collection o f photo­
graphs o f meetinghouses and pictures o f rep­
resentative Friends, as well as a number of oil
paintings, including two versions o f "The
Peaceable Kingdom” by Edward Hicks. It is
hoped that Friends and others will consider
the advantages of giving to this library any
books and family papers which may throw
light on the history of the Society o f 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 o f the Women’s International League
for Peace and Freedom and the personal pa­
pers of Jane Addams of Hull-House, Chicago,
formed the original nucleus o f 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 Qjiaker 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 o f War, National Coun­
cil to Repeal the Draft, SANE, War Resisters
League, Women Strike for Peace, World Con­
ference of Religion for Peace, and many oth­
ers. The Peace Collection serves as the official
repository for the archives o f many o f these
organizations, incorporated here in more than
10,000 document boxes. The Collection also
houses over 12,0 0 0 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 2 4 inch 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
of which are equipped for computer-assisted
and computer-controlled laboratory experi­
mentation and a solar laboratory. Papazian
Hall provides facilities for work in psychol­
ogy, and for the engineering shops.
The List Art G allery for exhibitions is located
in the Eugene M. and Theresa Lang Performing
Arts Center.
T he Eugene M. and T heresa Lang M usic Building, opened in 1973, contains an auditorium
seating approximately 500, the Daniel Under­
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program of the
Music Department and for musical activities
at the College.
The Eugene M. and 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 Wityk 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 T heatre 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 Buttenuiieser Terrace.

I

The Computing Center, 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 5 0 0 0 servers running U ltrix (Digital
Equipment Corporation Unix) managed by
the Computing Center, a network o f SUN
Sparc workstations in the Computer Science
Department, a network o f Apollo work­
stations in the Engineering Department, a
Macintosh II lab in the Mathematics and
Statistics Department, and DEC 5000’s in Chem­
istry, Astronomy and Physics departments. A
specialized multi-media facility, for faculty
working on projects requiring multi-media
equipment, is being created in Beardsley. A
DEC 5900 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 com­
munication and data access on a global scale.

I

Macintosh computers (the personal computer
supported by the Computing Center) are
widely used for word processing as well as for
data management and analysis. Macintosh Ilsi
computers are available in public areas in
Beardsley, Du Pont, and Trotter; Macintosh
Classic II’s and Ill’s are available in public
areas in McCabe and Cornell libraries. Virtu­
ally every administrative and faculty office is
equipped with a Macintosh Plus or newer
model. Students may connect Macintosh computers to the AppleTalk network from their
dormitory rooms. Any Macintosh connected
to the network can be used to gain access to
electronic mail and bulletin boards (including
world-wide Usenet news), Tripod (the elec­
tronic library card catalog), Mathematica (a

I

I
/

I
1
j

I

j
j

I
j
]

I

high level mathematical application), programming languages (C, Fortran 77 on a DEC
server), and statistical packages (SPSS on a
DEC server, and Macintosh programs Statview and JM P).
Copies of several commonly used commercial
software packages are available on a restricted
basis on the public area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
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 com­
puters.
The telecommunications department of 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.
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 o f 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 /or 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.
T he Language Laboratory in Martin Hall was
newly installed in 1982. It provides stations
for 27 students and has equipment for both
audio and video instruction.

SPECIAL FUNDS AND LECTURESHIPS
The W illiam J. C ooper Foundation provides a
varied program o f lectures and concerts which
enriches the academic work of the College.
The Foundation was established by W illiam J.
Cooper, a devoted friend of the College,
whose wife, Emma Mcllvain Cooper, served
as a member o f the Board o f Managers from
1882 to 1923. Mr. Cooper bequeathed to the
College the sum o f $100,000 and provided
that the income should be used "in bringing
to the college from time to time eminent
citizens of this and other countries who are
leaders in statesmanship, education, the arts,
sciences, learned professions and business, in
order that the faculty, students and the college
community may be broadened by a closer
acquaintance with matters o f world interest.”
Admission to all programs is without charge.
The Cooper Foundation Committee works
with the departments and with student organizations in arranging single lectures and con­
certs, and also in bringing to the College
speakers of note who remain in residence for

a long enough period to enter into the life of
the community. Some of these speakers have
been invited with the understanding that their
lectures should be published under the aus­
pices o f the Foundation. This arrangement has
so far produced eighteen volumes.
The Promise Fund, established anonymously
by an alumnus on the occasion of his gradu­
ation, is administered by the Cooper Founda­
tion Committee. Income fom the Promise
Fund brings guest speakers and performers in
music, film, dance, and theatre who show
promise o f distinguished achievement.
The 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 of History and International
Law at Swarthmore College for 4 8 years. The
Fund enables the College to bring a noted
j
lecturer on peace to the campus each year in
memory o f Dr. and Mrs. Hull who were peace
activists.

13

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

T he 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 of 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 o f women and men from the stu­
dent body, alumni, staff, faculty, and admin­
istration.
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 o f Crum Creek. Much o f this
tract has been developed as a horticultural
and botanical collection of trees, shrubs, and
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. Arthur Hoyt Scott and Owen and Mar­
garet Moon as a memorial to Arthur Hoyt
Scott o f the Class o f 1895. The plant collec­
tions are designed both to afford examples of
the better kinds of trees and shrubs which are
hardy in the climate 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 of 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 o f Fragrance, and the Dean Bond
Rose Garden. Many interested donors have
contributed generously to the collections.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society and the
Plant Introduction scheme o f the University
o f British Columbia Botanic Garden and the
National Crabapple Evaluation Program.
The Arboretum offers horticultural educa­
tional programs to the general public and
Swarthmore students. These workshops, lec­
tures, and classes are designed to cover many

14

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
boretum’s newsletter, Hybrid, serves to pub­
licize their activities and provides up-to-date
information on seasonal gardening topics.
Maps for self-guided tours and brochures of
the Arboretum’s plant collections are available
at the Scott Offices (215) 3 2 8 -8 0 2 5 , located
in the Cunningham House.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes o f 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes
to the advancement of music at the College. It
has been used, for example, for concerts on
the campus, for the purchase of vocal and
orchestral scores and other musical literature,
and to provide scholarships for students in the
Department of Music who show unusual prom­
ise as instrumentalists or vocalists.
The G ene D. O verstreet M em orial Fund, given
by friends in memory of Gene D. Overstreet
(1924-1965), a member o f the Political Sci­
ence Department, 1957-1964, provides in­
come to bring a visiting expert to the campus
to discuss problems of developing or modern­
izing nations and cultures.
The Benjamin West Lecture, made possible by
gifts from members o f the class of 1905 and
other friends o f the College, is given annually
on some phase of art. It is the outgrowth of the
Benjamin W est 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 of the Royal Academy.

The Su/arthmore C hapter 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.
The 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 Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory of Marjorie Heilman to
stimulate interest in art, particularly the prac­
tice of art, on campus.

15

E n d o w e d C h a irs

The Edmund A llen Professorship o f Chemistry
was established in 1938 by a trust set up by
his daughter Laura Allen, friend of the college
and niece o f Manager Rachel Hillbom.
The Franklin E. and Betty Barr C hair in Econom­
ics was established in 1989 as a memorial to
Franklin E. Barr, Jr. ’4 8 by his wife, Betty
Barr.
The A lbert L. and Edna Poumall Buffington
Professorship was established by a bequest
from Albert Buffington, Class of 1896, in
1964, in honor o f his wife, Edna Pownall
Buffington, Class o f 1898.
Centennial Chairs. Three professorships, un­
restricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. C lothier Professorship o f History
and International R elations was created in 1888
by Isaac H. Clothier, member of the Board of
Managers. Originally in the field of Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he approved
its present designation.
The Isaac H. C lothier, Jr., Professorship o f Bi­
ology was established by Isaac H. Clothier, Jr.
as a tribute of gratitude and esteem for Dr.
Spencer Trotter, Professor o f Biology, 18881926.
The M orris L. C lothier Professorship o f Physics
was established by Morris L. Clothier, Class
o f 1890, in 1905.
T he Julien and V irginia C ornell Visiting Profes­
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member of the Board o f Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1962, from every corner of 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.
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.
The H oward N. and A da J. Eavenson Professor­
ship in Engineering was established in 1959 by

16

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 William 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 of Managers, on
behalf o f the family o f Howard M. Jenkins,
member of the Board of 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.
The 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.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38,
member o f the Board o f Managers, normally
rotates every four years among members of
the Swarthmore faculty and includes one year
devoted entirely to research, study, enrich­
ment or writing. It carries an annual discre­
tionary grant for research expenses, books
and materials.
T he Eugene M. Lang Visiting 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 A ssociate Profes­
sorship was created by the College in 1992 in
recognition of an unrestricted gift by James A.
Michener, Class o f 1929. The professorship is
named in honor of Sara Lawrence Lightfoot,
Class o f 1966, Doctor of Humane Letters,
1989, and former member o f the Board of
Managers.

The Susan W. Lippincott Professorship o f French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member o f the Board o f
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
matics and Astronomy was created in 1888
largely by contributions of interested friends
of Edward H. Magill, President o f the College
1872-1889, and a bequest from John M.
George.
The Charles and H arriet Cox M cD owell 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 o f her hus­
band, Dr. Charles McDowell, Class o f 1877.
The M ari S. M ichener 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 G il and Frank M ustin Professorship was
established by Gilbert B. M ustin ’42 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 o f his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’4 6 and Andrew Segal ’50.

The Scheuer Family C hair o f H um anities was
created in 1987 through the gifts of James H.
Scheuer ’46, Walter and Marge Pearlman
Scheuer ’48, and their children, Laura Lee
’73, Elizabeth Helen ’75, Jeffrey ’75, and
Susan ’7 8 and joined by a challenge grant from
The National Endowment for the Humanities.
The Henry C . a n d j. A rcher Turner Professorship
o f Engineering was established with their con­
tributions and gifts from members o f the
Turner family in 1946 in recognition o f the
devoted service and wise counsel o f Henry C.
Turner, Class of 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 o f Managers.
The D aniel U nderhill Professorship o f M usic
was established in 1976 by a bequest from
Bertha Underhill to honor her husband, Class
o f 1894 and member o f the Board of Manag­
ers.
The 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 o f Physi­
cal Education and Athletics.
The Joseph W harton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
o f the Board o f Managers.
The Isaiah V. W illiam son Professorship o f C ivil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

Admission

Inquiries concerning admission and appliestions 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 of students, the College seeks
those qualities o f character, social responsi­
bility, and intellectual capacity which it is
primarily concerned to develop. It seeks them,
not in isolation, but as essential elements in
the whole personality o f candidates for admis­
sion.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise o f distinction in the
quality o f their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis of their individual future
worth to society and o f their collective realiz­
ation of the purpose o f the College.
It is the policy of the College to have the
student body represent not only different
parts of the United States but many foreign
countries, both public and private secondary
schools, and various economic, social, reli­
gious, and racial groups. The College is also
concerned to include in each class sons and
daughters o f alumni and o f members o f the
Society o f Friends.
Admission to the freshman class is normally
based upon the satisfactory completion o f a
four-year secondary school program. Under
some circumstances, students who have virtu­

ally completed the normal four-year program
in three years will be considered for admis­
sion, provided they meet the competition of
other candidates in general maturity as well as
readiness for a rigorous academic program.
All applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school prin­
cipal, headmaster, or guidance counselor,
and from two teachers.
3. Scores in the Scholastic Aptitude Test and
in three Achievement Tests o f the College
Entrance Examination Board.
4. A brief essay (subject specified).
5. Reading and experience, both in school
and out.
Applicants must have satisfactory standing in
school, in aptitude and achievement tests, and
strong intellectual interests. Other factors of
interest to the College include strength of
character, promise of growth, initiative, seri­
ousness o f purpose, distinction in personal
and extra-curricular interests, and a sense of
social responsibility. The College values the
diversity which varied interests and back­
grounds can bring to the community.

PREPARATION
Swarthmore does not require a set plan 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 of the English
language in reading, writing, and speaking.
2. Comprehension and application o f the
principles o f mathematics.
3. The strongest possible command o f one or
two foreign languages. The College en­

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 o f 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 one o f three plans: Regular Admission, Fall Early Decision, or W inter Early
Decision. Applicants follow the same proce­
dures, submit the same supporting materials,
and are evaluated by the same criteria under
each plan.
The Regular Admission plan is designed for
those candidates who wish to keep open
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 February 1
deadline.
The two Early D ecision plans are designed for
candidates who have thoroughly and thought­
fully investigated Swarthmore and other col­
leges and found Swarthmore to be an un­
equivocal first choice. The W inter Early
Decision plan differs from the Fall Early
Decision plan only in recognizing that some
candidates may arrive at a final choice of
college later than others. Early Decision can­
didates under either plan may file regular
applications at other colleges with the under­
standing that these applications will be with­
drawn upon admission to Swarthmore; how­
ever, one benefit o f the Early Decision plans
is the reduction o f cost, effort, and anxiety
inherent in multiple application procedures.
Application under any o f the three plans must
be accompanied by a non-refundable applica­
tion fee o f $45. Timetables for the three plans
are:

Fall Early Decision
Closing date for applications

November 15

Notification o f candidate

on or before
December 15

W inter Early Decision
Closing date for applications
Notification o f candidate

20

January 1
on or before
February 1

Regular Admission
Closing date for applications
Notification of candidate
Candidates reply date

February 1
on or before
April 15
May 1

Any Early Decision candidate not accepted
through either the Fall or W inter will be
reconsidered without prejudice among the
Regular Admission candidates.
All applicants for first-year admission must
take the Scholastic Aptitude Test and three
Achievement Tests given by the College En­
trance Examination Board. English Composi­
tion is required, and the other two Achieve­
ment Tests should be selected from two
different fields. Applicants for Engineering
must take one Achievement Test in Mathe­
matics.
Application to take these tests should be
made directly to the College Entrance Exami­
nation Board, Box 592, Princeton, New Jersey
08540. A bulletin o f information may be
obtained without charge from the Board.
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, British Columbia, Mani­
toba, Saskatchewan, Mexico, Australia, and
all Pacific Islands including Formosa and Japan
—should address their inquiries and send
their applications to the College Entrance
Examination Board, Box 1025, Berkeley, Cali­
fornia 94701. Application should be made to
the Board at least a month before the date on
which the test will be taken.
No additional tests are required o f candidates
for scholarships. All applicants who would
like to be considered for any of our scholar­
ships should complete their applications at
the earliest possible date. Information con­
cerning financial aid will be found on pages
24 -3 5 .

THE INTERVIEW
An admissions interview with a representative
of the College is a recommended part o f 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 o f supporting materials.
Arrangements for on-campus or alumni inter­
views can be made by writing the Office of
Admissions or calling 2 1 5 -328-8300.

ADVANCED PLACEMENT
Freshmen may apply for advanced standing or
placement in particular courses if they have
taken college level courses and the Advanced
Placement Tests of the College Entrance Ex­
amination Board. Decisions are made by the
departments concerned. Every effort is made
to place students in the most advanced courses
for which they are qualified.
Those freshmen who wish to have courses
taken at another college considered for either
advanced placement or credit must provide an

official transcript from the institution at­
tended as well as written work (papers, exami­
nations), syllabi, and reading lists in order
that the course work may be evaluated by the
department concerned. Such requests for
credit must be made within the freshman year
at Swarthmore. Departments may set addi­
tional requirements. For instance, students
may be required to take a placement examina­
tion at Swarthmore to validate their previous
work.

APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students. Applicants for transfer must have
had a good academic record in the institution
attended and must present full credentials for
both college and preparatory work, including
a statement o f honorable dismissal. They must
take the Scholastic Aptitude Test given by the
College Entrance Examination Board if this
test has not been taken previously.

Four semesters o f study at Swarthmore Col­
lege constitute the minimum requirement for
a degree, two o f which must be those o f the
senior year. Applications for transfer must be
filed by April 15 o f the year in which entrance
is desired. Decisions on these applications are
announced by June 1. Application for transfer
at mid-year must be received by November
15. Financial assistance is available for trans­
fer students.

See page 41 for information on withdrawal and readmission for health reasons.

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

Expenses

STUDENT CHARGES
Total charges for the 1993-94 academic year
(two semesters) are as follows:
Tuition
$18,292
Room
3,238
Board
3,062
Student Activities Fee
____
190
$24,782
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.
Late fees of 1Vi% 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 covers the normal
program of four courses per term as well as
variations o f as many as five courses or as few
as three courses. Students who elect to carry
more than five courses incur a unit charge for
the additional course ($2 ,2 8 6 ) or half course
($1,143), although they may within the regu­
lar 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.
Students who study abroad in a program for
which they wish to receive Swarthmore credit
must pay the full Swarthmore charges begin­
ning with fall semester 1994. Subject to ap­
proval by the foreign study committee, finan­
cial aid may be applied to participation in
these programs. Please contact the Foreign
Study Office well in advance to work out the
academic and other details.

PAYMENT POLICY
An advance payment o f $100, due before
enrollment for each semester, is required o f all
new and continuing students. This is credited
against the College bill. Semester bills are
mailed on July 9 and December 10. Payment
for the first semester is due by August 2 and
for the second semester by January 31. 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 the AMS Budget Plan,
which provides for payment in installments
without interest charges. Information on the
AMS Budget Plan is mailed to all parents in
April.

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

22

Room fees will be reduced to $100 for stu­
dents withdrawing following room draw but
prior to the day semester bills are due (bills
are typically due during the first week of
August for the fall semester, and the first
week in January for the spring). For students
withdrawing following the day on which se­
mester bills are due but prior to the 7 th week
of classes room fees will be reduced by 50% .
No reduction will be granted thereafter.

An insurance policy, offered by Dewar, Inc.,
can be purchased to cover the balance o f the
entire semester comprehensive fee in case of
accident or illness. Information on the Dewar
Tuition Refund Plan is mailed to parents in
July.

INQUIRIES All correspondence regarding
payment o f student charges should be ad­
dressed to: Monique Constantino, Bursar.
215/ 328-8394

23

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
committed to meeting all demonstrated finan­
cial need.
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 ,5 0 0 from the student’s summer
earnings as well as a portion of his or her
personal savings and assets.
For 1993-94 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $24,782.
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 6,220. This allows $1,438 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 o f basing financial
aid upon need, the College reviews each stu­
dent’s award annually. Mid-year each student
who has aid must submit a new financial aid
application for the next academic year. A
student’s aid is not withdrawn unless need is
no longer demonstrated. Assistance is avail­
able only for the duration o f a normal-length
undergraduate program (8 semesters) and
while a student makes satisfactory academic
progress. These limitations are applied in our
consideration o f a sibling’s educational expenses also. Students who choose to live off
campus may not receive College assistance in
excess o f their College bill, although the cost
o f living off campus will be recognized in the
calculation o f a student’s financial need and
outside sources o f aid may be used to help
meet off-campus living costs.
,

I
1

I

J

Students who have not previously received
financial aid may apply if special circumstan­
ces have arisen. A student who marries may
continue to apply for aid, but a contribution
from the parents is expected equal to the
contribution made were the student single.
The College has reaffirmed its need-blind ad­
mission policy and the related practice of
meeting the demonstrated financial need of
all admitted or enrolled students by action of
our Board. Eligibility for federal aid funds is
now limited to those who are able to complete
and submit to us the Statement of Registration
Compliance. Additional funds have been
made available for those who are unable to
accept need-based federal aid because they
have not registered with the Selective Service.
Aid for foreign citizens is limited and can be
requested during the admission process only.

I
I

I
I

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 1993-94 we awarded
more than $7 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

24

scholarships listed on pp. 2 6 -3 5 . The Federal
government also makes Pell Grants and Supplemental Educational Opportunity Grants
available. It is not necessary to apply for a
specific College scholarship; the College de-

1
I
I

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 requirement 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 o f scholarships to enable the
College to meet the needs of each student.
Although most offers of support from the
College include elements o f 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 ,2 0 0 ) 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.

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:
The C lass o f ig i6 Loan Fund
The C lass o f 1920 Loan Fund
The C lass o f 1936 Loan Fund
The C lass o f 1937 Loan Fund
The Jay and Sandra Levine Loan Fund
The John A . M iller Loan Fund
The Paul M. Pearson Loan Fund
The Thatcher Family Loan Fund
The Ellis D. W illiam s Fund
The 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.

Parents who wish to borrow might consider
the Federal PLUS Loan. Up to $ 2 5 ,0 0 0 per
year is available at a variable interest rate.

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, and the post office, and
placements can be arranged when students
arrive in the fall. On-campus rates of pay run
from $4.9 0 to $5.4 0 per hour. Students re­
ceiving financial aid are usually offered the
opportunity to earn up to $1,160 during the
year and are given hiring priority, but there are

usually jobs available for others who wish to
work on campus.
The Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
detriment to their academic performance.
For students who qualify under the federal
College Work-Study Program (most aided
students), off-campus placements in public or

25

Financial Aid

private, non-profit agencies in the local or
Philadelphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer (when

federal funds are sufficient). Among suitable
agencies are hospitals, schools, museums, so­
cial service agencies and local, state or federal
government agencies.

Scholarships
(Financial need is a requirem ent for a ll scholar­
ships unless otherwise indicated. No separate
application is needed.)
The A etna Foundation Scholarship Grant pro­
vides assistance to minority students with
financial need.
The L isa P. A lbert Scholarship is awarded to a
young man or woman on the basis o f scholar­
ship and need with preference given to those
with a demonstrated interest in the humani­
ties.
The George I. A lden Scholarship Fund estab­
lished as a memorial by the Alden Trust is
awarded on the basis o f merit and need with
preference to a student in the sciences or
engineering.
The V ivian B. A llen 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 of this member o f the Class of
1974 by Shing-mei P. Altman ’76, is awarded,
on the recommendation o f the Department of
Art, to a junior who has a strong interest in
the studio arts. It is held during the senior
year.
T he Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through
alumni gifts and bequests.
The Evenor Armington Scholarship is given each
year to a worthy student with financial need
in recognition 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

26

upon sound character and effective personali­
ty. The award is made in honor o f Frank
Aydelotte, President o f the College from 19211940, and originator of the Honors program
at Swarthmore, and of Marie Osgood Ayde­
lotte, his wife.
The Roslyn Barbash, M .D. Scholarship was en­
dowed in 1990 as a memorial by her daughter
and son-in-law, Babette B. Weksler, M.D. ’58
and Marc E. Weksler, M.D. ’58. It is awarded
on the basis of merit and need and is renewable
through the senior year. Preference is given to
women with interest in the sciences and, in
particular, in the environment.

I

The W. Herman Barcus Scholarship Fund was
established in 1982 in memory o f W. Herman
Barcus, Class o f 1927. It is awarded to a
meritorious student who has financial need.
The Philip H. Barley 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 of developing these abili­
ties for the betterment o f society. This schol­
arship is based on need and is renewable for
three years.
The H. Albert Beekhuis Scholarship in engineer­
ing is awarded on the basis o f merit and need
to a freshman and is renewable through the
senior year as long as that student retains a
major in engineering. This scholarship is en­
dowed through the generous bequest o f Mr.
Beekhuis, neighbor, friend, and successful
engineer.
The B elville Scholarship has been endowed in
memory o f Robert Chambers Belville and

]

]

J

Margaret Klein Belville. It is awarded annually
to an incoming student o f particular promise
and is renewable for his or her years at S warthmore.
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.
The 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.
The John S. Brod ’34 Scholarship is awarded to
a deserving student on the basis of merit and
financial need.
The W illiam and Eleanor Stabler C larke Schol­
arships, established in their honor by Cornelia
Clarke Schmidt ’4 6 and W. Marshall Schmidt
’47, are awarded to two worthy freshmen with
need. Preference is to be accorded to members
of the Society o f Friends. These scholarships
are renewable through the senior year.
The 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 or
a man on the basis of sound character and
academic achievement, with preference to

those who exercise leadership in athletics and
community service. The scholarship is renew­
able through the senior year.
The C lass o f 1939 Scholarship was established
at the 50th reunion of the class in fond
memory of 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.
T he C lass o f 1941 Scholarship was created in
celebration o f the fiftieth reunion of the Class.
It is awarded on the basis o f merit and need
and is renewable through the senior year.
T he 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 o f merit and need and is renewable
through the senior year. The scholarship was
created in honor of the class’s 25th reunion.
The N. Harvey Collisson Scholarship established
by his family and the O lin Mathieson Chari­
table Trust in memory of N. Harvey Collisson
of the Class o f 1922 is awarded to a freshman
man or woman. Selection will place emphasis
on character, personality, and ability.
The Stephanie Cooley ’70 Scholarship, estab­
lished in loving memory by her parents, is
awarded on the basis of financial need to a
worthy student from Kiftssia, Greece.
The D avid S. Cowden Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarth­
more from 1949 until his death in May 1983.
It is awarded on the basis o f financial need.
The Marion L. Dannenberg Scholarship is
awarded to a freshman student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in mem­
ory o f Mrs. Dannenberg who was mother and
grandmother of six students who attended
Swarthmore.

27

Financial Aid

T he Edith T hatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded to students in­
tending to major either in engineering or in
the humanities. It is awarded on the basis of
need and merit and is renewable annually. It is
the gift o f Edith and Russell de Burlo.
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 disad­
vantaged students. Awards are made on the
basis of merit and need.
T he Francis W. D ’O lier Scholarship, in memory
o f Francis W. D ’Olier o f the Class o f 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality, and abili­
ty.
T he Robert K . Enders 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.
T he Philip Evans Scholarship is established in
fond memory o f a member o f the Class of
1948 by his friend Jerome Kohlberg ’4 6 and
seeks to expand the diversity of the Swarthmore community by bringing to this campus
outstanding students with need, whether from
near or far. The scholarship is awarded to
members o f 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 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 o f four top-notch student string play­
ers at the College. Interested applicants should
write to the Chairman of the Department of
Music and should plan to play an audition at
the College when coming for an interview.
Membership in the Quartet is competitive. At
the beginning of any semester, other students
may challenge and compete for a place in the
Quartet.
T he Eleanor Flexner Scholarship is awarded on
the basis of merit and need to a student in the

28

humanities. It is the gift o f 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.
T he Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang Whitehead ’5 8 in appreciation of their
kindness and support during her college years.
It is awarded to a freshman with need and
merit, and is renewable through the senior
year.
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 o f his service as President of Swarthmore College from 1982 to 1991. This needbased scholarship will be awarded each se­
mester to one student enrolled in an approved
program of academic study outside the bound­
aries o f the United States. Preference will be
given for students studying in Asian, Middle
Eastern, and African countries.
T he Theodore and E lizabeth Friend Scholarship
is established as an expression o f respect and
appreciation by Board members and others
who have been associated with them in the
service o f Swarthmore College. The scholar­
ship will be awarded each year on the basis of
need to a worthy student.
T he Joyce Mertz Gilmore Scholarship is awarded
to an entering freshman, and may be renewed
for each of the following three undergraduate
years. The recipient is chosen on the basis of
mental vigor, concern for human welfare, and
the potential to contribute to the College and
the Community outside. The award was es­
tablished in 1976 by Harold Mertz ’2 6 in
memory of Joyce Mertz Gilmore, who was a
member of the class o f 1951.
T he B arbara Entenberg Gim bel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis o f need to a worthy student, with pref­
erence to a black candidate.
The John D. Goldman ’7 1 Scholarship is awarded
on the basis o f need to a student with a strong
academic record and leadership qualities. Pref­
erence is given to students from northern
California.

The l-ierda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a
music major beginning in his or her junior
year. Mrs. Goldsmith was a music lover and
patroness of the Settlement Music School.
Accordingly, in the selection of The Berda
Goldsmith Scholar, preference will be given
to a student who attended the Settlement
Music School; preference also will be given to
a student who shows interest and proficiency
in playing the piano.
The Stella and C harles Guttman Foundation
Scholarships were established in 1964 by a
grant from the Foundation to provide scholar­
ships to defray all or part of the cost of tuition
and fees for students who require financial
assistance. Preference is given to students of
recognized ability who have completed two
academic years o f college and who are con­
templating graduate or professional study.
The scholarships are renewable for a second
year.
The 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 o f 1899. This
scholarship is awarded to a junior and is
renewable for the senior year, based on need.
Preference is given to students who have
demonstrated proficiency in water sports or
who have shown talent in studio arts and who
have been outstanding in service to the Col­
lege.
The M ason H aire Scholarship is given by his
wife, Vivian, in honor o f this member of the
Class of 1937, a distinguished psychologist
and sometime member of the Swarthmore
College faculty. The scholarship is awarded to
a freshman with financial need who is distin­
guished for intellectual promise and leader­
ship. It is renewable through the senior year.
The M argaret Johnson F lail Scholarship for the
Performing Arts is the gift of 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.

The W illiam Randolph H earst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
T he Stephen B. H itchner, Jr., ’67 Scholarship
was established in 1990 by the Board of
Managers in memory of Stephen B. Hitchner,
Jr. with gratitude for his strong leadership of
the Student Life Committee and his previous
service to the College. Recipients of this needbased scholarship will be selected from the
junior class for their interest in a career in the
public or non-profit sectors and is renewable
in the senior year.
T he Betty Stem lloffen berg Scholarship, estab­
lished in 1987 in honor of this member of 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.
The H adassah M. L. Holcombe 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 o f Friends.
The C arl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference
in the awarding is given to students planning
to major in engineering or pre-law.
The Richard Humphreys Fund Scholarship pro­
vides assistance to a student (or students) of
African descent.
T he Everett L. Hunt Scholarship, endowed by
the Class of 1937 in the name of its beloved
emeritus professor and dean, provides an
unrestricted scholarship to be awarded annu­
ally by the College.
T he Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class of 1948, one of the first black
students to attend Swarthmore College, es­
tablished this fund through a bequest "to
provide scholarship aid to needy students.”
The W illiam Y. Inouye ’44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition o f 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.

29

Financial Aid

T he 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.”
T he George B. Jackson ’2 1 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.
T he 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 ’9 6, is
awarded on the basis o f all-around achieve­
ment to a male undergraduate who is a mem­
ber o f the Society o f 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 o f 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 of 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 o f Paul J.
Kopsch of the Class o f ’46, is awarded each
year to a junior premedical student(s) with
financial need. The scholarship is renewable
in the senior year.
The Laurence L afore ’38 Scholarship was estab­
lished in his memory in 1986 by family,
friends, classmates, and former students. Pro­
fessor Lafore, author o f numerous books and

30

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 o f 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 research or com­
munity service support, while an undergrad­
uate, up to a maximum of $7,5 0 0 and for a
$3,000 fellowship for graduate study. Projects,
which must be approved in advance by a
faculty committee, are expected to facilitate
social change in a significant way. The program
is made possible by the gift of Eugene M. Lang
’38.
The Ida and 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.
The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who
show both merit and need. This scholarship
has been endowed by the family of Stephen
Girard Lax ’41, who was Chairman of the
Board 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.

The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless o f the Class o f 1914 at
Swarthmore College, was offered for the first
time in 1950. This scholarship is in honor of
a former distinguished Professor of 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.
The Lloyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dick­
inson ’83. It is awarded on the basis o f merit
and need and is renewable through the senior
year.
The Joan Longer ’78 Scholarship was created as
a memorial in 1989 by her family, classmates,
and friends, to honor the example of Joan’s
personal courage, high ideals, good humor,
and grace. It is awarded on the basis of merit
and need and is renewable through the senior
year.
The D avid Laurent Low M em orial Scholarship,
established by Martin L. Low, Class of 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 o f leadership, a concern for
others, and character, or outstanding and
unusual promise. The scholarship is awarded
to a freshman and is renewable for the under­
graduate years.
The Leland S. MacPhail, Jr. Scholarship, given
by Major League Baseball in recognition of 48
years of dedicated service by Leland S. MacPhail, Jr. ’39, will be awarded annually to a
deserving student on the basis o f need and
merit.
The Dorothy Maynor Scholarship, established
by the Hearst Foundation, is awarded to a
student from the Harlem School of the Arts in
honor of its founder. It provides a grant for
the full amount of need and for music lessons.
The awardee will be nominated by the Harlem

School o f the Arts and selected by Swarth­
more College on the basis of all-around quali­
fications.
T he Thom as B. M cCabe Achievem ent Awards,
established by Thomas B. McCabe ’ 15, are
awarded to entering students from the Delmarva Peninsula, and Delaware County, Penn­
sylvania, who give promise o f leadership. In
making selections, the Committee places em­
phasis on ability, character, personality, and
service to school and community. These
awards provide a minimum annual grant of
tuition, or a maximum to cover tuition, fees,
room and board, depending on need. Candi­
dates for the McCabe Awards must apply for
admission to the College by January 15.
The Charlotte Goette ’20 and W allace M. Mc­
Curdy Scholarship is awarded to a freshman on
the basis of need and merit, and is renewable
annually. It has been endowed by Charlotte
McCurdy ’20.
The Dorothy Shoem aker ’ 29 and Hugh M cDiarmid ’30 Scholarship is awarded to a freshman
man or woman student on the basis o f merit
and need and is renewable through the senior
year. It is the gift of the McDiarmid family in
commemoration o f their close association
with Swarthmore College.
T he Norman M einkoth Scholarship, established
by his friends and former students, to honor
Dr. Norman A. Meinkoth, a member of the
College faculty from 1947 to 1978, is awarded
annually to a worthy student with an interest
in the study of biological problems in a natural
environment.
The Peter Merit Scholarship is awarded to an
entering freshman outstanding in mental and
physical vigor, who shows promise o f spend­
ing these talents for the good of the college
community and of the larger community out­
side. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory
of Peter Mertz, who was a member of the class
of 1957. It is renewable for the undergraduate
years.
The M ari M ichener Scholarship provides finan­
cial support to four students on the basis of
merit and need. It is the gift of James Michener
’29.

31

Financial Aid

T he M argaret M oore Scholarship Fund provides
scholarships to foreign students with a prefer­
ence given to students of South Asian origin.
The Florence Eising Naumburg Scholarship,
named in 1975 in honor o f the mother o f an
alumna o f the Class o f 1943, is awarded to a
student whose past performance gives evi­
dence o f intellectual attainment, leadership,
and character, and who shows potential for
future intellectual growth, creativity, and
scholarship, and for being a contributor to the
College and ultimately to society.
The Thom as S. ’30 and Marian Hamming Nicely
’30 Scholarship is awarded to a freshman with
need who shows promise o f academic achieve­
ment, fine character, and athletic ability. Pref­
erence will be given to a person who has been
on the varsity tennis, squash, racquets, golf,
or swimming teams in high or preparatory
schools.
The John H. Nixon Scholarship was established
by John H. Nixon, Class of ’35, to assist Third
World students, especially those who plan to
return to their country of origin.
The Edward L. Noyes ’3 1 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.
The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer o f the Class o f 1926,
are awarded to members o f the freshman class
who show promise of leadership and who
have need o f financial assistance. The scholar­
ships are renewable for a total o f four years at
the discretion of the College.

The C ornelia Chapm an and Nicholas O. PitteTi­
ger 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 o f 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 o f the Class
o f 1959.
The Henry L. Price, Jr., M .D ., Scholarship,
established by Henry L. Price of the Class of
1944, is awarded on the basis o f merit and
need to a student intending to major in the
natural or physical sciences. The scholarship
is renewable through the senior year.
The Raruey-Chandra and Niyomsit Scholarships
are given by Renoo Suvamsit ’47 in memory
o f his parents. They are given in alternate
years: the Raruey-Chandra Scholarship to a
woman for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a
deceased mother or father.
The Byron T. Roberts Scholarship, endowed by
his family in memory o f Byron T. Roberts,
’1 2 , is awarded annually to an incoming stu­
dent and is renewable for his or her years of
study at Swarthmore.

The J. R oland Pennock Scholarships were estab­
lished by Ann and Guerin Todd ’38 in honor
o f J. Roland Pennock ’27, Richter Professor
Emeritus of Political Science. Income from
this endowment is to be used to award four
scholarships on the basis o f merit and need,
preferably to one scholar in each class.

The Louis N. Robinson Scholarship was estab­
lished during the College’s Centennial year by
the family and friends o f Louis N. Robinson.
Mr. Robinson was for many years a member
o f the Swarthmore College faculty and
founder o f the Economics Discussion Group.
A member o f the junior or senior class who
has demonstrated interest and ability in the
study o f Economics is chosen for this award.

T he W innifred Poland Pierce Scholarship Fund
is awarded on the basis of merit and financial
need and is renewable through the senior year.

The Edwin P. Rome Scholarship provides finan­
cial assistance to worthy students with need.
It was established in memory of Edwin P.

32

Rome ’37 by his wife, Mrs. Rita Rome, and
the William Penn Foundation on whose board
he served.
The Alexis Rosenberg Scholarship Fund, estab­
lished by The Alexis Rosenberg Foundation,
provides aid for a freshman student. It is
awarded annually to a worthy student who
could not attend the College without such
assistance.
The 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.
The Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis o f merit and
need, with preference to an economics major.
It is renewable in the senior year. T he M arcia
Perry Ruddick C ook ’2 7 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 D avid B arker Rushmore Scholarship, estab­
lished in honor o f David Barker Rushmore,
Class of 1894, by his niece Dorothea Rush­
more Egan ’24, is awarded annually to a
worthy student who plans to major in Engi­
neering or Economics.
The Katharine Scherman Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter­
ests, however, will not be excluded from
consideration. Awarded in honor of Katharine
Scherman, o f the Class of 1938, it is renewable
for the full period of undergraduate study.
The 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.
The Clinton G. Shafer Scholarship endowed by
his family in memory o f Clinton G. Shafer, of
the Class of 1951, is awarded to students
interested in engineering and physical science.
The committee in making its selection con­
siders character, personality, and leadership.

The Joe and Terry Shane Scholarship, created in
honor o f Joe Shane ’25, who was Vice Presi­
dent of Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 19501972, and his wife, Terry, who assisted him in
countless ways in serving the College, was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in remem­
brance o f Joe and Terry’s warm friendship
with generations of Swarthmore alumni. This
award is made to a freshman student on the
basis of merit and need. It is renewable through
four years.
The Florence Creer Shepard ’26 Scholarship,
established by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.
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.
T he 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
o f 1943 is awarded to a deserving student on
the basis o f 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 o f 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 o f the College’s affairs and his
tragic death in its service.

33

Financial Aid

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 Premedical Scholarship is the gift o f Harold E. Snyder,
Class o f 1929. It provides support up to full
tuition and fees for junior or senior premedical students and is awarded on the basis
o f merit and need.
T he 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.
T he 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 o f 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 of financial assis­
tance. The Department o f 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.
T he 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 o f merit and need, with a prefer­
ence for someone showing a strong interest in
athletics.
T he Stella Steiner Scholarship, established in
1990 by Lisa A. Steiner *54, in honor of her
mother, is awarded to a first-year student on
the basis of merit and need. This scholarship
is renewable through the senior year.

34

T he 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 Union Now: A Proposal For A n Atlantic Federal Union 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 19 31,
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 of the College. Preference is given to a
resident o f the Delmarva Peninsula.
T he Newton E. Tarble Award, established by
Newton E. Tarble of 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 o f 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 o f merit and financial need.
T he Stanley and Corinne W eithom Scholarship
Fund was established to provide financial
assistance on the basis o f need and merit.
T he Elm er L. W inkler Scholarship Fund, estab­
lished in 1980 by a member o f the Class of
1952, is awarded annually to a deserving
student on the basis of merit and need.
T he L etitia M. W olverton Scholarship Fund,
given by Letitia M. Wolverton of the Class of
1913, provides scholarships for members of
the junior and senior classes who have proved
to be capable students and have need for

financial assistance to complete their educa­
tion at Swarthmore College.
The M ichael M. and Zelma K . Wynn Scholarship
was established in 1983 by Kenneth R. Wynn
’73 in honor of his mother and father. It is
awarded annually to a student on the basis of
need and merit.
The income from each of the following funds
is awarded at the discretion o f the College.
The Barclay G. Atkinson Scholarship Fund
The R ebecca M. Atkinson Scholarship Fund
The Book and Key Scholarship Fund
The Leon W illard Briggs Scholarship Fund
The Robert C. Brooks Scholarship Fund
The Edna Pownall Buffington Scholarship Fund
The C hi Omega Scholarship
The C lass o f 19x3 Scholarship Fund
The C lass o f 1914 Scholarship Fund
The C lass o f 1915 Scholarship Fund
The C lass o f 19 17 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 Charles A. Collins Scholarship Fund
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
The R achel W. H illborn Scholarship
The A aron B. Ivins Scholarship
The George K . and S allie K . Johnson
Scholarship Fund
The K appa A lpha T heta Scholarship Fund
The K appa K appa Gamma Scholarship
The Jessie Stevenson K ovalenko Scholarship
Fund
The W alter W. K rider Scholarship
The L afore Scholarship
The E. H ibberd Law rence Scholarship Fund
The Thom as L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund

T he Long Island Quarterly Meeting, N.Y.,
Scholarship
T he Mary T. Longstreth Scholarship Fund
T he C lara B. M arshall Scholarship Fund
T he Edward M artin Scholarship Fund
T he Jam es E. M iller Scholarship
The H oward Osborn Scholarship Fund
T he H arriet W. Paiste Fund
T he Susanna H aines ’80 and Beulah H aines
Parry Scholarship Fund
T he T.H. Dudley Perkins 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
T he M ark E. Reeves Scholarship Fund
T he Fred C. and Jessie M. Reynolds
Scholarship Fund
T he Lily Tily Richards Scholarship
T he A dele M ills Riley M em orial Scholarship
T he Edith A . Runge Scholarship Fund
T he W illiam G. and Mary N. Serrill Honors
Scholarship
T he C aroline Shero Scholarship
T he Annie Shoem aker Scholarship
T he W alter Frederick Sims Scholarship Fund
T he Frank Solomon M em orial Scholarship
Fund
T he Mary Sproul Scholarship Fund
T he H elen Squier Scholarship Fund
T he Helen 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
T he Titus Scholarships Fund
T he D aniel U nderhill Scholarship Fund
T he W illiam H illes W ard Scholarships
T he D eborah F. W harton Scholarship Fund
T he Thom as H. W hite Scholarship Fund
T he Samuel W illets Scholarship Fund
T he I. V. W illiam son Scholarship
T he Edward Clarkson W ilson and E lizabeth T.
W ilson Scholarship Fund
The Mary W ood Scholarship Fund
The Roselynd A therholt W ood ’23 Fund
T he Thom as Woodnutt Scholarship Fund

35

College Life

*Note: The student code o f conduct and the
judicial system are currently being reviewed
by a College committee, making these areas
subject to change. The College community

will be notified prior to implementing any
significant changes to the current system de­
scribed below.

STUDENT CONDUCT
Students who choose Swarthmore as their
college should understand that they are ac­
cepting social and academic standards which,
while subject to periodic review, are essential
to the well-being o f the community. In general,
the life of students should be governed by
good taste and accepted practice rather than
elaborate rules. Certain regulations, however,
are of particular importance and are listed
below.
1. The possession and use of alcoholic bever­
ages on the campus is regulated by State law
and limited to those areas o f the campus
which are specified by the Student Council
and the Dean. The observance of moderation
and decorum in respect to drink is a student
obligation. Disorderly conduct is regarded as
a serious offense. Complete information
about the College’s alcohol policy and guide­
lines is provided in the Student Handbook.
2. The use, possession, or distribution of
injurious drugs or narcotics without the spe­
cific recommendation of a physician and knowl­
edge o f the Deans subjects a student to pos­
sible suspension or expulsion.
3. The use or possession of firearms or other
dangerous weapons is not permitted. Fire­
crackers or other explosives are prohibited.
The setting of fires outside of restricted areas
is a serious offense, as is tampering with fire
alarms or fire prevention equipment.
4. The participation by any student in any
disruption or interference with the orderly
programs, functions, or conduct of College
activities of any kind is a serious offense.
5. Student on student intimidation or harass­
ment, including sexual intimidation or ha­
rassment, disrupts and interferes with the
programs, functions, and conduct of the Col­
lege and will be adjudicated through the
Dean’s Committee as a serious offense.
(Please see 1991 brochure Sexual Assault and

Sexual Harassment: Policy for Swarthmore C ol­
lege Students for definitions.) Sexual miscon­
duct fitting these definitions will result in
severe penalties reflecting the seriousness of
the harm to the College community.
6 . Occupants of residence halls are expected
to show consideration for other residents.
Students are held responsible for the behavior
of visiting guests.
7. No undergraduate may maintain an auto­
mobile while enrolled at the College without
the permission o f the Car Authorization Com­
mittee, a student-faculty group. This permis­
sion is not extended to freshmen. Day students
may use cars for commuting to College, but
special arrangements for stickers must be
made for campus parking. More detailed in­
formation may be obtained from the Depart­
ment of Public Safety.
Penalties for violations of College regulations
such as those listed above are set by judicial
committees or the Deans and may involve
suspensions or expulsion. Standing regula­
tions may be modified, and new rules may be
added at any time upon notice to the student
body.
Charges of intimidation, harassment, or sex­
ual misconduct deemed harmful to the Col­
lege community may result in immediate nonnotational suspension pending the decision of
the Dean’s Committee.
The College reserves the right to exclude at
any time students whose conduct it regards as
undesirable, and without assigning any further
reason thereof. Neither the College nor any of
its officers shall be under any liability whatso­
ever for such exclusion.

Judicial Bodies
There are three judicial committees with dis­
tinct jurisdictions. The Student Judiciary Com­
m ittee, composed of six students elected by

37

College Life

the entire student body, acts on cases of
alleged violations o f students’ rules and cam­
pus regulations except as they fall within the
sphere of the C ollege Judiciary Committee o r the
D ean’s Comm ittee. The C ollege Judiciary Com­
m ittee is composed of student, faculty, and
administration members. It has primary ju­
risdiction over cases that may involve aca­
demic dishonesty. It also acts upon cases
referred by or appealed from the Student

Judiciary Comm ittee. The D ean’s Committee is
convened at the discretion o f the Dean to hear
cases o f physical or sexual assault or grave
offenses against the community. The size and
composition o f the committee is left to the
discretion o f the Dean. A more complete
description of the judicial system is available
from the Office of the Dean or in the Student
Handbook.

HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association o f students and instructors is an
important element in education. M ost 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.

Residence Halls
Twelve residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. These dormitories include:
Woolman House; Dana and Hallowell Halls;
the upper floors in the wings o f Parrish Hall;
Wharton Hall, named in honor o f its donor,
Joseph Wharton, at one time President o f the
Board o f 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 o f her mother and aunts; and Mertz
Hall, the gift of Harold and Esther Mertz.
About eighty-five percent of dormitory areas
are designated as coeducational housing either
by floor, section, or entire dorm; the remain­
ing areas are reserved for single sex housing.
Dormitory sections may determine their own
visitation hours up to and including twentyfour-hour visitation.

38

First-year students are assigned to rooms by
the Deans. Efforts are made to follow the
preferences indicated, and to accommodate
special needs, such as physical handicaps.
Other students choose their rooms in an
order determined by lot or by invoking special
options—among these are block housing, al­
lowing friends to apply as a group for a section
o f a particular hall or dorm; and substancefree halls, where residents commit to abstain­
ing from the use o f tobacco, alcohol, and
other drugs. There is also the opportunity to
reside at neighboring Bryn Mawr and Haverford Colleges in a cross-campus housing ex­
change that proceeds on a matched one-forone basis. All students are expected to occupy
the rooms to which they are assigned or which
they have selected through the regular room
choosing process unless authorized by the
Deans to move. Permission must also be
obtained from the Deans to reside outside
College housing.
Resident Assistants, selected from the junior
and senior classes, are assigned to each o f the
dormitory sections.
Dormitories remain open during October,
Thanksgiving, and Spring breaks but are
closed to student occupancy during winter
vacation. Students enrolled for the fall semes­
ter only are expected to vacate their dormitory
rooms within twenty-four hours after their
last scheduled examination. Freshmen, sopho­
mores, and juniors are expected to leave im­
mediately after their last examination in the
spring so that their rooms may be prepared
for use by Commencement visitors.
The insurance program for the College is
designed to provide protection for College

property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.

Sharpies Dining 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. When 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.

SOCIAL CENTERS
Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class of 1913 and his widow,
Louise A. Tarble, the reconstructed Tarble
Social Center in Clothier Memorial opened in
April 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 Women’s Center was established to draw
all women o f the Swarthmore community to­
gether through common concerns. Its struc­
ture and leadership are now in transition.
The B lack Cultural Center, located in the
Caroline Hadley Robinson House, provides a
library and facilities for various cultural ac­
tivities o f 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 (SAO). The Center and its pro­
gram are guided by a director and student
interns representing each of 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 orga­
nization, and Phi Omicron Psi, a local associ­
ation. Fraternities are adjuncts to the College
social program and maintain separate lodges
on campus. The lodges do not contain dormi­
tory accommodations or eating facilities. New
members are pledged during late fall of their
first year at the College. In recent years about
13 per cent 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 of Friends is
committed to the belief that religion is best
expressed in the quality of everyday living.

The Office of Religious Advisors, located in
Tarble Social Center, works with students to
coordinate activities and programs including
issues o f spirituality, ethnicity, culture, and
social justice. The Advisors are always avail­

39

College Life

able for counseling and discussion o f issues of
faith and daily living. Extracurricular groups
also exist for the purpose of studying religious
texts, performing community service projects,
and exploring common concerns o f religious
faith and culture.

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.

Religious services are also provided on cam­
pus for Jewish, Protestant, and Roman Catho­

HEALTH SERVICES
The Worth Health Center, a gift o f the Worth
family in memory of W illiam Penn Worth
and Caroline Hallowell, houses offices for
College physicians and nurses, out-patient
treatment facilities, offices of the Psychologi­
cal Services staff, and rooms for students who
require in-patient care. The Health Center
opens with the arrival of the first year class in
the fall and closes for the winter break and for
the summer, following commencement in the
spring. Students must make their own ar­
rangements for health insurance and health
care when the Health Center is closed. Should
a student require in-hospital treatment, a Col­
lege physician 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 and surgical ex­
penses which are not covered by an individu­
al’s health insurance. The College provides a
nominal supplementary health insurance pack­
age for all students, but students must pur­
chase their own health insurance beyond that
which is offered by the College. The College
does provide additional health insurance for
students who are actively participating in
intercollegiate and club sports. For further
information please consult the insurance leaf­
let mailed to all students at the beginning of
each academic year or the Health Center sec­
retary.
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.

40

As a part o f the matriculation process each
student must submit a brief medical history
and health certificate prepared by the family
physician on a form supplied by the College.
Pertinent information about such matters as
medical problems, handicaps, allergies, medi­
cations, or psychiatric disturbances will be
especially valuable to the College Health Ser­
vice in assisting each student. All this infor­
mation will be kept confidential.
Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from 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 of their illness. Ordinary
medications are furnished without cost up to
a total of $ 3 0 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 o f the
Physical Education Department because adap­
tive programs are offered.

Psychological Services
The program o f Psychological Services is
administered separately from Health Services
and is housed in the North Wing of Worth
Health Center. Services for students include
counseling and psychotherapy, after hours
emergency-on-call availability, consultation
regarding the use o f psychiatric drugs or other
concerns, and educational talks and work-

shops. Psychological Services participates in
training Resident Assistants and provides
consultation to staff and faculty.

1

The staff includes clinical psychologists and a
clinical social worker as well as a consulting
psychiatrist who is available on an as-needed
basis. 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 practidoners at their request or when long-term or
highly specialized services are needed.
We maintain a strict policy o f confidentiality
except where there may be an imminent threat
to life.

I

I

|

1

W ithdrawal and Readmission for
Health Reasons
Students may withdraw voluntarily because
of health problems. Where health problems
of 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 determina­

tion is made by the Dean o f the College, on the
recommendation of either the Director of
Health Services or the Director o f Psychologi­
cal Services, and after a considered review of
the problematic behavior.
A student who has withdrawn for health
reasons may apply for readmission. In the
case o f a mental health withdrawal, the Col­
lege will not, as a rule, accept applications for
readmission until a full semester (in addition
to the semester in which the student has with­
drawn) has passed.
A student applying to the College for read­
mission must provide evidence from his or
her physician or psychotherapist o f increased
ability to function academically or o f de­
creased hazard to health or safety. After such
evidence has been provided, the student will
ordinarily be required to be evaluated in
person by a physician employed by the College
Health Services and/or the Director of Psy­
chological Services, as appropriate. Recom­
mendations for readmission are made to the
Dean o f the College, who makes the final
decision.

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

I

The Deans hold overall responsibility for the
advising system. They are themselves available
to all students for advice on any academic or
personal matter, and for assistance with spe­
cial needs, such as those arising from physical
disabilities. Aptitude and vocational interest
tests may be given on request.

I

Career Planning and Placement
The Career Planning and Placement Office
helps students evaluate themselves and their
goals in order to plan future career and life
style alternatives. Individual counseling ses­

sions and group workshops are conducted to
facilitate this planning.
The programs are open to students in all
classes and are developmental in nature. Work­
shops are designed to help students expand
their career options through exploration of
their values, skills, interests, abilities, and ex­
periences.
Sophomore and junior students in particular
are encouraged to test options by participating
in the Extern Program. This program provides
on-site experience in a variety of career fields
by pairing students with an alumnus/a to
work on a mutually planned task during one
or more weeks o f vacation. Career exploration
and experiential education is also encouraged
during summer internships and jobs, during
a semester or year off, and during the school
year. Students taking a leave o f absence from
Swarthmore can participate in the College
Venture Program, which assists undergradu­
ates taking time o ff from school in finding

College Life

worthwhile employment during their time
away. Assistance is provided in helping stu­
dents locate and secure appropriate jobs, in­
ternships, and volunteer opportunities, and
efforts are made to help students learn the
most they can from these experiences.
Additional help is provided through career
information panels, on-site field trips, work­
shops on topics such as resume writing and
cover letter writing, interviewing skills, and
job search techniques. The office cooperates
with the Alumni Office, the Alumni Associ­
ation, and the Parents Council to help put
students in touch with a wide network of
people who can be o f assistance to them. The
Career Resources Library includes many pub­
lications concerning all stages o f 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 o f 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 and a faculty committee in cooperation
with the academic departments. There are no
fees required for any o f these supportive
services.
To meet the needs 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 of the writing
process. The Center is located in Trotter Hall
and operates on a drop-in basis. Writing
Associates are assigned on a regular basis to
selected courses.

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 3 0 0 acres of privately owned land
adjacent to the Borough of Swarthmore in
Delaware County, Pennsylvania. There were
approximately 1,284 undergraduate students
enrolled for the 1992-93 academic year with
1,149 occupying College housing. Approxi­
mately 665 non-student personnel are em­
ployed on campus either in a part-time or full­
time capacity.
The Department of Public Safety is primarily
responsible for the overall security o f 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 of com­
munity security and confidence in the depart­

42

ment.” It endeavors to accomplish this task
through a department comprised o f a Direc­
tor, Assistant Director, Lieutenant, one Cor­
poral, and nine full-time and three part-time
patrol officers. All full-time patrol officers
undergo a thorough background check, psy­
chological screening, and physical examina­
tion before hiring. They are subsequently
sworn in as Special Officers after completing
a recognized Pennsylvania State Police Train­
ing Academy for municipal police officers.
These officers may exercise full police powers
on Swarthmore College property. Local juris­
diction is shared with Swarthmore Borough
Police Department, with whom a close work­
ing relationship is maintained. Campus offic­
ers also enforce College rules and regulations.
Swarthmore College is considered private
property and trespassers are escorted off cam­
pus 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 o f Public Safety maintains a
twenty-four hour Communications Division.
Trained staff members perform a variety of
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 of our deparatment’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
of 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 (x8169), Resident Assistants and a stu­
dent Peer Support Group (x8619) round out
available on-campus options. Women Orga­
nized Against Rape (W O A R) maintain active
chapters near Swarthmore and a 24-hour hot
line (92 2 -3 4 3 4 ). An up-to-date listing of
local therapists, including clinical psycholo­
gists, social workers, and psychiatrists in pri­
vate practice is available in the Health Center
on request. College employees may utilize a
free, confidential Employee Assistance Pro­
gram (ACORN) that provides professional
counseling to cope with a variety of issues.
They can be contacted 24 hours a day by
calling 1 -800-223-7050 or 2 1 5 -6 64-8350.
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. This can be reached by dialing
9-911.
Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are re­
ported to Swarthmore Borough Police on a
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 of ways. Serious
incidents are detailed in flyer form and are
immediately posted in dormitories, libraries,
dining areas, and other key locations through­
out the campus. This same flyer is also
promptly mailed to academic departments
and other campus entities. It is forwarded to
all faculty, staff, and students via computer
mail. A resident assistant and off-campus
phone tree system assists in the rapid dissemi­
nation 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 of alcoholic beverages
on the campus is regulated by state law and
limited to those areas of the campus which are
specified by the Student Council and the
Dean. The observance of moderation and de­
corum in respect to drink is a student obliga­
tion. Disorderly conduct is regarded as a
serious offense. The College’s alcoholic bev­
erage policy can be found in its entirety within
the annual publication of the Student H and­
book.

43

College Life

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 o f 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 hiring.
At least twice each academic year, a standing
committee composed o f faculty, staff, and
students reviews security considerations on
campus and reports possible hazards to the
Physical Plant Department. Outside lighting
on campus has recently been upgraded.
Swarthmore is primarily a residential college,
in recognition that the close association of
students and instructors is an important ele­
ment in education. M ost students live in
College residence halls. Single, double, and
group rooms are available. There are no grad­
uate or married housing accommodations.
Many members o f the faculty and staff live on
or near the campus and are readily accessible
to students.
New students are assigned to rooms by the
Deans. Efforts are made to follow the prefer­
ences indicated by the students and to accom­
modate special needs. Other students choose
their rooms in an order determined by lot or
by invoking special options. Requests for
room changes can be made by notifying the
Assistant Dean 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 of 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

44

that these facilities are private property and
access is restricted. Students’ dorm room
doors are individually keyed. Cores are
changed in response to any significant security
breach such as a stolen room key. Dorm doors
are augmented with safety chain locks. Dor­
mitory windows are equipped with screens
and locking devices to deter unauthorized
entry. Regular interior and exterior patrols are
made by College Public Safety officers. Res­
ident assistants are selected to serve in all
residence halls and have on-site responsibility
for security, fire protection, and general safety.
A comprehensive review o f security concerns,
procedures, and services are published yearly
in the Swarthmore College Student H andbook.
The Department o f 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 of 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.
Swarthmore C ollege Shuttle Bus: A student op­
erated, radio equipped van transports stu­
dents free o f charge in and around the main
campus during the evening and early morning
hours.
1ri'C ollege 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 o f students’ concerns, and increase the
level o f traffic along key walkways on campus.
Safewalkers are encouraged to participate in
the College self-defense program.

Crime 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.

O peration Identification: This community ven­
ture into property identification works to
deter thefts and assist in the recovery of stolen
items.

Electronic A larm Systems: A proprietary elec­
tronic alarm system monitors a comprehen­
sive network of intrusion detection and duress
alarm systems.

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.

Architectural 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.
Security Surveys: Comprehensive security sur­
veys are made for a number o f campus offices
and facilities each year.

R ape Awareness, Education & Prevention: Nu­
merous presentations and publications are
made each year to members of the College
community.

EXTRACURRICULAR ACTIVITIES
Student C ou n cil

Social A ffairs Committee

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

An extensive program o f social activities is
managed by the Social Affairs Committee, a
representative student committee. The pro­
gram is designed to appeal to a wide variety
o f interests and is open to all students. There
is no charge for Social Affairs Committee
functions and for most other campus events.

Committees of the Council include the Ap­
pointments Committee, which selects qualified
applicants for student positions on student/
faculty/administration committees, and stu­
dent committees; the Budget Committee,
which regulates distribution o f funds to stu­
dent groups; the Elections Committee, which
supervises procedures in campus elections;
and the Social Consortium, which is the
oversight group for Social Affairs Committee
and student social organizations.
In addition to the foregoing organizations,
Swarthmore students have an opportunity to
participate in a program of extracurricular
activities wide enough to meet every kind of
interest. There are dozens o f formal and infor­
mal organizations.They vary as greatly as the
interests o f the students vary. The College
encourages students to participate in whatever
activities best fit their personal talents and
inclinations.

Student Art Association
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, and it runs three programs that con­
tinue from year to year: the Griffin Gallery
for student art shows and performances; Stu­
dio Free Pearson, a cooperative studio space
in the basement o f Pearson; and the Life
Drawing Program, presenting weekly sessions
of figure drawing. All events are open to the
entire College community, and each semester
the group holds meetings for all who are in­
terested in the creative arts.
M usic
The Department of Music administers and
staffs several performing organizations. The

45

College Life

C ollege Chorus, directed by John Alston, re­
hearses three hours per week. T he College
Cham ber C hoir, 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. The 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 Or­
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. The 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 Swat-let, the Music Department’s
jazz ensemble directed by John Alston, per­
forms concerts and more informal engage­
ments as well. Students must successfully
complete Jazz Improvisation (Music 61) before
participating in this ensemble.
Instrumentalists and singers can also partici­
pate in the chamber music coaching program
coordinated by Dorothy Freeman. Several
student chamber music concerts (in which all
interested students have an opportunity to
perform) are given each semester. These con­
certs also provide an opportunity for student
composers to have their works performed.
The Swarthmore College 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.
The Barnard, Garrigues, Fetter, Fennimore,
Courtney, and G addie prizes subsidize the entire
cost o f private instrumental or vocal lessons
for a limited number o f especially gifted and
advanced student musicians with the teacher
o f their choice. These yearly awards for
approximately 15 students are determined
through a departmental screening process.

46

Please refer to pages 6 9 -72 for more informa­
tion.
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
(each 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.
T he W illiam J. C ooper Foundation presents a
distinguished group o f concerts each year on
the campus. The Music Department adminis­
ters a separate series of public concerts.
The Swarthmore M usic and D ance Festival takes
place on campus during three weeks of the fall
semester. It presents concerts, master classes,
and symposia, focusing on contemporary
American works performed and discussed by
eminent artists, with frequent collaboration
by Swarthmore College students.

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 of exchange concerts with other area
colleges. Lecture demonstrations for public
schools and for organizations within the sur­
rounding communities are also a regular part
o f 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 o f a new work by a guest artist for
student performers.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series o f perfor­
mances and symposia focused on specific
themes.
Scholarships for summer study are available
to dance students through funds provided by
the Friends of Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded
annually by the Department.
The Department of Physical Education and
Athletics sponsors a coeducational perfor­
mance group in Folk Dance.
T h eatre
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.

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 of 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.

Interest Clubs
There is a great variety o f special interest
clubs, listed more fully in the Student H and­
book. Since the interests of our students change
frequently, new clubs are often chartered by
student groups through Student Council and
the deans.

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 of other student
publications, including literary magazines,
newsletters, and an alternative magazine. The
current list can be found in the H andbook.

Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be

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.

47

College Life

CIVIC
CIVIC (Cooperative Involvement and Volun­
teers in the Community) is the community
service office on campus, located in the Re­
source Center in Parrish Commons. CIVIC
has over 200 files on local and national com­
munity service organizations with volunteer
opportunities. Students can volunteer in agen­
cies focusing on AIDS, art, community de­
velopment, counseling, disability, domestic
abuse/sexual assault, education, environ­
ment, housing/homelessness/hunger, legal ad­
vocacy, medical concerns, older citizens, re­
productive health, refugees, and substance
abuse. Students can also volunteer with stu­
dent groups, such as MAGIC (Motivation and
Growth in Chester), Children’s Literacy Proj­
ect, Chester Tutorial, and Chester Community
Improvement Project. The Chester Shuttle
transports students from campus to commu­
nity service agencies in Chester six days/

week. Students can also be reimbursed for
their travel expenses to Philadelphia and Dela­
ware County areas.

Suiarthmore Foundation
The Swarthmore Foundation awards grants to
students participating in community service
during the semester and/or summer. Grants
ranging from $2 0 0 to $ 2,000 are awarded
four times each year by the Foundation Over­
sight Committee, comprised o f 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 o f the office’s
programs and activities include Alumni Week­
end in the spring, Fall Weekend, Parents
Weekend in the spring, Parents Council,
alumni gatherings all over the country, and
alumni travel. The Alumni Office hires stu­
dents as events interns and to help at alumni
events on campus and in the Philadelphia
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
o f the invaluable experience represented
among the alumni. The Alumni Office also
helps officers of the senior class and various
alumni groups to plan special events.
The Alumni Office gives staff support to the
Alumni Association, which celebrated its
100th anniversary in 1981-82, and to the
Alumni Council, the fifty-person elected

48

governing body of the Alumni Association.
The Alumni Office gives staff support also to
the 14 regional alumni and parent organiza­
tions, called Connections, in Philadelphia,
New York, Boston, Washington, D.C., south­
ern Florida, North Carolina, Chicago, Los
Angeles, San Francisco, Hartford, New Haven,
Long Island, Seattle, and France.
There are 15,861 alumni: 8,281 men, 7,580
women, and 2,242 married to each other,
giving substance to the traditional appellation
for the College o f "Quaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.

College Publications
All alumni, parents 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.

PUBLIC RELATIONS
The Public Relations Office works with the
faculty, students, and staff to provide news
and information about the College to the
public, primarily through the print and broadcasting media. It publicizes all public events
on campus and responds to requests from the
media for information on a variety o f subjects
by calling on the resources and expertise of
the faculty and professional staff. The Public
Relations Office prepares two publications:
On Campus, a monthly schedule 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 o f events and an­
nouncements distributed to faculty, staff, and
students. The office lends support for special
events and projects and provides public rela­
tions counsel for the College.
The Public Relations Office hires students
who can write like journalists to be feature
writers and events publicity writers, and also
employs students as clerical help.

49

IV
Educational Program
Faculty Regulations
Degree Requirements

50

Awards and Prizes
Fellowships

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 6 7), 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 of a liberal education, however,
is not primarily to provide vocational instruc­
tion, even though it provides the best founda­
tion for one’s future vocation. Its purpose is
to help students fulfill their responsibilities as
citizens and grow into cultivated and versatile
individuals. A liberal education is concerned
with the cultural inheritance of the past, with
the cultivation of moral, spiritual, and aes­
thetic values, with the development 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 ritique o f a College, 1967) sug­
gested two principles for a liberal education.
"One is the principle of Depth. To make the
most of a liberal education, each student must
go far enough into some subjects to give him
a genuine mastery of disciplinary skills, so
that he can use them to generate new dis­
coveries on his own___ He must go far enough
to grasp systematic connections within a field,
to see how fundamental principles combine to
make intelligible a range of subordinate prin­
ciples or phenomena.. . . The other principle
is that 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 of inquiry. . . , and so that he can
have the experience of making the bright
spark o f connection leap across wide gaps. It
is this breadth that gives point to the two
senses of 'relevance’ that are fundamental in
liberal education. . . perception o f the rele­

vance o f one part o f learning to another, even
across the boundaries o f fields and subjects
(and) . . . perception o f 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 o f 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 of diversified interests.”
Accordingly, the Swarthmore curriculum re­
quires o f the student both a diversity of
intellectual experience sufficient to test and
develop different capacities and perspectives
and concentration on some field(s) sufficiently
intensive to develop a serious understanding
of problems and methods and a sense of the
conditions o f mastery. These ends o f a liberal
education are reflected in requirements for
distribution and for the major.
During the first half of their college program
all students are expected to satisfy some if not
all of the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. The normal program
consists of four courses each semester chosen
by the student in consultation with his or her
faculty advisor.
The program for upper class students affords
a choice between two methods of study: the
External Examination (Honors) Program and
the Course program. Reading for Honors is
characteristically the more intensive, Course
work the more diversified. An Honors candi­
date concentrates on two or three fields
through a disciplinary major and minor or
focuses the program o f study in an interdis­
ciplinary major or concentration; studies are
intensive and will occupy the equivalent of

51

Educational Program

three-fourths o f the student’s work during the
last two years. In addition to work taken as a
part o f the External Examination Program,
the students take other courses which provide
opportunities for further exploration. A t the
close of the senior year, the candidate’s exter­
nal examination program will be evaluated by
visiting examiners.
A student in the course program has wider
freedom of election and normally takes four
courses or their equivalent in each of the last
four semesters. All students must fulfill the
requirements for the major, and before the
end of the senior year, students are required
to pass a comprehensive examination given by

the major department.
All students are admitted to seminars based
on their prior academic work.
The program for engineering students follows
a similar basic plan, with certain variations
which are explained on page 119. Courses
outside the technical fields are distributed
over all four years.
The course advisors o f freshmen and sopho­
mores are members of the faculty appointed
by the Dean. For juniors and seniors the
advisors are the chairs o f their major depart­
ments or their representatives.

PROGRAM FOR FRESHMEN AND SOPHOMORES
The major goals o f the first two years o f 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. A t 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 o f the distribution requirements
the three divisions o f the College are consti­
tuted as follows:
H umanities: Art, Classics (literature), English
Literature, Modern Languages and Litera­
tures, Music and Dance, Philosophy, Reli­
gion.
N atural 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.

52

Primary Distribution courses place particular
emphasis on the mode o f inquiry in a particu­
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
of both the power and the limits of each
discipline within a broader system of knowl­
edge. In recognition of the importance of
writing as an integral part o f 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.

Any course in a division (with the exception
of 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 of 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 o f those depart­
ments. Students who enter Swarthmore as
transfer students with eight credits o f college
work will be exempted from one Primary
Distribution requirement in each division.

Students who enter Swarthmore with at most
four semesters remaining to complete their
degree will be exempted from the Primary
Distribution component o f the distribution
requirement.
It is most desirable that students include in
their programs some work in a foreign lan­
guage, beyond the basic language requirement
(see p. 67 ). 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 of the social sciences
should be aware of the increasing importance
o f mathematical background for these sub­
jects.
Early in the sophomore year, the student
should identify two or three subjects as pos­
sible majors, paying particular attention to
departmental requirements and recommenda­
tions.
While faculty advisors assist students in pre­
paring their academic programs, students
themselves are individually responsible for
planning and adhering to programs and for
the completion 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 65.

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

of that field through the completion of courses
within the major and courses taken outside
the major which serve to expand and deepen
the student’s perspective on the major.
All students are required to include sufficient
work in a single department or program (des­
ignated as a "m ajor” ) to make an equivalent
of at least eight courses before graduation. In
the spring of the sophomore year, each student
will, with the guidance of his or her advisor,
prepare a reasoned plan of study for the last

53

Educational Program

two years. This plan will be submitted to the
chair o f the student’s proposed major as a part
o f the application for a major. Acceptance will
be based on the student’s record and an
estimate of his or her capacities in the desig­
nated major. Students who fail to secure ap­

proval o f a major cannot be admitted to the
junior class.
During the senior year a student may choose
to study in one of two programs of study
described below.

COURSE PROGRAM
Work in the Course program includes some
intensive study within a general area 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 o f the major program for the comprehen­
sive examination; some o f 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 o f learning
(not necessarily conventional) or topic or
problems for sustained inquiry that crosses

departmental boundaries and can be treated
as a sub-field within the normal departmental
major. Special Majors consist o f at least 10
credits and normally o f no more than 12
credits. Occasionally, where regular depart­
mental requirements unduly constrain the
possibilities o f a Special Major, these require­
ments may be relaxed to a minimum o f six
courses in the primary department or by the
omission of certain courses in that department
normally required for the sake o f breadth of
experience o f 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 1 1 in both departments,
which, in such programs, collaborate in ad­
vising and in the comprehensive examination.
During the junior and senior years, Course
students are advised by the chairman o f the
major department (o ra member of the depart­
ment designated by the chairman) whose ap­
proval must be secured for the choice of
courses each semester.
The faculty may award the bachelor’s degree
with Distinction to students who have done
distinguished work in the Course program
and have achieved the grade average estab­
lished for this degree.

EXTERNAL EXAMINATION PROGRAM (READING FOR HONORS)
The External Examination Program, initiated
in 1922 by President Frank Aydelotte and
modified most recently in 1987, is a distinc­
tive part of Swarthmore’s educational life.
W hile the program is designedly flexible and
responsive to new needs, it has been characterizedfrom the beginning by three basic elements,

54

which taken together may be said to be the
essence of the system.
(1 ) Reading for Honors involves a concentra­
tion o f the student’s attention upon a limited
field o f studies. Normally, the student pursues
only two subjects each semester, avoiding

fragmentation o f interests. Content o f studies
is correspondingly broader and deeper, per­
mitting a wide range o f reading and investiga­
tion and demanding of the student correla­
tions of an independent and searching nature.
(2) While Reading for Honors frees students
from periodic examination, it exposes their
thinking to continual scrutiny from both
classmates and instructors. Students prepare
for examination over their program at the
close o f the senior year. In these, the student
is expected to demonstrate competence in a
field o f knowledge rather than mere mastery
of those facts and interpretations which the
instructor has presented. These examinations,
consisting o f a three-hour paper in each field,
are set by examiners from other institutions
who also come to the campus to conduct an
oral examination o f each student.
(3) Reading for Honors is customarily car­
ried on in seminars, in independent projects,
or in classes which have been approved as
preparations for external examinations. Se­
minars meet once a week, in many cases in the
home o f the instructor, for sessions lasting
three hours or more. The exact technique of
the seminar varies with the subject matter,
but its essence is a cooperative search for
truth, whether it be by papers, discussion, or
laboratory experiment. Once a seminar in a
designated subject has been taken, the student
must stand for the external examination as
part of his or her Honors program.
An external examination program will be
based on the equivalent o f twelve units of
work covering at least four fields chosen from
at least two departments. The program of
study must contain at least three fields from
the student’s major department or be in a
faculty-approved interdisciplinary major or
concentration. The major department may
require that the minor field of a four field
examination program be related to the three
fields in the major.
A student who sits for an external examination
in a field must do so based on one of the
following forms of preparation:
(1 ) Two units o f work consisting of a twocredit seminar or its equivalent, or a twocredit thesis or individual research project.

(2 ) Three units of work consisting o f a twocredit seminar or its equivalent plus a unit of
prerequisite work.
(3) One unit of work if this work is related to
one or more of the other fields in the student’s
external examination program. The examined
work will take the form of a written essay
which will be the equivalent of a one-credit
thesis. A student may include, at most, two
single-unit fields in the program for external
examination.
A candidate for admission to the external
examination program should, during the
spring semester of the junior year, consult the
chair of his or her prospective major and
minor departments or the chair of an approved
interdisciplinary concentration or major in
which the examination program is to be fo­
cused, to work out his or her proposed
program for external examination. The appli­
cation for an external examination program
contains a specification o f i) which examina­
tion a student proposes to take, ii) how many
units each examination is to count for, and iii)
the form o f preparation for each examination.
This proposed program must be filed in the
office of the Registrar, who will forward it to
the divisions concerned. Accceptance of the
candidate by the division will be based on the
recommendation o f the major and minor de­
partments, concentrations or interdisciplinary
major. The recommendation o f the major
department or interdisciplinary program will
depend on the proposed program o f study and
the quality of the student’s previous work as
indicated by grades received and upon the
student’s apparent capacity for assuming the
responsibility o f reading for honors. The
major department or interdisciplinary pro­
gram is responsible for the original plan of
work and for keeping in touch with the can­
didate’s progress from semester to semester.
The division is responsible for approval o f the
original program and of any later changes in
that program.
For purposes of the external examination
program, the structure of divisions will be as
follows:
H um anities: Art, Classics, English Literature,
History, Linguistics (program), Mathematics

55

Educational Program

and Statistics, M odem Languages, Music and
Dance, Philosophy, Psychology, Religion.
Social Sciences: Economics, Education, Engi­
neering, History, Linguistics (program), Mathe­
matics and Statistics, Philosophy, Political
Science, Psychology, Sociology and Anthro­
pology.
N atural Sciences and Engineering: Biology,
Chemistry, Computer Science (program), En­
gineering, Mathematics and Statistics, Philos­
ophy, Physics and Astronomy, Psychology.
All seminar work will be followed by an
examination at the end o f the spring semester
o f the year in which the seminar is offered.
For seniors in the external examination pro­
gram, the external examination will constitute
sufficient examination for all seminars in their
plan o f study. All other students who have
taken seminars will stand for an appropriate
examination set (when feasible) by external
examiners and read by a member of the Swarthmore faculty. I f such an exam is not available,
these students will stand for an equivalent
examination set and read by a member o f the
Swarthmore faculty.

Seniors who are awarded honors and juniors
who have been accepted into the external
examination program will have no grades
recorded on their transcript for any seminars
included in their plan of study for honors
programs. Seniors who take courses within a
plan o f study for an external examination
program will be expected to meet all the
requirements for such courses except that of
course examination, unless the instructor
deems it necessary that they take the examina­
tion. Normally, the external examination will
be sufficient examination for such courses.
At the end o f the senior year the reading of the
examinations and the decision o f the degree of
Honors to be awarded the candidates is en­
tirely in the hands o f the visiting examiners.
Upon their recommendation, successful can­
didates are awarded the Bachelor’s Degree
with Honors, with High Honors, or with
Highest Honors. W hen the work of a candi­
date does not in the opinion of the examiners
merit Honors of any grade, Swarthmore fac­
ulty members review the student’s examina­
tion papers and assign grades.

EXCEPTIONS TO THE FOUR-YEAR PROGRAM
Although the normal period of uninterrupted
work toward the Bachelor of Arts and Bache­
lor o f 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
o f four: this may be appropriate for students
who enter Swarthmore lacking some elements
o f 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

56

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.
22 ). Full-time leaves o f absence for a semester
or a year or more are freely permitted and in
some cases encouraged, subject also to careful
planning and academic advising.

NORMAL COURSE LOAD
Although normal progress toward the degree
of Bachelor o f Arts or Bachelor o f Science is
made by eight semesters’ work of four courses
or the equivalent each semester, students may
and frequently do vary this by programs of
five courses or three courses if it is desirable
for them to do so. The object o f progress
toward the degree is not primarily, however,

the mere accumulation o f 32 credits. College
policy does not permit programs o f fewer
than three courses within the normal eight
semester enrollment. Programs o f more than
five courses or fewer than four courses require
special permission (see p. 2 2 on tuition and
p. 6 4 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 o f individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission o f the in­
structor, a project o f additional reading, re­
search, and writing. If this attachment is taken
concurrently with the course it is normally
done for half credit. If it is taken in a later
semester (preferably the semester immediately
following), it may be done for either half or
full credit. This kind 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
for tutorials. In both cases substantial written
work and/or written examinations are con­
sidered appropriate, and it is generally desir­
able that the work be more specialized or
more sharply focussed than is usually the case
in courses or seminars; the work may range
from a course of reading to a specific research
project. Such work is available primarily to
juniors and seniors in accordance with their
curricular interests and as faculty time per­
mits.
The faculty regulation on student-run courses
permits a group of students to propose a topic
to an instructor for half or single credit and to
run their own course with a reading list
approved by the instructor and a final exam­
ination or equivalent administered by him or
her, but normally with no further involvement
o f 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 of 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

57

Educational Program

the Provost will decide whether to approve the
course. The supervisor also reviews the course
outline and bibliography and qualifications
and general eligibility o f 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 o f the course the super­
visor evaluates and grades the students’ work
in the usual way or arranges for an outside
examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provi­
sionally proposed for half credit to run in the
first half of the semester, and at midterm, may
be either concluded or, if the participants and
course supervisor find the work profitable,
continued for the balance of the term for full
credit. Alternatively, student-run courses may
be started after the beginning o f the semester
(up to midsemester) for half credit and then
be continued, on the same basis, into the
following term. Or they may be taken for half
credit over a full term. The role o f the course
supervisor may exceed that in planning and
evaluation outlined above and extend to occa­
sional or regular participation. The only es­
sentials, and the purpose of the procedures,
are sufficient planning and organization of the
course to facilitate focus and penetration. The
course planning and organization, both ana­

lytical and bibliographical, are also regarded
as important ends in themselves, to be em­
phasized in the review of proposals before
approval. Up to four of the 32 credits required
for graduation may be taken in student-run
courses.
Finally, as to applied or practical work, the
College may under faculty regulations grant
up to one course credit for practical work,
which may be done off campus, when it can
be shown to lend itself to intellectual analysis
and is likely to contribute to a student’s
progress in regular course work, and subject
to four conditions: ( 1 ) agreement o f an in­
structor to supervise the project; (2 ) spon­
sorship by the instructor’s department, and in
the case o f 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 of 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 o f 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.

INTERDISCIPLINARY WORK
The requirements of the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diver­
sity; it may also be used for the practical
integration of individual programs around
interests or principles supplementing the
major. The College offers interdepartmental
majors in Asian Studies, Medieval Studies,
Literature, Linguistics-Psychology, and The­
atre Studies, and formal interdisciplinary pro­

58

grams short of the major in Black Studies,
Computer Science, International Relations,
Public Policy, and Women’s Studies. The pro­
grams in Education and in Linguistics have
departmental status as to staff. It should be
recognized that some departments are them­
selves interdisciplinary in nature; that a con­
siderable number of courses are cross-listed
between departments; that each year some
courses are taught jointly by members o f two
or more departments; that departments com­
monly recommend or require supporting

work for their majors in other departments;
and that students can organize their work into
personally selected concentrations in addition
to or as extensions of their majors, particularly
in Special Majors. Such concentration is for­
mally provided in Black Studies, International
Relations, Public Policy, and Women’s Stu­
dies. Many other opportunities exist infor­
mally—e.g., in comparative literature, in Af­
rican studies, in American studies, in religion
and sociology-anthropology, in engineering

and social sciences, in women’s studies, in
biochemistry, or in chemical physics. Students
are encouraged to seek the advice of faculty
members on such possibilities with respect to
their particular interests. In some cases faculty
members of several departments have planned
and scheduled their course offerings with
some consultation so as to afford a de facto
concentration in addition to the major, and
students may wish to know and take advantage
o f these cases o f overlapping faculty 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 Biology 1, 2
should take two other biology courses);
Chemistry 10, 22, 32, 36, or 38; Physics 3 , 4 ;
Math 5 and one additional math course; and
English Literature, two semester courses. The
work of the junior and senior years may be
completed in either the Course or the Honors
Program, and in any major department of
the student’s choice. However, professional
schools in the health sciences generally require
a demonstrated proficiency in the basic scien­
ces. All required courses should therefore be
taken on a graded basis after the first semester
of the freshman year.

Almost all medical schools require applicants
to take the Medical College Admission Test
which is given in April and September each
year. It is recommended that students take the
test in the Spring of the year that they apply
for admission to medical schools. Swarthmore
College is a testing center for the MCAT.
Corollary tests, the Dental Aptitude Test and
the Veterinary Aptitude Test, are often re­
quired by dental and veterinary schools.
Specific requirements for each medical and
dental school along with much other useful
information are given in two publications
which are available in the Health Sciences
Advisory Office: M edical School Admission
Requirements and Admission Requirements o f
Am 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. Further information
on opportunities, requirements and proce­
dures can be obtained from the Health Sci­
ences Advisor but it is the student’s respon­
sibility to make his or her intentions known
to the Advisor at the earliest possible date.

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

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

59

Educational Program

COOPERATION WITH NEIGHBORING INSTITUTIONS
W ith 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 o f the University o f Pennsylvania and
Bryn Mawr College.

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

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.

STUDY ABROAD
The College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts o f 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—o f the
process.
To be accepted for credit toward the Swarthmore degree, foreign study must meet Swarthmore academic standards. W ith proper plan­
ning, this condition normally is readily met.
Proper planning begins with seeing the For­
eign 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.
1. The Swarthmore Program in Grenoble, France,
inaugurated in the fall of 1972. Students
entering this program spend either one or two
semesters at the University o f Grenoble, where
their course o f study is the equivalent o f one
or two semesters at Swarthmore. This pro­
gram, under the auspices o f the Department of
Modern Languages and Literatures, is open to

60

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 of Grenoble through regular
courses, when their language competence al­
lows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation of External Examination papers is
possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member o f the Department of Modern
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program
and the living arrangements o f the students,
and advises on all educational or personal
problems. A coordinator o f the program at
Swarthmore handles such matters as admis­
sions to the program (in consultation with the
Deans), financial aid, transfer of academic

credit to departments within the College and
to institutions whose students participate in
the program. Applications for the fall semes­
ter must be submitted by March 15 and for
the spring semester by October 15.
2. 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 o f the best
facilities and teaching staff of the Spanish
community, while adhering to the code of
intellectual performance characteristic of the
most demanding American institutions.
A distinguishing aspect 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 of lectures,
concerts, and social activities.
The program is under the general guidance of
a committee comprised o f members of the
Hamilton College Department of Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges,
serve also as directors-in-residence in Ma­
drid.

participate in one of these programs should
consult the Director o f Financial Aid to make
requisite arrangements.
1) Swarthmore College Program in Greno­
ble (France) for either semester or the
entire academic year (see above);
2 ) Hamilton College Academic Year in Ma­
drid (Spain) for the fall semester or the
entire academic year (see above);
3 ) Wayne State Junior Year in Germany,
either at the University o f Freiburg or the
University o f Munich (West Germany)
for the entire academic year;
4 ) Smith College Junior Year at the Univer­
sity of Hamburg (West Germany) for the
entire academic year;
5 ) Duke University Program in Berlin (Ger­
many), Humboldt University in the fall
semester; Free University in the spring
semester;
6) Great Lakes College Association Latin
America Program (Ceuca) in Bogota (Co­
lombia) for either semester or the entire
academic year;
7) The Intercollegiate Center for Classical
Studies in Rome (Italy) for either semes­
ter or the entire academic year; (See also
announcement of the Art Department,
p. 79, and o f the Classics Department,
p. 99.);
8 ) Sweet Briar Junior Year in France (Paris);
9 ) Intercollegiate Sri Lanka Educational
(ISLE) Program at the University o f Peradeniya for the fall (August-November)
semester;
10) CET/Wellesley College Chinese Lan­
guage Program in Beijing for one or both
semesters;

Applications and further information are avail­
able from the Department of Modern Lan­
guages and Literatures.

11) Wesleyan Program in Regensburg (Ger­
many) for the spring semester;

3. Swarthmore-approved Study A broad Pro­
grams. The following programs are well known
to and highly thought of by academic depart­
ments or programs o f the College. Financial
aid is applicable to participation in these
programs. Financial aid students planning to

13) American Collegiate Consortium for
East-West Cultural and Academic Ex­
change for study in the Soviet Union;

12) University of Ghana, both semesters;

14) Associated China Program, Nankai Uni­
versity;

61

Educational Program

15) Hamilton College, The Swedish Program
in Stockholm for either semester or the
entire academic year.
4. Students whose study abroad needs are not
met by any o f the programs listed above may
apply to other programs administered by
educational or other institutions in the U .S.,
or may apply directly to a foreign university.
Advice and direction for program selection is
available from the Office for Foreign Study, in
cooperation with the academic departments
and programs o f the College. W ith the appro­
val of the Office for Foreign Study, financial
aid may be applied to participation in these
programs. Financial aid students wishing to
participate in any of these programs should
consult both the Director o f Financial Aid and
the Foreign Study Adviser.
The O lga Lam bert M em orial Fund.. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor o f Russian at Swarthmore

62

College from 1949 to 1956, is available to
students with demonstrated financial need
who wish to attend a Russian summer school
program in this country or either the Lenin­
grad or Moscow semester programs in the
U SSR. Awards based on merit and financial
need will be made on the recommendation of
the Russian section o f the Department of
Modern Languages and Literatures.
T he Eugene M. W eber M em orial Fund. Income
from a fund established in 1986 to honor the
memory o f Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demon­
strated financial need who wish to attend an
academic program in a German-speaking coun­
try. Awards based on merit and financial need
will be made on the recommendation o f the
German section of the Department o f Modern
Languages and Literatures.

Faculty Regulations

ATTENDANCE AT CLASSES
Registration to take a course for credit implies
regular attendance at classes, unless a student
specifically elects to obtain credit in a course
without attending classes. The conditions for
exercising this option are set forth below.
With this exception, students are responsible
for regular attendance. Faculty members will
report to the Dean the name 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 o f 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 of his or her perfor­
mance.

GRADES
Instructors report to the Dean’s and Regis­
trar’s offices at intervals during the year upon
the work o f students in courses. Informal
reports during the semester take the form of
comments on unsatisfactory work. At the end
of each semester formal grades are given in
each course under the letter system, by which
A means excellent work, B good work, C
satisfactory work, D passing but below the
average required for graduation, and NC (no
credit) for uncompleted or unsatisfactory
work. Letter grades are qualified by pluses
and minuses. W signifies that the student has
been permitted to withdraw from the course
by the Committee on Academic Require­
ments. X designates a condition; this means
that a student has done unsatisfactory work in
the first half 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 of the course not
completed by the date o f the final examina­
tion, or the end o f the examination period.
However, if circumstances beyond the stu­
dent’s control preclude the completion of the
work by this date, a grade of Incom plete (Inc.)
may be assigned with the permission of the
Registrar. In such cases incomplete work
must normally be made up and graded and the
final grade recorded within five weeks after
the start o f the following term. Except by
special permission of the Registrar (on con­
sultation with the Committee on Academic
Requirements) all grades of 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

63

F a 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 of 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 of the
four optional Credit/No Credit courses. Re­
peated courses may not be taken Credit/No
Credit. For freshmen and sophomores CR
will be recorded for work that would earn a
grade 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 evalua­
tions are not a part o f the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be pro­
vided to other institutions if requested by the
student and absolutely required by the other
institution.
Reports o f grades are sent to students at the end
o f each semester. They are not routinely sent
to parents or guardians, but such information
may be released when students request it.
A C (2 .0 ) average is required in the courses
counted for graduation.

REGISTRATION
All students are required to register and enroll
at the time specified in official announcements
and to file programs o f courses or seminars
approved by their faculty advisors. Fines are
imposed for late or incomplete registration or
enrollment.
A regular student is expected to take the
prescribed number o f courses in each semes­
ter. If more than five or fewer than four
courses seem desirable, the faculty advisor
should be consulted and a petition filed with
the Committee on Academic Requirements.

Applications involving late entrance into a
course must be received within the first two
weeks o f the semester. Applications involving
withdrawal from a course must be received
not later than the middle of the semester, or
the mid-point o f the course if it meets for only
one-half a semester.
A deposit o f $100 is required of all returning
students prior to their enrollment in both the
spring and fall semesters. This deposit is
applied to charges for the semester, and is not
refundable.

EXAMINATIONS
Any student who is absent from an examina­
tion, announcement o f which was made in
advance, shall be given an examination at
another hour only by special arrangement
with the instructor in charge o f the course.

No examination in absentia shall be permitted.
This rule shall be interpreted to mean that
instructors shall give examinations only at the
College and under direct departmental super­
vision.

ACADEMIC HONESTY
Members 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.

64

The responsibility of the Faculty in this area
is three-fold: to explain the nature of the
problem to those they teach (the Faculty’s
statement concerning plagiarism may be found
in The Student H andbook), to minimize temp­
tation, and to report any case o f cheating to
the Dean for action by the College Judiciary
Committee.

The College Judiciary Committee will consider
the case, determine guilt, and recommend a
penalty to the President. The order 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 of the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description of College judicial procedure may
be obtained from the office of the Dean.

STUDENT LEAVES OF ABSENCE
Student leaves o f absence are freely permitted
provided the request for leave is received by
the date o f enrollment and the student is in
good standing. If a student has not enrolled
and has not arranged for a leave of absence for
the subsequent semester, it is assumed that he
or she is withdrawing. Such students must
apply to the Dean for re-admission in order to
return to College after an interval. The pur­
pose of this policy is to assist the College in
planning its enrollments.
The College Venture Program
The College Venture Program, supported by

Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William Smith Colleges, the College of 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 of 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.

SUMMER SCHOOL WORK
Students desiring to receive Swarthmore Col­
lege credit for work at a summer school are
required to obtain the approval of the chair­
man of the Swarthmore department con­
cerned before doing the work. Prior approval
is not automatic: it depends upon adequate
information about the content and instruction
of the work to be undertaken. Validation of
the work for'credit depends upon evaluation
of the materials of the course including sylla­
bus, reading lists, written papers, and exami-

nations by the Swarthmore department con­
cerned after the work has been done. Valida­
tion may include an examination, written or
oral, administered at Swarthmore. An official
transcript from the summer school must be
presented to the Office 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 non­
veteran students not excused for medical rea­
sons are required to complete a four quarter
(two semester) program in physical education.
All students must pass a survival swimming
test or take up to one quarter of swimming

instruction. (See the departmental statement
of the Department o f Physical Education and
Athletics.) Students who have not fulfilled
their Physical Education requirement will not
be allowed to enter their junior year.

65

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

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

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

WITHDRAWAL AND READMISSION FOR HEALTH REASONS (see p. 41)

66

Degree Requirements

BACHELOR OF ARTS AND BACHELOR OF SCIENCE
The degree o f 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:
1. Completed thirty-two courses or their
equivalent.
2. An average grade o f 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 51-52.)
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 f6 0 0 or its equivalent
in a foreign language on a standard achievement

test; or, c) passed one year o f a foreign lan­
guage while at Swarthmore.
5. Met the requirements in the major and
supporting fields during the last two years.
6 . Passed satisfactorily the comprehensive
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.
7. Completed four semesters of study at
Swarthmore College, two of which have been
those o f the senior year.
8 . Completed the physical education require­
ment set forth on page 65 and in statements of
the Department of Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.

MASTER OF ARTS AND MASTER OF SCIENCE
The degree o f Master o f Arts or Master of
Science may be conferred subject to the fol­
lowing requirements:
Only students who have completed the work
for the Bachelor’s degree with some distinc­
tion, either at Swarthmore or at another insti­
tution o f satisfactory standing, shall be ad­
mitted as candidates for the Master’s degree at
Swarthmore.
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
*'*An average o f C ” is interpreted for this
purpose as being a numerical average o f at
least 2.0 (A +, A = 4.0, A - = 3.67, B + = 3.33,
B = 3.0, B - = 2 .67, C + = 2 .33, C = 2.0,
C - = 1.67, D + = 1.33, D = 1.0, D - = 0.67).

graduate character. This work may be done
n 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 of the
outside examiners, together with the reports
o f the student’s resident instructors, shall
make recommendations to the faculty for the
award o f the degree.
A t the option o f the department or depart­
ments concerned, a thesis may be required as
part o f the work for the degree.
Grades o f Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.

67

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

68

announcements o f departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $18,292.

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 cCabe Engineering Award, founded by
Thomas B. McCabe, 1915, is presented each
year to the outstanding engineering student in
the Senior Class. The recipient is chosen by a
committee of the faculty o f the department of
Engineering.
The Flack Achievem ent Award, presented by
the Flack Foundation, one o f 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.
A m erican Institute o f Chem ists Award is given
to the student who is judged by the Depart­
ment o f 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 o f $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 Am erican Poets awards $100
each year for the prize poem (or group of
poems) submitted in a competition under the
direction of the Department o f English Litera­
ture.

T he 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 of $ 2 0 0 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 Adamson 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 of excellence and dedication in
the field.
The Jonathan Leigh Altm an Summer Grant, given
in memory o f this member of the Class of
1974 by Shing-mei P. Altman ’ 76, is awarded
by the Department o f A rt 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.
The Brand Blanshard Prize, honoring Brand
Blanshard, Professor o f Philosophy at Swarth­
more from 1925 to 1945, has been established
by David H. Scull, o f the Class o f 1936. The
award o f $ 10 0 is presented annually to the
student who, in the opinion of the Depart-

69

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

mertt, submits the best essay on any philo­
sophical topic.
T he 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 o f Leon Bramson, founding chairman
o f Swarthmore’s sociology-anthropology de­
partment, and it carries a cash stipend.
T he 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.
The 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 o f the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar­
ship, character, and influence.
T he 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.
The A lice L. Crossley Prize in Asian Studies of
$ 10 0 is awarded to the student who, in the
opinion o f the Asian Studies Committee,
submits the best essay on any topic in Asian
Studies.
The George P. Cuttino Scholarship, established
in 1992, is awarded by the Department o f
History to a junior for travel and research in
Europe during the summer before the senior
year.
The Rod D owdle ’82 Achievement Award in
tennis is given annually to the male varsity
tennis player who best exhibits qualities of
perseverance and strong personal effort to

70

achieve a meaningful personal or team goal.
The Robert Enders Field Biology Award, estab­
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member o f the
College faculty from 1932 to 1970, is awarded
to support the essential costs o f the study of
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 Qjiartet Awards, en­
dowed by Frank W. Fetter ’20, Robert Fetter
’53, Thomas Fetter ’56, and Ellen Fetter Gille
in memory o f Elizabeth P. Fetter ’25, subsidize
the private instrumental lessons o f four 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 begin­
ning o f any semester, other students may
challenge and compete for a place in the
Quartet.
Friends o f M usic and D ance Summer Awards.
Each Spring, the Music and Dance Depart­
ment selects recipients o f Friends o f Music and
Dance Summer Awards on the basis o f written
proposals. These awards provide stipends for
attendance at summer workshops in music
and in dance and for other further study in
these fields.
T he R enee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore Col­
lege Gospel Choir who is studying voice
through the Music 48 (Individual Instruction)
program. The award subsidizes the entire cost
of voice lessons for that semester.
Edwin B. Garrigues M usic Awards. Naming
Swarthmore as having one o f 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
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 o f 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
$ 10 0 or more is awarded in the spring semes­
ter. Preference will be given to essays based
on works read in the original language. Award­
ing of the prize will be under the direction of
the Literature Committee.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Philip M. H icks Prizes are endowed by
friends of Philip M. Hicks, former Professor
of English and Chairman o f 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 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 o f History o f Religion and Philoso­
phy at Swarthmore from 1899 to 1934, is
awarded to the student who, in the opinion of
the Department o f Religion, submits the best
essay on any topic in the field o f religion.
The M ichael H. K eene Award, endowed by the
family and friends o f this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory of Michael’s
personal courage and high ideals. It carries a
cash stipend.
The Naomi 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 of Physical Educa­
tion and Athletics to the senior man who best
exemplifies the Society’s five principles: Ser­
vice, Spirit, Scholarship, Society, and Sports­
manship.
T he L eo M. Leva 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.
T he Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards o f $100 each are pre­
sented annually, one for linguistic theory and
one for psycholinguistics, to the two students
who, in the opinion o f the Program in Lin­
guistics, submit the best senior papers or
theses in these area.
The Norman M einkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
of the College faculty from 1947 to 1978, is
awarded to support the essential costs o f the
study of biological problems in a natural en­
vironment.
The E lla Frances Bunting Extemporary Speaking
Fund and the Owen M oon Fund provide income
for a poetry reading contest as well as funds
for visiting poets and writers.
T he Lois M orrell Poetry Award, given by her
parents in memory o f Lois Morrell of the
Class of 1946, goes to that student who is
judged to have submitted the best original
poem in the annual competition for this $2 0 0
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 of ten lessons,
as part o f the Music 4 8 program. For more

71

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

information, please refer to Credit for Perfor­
mance—Individual Instruction (Music 4 8).
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 o f the Commit­
tee of Award, shows the best and most intel­
ligently chosen collection o f books upon any
subject. Particular emphasis is laid not merely
upon the size o f the collection but also upon
the skill with which the books are selected and
upon the owner’s knowledge o f their subjectmatter.
The May E. Parry 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.
T he Drew Pearson Prize o f $100 is awarded by
the Dean on the recommendation of the edi­
tors o f T he Phoenix at the end o f each staff
academic year to a member of The 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.
T he 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 of her husband’s love and
advocacy of tennis and carries a cash stipend.
T he John W. Perdue M em orial Prize, established
in 1969 in memory of an engineering student
of 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 1 1 , sponsors awards for the
best student short stories, and is a major
source of funds for campus appearances by
poets and writers.
Judith Polgar Ruchkin Prize Essay is an award
for a paper on politics or public policy written
during the junior or senior year. The paper

72

may be in satisfaction o f a course, a seminar,
or an independent project, including a thesis.
The paper is nominated by a faculty member
and judged by a committee o f the Department
of Political Science to be o f outstanding merit
based upon originality, power of analysis and
written exposition, and depth o f understand­
ing of goals as well as technique.
The R osita S am off Prize for Playwriting is
awarded for the best full-length or one-act
play as judged by external reviewers in a
competition conducted by the Department of
English Literature.
T he Frank Solomon, Jr. Student Art Prize Pur­
chase Fund permits the Art Department to
purchase for the College one or two o f the
most outstanding student works from the
year’s student art exhibitions.
T he 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 o f dance. It
carries a cash stipend.
T he Karen Dvonch Steinmetz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a junior who will be
applying to medical school and who demon­
strates a special compassion for others.
The Peter Gram Swing Prize. 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.
T he Melvin B. Troy Prize. The Melvin B. Troy
Prize of $ 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 of Melvin B. Troy ’48.
T he 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.

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 o f leave
devoted to research and self-improvement.
This award acknowledges the particularly
strong link that exists at Swarthmore between

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

73

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 of study which has the
approval of the Faculty. Applications must be
in the hands o f the Committee by March 23.
The Committee considers applicants for all of
these fellowships for which they are eligible
and makes recommendations which overall do
not discriminate on the basis o f sex. These
fellowships are:
T he H annah A. Leedom Fellowship founded by
the bequest of Hannah A. Leedom.
T he Joshua Lippincott Fellowship founded by
Howard W. Lippincott, of the Class o f 1875,
in memory of his father.
The John Lockw ood M em orial Fellowship,
founded by the bequest of Lydia A. Lockwood, New York, in memory of her brother,
John Lockwood. It was the wish o f the donor
that the fellowship be awarded to a member
of the Society of Friends.
The Lucretia Mott Fellowship, founded by the
Somerville Literary Society and sustained by
the contributions 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.
The M artha E. Tyson Fellowship, founded by
the Somerville Literary Society in 1913 and
sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen­
tary or secondary school work. The recipient
o f the award is to pursue a course o f study in
an institution approved by the Committee.
Other fellowships are awarded under the con­
ditions described below:
Susan P. Cobbs Prize Fellowship, established to
honor the memory o f Dean Susan P. Cobbs,
is awarded at the discretion o f the Classics
Department to a student majoring in Classics
for study in Greece or Italy.

74

The General Electric Foundation Graduate Fellow­
ship, to be awarded to a graduating senior for
the first year of graduate work, is intended to
encourage outstanding scholars to pursue an
academic career. The recipient, who must be a
United States citizen or permanent resident,
will receive the amount necessary to cover
tuition, fees, and subsistence allowance for
study directed toward a PhD in Engineering or
Computer Science at another institution in the
United States. The precise amount of each
fellowship will be based on the costs and
policies of the university and department cho­
sen for graduate work.
Phi B eta K appa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of Penn­
sylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a pro­
gram of advanced study in some branch o f the
liberal arts.
The Eugene M. Lang Graduate Incentive Fellow­
ship. In awarding these fellowships, preference
is given to Eugene M. Lang senior Scholars
who have completed their Opportunity Project
(see Financial Aid) and who have academic
achievement at Swarthmore sufficient to earn
Distinction or Honors. Applicants should sub­
mit to the Committee on Fellowships and
Prizes a plan of graduate study with high
potential for service to society. This fellowship
is made possible by the gift of Eugene M. Lang
’38.
The Thom as B. M cCabe, Jr. and Yvonne Motley
M cCabe M em orial Fellowship. This Fellowship,
awarded annually to a graduate of the College,
provides a grant toward the first year of study
at the Harvard Business School. Yvonne and
Thomas B. McCabe, Jr., were for a time resi­
dents of Cambridge, Massachusetts, and Mr.
McCabe received the M.B.A. from Harvard
and was a Visiting Lecturer there. In selecting
the recipient, the Committee on Fellowships
and Prizes follows the standards that determine
the McCabe Achievement Awards, giving spe­
cial consideration to applicants who have dem­
onstrated superior qualities of leadership.
Young alumni and graduating seniors are eligi­
ble to apply.
M ellon Minority Undergraduate Fellowship Pro­
gram. The Andrew W. Mellon Foundation has

provided a grant to establish an undergraduate
fellowship program intended to increase the
number of minority students who choose to
enroll in Ph.D. programs and pursue an aca­
demic career. The Foundation’s grant provides
term and summer stipends for students to
work with faculty mentors, as well as a loanforgiveness component to reduce undergradu­
ate indebtedness for those Fellows who pursue
graduate study. The Fellowships are limited to
the Humanities, a very few of the Social Sci­
ences, and selected Physical Sciences. A faculty
selection committee invites nominations of
sophomore students in February and awards
the Fellowships in consultation with the Dean
and Provost.
The J. Roland Pennock Undergraduate Fellowship
in Public A ffairs. The Fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition o f his
many years o f distinguished teaching o f Politi­
cal Science at Swarthmore, provides a grant for
as much as $2,500 to support a substantial

research project (which could include inquiry
through responsible participation) in public
affairs. The Fellowship, for Swarthmore un­
dergraduates, would normally be held offcampus during the summer. Preference is given
to applicants from the Junior Class.
Teachers for Tomorrow Fellowships are offered to
ten outstanding graduating seniors from mem­
ber colleges of the Venture Consortium
(Swarthmore College, Bates College, Brown
University, Connecticut College, Hobart and
William 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 Harlem
public schools that are nationally recognized as
meeting the challenge of educating children in
the inner city.

FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was en­
dowed by an anonymous gift from two o f her
former students, under a challenge grant issued
by the National Endowment for the Humani­
ties. It will provide an annual award o f a
semester’s leave at full pay, to support research
and writing by members o f the humanities
faculty. Mary Albertson joined the Swarth­
more faculty in 1927 and served as chairman
of the history department from 1942 until her
retirement in 1963. She died in May, 1986.
The George Becker Faculty Fellowship was en­
dowed by Ramon Posel ’5 0 under a challenge
from the National Endowment for the Hu­
manities, in honor of this former member of
the English department and its chairman from
1953-70. The fellowship will provide a semes­
ter of leave at full pay for a member of the
humanities faculty to do research and write, in
the fields of art history, Classics, English
literature, history, linguistics, modem lan­
guages, music, philosophy, or religion, but

with preference to members of the department
of 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 of the
humanities faculty to do research and to write.
Upon recommendation of the Selection Com­
mittee, there may be a small additional grant
for travel and project expenses. Any humani­
ties faculty member eligible for leave may
apply. Fellows will prepare a paper about the
work of their leave year and present it publicly
to the College and wider community. The
Blanshard Fellowship is made possible by an
anonymous donor who was Blanshard’s stu­
dent at Swarthmore, and a challenge grant
from the National Endowment for the Human­
ities.

75

Fe llo w s h ip s

The Eugene M. Lang Faculty Fellowship is de­
signed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or in­
novative scholarly achievement of faculty mem­
bers, and by encouraging the use o f such
achievements to stimulate intellectual ex­
change among scholars. The Fellowship will
provide financial support for faculty leaves
through a grant of about one half the recipi­
ent’s salary during the grant year. Upon rec­
ommendation o f the Selection Committee,
there may be a small additional grant for travel
and project expenses and for library book

76

purchases. The Selection Committee shall
consist of the Provost, three Divisional Chair­
men, and three others selected by the Presi­
dent, of whom at least two must be Swarth­
more alumni. Any faculty member eligible for
leave may apply, and up to four may be
chosen. Fellows will be expected to prepare a
paper or papers resulting from the work of
their leave year, presented publicly for the
College and wider community. The Selection
Committee may support wholly or in part the
cost of publishing any o f 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 halfcourse 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.

77

Art

M ICH A EL W. COTHREN, Professor of Art History2
CO N STAN C E CAIN HUNGERFORD, Professor of Art History
T. KAORI KITAO, Professor o f Art History and Acting Chair
BRIAN A . MEUNIER, Professor o f Studio Arts
R AN D ALL L EXON, Associate Professor o f Studio A rts3
M ARI BETH GRAYBILL, Associate Professor of Art History
SYD CA R PEN TER, Assistant Professor o f Studio A rts3
CELIA B. R EISM A N , Assistant Professor o f Studio Arts
M AR IA N PRITCHARD, Visiting Instructor of Studio Arts
DANIEL S M A R T T , Visiting Instructor o f Art History5

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 of art
and architecture; studio arts courses explore
problems o f 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 of artists—both established or
emerging professionals and Swarthmore stu­
dents in group shows and in the solo shows
required o f senior art majors—is hung annu­
ally in a series o f rotating exhibitions. The
primary criterion in selecting outside artists is
the degree to which their work will facilitate
the pedagogical needs of the studio arts pro­
gram. It is for this reason that artists are
usually brought to campus as visiting critics
while their works are being shown. Classes
and individuals thus have the opportunity not
only to see the work of an array o f contempo­
rary artists but also to exercise the critical
process that is central to the study and under­
standing of art in a liberal arts college. A

selection of works from Swarthmore’s perma­
nent collection is hung in a permanent instal­
lation at the back of the List Gallery, and,
when the budgets o f time and money allow,
there are exhibitions o f works of art from the
historical past using the gallery as an extension
o f the art history classroom. At the same time
as they fulfill specific curricular needs, how­
ever, both contemporary and historical exhi­
bitions in the List Gallery benefit the entire
College by incorporating a broad community
within an ongoing discourse concerning the
place o f the visual arts in past and present
culture.
H eilm an A rtist: 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.
Lee Frank Lecture: See p. 13.
Benjamin W est Lecture: See p. 14.
Jonathan Leigh Altm an Scholarship: See p. 26.
Jonathan Leigh Altman Summer Grant: See p. 69.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 1 is the prerequisite for
all other art history courses in the Department. STU A 1 is the prerequisite for studio
2 Absent on leave, spring semester, 1994.
3 Absent on leave, 1993-94.

7B

arts courses, even for seniors; it may be waived
only by presenting a portfolio for evaluation,
Students are advised that graduate work in art
5 Spring semester, 1994.

history requires a reading knowledge o f at
least German and French.
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 o f their historical
and contemporary significance. Past experi­
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards o f comparable
courses at Swarthmore. To aid students in
their attempt to gain Swarthmore credit for
study abroad, the Department has established
the following guidelines. (1 ) 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 o f gaining a full Swarth­
more credit for a course taken in a foreign
program are advised to attempt to arrange
with a Swarthmore professor, before leaving
the campus, to write, if necessary, a supple­
mentary research paper as a part of the course.
Such papers will be evaluated by the Depart­
ment as part of the process o f determining
transfer credit.

ARTH 3, six elective credits in art history, and
one course in studio arts. The six elective
credits must include at least one course in
three o f the four core areas o f the art history
curriculum: (1 ) Ancient and Medieval; (2)
Renaissance and Baroque; (3 ) Modern; and
(4 ) Asian, African, and Islamic. The compre­
hensive—given in the Spring semester o f the
senior year—consists of a written examina­
tion, in preparation for which students are
required to study a group o f carefully chosen
works of art and architecture.
The Course M ajor in Art: The combined pro­
gram o f the Course M ajor in Art consists of
a minimum o f five courses in Art History
(ARTH 1, ARTH 2, ARTH 3, and two elective
credits) and five courses in Studio Arts (in­
cluding courses in drawing, another 2-D me­
dium, and a 3-D medium). The comprehen­
sive consists of a Senior Exhibition and
Catalog, prepared during Senior Workshop
(STU A 3 0 ) during the Fall o f the senior year.
Majors and Minors in The External Exam ination
Program: In addition to ARTH 1 (and one
studio course for majors), art history majors
in the External Examination Program should
take four seminars in the Department; minors
should take two. W ith the approval o f the
relevant professor, a corresponding course
with an attachment may be substituted for a
seminar if that seminar will not be offered
during the period o f the student’s preparation
for External Examinations.

The Course M ajor in Art History: Art History
majors are required to take ARTH 1, ARTH 2,

A rt H istory
1.

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

This introduction to the study o f the visual
arts will investigate formal analysis, iconog­
raphy, and methods o f historical interpreta­
tion, using examples 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. This
Prim ary D istribution Course serves as pre­
requisite fo r all fu rth er work in art history.
Each semester. Staff.
2.

W e s te rn S u rv e y .

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.

79

A rt

3.

A s ia n S u r v e y .

An introduction to the forms, functions, and
contexts of the Arts o f Asia, focusing on the
cultures of India, China, and Japan, from
prehistoric to early modern times.
The prerequisite of ARTH 1 may be waived
for Asian Studies majors with the permission o f
the instructor.
Fall sem ester. Graybill.
9.

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

Film as visual and narrative art; principles of
framing, editing, and mise-en-scene; an his­
torical survey, including magic shows and the
comic strip; silent comedy and the musical;
cinema and painting; Hollywood and the New
Wave; and advertising and semiotics. Two
lectures and one screening session.
No prerequisite.
Spring sem ester. Kitao.
14.

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

An introduction to European art and archi­
tecture from late antiquity through the thir­
teenth century. Special attention will be given
to th e ' 'Romanization’ ’ o f Christian art under
Constantine, the Celtic Christian heritage of
the British Isles and its culmination in the
Book o f Kells, Justinianic Constantinople and
Ravenna, the Carolingian Renaissance, Ro­
manesque sculpture as ecclesiastical propa­
ganda, the efflorescence of monastic art under
the Cluniacs and Cistercians, and the neopla­
tonic aesthetic that gave birth to the Gothic.
Spring semester. Smartt.
17. N in e te e n th -C e n tu ry W e s te rn A r t

Developments in Western European painting
and sculpture from the late 18th century
through the Post-Impressionist generation of
Cézanne, van Gogh, and Gauguin. Relevant
social, political, economic, and cultural con­
texts are considered.
Fall semester. Hungerford.
18. T w e n tie th -C e n tu ry W e s te rn A r t

Architecture, painting, and sculpture in Eu­
rope and the United States from 1893 to the
present, considered in the context of relevant
social, political, economic, and cultural fac­
tors.
Spring semester. Hungerford.
25.

A r t s o f A fr ic a .

Not offered 1993-94.

80

31. J a p a n e s e C iv iliz a tio n and C u ltu re .

(Also listed as History 72, and offered as
Religion 11 in some years.) This course ex­
plores Japan’s culture and society from its
origins to the early nineteenth century.
Among the topics to be considered are lan­
guage, writing, and literature; the visual arts;
religion; and the development o f political and
social institutions.
No prerequisite. (Fulfills the distribution re­
quirement for either Humanities or Social
Sciences as designated at time if registration,)
Fall 1994. Graybill and Li.
3 2 . 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 7th through
13th centuries.
Spring 1995. Graybill.
34. 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 and P rin ts , 1550-1850.

An examination o f major schools and genres
o f painting and prints o f Japan’s early modem
period. Principal themes are (1 ) painting in
Kyoto, 1550-1650: competition for the pa­
tronage o f the imperial court, warlords, and
the merchant class; (2 ) the transition from
genre painting in Kyoto to ukiyo-e prints in
Edo, 1600-1800; and (3 ) 1750-1800: art as a
statement o f class identity, "Western-style”
painting, the "naturalist” school, and Sinophile "literati painting.”
Spring sem ester. Graybill.
3 8 . R itual a n d Im age in th e
B u d d h is t T ra d itio n .

(Also listed as Religion 28 .) This course
explores the unity and variety o f the Buddhist
tradition within its historical deelopment in
South, Southeast, and East Asia, by way o f the
study o f its visual arts (including narrative
and iconic sculpture and painting, stupa archi­
tecture, and the mandala) as well as other
forms o f material culture, such as shrines and
their relics, pilgrimage places, and the cult of
the book.
Fall 1994. Graybill and Hopkins.
4 0 . A n c ie n t G re e k A r t and
Its T ra d itio n s .

(Cross-listed as Classics 40 .)
Not offered 1993-94.

45. G o th ic A r t a n d A r c h ite c t u r e .

■
I
I
■
■
■
I
I
I
I

The formation of "T he Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle o f the 13th century: monasteries, cathedrals, and chapels;
neoplatonism and the new aesthetic; "court
style” and political ideology; structural technology and stylistic change; patronage and
production; contextualizing liturgy and visualizing dogma.
Not offered 1993-94. Cothren.
46. M o n a s tic is m a n d th e A r t s in
the C h ris tia n M id d le A g e s .

■
I
■
|

(Also listed as Religion 2 9 .) This course will
investigate 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
consumption effected the works o f art them­
selves and the way we have traditionally choI sen to study them.
■ Spring 1995. Cothren and Ross.
1 47. Late A n tiq u e , E a rly C h ris tia n ,
I and B y za n tin e A r t

I
I
I
I
I
1
1
I
■

An examination o f the emergence o f a Christian form of artistic expression from the heritage of late antique art, followed by a survey
of its international development through the
sixth century and its progression in the Byzantine empire centered in Constantinople until
the fall o f that empire to the Ottoman Turks
in 1453.
Not offered 1993-94. Cothren.

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

I
I
I
I
I

Michelangelo, his art and thought, his Quattrocento sources, and his relationship with
Leonardo, Raphael, the Mannerists, and his
patrons in 16th Century Italy.
Not offered 1993-94. Kitao.

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

I See description for ARTH 155.
I Fall sem ester. Kitao.
1 61. B u ilt E n v ir o n m e n t S p a c e , T h in g s ,
I and C u ltu re .

I Crosscultural study o f urban and architectural

spaces as well as material "things” large and
small which occupy them—how they are con­
ceived, made, seen, used, and interpreted:
anatomy o f space, townscape, city as artifact,
house and garden, handicraft and design, tech­
nology and manufacture, and semiotics of
everyday things.
No prerequisite.
Fall semester. Kitao.
64. P h ila d e lp h ia a n d 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,
Art 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.
N ot offered 1993-94. Kitao.
66.

A m e r ic a n A rt.

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 1993-94. Hungerford.
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 ite 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.
Prerequisite: ARTH 61 or 6 4 and instructor’s
approval.
O ffered occasionally. Kitao.
96. D ire c te d R eading.

Staff.
99.

T h e s is .

Staff.

SEMINARS
132. A r t s Of th e B u d d h is t T e m p le
in J a p a n .

See description for ARTH 32.
Not offered 1993-94. Graybill.

81

A rt

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 o f the instructor.
O ffered occasionally. 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 .

This seminar is intended as the first step
toward a Swarthmore-curated exhibition of
Japanese prints from the collection of James
Michener. Concentrating on prints of the 18
century, the course will be deliberately schizo­
phrenic. We will attempt to become familiar
with the traditional tools o f connoisseurship,
but also to construct a radical critique of
connoisseurship-based ukiyoe scholarship,
using feminist and Marxist models. Students
in this seminar are encouraged to simultane­
ously audit certain portion o f ARTH 34.
Prerequisites: ARTH 1 and ARTH 3 or per­
mission o f the instructor.
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 o f the pictorial narrative tradition
within Islamic culture from A.D. 691 to A.D.
1548.
Not offered 1993-94. Cothren.
145. G o th ic A r t a n d A r c h ite c t u r e .

See description for ARTH 45.
Fall 1994. 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 1993-94. Kitao.

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 1993-94. Kitao.
160. E ig h te e n th -C e n tu ry W e ste rn A r t

Study o f the transition from royal and aristo­
cratic visual culture to that of the rising
middle class in Western Europe and the
emerging United States, with primary atten­
tion to painting, sculpture, and architecture.
Spring sem ester. Hungerford.
164. M o d e rn A rt.

This seminar will focus on the varying schol­
arly approaches to the work o f artists such as
David, Courbet, Manet, Monet, Cezanne, Pi­
casso, and Pollock and to the issue o f "mod­
ernism” in nineteenth- and twentieth-century
painting.
Prerequisite: ARTH 1 and ARTH 2, ARTH 17
or ARTH 18.
Fall sem ester. Hungerford.
175. C in e m a .

Prerequisite: ARTH 1 and/or ARTH 9.
Not offered 1993-94. Kitao.
195. T h e o r y and M e th o d o lo g y .

An introduction to the historiography of 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 1993-94. Cothren.

Studio A rts
1.

In tro d u ctio n to S tu d io A r t s .

Explorations in the visual description and
construction o f objects and ideas; problems
in drawing, color, and three-dimensional
form. Attention will be given both to the
theoretical aspects o f the work and to the
development o f studio techniques.
E ach sem ester. Staff.
3.

D ra w in g .

Work in various media directed toward a

82

clearer perception o f space, light and form. A
course for all levels of ability. Weekly outside
drawing problems and a final project.
Not offered 1993-94. Exon.
4.

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.
I Spring semester. Meunier.

14. A d v a n c e d S c u lp tu re .

O ffered, occasionally. Meunier.

I

5. C e ra m ic s .

15. A d v a n c e d C e r a m ic s .

I
I
I

I

A wide spectrum o f 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 o f class projects while
acquiring a fundamental understanding o f processes, contemporary developments and traditions. Open to beginning, intermediate, and
advanced students.
Fall semester. Pritchard.

Students who have had sufficient experience
may submit a written proposal for a semester
o f independent work in clay. Slides or exam­
ples o f 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 o f formal as well as
technical considerations.
Not offered 1993-94. Carpenter.

I

6. P h oto g ra p h y .

O ffered occasionally. Meunier.

I
I
I
■
I
I
I

Introduction to the technical processes and
visual and theoretical concepts o f photography, both as a unique medium and as it
relates to other forms o f non-photographic
composition.
Prerequisite: STUA 1, even for seniors.
Spring semester. Meunier.

ItJ
I
I
I
J

I 8. Painting.

I
I
I
I
I

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

I 10. Life D ra w in g .

l Work in various media directed toward a
I clearer perception o f the human form. The
I class is centered on drawing from the model,
I and within this context. The elements of
I gesture, line, structure, and light are isolated
I for the purpose o f study.
I Fall semester. Reisman.

16. A d v a n c e d P h o to g ra p h y .
18. A d v a n c e d Painting.

O ffered occasionally. Exon.
20.

S p e c ia l S tu d ie s .

Staff.
30.

S e n io r W o rk sh o p .

A course designed to strengthen critical, the­
oretical, and practical skills on an advanced
level. Critiques by the resident faculty and
visiting artists, as well as group critiques with
all members of the workshop, will guide and
assess the development of the students’ indi­
vidual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing of the thesis for the
senior exhibition. (This course is required of
senior art majors.)
Fall sem ester. Meunier.
40.

S e n io r T h e s is .

Staff.

—

83

Asian Studies

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

M in g K. C h an (History, Cornell Visiting Professor)
W o o n -P in g C h in (English Literature)
S te p h e n E p s te in (Classics)
M a rib e th G ra y b ill (Art)
S te v e n H o p k in s (Religion)
G e ra ld L e v in s o n (Music) 3
L illia n M . Li (History) 3
L i-C h in g M a ir (Modern Languages, Chinese)
D eep a O lla p a lly ((Political Science)
S te p h e n P ik e r (Sociology/Anthropology)
D onald S w e a r e r (Religion) 3
L a r r y W e stp h a i (Economics)
T y r e n e W h ite (Political Science)

PURPOSE
The purpose o f the Asian Studies major is to
provide the student with interdisciplinary
education concerning Asia that has five com­
ponents, four o f which are required: (1 ) A
general background in Asia that stresses the
ability to make cross-cultural comparisons.
For this purpose the student is required to
take courses in more than one o f the regions
o f Asia: China, Japan, South Asia, and South­
east Asia. (2 ) An interdisciplinary approach;
the student will be required to take instruction
in at least three different departments, one of
which may be language. (3 ) A specialized
knowledge o f one area o f Asia, defined either
geographically or topically. (4 ) The ability to
demonstrate this specialized knowledge in an
independent research project (thesis) done in
the senior year.
A fifth, strongly recommended, component is
the study o f an Asian language. Students may
study an Asian language in one o f the following
ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) taking
another Asian language at the University of
Pennsylvania or in summer school, for exam­
ple at the Middlebury College Summer Lan­
guage Institute, or (c) taking language courses
in one o f the study-abroad programs with
which Swarthmore is affiliated. A maximum

3 Absent on leave, 1993-94.

84

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 o f the Asian
Studies Committee.
In planning their programs of study, prospec­
tive majors are urged to consider study abroad
for a summer, a semester, or a year. Study
abroad serves not only as an opportunity for
students to build their language skills, but also
as the ideal way to study a foreign culture. To
the greatest extent possible the Asian Studies
faculty will help students plan a program
abroad that will support and enhance their
Swarthmore programs.
In planning his/her major in Asian Studies,
the student should demonstrate in the sopho­
more plan o f study the intellectual coherence
o f his/her proposed program. To a large
extent this will consist o f explaining how the
proposed program develops a specialized
knowledge o f one o f the regions o f 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 o f Asian
Development, or Elite and Popular Cultures

in Asia. Any subsequent changes in the program, after its initial approval by the Asian

Studies Committee, must be aproved in advance by the Coordinator o f Asian Studies.

REQUIREMENTS
The major in Asian Studies consists of a
minimim o f 9 credits, with requirements and
distribution as follows:
( 1) Coursework must be completed concern­
ing more than one o f the regions o f Asia.
(2) Classes must be taken in at least three
different departments.
(3) 2 credits must be taken from the follow­
ing: Art History 3 (Asian Survey), Chi­
nese 16/LIT 16Ch (The Classical Tradi­
tion in Chinese Literature [in trans­
lation]), History 9 (Chinese Civilization,
Art History 31/History 72/Religion 11
(Japanese Civilization and Culture), Reli­
gion 8 (Patterns o f Asian Religions), Re­
ligion 9 (The Buddhist Tradition), Reli­
gion 12 or 13 (History, Religion, and
Culture of India, I and II).
(4) A minimum o f 6 credits of work must be

completed at the intermediate or ad­
vanced level in at least two different de­
partments. This may include the study of
an Asian language above the first year.
External examination candidates nor­
mally will present two fields plus a thesis
for examination, in addition to three
fields outside the major. (In cases where
fields represent three credits o f work,
three o f these fields must be in Asian
Studies, and one will be outside the
major.)
(5) A 1- or 2 -credit senior thesis, followed by
an oral exam. Each major will be expected
to write a senior thesis in his/her area of
specialization. External examination can­
didates generally will be required to write
a two-credit thesis for external examina­
tion; other students generally will write a
one-credit thesis.

COURSES
(See catalogue sections for individual depart­
ments to determine specific offerings in 19931994.)

D e p a rtm e n t o f E c o n o m ic s

D e p a rtm e n t o f A r t

D e p a rtm e n t o f E n g lish L ite ra tu re

3. Asian Survey
31. Japanese Civilization and Culture
32. Arts o f the Buddhist Temple in Japan
34. Japanese Art o f the Early Modern
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 o f Japanese
Prints
D e p a rtm e n t o f C l a s s ic s

63. Comparative Perspectives on the
Ancient World

81. Economic Development
181. Economic Development
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
69. Chinese in the Global Village:
Overseas Migration and Settlement in
the Modem Era
72. Japanese Civilization and Culture
73. China-Hong Kong Relations in
Historical and Contemporary
Perspectives
74. Modem China
75. Modem Japan
144. Modem China

85

A s ia n S tu d ie s

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 re s , C h in e s e

3B, 4B. Second-year Mandarin Chinese
11. Third-year Chinese
11A. Third-year Chinese Conversation
12. Advanced Chinese
12A. Advanced Chinese Conversation
16. The Classical Tradition in Chinese
Literature
17. Vernacular, Modern, and
Contemporary Chinese Writings
20. Readings in M odem Chinese
20A . Modem Chinese Conversation
33. Introduction to Classical Chinese
63. Comparative Perspectives on the
Ancient World
91. Special Topics in Chinese Literature in
Translation
93. Directed Reading
D e p a rtm e n t o f M u s ic and D a n ce

8 . The Music of Asia and Africa
D e p a rtm e n t o f P o litic a l S c ie n c e

55. Politics, Culture, and Development in
China
56. Politics o f South and Southeast Asia
108. Comparative Politics: Politics and
Development in China, Taiwan, and
Hong Kong

86

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

8 . Patterns of Asian Religions
9. The Buddhist Tradition
11. The History, Religion, and Culture of
Japan
12. History, Religion, and Culture of
India, I
13. History, Religion, and Culture of
India, II
20. Poets, Saints, and Storytellers: An
Introduction to the Religious
Literatures o f India
28. Ritual and Image in the Buddhist
Tradition
104. Buddhism in Southeast Asia
113. The Textures o f the Text: Philosophy,
Narrative, and Popular Piety in the
Hindu and Buddhist Traditions
114. Love and Religion
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
Ling 99. (when target language is an Asian
Language)
A s ia n S tu d ie s

Asia 9 6. Thesis (one credit)
Asia 180. Thesis (two credits)

Biology

M A R K J A C O B S , Professor
JOHN B. JEN K IN S , Professor
ROBERT E. SAVAGE, Professor
JA C O B WEINER, Professor
TIMOTHY C. W ILLIAM S, Professor'
SCOTT F. GILBERT, Associate Professor and Chair
RACHEL A . M ERZ, Associate Professor3
BAR B AR A Y. STEW ART, Associate Professor and Associate Chair
ALAN W. HARVEY, Assistant Professor
S A R A M . HIEBERT, Assistant Professor1
ANTHONY L. LOBO, Assistant Professor
KATHLEEN K. SIWICKI, Assistant Professor
A M Y C. VOLLM ER, Assistant Professor3
DARLENE BR A M U CC I, Assistant
ANNE DANIELSON, Assistant
SHELAGH JO H N STO N , Assistant

Students are introduced to biology by enroll­
ing in Biology 1 and Biology 2 which serve
as prerequisites for all intermediate and ad­
vanced biology courses. Intermediate courses

are numbered 10-50; courses numbered be­
yond 5 0 are advanced and may be used to
prepare for the External Examination Pro­
gram.

REQUIREMENTS AND RECOMMENDATIONS
Students electing a Course major in Biology
must include the following supporting sub­
jects in addition to the minimum o f eight
credits composing the major: Introductory
chemistry, at least one semester of organic
chemistry, and two semesters o f college math­
ematics (not Stat 1 or Math 3 ) or the comple­
tion of Calculus II (Math 6A and 6B, or 6C).
One semester o f statistics (Stat 2 or 2 3 ) is
strongly recommended.
Students majoring in Biology must take at
least one course or seminar in each of the
following three groups: I. Cell and Molecular

Biology; II. Organismal Biology; and III. Populational Biology, take at least one advanced
course or seminar in Biology and satisfy the
general college requirement of a comprehen­
sive experience and examination in biology by
participation in the senior evolution seminar.
Special majors in biochemistry, psychobiol­
ogy, and bioanthropology are also offered.
Students wishing to obtain secondary teacher
certification in bioloqy must complete suc­
cessfully a major in biology which should
include at least one course in plant science and
in physics.

EXTERNAL EXAMINATION PROGRAM
Qualified students may prepare for External
Examinations by combining courses and
seminars in the areas of Animal Physiology,
Behavioral Ecology, Biomechanics, Cell Biol­

ogy, Developmental Genetics, Human Genet­
ics, Cellular Membranes, Microbiology, Neuro­
biology, Orientation, Paleobiology, Plant
Development, Plant Ecology, and Research in

1 Absent on leave, fall semester, 1993.

3 Absent on leave, 1993-94.

87

B io lo g y

Biology (Bio 180). Admission to the External
Examination Program is based on academic
record (average o f B or better in the natural
sciences) and completioh o f prerequisites for
the courses or seminars used in preparation
for external examination. Students in the
External Examination Program may take an
additional credit o f advanced work in any
course numbered between 5 0 and 9 0 or any
one credit seminar. The additional advanced
work will be designated as an attachment to
the course.
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.
F all sem ester. Staff.
2. O rg a n is m a l and P o p u la tio n B io lo g y .

Introduction to the study o f 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 sem ester. Staff.

--------------------1
One laboratory period per week.
Prerequisites: Biology 2 or consent o f instruc- I
tor.
A lternate years, spring sem ester. Weiner.
Not offered 1993-94.
20. G e n e tic s .

An introduction to genetic analysis using the
tools o f classical and molecular genetics. The
course explores basic principles o f genetics,
the chromosome theory o f inheritance, classical and molecular strategies for gene mapping,
strategies for identifying and isolating genes,
the genetics o f bacteria and viruses, replication, gene expression, and the regulation of
gene activity. M ajor concepts will be illustrated using human and non-human exampies.
One laboratory period per week or a special
project.
Prerequisite: Biology 1.
F all sem ester. Jenkins.

I
I
I
I
1
I
I
I
I
I
■

21. C e ll B io lo g y .

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

14. F ie ld O rn ith o lo g y .

25.

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.
A lternate years, spring sem ester. Williams.
Not offered 1993-94.

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. I
A lternate years. Williams.

15. C o m p a ra tiv e V e rte b ra te P h y s io lo g y .

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.
Spring sem ester. Hiebert.
17.

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

Principles and methods o f plant systematics
approached through the classification and iden­
tification o f the major families o f vascular
plants.

88

29.

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

N e u ro b io lo g y .

An introduction to the molecular and cell I
biology o f neurons and the organization of I
neural systems.
One laboratory period per week.
Prerequisite: Biology 1, Chemistry 10.
Spring sem ester. Siwicki.
34.

Im m un olog y.

A survey o f the humoral and cellular mecha- I
nisms by which vertebrates recognize and
destroy material foreign to their bodies.
One laboratory period per week.
Prerequisites: Biology 1 and 2; 2 0 or 21
recommended.
A lternate years, spring sem ester. Gilbert.

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.
A lternate years, fa ll semester. Merz.
Not offered 1993-94.
37. P la n t P h y s io lo g y .

A study o f 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.

minants. Content overlaps with Biology 25
and S/A 10.
One laboratory period per week.
Prerequisites: Biology 2 or Psychology 1, or
one introductory level course in Sociology/
Anthropology giving an appropriate back­
ground in Anthropology.
A lternate years, fa ll semester. Williams.
Not offered 1993-945 0 . M a r in e B io lo g y .

Ecology o f 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.
A lternate years, fa ll semester. Harvey.

38. M ic r o b io lo g y .

51. C e lls in C u ltu re .

Biology o f 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.
Fall semester. Lobo.

The biology o f plant and animal cells. Seminar
discussions on cytoskeleton, cell surfaces,
normal growth adhesion, locomotion, trans­
formation, and oncogenes. Independent
semester-long laboratory work.
Prerequisite: Biology 21 or consent of instruc­
tor.
Fall semester. Savage.

39. E co lo g y .

The scientific study o f the relationships that
determine the distribution and abundance of
organisms. Topics covered include interac­
tions between organisms and their environ­
ments, population dynamics, species 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 of this course focus on genetics,
development, and evolution; science and the­
ology; and contemporary social critiques of
biological sciences.
Prerequisites: Biology 1 and 2.
A lternate years, spring sem ester. Gilbert.
Not offered 1993-94.
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

56.

H u m an G e n e tic s .

A seminar exploring the genetic analysis of
the human genome. Topics discussed include
mendelian inheritance patterns in humans,
clinical cytogenetics, classical and molecular
strategies for mapping the human genome,
identifying and isolating genes, the metabolic
basis of inherited diseases, immunogenetics,
the genetic basis of cancer, complex inheri­
tance patterns, the genetic control o f humah
behavior, and population genetics and human
origins. Genetic counseling and gene therapy
issues are also discussed.
Prerequisite: Biology 2 0 or consent o f instruc­
tor.
Spring semester. Jenkins.
62.

B io m e c h a n ic s .

Basic principles of solid and fluid mechanics
will be explored as they apply to the morphol­
ogy, ecology, and evolution of plants and
animals.
Prerequisites: Biology 1, 2, and one other
Biology course.
A lternate years, spring semester. Merz.
Not offered 1993-94.

89

B io lo g y

63.

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 will also
be examined.
Prerequisites: Biology 1 and 2 and one other
Biology course.
A lternate years, spring semester. Merz.
Not offered 1993-94.
6 6 . C o n tro l o f P la n t D evelo p m en t.

An examination o f cellullar, intercellular, and
environmental control mechanisms operating
in plant growth and development. Particular
examples will be studied in depth, with an
emphasis upon critical evaluation o f original
research literature.
One seminar meeting each week and continu­
ing laboratory projects.
Prerequisites: Biology 1, 2, and one other
Biology course.
Spring semester. Jacobs.
6 8 . M ic r o b ia l S y m b io tic A s s o c ia t io n s .

This seminar will consider parasitic and mutualistic interactions between microbes (vi­
ruses, bacteria) and other organisms (plants,
animals). Laboratory projects will seek to
analyze the bases o f these interactions through
microbiological and molecular biology tech­
niques.
One laboratory period per week.
Prerequisites: Biology 20, 21, 38, 152, or
Chemistry 3 8 or permission of instructor.
Spring 1994 semester only. Lobo.

72.

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

78.

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

Seminars and labs exploring cellular mecha­
nisms underlying specific animal behaviors.
Prerequisite: Biology 29.
A lternate years, fa ll semester. Siwicki.
Not offered in 1993-94.
93. D ire c te d R eading.

A program o f directed reading in an area of
biology not included in the curriculum.
Fall or spring sem ester. Staff.
94. 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 elect to pursue a re­
search program.
Fall or spring semester. Stewart, Staff.
9 5 . S e n io r P r o j e c t

W ith the permission o f 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.
97. S e n io r E vo lution S e m in a r.

A consideration of evolution from the per­
spectives o f several biological subdisciplines.
Participation in the evolution seminar is re­
quired of all Biology majors in course.

SEMINARS
1D4. P la n t E c o lo g y .

The study o f plant individuals, populations,
and communities in their relationships with
their physical and biological environments.
Prerequisites: Biology 39 or consent o f instructor.
Two credits.
A lternate years, fa ll semester. Weiner.

from biotechnology will be addressed.
Prerequisites: Biology 38, Chem. 38, or con­
sent of instructor.
One credit.
One laboratory per week.
A lternate years, spring semester. Vollmer.
Not offered 1993-94.

127. B io te c h n o lo g ic a l A p p lic a tio n s o f
M ic r o b io lo g y .

152. A d v a n c e d T o p ic s in D e v e lo p m e n ta l
B io log y : D e v e lo p m e n ta l G e n e tic s
and Im m unology.

A seminar focused on microorganisms and
processes by which they degrade/produce
compounds used in pharmaceutical and agri­
cultural industries. Ethical issues stemming

Senior level seminar discussing differential
gene activity on transcriptional, RNÀ pro­
cessing, and translational levels in developing
embryos and immunocompetent cells. Mech­

90

I

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 2 1 ,3 8 , or Chem 38.
F all semester. Stewart.

i

anisms o f cell differentiation in embryos and
lymphocytes: AIDS.
Prerequisites: Biology 1, 2: either 20, 21, or
34.
Two credits.
One laboratory per week
Fall semester. Gilbert.
155. M ic r o b ia l A d a p ta tio n and
D e v e lo p m e n t

A study o f microbial mechanisms of adapta'
tion to natural and experimental stressors.
Laboratory will focus on molecular tech­
niques to investigate gene expression or envir­
onmental enrichment.
Prerequisites: Biology 20, 21, 38, 152, or
Chem. 38.
One credit.
One laboratory per week.
Spring sem ester. Vollmer.
Not offered 1993-94.

160. B e h a v io ra l E c o lo g y .

The study o f the evolution o f behavior as an
adaption to an environment.
Prerequisites: Biology 25 or 39 or 45 or 15.
Students with preparation outside biology
should seek permission of the instructor.
Two credits.
A lternate years. Williams.
164. D e v e lo p m e n ta l N e u ro b io lo g y .

Seminars in the mechanisms o f neural devel­
opment and independent laboratory projects
which address a specific research question.
Prerequisite: Biology 29.
Two credits.
A lternate years, fa ll semester. Siwicki.
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.

91

Black Studies

Coordinators: PETER S C H M ID T (English Literature)
JE R O M E H. WOOD (History)
Committee:

i

J o h n A ls to n (Music and Dance)
M a u r ic e E ld rid g e (Development)
C h a r le s L J a m e s (English Literature)
J o e M a s o n (Dean’s Office)
Ethel M o o r e (Psychology)
M ic h e lin e R ic e -M a x im in (Modern Languages)12 13
A lis o n P. W illia m s (Chemistry)

1
The purpose of the Black Studies Program is
(1 ) to introduce students to the history, cul­
ture, society, and political and economic con­
ditions o f Black people in Africa, the Ameri­
cas, and elsewhere in the world; and (2 ) to
explore new approaches—in perspectives,
analyses and interdisciplinary techniques—
appropriate to the study of 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 of the sophomore year to the
Coordinator o f the Program. All programs
must be approved by the Committee on Black
Studies.
All Concentrators in Black Studies are re­
quired to take History 7, as early as feasible,
and Black Studies 91, ordinarily in the last
semester o f the senior year. They are advised
to take English 5 0 (Theories of Black Studies).
They must take a minimum of five courses in
Black Studies. These must include at least
three courses (which may include Black Stud­
ies 91) outside the departmental major, from
at least two departments other than the major.
Black Studies 91, Special Topics in Black
Studies, will take the form o f a one-credit
tutorial (if there are three or fewer students in
any one year) or a one-credit seminar (if there
are four or more students), with all senior
Concentrators participating. The topics se­

12 Campus coordinator, Swarthmore Program
in Grenoble, spring semester, 1993.

92

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.
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.
Courses of the Black Studies Concentration
are listed below. Courses o f independent
study, special attachments on subjects relevant
to Black Studies, and courses offered by visiting 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.
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 co 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 .

13 Program Director, Swarthmore Program
in Grenoble, fall semester, 1993.

I
I
I
I
■

I
I

I
I
■
F
I

■

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

H is to r y 140. M o d e rn A fr ic a .

E c o n o m ic s 1 7 2 / P o litica l S c ie n c e 106.
U rb an U n d e r c la s s .

L in g u is tic s 3 7 / S o c io lo g y /
A n th ro p o lo g y 37. L a n g u a g e s
o f A fr ic a .

E n g lish L ite ra tu re 5 0 . T h e o r ie s of
B la c k S tu d ie s .

L in g u is tic s 52. H is to r ic a l and
C o m p a ra tiv e L in g u is tic s .

En glish L ite ra tu re 5 2 . T h e H a rle m
R e n a is s a n c e .

M o d e rn L a n g u a g e s 12L. Intro d uction
L’e x p é r ie n c e L itté ra ire .

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 .

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 e t S o c ié té .

E n g lish L ite ra tu re 5 9 . T h e A fr o A m e r ic a n W rite r.

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 çsa is e s .

E n g lish L ite ra tu re 60. T h e
C o n te m p o ra ry A fr o - A m e r ic a n
W rite r.

M o d e m L a n g u a g e s 110. E c r itu re s
f r a n ç a is e s : h o r s d e Fra n ce :
F ictio n et ré e l.

E n g lish L ite ra tu re 76. T h e B la c k
A fr ic a n W rite r.

M u s ic 3. J a z z H is to ry .

En glish L ite ra tu re 121. M o d e rn
B la c k F ictio n .

M u s ic 24. A r m s tro n g , P a r k e r and
C o ltra n e .
M u s ic 41. J a z z E n se m b le .

H is to ry 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 .

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

H is to ry 8. M o d e rn A fr ic a .

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

H is to ry 5 3 . B la c k C u ltu re and
B la c k C o n s c io u s n e s s .

P o litic a l S c ie n c e 34. U rb a n P o litic s .

H is to ry 5 8 . T h e W o rld o f D u B ols,
R o g e rs, and Diop.
H is to ry 6 3 . S ou th A fr ic a .
H is to ry 6 7 . T h e B la c k E x p e r ie n c e in
Latin A m e r ic a .
H is to r y 8 5 . A fr ic a n a n d A fr ic a n
A m e r ic a n F o lk lo re .

P o litic a l S c ie n c e 58. A fr ic a n
P o litic s .
P o litic a l S c ie n c e 112. C o m p a ra tiv e
P o litic s : A fr ic a .
P o litic a l S c ie n c e 1 0 6 / E c o n o m ic s 172.
U rb a n U n d e r c la s s .
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).

H is to ry 8 6 . W om en in E a rly
A fr ic a n C iv iliz a tio n s .

93

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
P ETER T. T H O M P SO N , Professor’
T H O M A S A . STE PH EN SO N , Associate Professor
JU D ITH G. VOET, Associate Professor and Chair
ROBERT S . PALET, Assistant Professor
JO H N D. THOBURN, Assistant Professor
ALISON P. W ILLIAM S, Assistant Professor
ROBERT 0. FISHER, Lecturer
U R S U LA M . DAVIS, Assistant
VIRGINIA M . INDIVERO, Assistant
M A R G A R E T M . LE H M A N , Assistant

The aim o f the Department of Chemistry is to
provide sound training in the fundamental
principles and basic techniques of the science

and to provide interested students with the
opportunity for advanced work in the main
subdisciplines of modern chemistry.

REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take Chemistry 10 fol­
lowed by 22, 32, and either 36 or 3 8 (or
both). Students with an especially strong pre­
college background in chemistry are advised
to begin with Chemistry 10H, Chemistry
10L, or Chemistry 22. Such students will nor­
mally be asked to take a placement examina­
tion. Students seeking Advanced Placement
credit may also be required to take this exami­
nation. Consult with the Department Chair.
The minimum requirement for a major in
Chemistry is nine courses in the Department.
These must include Chemistry 1 0 ,2 2 ,3 2 ,3 6 ,
38, 44, 45, 5 0 and one single-credit seminar
or one advanced course (82). Students should
note the Mathematics and Physics prerequi­
sites for Chemistry 36, 44, and 45. Those
considering a major in Chemistry are strongly
urged to complete these prerequisites by the
end o f the Sophomore year.
Those students planning professional work in
Chemistry should include in their programs
a fourth semester o f mathematics and at least
two additional credits in chemistry. Accredi­
tation by the American Chemical Society
(A CS) is useful for those who intend to pur­

3 Absent on leave, 1993-94.

94

sue a career in chemical industry and requires
a year of independent research through Chem­
istry 94, 96, or 180. Further, proficiency in
reading scientific German, Russian, or French
is an asset to the practicing chemist.
Students desiring teacher certification in chem­
istry must complete Biology 1, 2 in addition
to the Chemistry major program. All candi­
dates for teacher certification are required to
assist in the instruction of the laboratory of
an introductory chemistry course on one
afternoon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems
under investigation.
In collaboration, the Departments of Chem­
istry and Physics provide for a Special Major
in Chemical Physics (see discussion o f Special
Major, page 54 ), which offers students the
opportunity to gain strong background in the
study o f chemical processes from a micro­
scopic, molecular point of view. Interested
students should consult the Chairs o f both
departments.

!

BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department o f Bi­
ology, the Department of Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
special emphasis on the application o f chemis­
try to biochemical and molecular biological
problems. The requirements include Chemis­
try 22, 32, 36, 38, 44, 45, 50, and 108b;

Biology 2 0 or 21 or 38; and one advanced
Biology course to be selected by consultation
with the Chairs of both departments. Students
should note the Mathematics, Physics, Chem­
istry, and Biology prerequisites for these
courses. Research opportunities are available
in both the Biology and Chemistry Depart­
ments. Interested students should consult the
Chairs of the two departments.

EXTERNAL EXAMINATION PROGRAM
Students preparing for the External Examination Program with a major in Chemistry
should complete Chemistry 10, 22, 32, and
either 3 6 or 38 (or both), three semesters of
calculus, and two semesters of physics by the
end o f the sophomore year. In addition to
Chemistry 10, 22, 32, 36, and 38, all majors
are further required to complete Chemistry
44, 45, and 5 0; except under truly extraordinary circumstances, these requirements must
be met by the end of the junior year. The
major program consists o f a minimum o f
three papers in Chemistry, one o f which must
be a research thesis (Chemistry 180). Prepa­
ration for the remaining papers in Chemistry
(Organic Reaction Mechanisms, Organic Synthesis, Thermodynamics and Statistical Mechanics, Quantum Chemistry, Inorganic
Chemistry, Biological Chemistry) consists of
the core curriculum (i.e., Chemistry 10, 22,
32, 36, 38, 44, 4 5 , and 5 0 ) plus completion

cof the appropriate 100-level seminar. The
core
curriculum alone is sufficient preparation
c
f a paper in General Physical Chemistry. All
for
papers,
with the exception of General Physical
p
Chemistry,
are "three unit” papers.
C
,
A ll o f the External Examination papers listed
.
in the preceding paragraph are available for
students wishing to complete a minor in
^
Chemistry. The minimum prerequisites for
the preparation o f any paper are Chemistry 10
and 36, Mathematics 5, 6A, and 6B, and
t
Physics 3 , 4. Preparation for the General
,
Physical Chemistry paper consists of comple­
tion o f Chemistry 4 4 and 45 and the addi­
tional Mathematics prerequisite. Preparation
^
for the remaining papers consists o f comple­
tion o f the relevant 10 0 -level seminar and the
associated prerequisites (see seminar prereq­
j
uisites, below).

COURSES
1. C h e m is tr y in th e H um an
E n v ir o n m e n t

This course will include the study o f the cen­
tral concepts o f chemistry in the context o f
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 o f 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. Stephenson.
10.

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

A study o f the central concepts and basic
principles of chemistry; the interpretation of

95

C h e m is try

chemical properties and reactions on the basis
o f equilibrium constants, oxidation poten­
tials, free energies, thermochemistry; atomic
structure; bonding and molecular structure;
rates and mechanisms of chemical reactions.
One laboratory period weekly.
Primary distribution course.
Fall semester. Williams and Staff.
10H. F re s h m a n S e m in a r: G e n e ra l
C h e m is tr y .

A half-credit seminar format course for fresh­
men with Advanced Placement (or equivalent
departmental exam) chemistry credit. Topics
will be selected from the traditional General
Chemistry curriculum, but will be discussed
in greater detail and with a higher degree of
mathematical rigor. The application o f mod­
em instrumental methods to problems in
thermodynamics, chemical kinetics, and
molecular structure will be emphasized in
classroom discussion and laboratory demon­
strations. Some familiarity with elementary
calculus concepts will be assumed. One threehour meeting weekly.
Fall semester. Pasternack.
10L. F re s h m a n S e m in a r and Lab:
G e n e ra l C h e m is try .

A combination o f the Chemistry 10H Fresh­
man Seminar (above) and the laboratory com­
ponent o f Chemistry 10 (General Chemis­
try).
One laboratory period weekly. One credit.
Primary distribution course.
Fail semester. Pasternack 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 of 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. Thobum.
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
o f monofunctional and polyfunctional organic
compounds, multi-step methods o f synthesis,

96

and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Paley.
36.

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

A study o f the main group and transition
metals with emphasis on their structure,
bonding, and reactivities. The laboratory
component emphasizes the synthesis, spec­
troscopy, and magnetic properties o f transi­
tion metal complexes including organometallie substances and ones o f biochemical in­
terest.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B,
Physics 3, and prior or concurrent enrollment
in Physics 4 (Physics 7 and 8 substitute for
Physics 3, 4).
Spring semester. Pasternack.
3 8 . B io lo g ic a l C h e m is try .

An introduction to the chemistry o f living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter­
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisites: Chemistry 3 2 (Biology 1 rec­
ommended).
Spring semester. Voet.
4 4 . P h y s ic a l C h e m is tr y I.

An introduction to some basic concepts of
physical chemistry including states o f matter,
kinetic theory of gases, laws o f thermodynam­
ics, chemical and phase equilibria, solutions,
electrochemistry, and solid state structure.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B
and 18, Physics 3 , 4 (or 7, 8 ).
Fall semester. Stephenson.
45. P h y s ic a l C h e m is tr y II.

An introduction to some basic physical chem­
istry concepts at the atomic and molecular
level including particles and waves, elementary
quantum theory, atomic and molecular struc­
ture, valence bond and molecular orbital the­
ory, symmetry and group theory, spectros­
copy, statistical mechanics, and reaction rates.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B
and 18, Physics 3, 4 (or 7, 8 ).
Spring semester. Williams.

50. M o d e m In stru m e n ta l M e th o d s in
C h e m is try and B io c h e m is tr y .

This laboratory-intensive course centers on
modem instrumental methods, including cir­
cular dichroism, fluorescence, infrared, ultra­
violet, and mass spectrometry. Special em­
phasis is given to fast kinetic techniques and
Fourier-transform nuclear magnetic reso­
nance.
Approximately five hours o f laboratory
weekly.
Prerequisites: Chemistry 32 and either 3 6 or
38. Concurrent or prior courses in Physical
Chemistry are recommended.
Fall semester. Pasternack and Thoburn.

82.

O rg a n ic R e a ctio n M e c h a n is m s .

This course deals with the structures and
mechanisms o f reaction o f organic com­
pounds. Polar, free-radical, pericyclic, and
photochemical reactions are studied. Mecha­
nistic discussions emphasize methods o f in­
vestigation and the interpretation of experi­
mental results from the primary literature.
Prerequisites: Chemistry 32. Prior or con­
current registration in Physical Chemistry
strongly recommended.
Fall semester. Thoburn.

SEMINARS
The following single credit seminars may be
taken for credit towards a degree in Course or
combined with single credit courses to prepare
for Papers in the External Examination Pro­
gram.
Prerequisites: The preferred background for
students enrolled in any seminar is prior or
concurrent enrollment in Chemistry 10, 22,
32, 36, 38, 44, and 45. W hen circumstances
warrant it, students will be permitted to enroll
in Chemistry 102b or 103b while meeting
only the organic chemistry prerequisites, stu­
dents will be permitted to enroll in Chemistry
108b while meeting only the organic chemis­
try and biological chemistry prerequisites,
students will be permitted to enroll in Chem­
istry 106b while meeting only the inorganic
and physical chemistry prerequisites, and stu­
dents will be permitted to enroll in Chemistry
104b or 105b while meeting only the physical
chemistry prerequisites. However, such stu­
dents will be expected to do the extra reading
required for them to participate fully in the
discussions. Students wishing to enroll in a semi­
nar without first completing Chemistry io, 22, 32 ,
36, 38, 44, and 45 must consult with the instruc­
tor.
102b. O rg a n ic R e a ctio n M e c h a n is m s
S e m in a r.

This course deals with the structures and
mechanisms of reaction of organic com­
pounds. Polar, free-radical, pericyclic, and
photochemical reactions are studied. Mecha­

nistic discussions emphasize methods o f in­
vestigation and the interpretation o f experi­
mental results from the primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Fall semester. Thoburn.
103b. O rg a n ic S y n t h e s is S e m in a r.

Modern 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 o f these methods to
the total synthesis o f pharmacologically im­
portant natural products will be studied, using
examples from the recent primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Paley.
104b. T h e r m o d y n a m ic s and S ta tis tic a l
M e c h a n ic s S e m in a r.

Topics to be studied will be selected from
more advanced aspects of thermodynamics
and statistical mechanics including studies of
the gaseous and liquid states, the theory of
solutions, and an introduction to computer
simulation techniques.
Prerequisites: See statement above regarding
seminar prerequisites.
105b. Quantum C h e m is tr y S e m in a r.

Advanced consideration of topics in quantum
chemistry with a focus on the electronic struc-

97

C h e m is try

ture of atoms and molecules, and molecular
spectroscopy.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Stephenson.
106b. I n o rg a n ic C h e m is tr y S e m in a r.

Topics in inorganic chemistry including the
bonding, reaction mechanisms, and spectros­
copy o f Werner complexes; organometallic
chemistry; boron hydrides and metal clusters;
bioinorganic chemistry.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Pasternack.

108b. B io lo g ic a l C h e m is tr y S e m in a r.

Selected topics in a few important areas of
current biochemistry, such as enzyme struc­
ture and function, spectroscopic methods,
receptor biochemistry, and genetic and pro­
tein engineering principles.
Prerequisites: See statement above regarding
seminar prerequisites. Additional prerequi­
site: Biology 1. Prior or concurrent enrollment
in Biology 20 or 21 or 38 is recommended.
Fall semester. Voet.

STUDENT RESEARCH
All students who enroll in one or more re­
search courses during the academic year are
required to attend weekly colloquium meet­
ings and to present the results of 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 o f writing a senior
research thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee
to consist of (but not be limited to) two mem­
bers o f the Chemistry Department, one of

98

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 of the student’s residence at
Swarthmore.
ii) A thesis based upon the student’s re­
search activity to be submitted prior to
the last week of classes o f the final semes­
ter. Guidelines for the preparation o f 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 o f the staff and approved
early in the semester preceding the one in
which the work is to be done.
Each semester. Staff.

Classics

GILBERT P. ROSE, Professor and Department Head
ROSARIA V. M U N SO N , Associate Professor
WILLIAM N. TURPIN, Associate Professor3
STEPHEN J . EPSTEIN, Assistant Professor
CHRISTOPHER FR A N C ESE, Visiting Assistant Professor
GRACE M . LEDBETTER, Instructor3 10

Classics is the study of the ancient Greeks and
Romans, who produced some o f the world’s
greatest literature and influenced the entire
subsequent course of 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 1 to 19 and in seminars.
Courses numbered 2 0 and over have no pre­
requisites and assume no knowledge o f Greek
or Latin; instead, English translations are
used to introduce students to the history,
literature, mythology, religion, and archaeol­

ogy o f the ancient world. The courses specifi­
cally in ancient history count as prerequisites
toward advanced courses in the Department
of History and as part o f a major in History.
The Department of Classics encourages both
majors and non-majors to spend a semester,
usually during their junior year, at the Inter­
collegiate Center for Classical Studies in
Rome. Here students from many American
colleges may study Latin, Greek, Italian, art
history, and the ancient city; they also take
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. 35 and
74).
The Classics Department participates in the
Medieval Studies Program, the Women’s Stu­
dies Program, the Literature major, and a
Special Major in Linguistics.

REQUIREMENTS FOR A MAJOR OR MINOR
Greek, Latin, or Ancient History may be a
student’s major subject in either the Course
or External Examination Program, and a
minor in the latter program. Those who in­
tend to major or minor in Greek or Latin
should complete courses numbered 1 1 and 12
(or their equivalents) as early as possible.

Latin major in the Course Program consists
o f at least 8 credits in the appropriate language
above the introductory level; normally at least
three seminars are included.

In the External Examination (Honors) Pro­
gram, three or four papers constitute a major.
In Greek or Latin, students normally prepare
for all o f these with seminars. A Greek or

A major in Ancient History consists o f Clas­
sics 31 (or 21), 32, 42, 44, a one-credit
attachment to any o f the above (see p. 57,
Formats o f Instruction), and a second onecredit attachment or else another course in
Classical Civilization. One o f the following
seminars is also required: Latin 102, Latin

3 Absent on leave, 1993-94.

10 Joint appointment with Philosophy.

99

C la s s ic s

105, Greek 113. For a minor in Ancient
History everything but the seminar is re­
quired; thus, no ancient language is required

for this minor. More information on majors
and minors is available from the Department
Head.

Greek
1-2. I n te n siv 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 of the
Greeks. The course meets four times a week
and carries Wi credits each semester. Occa­
sional guest lectures expose students to more
advanced topics in the classics as well as to
relations between classics and other fields.
Primary distribution course, Humanities.
Year course. Epstein.
9 ,1 0 . G re e k P r o s e C o m p o s itio n .

Extensive translation o f English into Greek.
Meets one hour per week.
H a lf course.
11. In te rm e d ia te G re e k .

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

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. Munson.
9 3 . D ire c te d R ead in g .

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

The chief reading is usually a work o f Plato.

Latin
1-2. I n te n siv 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
Romans. The course meets four times a week
and carries
credits each semester. Occa­
sional guest lectures expose students to more
advanced topics in the classics as well as to
relations between classics and other fields.
Primary distribution course, Humanities.
Year course. Rose.

1%

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

Extensive translation o f 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 o f the
Golden Age of Roman literature (e.g., Catul­
lus, Virgil). The course emphasizes both lan­
guage skills and literary criticism, eliciting the
special characteristics and concerns o f Roman

100

poetry. Normally taken after Latin 2 or high
school Latin.
Primary distribution course, Humanities.
Fall semester. Francese.
12. Intro d uction 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. Epstein.
13. L ite ra tu re o f th e A u g u sta n A g e .

A portrait o f the Age of 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 the period while often questioning its as­
sumptions.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Francese.
14. M e d ie v a l Latin.

Readings are chosen from the principal types
o f medieval Latin literature, including reli-

gious and secular poetry, history and chroni­
cles, saints’ lives, satire, philosophy, and
romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Not offered 1993-94.
15. Latin P o e try a n d th e
E n g lish R e n a is s a n c e .

for whom they were important (e.g., Donne,
Marvell, Herrick, and Milton). Special atten­
tion will be given to the role o f rhetoric in
Roman and Renaissance education and to its
influence on the crafting of language and the
organization of thought.
Prerequisite: Latin 11 or equivalent.
Fall semester. Not offered 1993-94.

Latin authors such as Catullus, Horace, Pro­
pertius, and Ovid are considered both on
their own terms and in light of English poets

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

93.

D ire c te d R eading.

Ancient H istory and Civilization
All of the courses in ancient history—namely,
Classics 31 (or 21), 32, 42, and 44—are
required for a major in Ancient History. They
also count as prerequisites for advanced
courses in the Dept, of History and as part of
a major in History.
21.

A n c ie n t G re e c e .

Greek thought, literature, and history from
the Homeric age to Plato, with attention to the
links between the intellectual currents and the
social, economic, and political systems. Two
credits.
Primary distribution course (1 credit, Hu­
manities; 1 credit, Social Sciences).
Fall semester. Not offered 1993-94.
31. H is to r y o f G re 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 o f the city-states,
the development o f democracy, the period of
Athenian political and cultural leadership,
and Athens’ rivalry with Sparta.
Primary distribution course, Social Sciences.
Fall semester. Not offered 1993-94.
32. T h e R om an R e p u b lic.

A study o f Rome from its origins to the civil
wars and the establishment of the principate
of Augustus (7 5 3 -2 7 B.C.). Topics include
the legends o f Rome’s foundation and of its
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 of the Republic.

Primary distribution course, Social Sciences.
Spring Semester. Francese.
33. 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 1993-94.
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 of any period. This
course concentrates on the representations of
women in the epic poems and dramas of
Greece and Rome, but it also explores the
relation between such portrayals and the lives
of actual women in those societies.
Fall semester. Rose.
36. C la s s ic a l M y th o lo g y .

The myths o f 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
of Greek and Latin literature as the Iliad and
the Odyssey, the tragedies of 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. Munson.

101

C la s s ic s

3 7 . G re e k a n d R om an R elig ion .

51. Intro d uction to A r c h a e o lo g y .

A study of selected issues basic to the under­
standing o f 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 o f early Christianity. Crosslisted as Religion 37.
Not offered igg3 -g4.

Among the topics covered will be field tech­
niques, methods of 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 51.
Not offered 1993-94.

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

5 2 . Intro d uction to G re e k A rc h a e o lo g y .

See Religion 16, Dept, of Religion.

This course traces the development of Greek
civilization as documented by archaeology
and includes data ranging from monumental
art and architecture to coins and potsherds.
There is special emphasis on such important
sites as Knossos, Mycenae, Delphi, Olympia,
and Athens.
Primary distribution course, Humanities.
Spring semester. Francese.

40.

A n c ie n t G re e k A r t and Its T ra d itio n s .

Cross-listed as Art History 40.
Not offered 1993-94.
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 o f classical
. Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all of these and shaped the Greek
world in the fifth and early fourth centuries
B.C.
Primary distribution course, Social Sciences.
Fall semester. Munson.
44. T h e E a rly R om an E m p ire.

A detailed study, using primary sources, of
the political, economic, social, and cultural
history o f the Roman world from the fall of
the Republic through the Antonine Age (50
B.C.-A.D. 192).
Primary distribution course, Social Sciences.
Spring semester. Not offered 1993-94.
45. 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 of Rome with the one that devel­
oped in England after the Norman invasion,
and to explore the connections of both sys­
tems with the societies and governments from
which they emerged. No prerequisite. Counts
for distribution credit (not PDC credit) in
Social Sciences. Cross-listed as Political Sci­
ence 15.
Fall semester. Not offered 1993-94.

102

5 3 . Intro d uction to R om an A rc h a e o lo g y .

Primary distribution course, Humanities.
Spring semester. Not offered 1993-94.
60.

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

This course explores the ways in which Dante
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
revolutionary works of immense influence
for later times. The entire Divine Comedy and
possibly selections from Petrarch and Boccac­
cio are read in English.
Spring semester. Not offered 1993-94.
63. C o m p a ra tiv e P e r s p e c t iv e s on th e
A n c ie n t W orld : Ind ivid u al and S o c ie ty
in G r e e c e and Ch in a.

Cross-listed as Chinese 63 and Lit: in Trans.
63CH, Dept, o f Modern Languages and Liter­
atures.
8 2 . T h e A n c ie n t T h e a tre .

A representative selection o f 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 1993-94.
93.

D ire c te d R ead in g .

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

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

This seminar explores Latin authors of the
first and second centuries A.D., with partic­
ular attention to their responses to the social
and political structures 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. Francese.
103. Latin E p ic.

This seminar is devoted to one or more of the
following: Lucretius’ D e Return Natura, Vir­
gil’s Aeneid, Ovid’s Metamorphoses.
Spring semester. Not offered 1993-94.
105.

T h e Fa il 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 o f Latin litera­
ture. Authors include Lucretius, Catullus,
Cicero, and Sallust.
Fall semester. Not offered 1993-94.
107.

H o ra c e .

The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality o f Horace’s achieve­
ment in the context of the Augustan Age.
Spring semester. Munson.
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 1993-94.
112. G re e k E p ic.

This seminar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
Spring semester. Not offered 1993-94.
113. G re e k H is to ria 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.
Fail semester. Not offered 1993-94.
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. Rose.
115. G re e k E le g ia c and L y r ic P o e try .

Greek elegy and lyric are studied, with atten­
tion to the political and social background,
and to the relation of these literary types to
epic and dramatic poetry.
Fall semester. Not offered 1993-94.
116. H e lle n is tic G reek .

This seminar focuses on ancient Greek litera­
ture of the post-classical period. Genres to be
studied include pastoral, the novel, hymns,
and mimes, with attention to their literary
qualities and their relation to the social and
cultural background.
Fall semester. Epstein.

103

Computer Science

C H A R L E S F. KELEM EN, Professor and Program Director7
DAVE B A R K E R -P LU M M E R , Assistant Professor

Committee: SÜViO P. E b e rh a rd t (Engineering)
S te p h e n M a u r e r (Mathematics)
A n n K. M c N a m e e (Music)
M a r g a r e t P a tte rs o n ’96

Computer Science is the study o f algorithms
and the issues involved in implementing them.
This includes the study of computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation o f
theories and models to aid in the understand'
ing and analysis o f the properties o f algorithms, computing systems, and their interre­
lationship.
The Computer Science Program is designed
to provide students with a flexible set of
offerings in computing that can be tailored to
satisfy interests in various areas and at several
levels of depth. All the courses emphasize the
underlying, fundamental concepts 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 by permission o f the director o f the pro­
gram. The Computer Science Program offers
concentrations, special majors, and minors in
the External Examination Program. Students
interested in any o f these options are encour­
aged to meet with the director of the computer
science program as early in their Swarthmore
years as possible. The concentration in com­
puter science is designed for students who
desire a coherent introduction to the core
topics in the field. Students completing the
concentration will possess a number of intel­
lectual skills useful in many disciplines.

CONCENTRATION IN COMPUTER SCIENCE
The concentration in computer science can be
combined with any major in the college. It
will provide students with a well-rounded
background in computer science sufficient to
allow them to develop significant, creative
applications in their major area of interest and
to keep up with the rapid changes in the field
o f 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 of the
Computer Science Program should be con­
sulted when writing such a proposal. W hile
some flexibility is possible, the requirements

7 Joint appointment with Mathematics.

104

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 2 0 Structure and Interpretation of
Computer Programs, Math 9 Discrete Mathe­
matics, CS 35 Fundamental Structures of
Computer Science,
Two of: CS 23 Computer Architecture, CS 41
Data Structures and Algorithms, CS 43 Foun­
dations o f Programming Language Design, CS
4 6 Theory o f Computation,
One of: the remaining courses from the cate­
gory above (i.e., CS 23, 41, 43 or 46 ), Engin
24 VLSI Design, CS 4 0 Computer Graphics,

CS 63 Artificial Intelligence, Math 72 Topics
in Combinatorial Optimization, CS 75 Prin­
ciples o f Compiler Design and Construction,
Ling 50, Ling 108, Syntactic Theory, CS 91
Special Topics in Computer Science, CS 93
Directed Reading or Project.
Note: In certain cases, students may be per­
mitted to substitute Math 16 for Math 9.
The comprehensive requirement will ordi­
narily be satisfied by completing CS 97: Se­
nior Conference. In some cases a thesis or

project may be used to satisfy some other
department’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 projects have been used to satisfy the
comprehensive requirements for both an En­
gineering major and a Computer Science Con­
centration.

SPECIAL MAJORS
Students desiring greater depth in computer
science or desiring to integrate computer sci­
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major in Computer Science or a special major
combining computer science and another area.
Such Special Majors require the approval of
the Computer Science Committee and in the

case of joint majors the other department
involved. Special majors should be developed
in consultation with the director o f the com­
puter science program. These consultations
should take place as early in the student’s
program as possible. The Computer Science
Program also participates in a Special Major
with the Program in Linguistics.

MINORS FOR EXTERNAL EXAMINATION
For students electing to take a minor in
Computer Science under the external exami­
nation requirements, the Computer Science
Committee has approved certain combina­
tions of two computer science courses to
constitute a two-credit paper. A current list of

these may be obtained from the program :
secretary. In certain circumstances, the com­
mittee may be willing to consider other group­
ings of courses or seminars to constitute a
paper.

GRADUATE STUDY
Students interested in graduate study in Com­
puter Science will be well prepared by a
Special M ajor in Computer Science or by
majoring in Mathematics or Engineering and
completing selected Computer Science
courses. The choice o f the appropriate major
and computing courses will depend on the
student’s interests and should be made in
consultation with the director o f 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 of taking the mathematics and
computing courses necessary to be prepared
for graduate work in Computer Science.
Note: Courses used to satisfy the require­
ments for a Concentration or Special Major in
Computer Science must be completed with a
grade o f C or better.

105

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

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 o f fun­
damental ideas in computer science. Special
emphasis will be placed on artificial intelli­
gence, computability and complexity, worms
and viruses, and social implications o f com­
puting. Additional topics to be covered in­
clude: history, applications, the basic design
o f a digital computer, the programming pro­
cess. Students will contribute to and modify
the emphasis of the course by writing and
presenting papers in the last third o f the
semester.
No previous experience with computers or
computing will be assumed, and program­
ming 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 con­
tinue with the next course in the CS sequence.
Lab work required.
This course is a Science Primary Distribution
Course.
Each semester. Fall semester. Kelemen.
Spring semester. Barker-Plummer.
20. S tr u c tu re and In te rp re ta tio n o f
C o m p u te r P r o g r a m s .

This course is a serious introduction to the
study of computer programs; and, through
programs, some central ideas in computer
science. By studying programs that make re­
peated and deep use of abstraction, students
will learn how to generate precise specifica­
tions from vaguely formulated and perhaps
partially understood descriptions. This is a
skill that is essential in writing computer
programs and will be useful in all intellectual
endeavors. Topics to be covered include: pro­
gramming idioms and paradigms (functional
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: CS 10 or permission o f the in­
structor.
Spring semester. Kelemen.

106

23.

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

Cross-listed as Engin 22. See Engineering 22
for description.
Spring semester. Eberhardt.
35. 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: data structures (linked lists, trees,
graphs, etc.) and algorithms, software design
and verification. Students will be expected to
complete a number o f programming projects
illustrating the concepts presented. Lab work
required.
Prerequisites: CS 15 or CS 20. Corequisite:
Math 9. In some cases, with the permission of
the instructor, Math 16 can be substituted.
Fall semester. Kelemen.

1

40. C o m p u te r G ra p h ic s .

Cross-listed as Engin 26. See Engineering 26
for description.
Spring semester. Eberhardt.
41. Data S t r u c t u r e s and A lg o rith m s .

Alternate years. Next offered fa ll 1994.
43. Fo 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 esig 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,
other classes o f languages, program correct­
ness, concurrency and synchronization, lan­
guage design and evaluation, implementation
issues. Lab work required.
Prerequisite: CS 35.
Fall semester. Barker-Plummer.
46.

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

Alternate years. Next offered spring 1995.
63. A r t if ic ia l In te llig e n ce .

This course will emphasize many o f the basic
abstractions and algorithms found to be useful
in the field o f Artificial Intelligence. Topics
will include: production systems; search strate­
gies including heuristic searching and appli-

.

cations to game playing; the predicate calculus
and automated reasoning including applica­
tions to robot planning and expert systems;
an introduction to some o f the computational
approaches to knowledge representation, nat­
ural language understanding, and learning.
While the emphasis o f the course will be on
ideas and algorithms, students will be exposed
to the programming languages LISP and
PROLOG and expected to implement several
Artificial Intelligence programs in these lan­
guages. Lab work required.
Prerequisite: CS 2 0 or CS 35.
Spring semester. Barker-Plummer.
75. P r in c ip le s o f C o m p ile r D e sig n
and C o n s tru c tio n .

Alternate years. Next offered fa ll 1994.
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 :
S o c ia l Im p lic a tio n s .

Computer technology is changing the world
in which we live. This course will study the
implications of the development o f computer
technology for our society. Some o f the
themes to be discussed include: computer
communication, privacy and freedom, risks
from computerization, work, computer crime

and computer ethics, computers and the law,
responsibilities of computer scientists to the
larger society.
Prerequisite: any Computer Science course.
Fall semester. Barker-Plummer.
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 .

Subject matter dependent on a group need or
individual interest. Normally restricted to
senior students and only offered when staff
interests and availability make it practicable
to do so.
9 3 . 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 of a staff member who is
willing to supervise it, a qualified student may
undertake a program o f extra reading and/or
a project in an area o f computer science.
97.

S e n io r 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. It is the usual method used to
satisfy the comprehensive requirement for a
computer science concentrator.
Spring semester. Kelemen.

107

Economies

ROBINSON G. HOLLISTER, J R ., Professor
FREDERIC L. PRYOR, Professor (part-time) *3
BERNARD S A F F R A N , Professor ‘
LARRY E. W E S TP H A L, Professor
JO H N P. CA SKEY, Associate Professor
STEPH EN S . GOLUB, Associate Professor, Chairman
M A R K KUPERBERG, Associate Professor
ELLEN MAGENHEIM , Associate Professor3
STEPH EN A . O’CONNELL, Associate Professor3
A M A N D A BAYER, Assistant Professor
LEAH J . S M ITH , Lecturer5
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 of tools for analyzing economic processes
and institutions; and 3 ) to build a foundation
for reaching informed judgements on issues
of public policy.
Econ 1 or its equivalent is a prerequisite for all
other work in the department. In addition, all
majors in economics must satisfy a theory
requirement by taking Econ 11 (Intermediate
Microeconomics) and Econ 21 (Intermediate
Macroeconomics). They must also satisfy a
statistics requirement by taking Econ 31 (Sta­
tistics for Economists) or its equivalent such
as Statistics 23 or Mathematical Statistics 53
(Statistics 1 or Statistics 2 do not meet the
requirement). The statistics course in the
Economics Department focuses more on the
application o f statistical tools to economic
problems; the statistics courses in the Mathe­
matics and Statistics Department focus more
on the derivation o f the mathematical and
statistical properties o f various estimators.
In order to read the literature in economics
critically, a knowledge of elementary calculus
is extremely useful. The department very
strongly recommends that students take Math
5 and either Math 6A & 6C (basic calculus)
or the series of Math 6A & 6B and Math 18.
Math 16 (Linear Algebra) and Math 18 (Sev­

1 Absent on leave, fall semester, 1993.
3 Absent on leave, 1993-94.

108

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, including Math 47 (In­
troduction to Real Analysis).
Students contemplating careers in business or
law may wish to take accounting. In turn,
students contemplating careers in interna­
tional economics or business are strongly
urged to have a mastery of at least one modern
foreign language.
To graduate as a major, a student must: have
at least eight credits in economics; meet the
theory and statistics requirements; and, in the
senior year, pass the comprehensive examina­
tion given early in the Spring semester (course
students) or the external examinations given
at the end o f the Spring semester. To be
prepared for the comprehensive exam, course
students are strongly advised to complete
Econ 11, Econ 21, and Econ 31 (or its equiva­
lent) before the second semester 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 of the pro­
gram.

5 Spring semester, 1994.

w

)

a
f

For students who want secondary teaching
certification in the social sciences, two normal
routes are available. The first is through a
major in one social science, plus four to six
semesters o f courses in other social sciences.
Students majoring in history, political science,
and sociology-anthropology are required to
take at least four courses outside their major;
students majoring in economics and psychol­
ogy are required to take six. The second route
to certification is by taking at least twelve
semester courses in social sciences, of which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As of 1987, at least one course in
American history and one social science
course focusing on Third World or nonWestern subject matter is required.
1.

I
1

3.

I

i

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 perspective the economic content o f subjects
addressed by other disciplines throughout the
college. Topics include: pollution, the utiliza­
tion of non-renewable resources and economic
growth, international trade and underdevel­
oped countries, and markets and social and
moral development.
Not offered 1993-94.
4.

■

Introduction to E c o n o m ic s .

Covers the fundamentals of micro and macro
economics: supply and demand; market struc­
tures; income distribution; fiscal and mone­
tary policy in relation to unemployment and
inflation; economic growth; international eco­
nomic relations. Focuses on the functioning
of markets as well as on the rationale for and
the design o f public policy. Prerequisite for all
further work in economics.
Primary distribution course.
Fall and spring semesters. Staff.

H is to r y o f E c o n o m ic Thought.

This course acquaints the student with the
development o f the principal schools of main­
stream and heterodox economic thought.
Most reading will be in primary sources and
includes, among others, the works of Adam
Smith, Marx, Keynes, and Veblen, as well as
a number of contemporary economists. Em­
phasis is on the historical and philosophical
context within which the works appeared and

their importance both within their own his­
torical epoch and to the evolution o f econom­
ics.
Not offered 1993-94.
5. C o m p u tin g fro m th e U s e r ’s
P o in t o f V ie w .

This is offered as a Vi credit workshop. Partici­
pants attend one weekly workshop applying
computing procedures directly to problems
o f economic analysis. Computing topics in­
troduced are: word processing, graphics, sim­
ple programming techniques, statistical pack­
ages, spread sheet analysis, and data base
handling. Vi credit.
Fall semester. Staff.
9. E c o n o m ic s o f th e 2 1 s t C e n tu ry .

Analysis of 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 internationali­
zation of the economy; changes of the financial
structure and ownership; the productivity
race.
Not offered 1993-94.
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 of think tanks and other
current literature.
Fall semester. Stone.
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 o f consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv­
ing to facilitate the learning o f 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 of output,

109

Ec o n o m ic s

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. Kuperberg.
22.

M o n e y , B a nk in g , a n d th e E co n o m y .

This course examines the behavior of financial
markets using a combination of analytical and
institutional perspectives. Among the topics
considered are ( 1 ) the structure o f financial
markets: banking systems, bond and stock
markets, etc; ( 2 ) regulation of financial insti­
tutions; (3 ) interest rates and monetary pol­
icy; and (4) rationality in financial markets.
Recommended: Econ 21.
Spring 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. Econ 5 as a
concurrent course is advised but not re­
quired.
Majors may satisfy the department’s statistics
requirement by taking an equivalent course,
such as Statistics 23 or Mathematical Statistics
53, or Econ 35.
Fall semester. Hollister.

ods o f financial accounting following generally
accepted accounting principles, and the effects
o f alternative principles on the measurement
o f 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 o f fundamental econometric meth­
ods emphasizing application. Some empirical
work is required.
Prerequisite: Econ 31 or equivalent; or in­
structor’s permission.
Fall semester. Hollister.
39.

C o m p u tin g in th e S o c ia l S c ie n c e s .

(Cross-listed with Soc./Anth. 3 9 .) Surveys
methods for solving research problems using
computers. Topics include: basic aspects of
computer systems; functions of programming
languages; intelligent use of software manuals;
data acquisition and pre-analysis; statistical
and graphical analysis using available soft­
ware. Familiarity with Macintosh Operating
System is assumed. Enrollment limited to 15
students; instructor’s approval o f enrollment
required. Enrollment in Spring semester li­
mited to students working on a faculty-di­
rected research project.
Prerequisite: Econ 31 or its equivalent. Vi
credit.
Fall and spring semester. Phyllis Fry.

3 2 . O p e ra tio n s R e s e a rc h .

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

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

This course focuses on government expendi­
ture, tax, and debt policy. A major part o f the
course is devoted to an analysis o f current
policy issues in their institutional and theo­
retical contexts. The course will be o f most
interest to students having a concern for
economic policy and its interaction with poli­
tics.
Recommended: Econ 11.
Spring semester. Saffran.

3 3 . A c c o u n tin g .

This course surveys financial and managerial
accounting. Covered are concepts and meth­

110

42. L a w and E c o n o m ic s .

The purpose of this course is to explore the
premises behind the use o f utilitarian con­
structs in the analysis o f public policy issues.
In particular, the appropriateness of the grow­
ing utilization o f economic methodology will

be examined through an intensive study of
issues in property, tort, contract, and criminal
law.
Recommended: Econ 11.
Not offered 1993-94.
51. T he Inte rn a tio na l E co 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 o f labor
and capital; exchange-rate fluctuations; the
international monetary system; macroeco­
nomic interdependence; Eastern European
economic reform.
Prerequisite: Econ 11 or Econ 21; Recom­
mended: both.
Fall semester. Caskey.
53.

Inte rn a tio na l P o litic a l E co n o m y .

(Cross-listed with Political Science 74.) This
course uses political and economic perspec­
tives to analyze the interrelations between the
international economy and economics devel­
opment, national security, and social welfare.
Major topics are: Competing liberal, national,
and social perspectives; rise and decline of
British and U. S. economic power; contem­
porary U.S.-Japan relations; free trade versus
"fair” trade; and reform o f the Eastern bloc
economies.
Prerequisite: Pol Sci 4.
Spring semester. Golub.
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
of firm behavior—pricing, advertising, and
collusion; and the effects o f regulation.
Recommended: Econ 11.
Not offered 1993-94.
71.

L a b o r E c o n o m ic s .

(Cross-listed with Black Studies.) Labor mar­
ket operations are the focus. Topics covered
include: determinants of wage and benefit
levels; growth in inequality o f earnings; em­
ployment, unemployment; the changing role
of unions; discrimination on the basis o f race
and gender; the effects o f immigration; returns
to education.

Recommended: Econ 11.
Not offered 1993-94.
72. S o c ia l E c o n o m ic s .

(Cross-listed with Black Studies.) The extent,
consequences, and causes of poverty and
economic inequality; an appraisal of reforms
in income support programs, medical care,
education, housing; the "underclass” the eco­
nomics o f discrimination.
Recommended: Econ 11.
Spring semester. Hollister.
73. W om en a n d M in o r itie s in
th e E co n o m y .

(Cross-listed with Black Studies, Women’s
Studies). Topics covered include: historical
context, labor force participation, economic
approaches to the labor market, explanations
o f differences in wages (discrimination,
human capital, occupational segregation), and
macroeconomic issues. Students analyze dif­
ferences among groups in the economy using
a standard statistical package.
Recommended: Econ 11.
Spring semester. L. Smith.
75. H ea lth P o lic y .

(Cross-listed with Political Science 42 .) Anal­
ysis 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 edu­
cation, bio-medical research, government regu­
lation and programs are among the topics
covered.
Fall semester. Hollister and D. Smith.
7 6 . 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 o f resource use for economic
growth, alternative uses o f natural environ­
ments and approaches to pollution control.
Government response to situations involving
externalities, public goods, and common prop­
erty resources. Case studies.
Recommended: Econ 11.
Not offered 1993-94.
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 o f public policy. W ithin a perspective
that emphasizes choice and transfer of tech­
nology as well as technological development,

111

Ec o n o m ie s

emphasis is given to agricultural and industrial
development, to interactions among sectors,
and to international trade and capital flows
(including foreign aid).
Recommended: Econ 11 or Econ 21.
Spring semester. Westphal.
82. P o litic a l E c o n o m y o f A fr ic a .

A survey o f theories explaining the economic
development and/or crisis in Africa, in his­
torical perspective. Case studies are used to
explore the implications o f different develop­
ment strategies for development experience in
Africa. Topics of current interest include the
economics of structural adjustment and the
role o f the state in economic development in
Africa.
Not offered 1993-94.
85.

C o m p a ra tiv e E c o n o m ic S y s te m s .

Analysis o f the structure and performance of
nations with different economic systems, and
o f problems arising in transforming centrally
planned economies to market systems. Other

topics include: origins and evolution o f se­
lected economic institutions; the impact of
ideology on the economy; and problems of
growth and allocation in non-market environ­
ments, especially in China and the former
U .S.S.R.
Not offered 1993-94.
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
1
J
faculty and presented to a student/faculty
seminar. For a two-credit thesis, enrollment
in both 97 and 9 8 is required. See the Bulle­
tin’s listing on the Concentration in Public
Policy for further information.
Fall semester.
99. D ire c te d R ea d in g .

a

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.

E c o n o m ic T h e o ry .

Surveys selected advanced topics in micro
and macro (seven weeks each). Micro: duality
in calculus-based theory; risk and uncer­
tainty; asymmetric information; game theory.
Macro: asset pricing, dynamic optimization;
rational expectations; alternative theories of
unemployment.
Prerequisites: Econ 11 with calculus attach­
ment, Econ 21, and Math 6C or Math 18; or
permission.
Spring semester. Bayer and Kuperberg.
122.

F in a n c ia l E c o n o m ic s .

The seminar examines modern developments
in the theory of asset prices and the economics
o f financial institutions. Topics include: the
efficiency o f financial markets, models of
stock market prices, theoretical models of
financial institutions, and the regulation of
financial institutions.
Prerequisites: Econ 11 and 31.
Spring semester. Caskey.
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

112

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.
Spring semester 1994. Westphal.
135. E c o n o m e tric s .

The full spectrum o f econometric methods
are reviewed. Papers applying methods to im­
portant economic problems are critiqued by
students. An empirical research paper is re­
quired.
Prerequisite: Econ 31, equivalent, or permis­
sion o f 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.
Prerequisite: Econ 11; Recommended: Econ

21.
Spring semester. Saffran.

151. Inte rn a tio na l E c o n o m ic s .

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 o f labor and capital; ex­
change-rate fluctuations; the international
monetary system; macroeconomic interde­
pendence; case studies o f selected industrial­
ized, developing, and Eastern bloc countries.
Prerequisite: Econ 11 or Econ 21; Recom­
mended: both.
Fall semester. Golub.
161. In 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 of antitrust policy;
economic regulation and deregulation.
Prerequisite: Econ 11.
Not offered 1993-94.
171. L a b o r a n d S o c ia l E c o n o m ic s .

Students discuss such topics as: economic
analysis o f the organization o f labor and labor
markets; education, medical care, housing,
discrimination; determinants o f wages and
income inequality; government policies with
respect to labor relations, health, education,
and welfare.
Recommended: Econ 11.
Spring semester. Hollister.
172. U rb a n U n d e r c la s s .

(Cross-listed as Political Science 106.) This
seminar reviews current economic, political,
sociological and anthropological studies deal­

ing with employment, education, welfare,
crime, housing, and transportation applicable
to urban concentrations of disadvantaged per­
sons. Following, or concurrent with, the semi­
nar, participants must complete substantial
research on related topics under the guidance
o f the professors or other designated profes­
sional researchers.
Recommended: Econ 11 and Econ 31.
Not offered 1993-94.
181. E c o n o m ic D e v e lo p m e n t

A survey o f theories of growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
o f current interest include the debt crisis and
the political economy of government policy.
Students write several short papers examining
the literature and a longer paper analyzing a
particular country’s experience.
Prerequisite: Econ 11 or Econ 21.
Spring semester. Westphal.
185. C o m p a ra tiv e E c o n o m ic S y s te m s .

Analysis o f the structure and performance of
nations with different economic systems, and
o f problems arising in transforming centrally
planned economies to market systems. Cov­
erage is similar to that of Econ 85, but in
greater depth with more attention to economic
theories underlying the various topics and
with case studies of more countries including
selected capitalist nations.
Not offered 1993-94.
199. T h e s is .

W ith consent of a supervising instructor,
honors majors may undertake a senior thesis
for double credit.
Fall and spring semesters. Staff.

113

Education

K. AN N RENNINGER, Associate Professor
LISA SM ULYA N , Associate Professor3
EVA F. TRAVERS, Associate Professor and Program Director
W ESLEY S H U M A R , Visiting Assistant Professor
DIANE ANDERSON, Lecturer

The Program in Education has three purposes:
to expose students to issues in education
from a variety of disciplinary perspectives, to
provide a range of field experiences for 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 no
major in Education. However, special majors
involving Education and another social sci­
ence discipline can be arranged. There is a
limit of four field-based Education credits
(currently Education 16, 17, and in some
cases, 91) that can be counted toward gradu­
ation.

TEACHER CERTIFICATION
Swarthmore offers a competency-based teach­
er preparation program for students who seek
secondary certification from the Common­
wealth of Pennsylvania. Competency is judged
by an interdisciplinary committee of the 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 departs
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.

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

3 Absent on leave, 1993-94.

114

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 of courses:

1C. T h e W ritin g P r o c e s s .

(See English 1C.)
Fall semester. Blackburn.

■ Educational Psychology, Educ. 21

14.

■ Developmental Psychology, Psychology 39;
Child Development and Social Policy,
Educ. 66; or Adolescence, Educ. 23

A survey o f issues in education within an
interdisciplinary framework. In addition to
considering the theories of 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.

■ An additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c. Special Education Issues and Practice,
Educ. 26
d. Women and Education, Educ. 31
e. Teaching the Young Thinker: Theory
and Effective Strategies, Educ. 42
f. School and Society, Educ. 47
g. Ethnographic Perspectives in Education,
Educ. 48
h. Political Socialization and Schools,
Educ. 64
i. Child Development and Social Policy,
Educ. 66
j. Political Economy o f Education,
Educ. 67
k. Urban Education, Educ. 68
l. 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 of the Edu­
cation Program staff and appropriate second­
ary school personnel.
Swarthmore College is not authorized by the
Commonwealth of Pennsylvania to certify
elementary teachers. However, students taking
courses in the Education Program have an
opportunity to concentrate their field work in
an elementary setting and may do practice
teaching for credit in an elementary school.
(W ith some additional course work in ele­
mentary methods, elementary certification is
available through an arrangement with a local
college.)

Intro d uction to Ed u ca tion .

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 and 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 ca 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
o f research.
Limited enrollment.
Each semester. Renninger.
23.

A d o le s c e n c e .

(Also listed as Psychology 2 3 .) This course
uses a developmental perspective to examine
salient characteristics of adolescence. The goal
is to obtain a theoretical understanding of

115

Ed u c a tio n

adolescence and an overview o f major re­
search. During the first part o f the term,
students explore various aspects o f 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. Staff.
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. A
two hour per week field placement is re­
quired.
Fall semester. Metherall.
31.

W om en a n d 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 1993-94.
42. T e a c h in g th e Young T h in k e r:
T h e o r y and E ffe c tiv e S tr a te g ie s .

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, dis­
position, prior knowledge, collaboration, text
considerations, reading, schema theory, the
intersect of school, home, and community
contexts, ways in which we can learn from the
learner, and the similarities and differences in
learning in various disciplines. Required for
elementary teaching certification and recom­
mended for those involved in tutorial pro­
grams with elementary-age children.
Fall semester. Diane Anderson.
47.

S c h o o l and S o c ie ty .

This course examines the paradoxical nature
o f schools as possible agents o f social change

116

and as institutions which perpetuate existing
social structures.
Prerequisite: Introduction to Education or
permission o f instructor.
Not offered 1993-94.
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 tion .

This course will examine the issues of culture,
identity, and learning in a number o f current
ethnographies o f education. Questions o f the
status o f knowledge, teacher-student relations,
teacher-administrator relations, and the role
of schools will be explored.
Not offered 1993-94.
52.

E d u ca tio n in A m e r ic a .

A survey of the history o f American educa­
tion, emphasizing the relationships between
education and social structure, economic de­
velopment, family patterns, and other institu­
tions.
Not offered 1993-94.
54.

O ra l and W ritte n La n g ua g e.

(See Linguistics 54 .)
Spring semester. Napoli.
64.

P o litic a l S o c ia liz a tio n and S c h o o ls .

(Also listed as Political Science 41.) 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 1993-94.
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 under­
standing of the implications of developmental
psychology for social policy. Readings from
both the child development and educational
psychology literatures are used to study a
particular educational problem (e.g., imple­
menting developmentally appropriate practice
in schools), and to make contributions to
proj ects which are both suggested by and used
to inform those currently engaged in policy
formation. Laboratory and field work is used
to ground students’ reading in practice.
Prerequisites: Child Development, Introduc­
tion to Education, or Educational Psychology.
Limited enrollment.
Spring semester. Renninger.

68. U rb a n E d u ca tion .

91 A . S p e c ia l T o p ic s .

(Also listed as Sociology-Anthropology 68.)
This course will focus on topics of particular
significance to urban educators and policy
makers, including desegregation, compensa­
tory education, curricular innovation^ com­
munity involvement, bilingual education,
standardized testing, school restructuring, and
collaborative partnerships with businesses
and universities. The special problems and
challenges faced by urban schools in meeting
the needs o f individuals and groups in a
pluralistic society will be examined using the
approaches of psychology, sociology, anthro­
pology, and political science. Current issues
will also be viewed in historical perspective.
Field work is required.
Spring semester. Travers.

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.
9 1 B. 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 o f 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.

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 ang e.

(See Dance 70.)
Spring semester. Sepinuck.

117

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 cG AR ITY, Professor
ERIK CHEEVER, Associate Professor
LYNNE A . MOLTER, Associate Professor o f Physics and Engineering
FREDERICK L. ORTHLIEB, Associate Professor and Chair
FARUQ M .A . SIDDIQUI. Associate Professor2
AKW A SI A . ROATENG, Assistant Professor
SILVIO P. EBERHARDT, Assistant Professor
ERICH C A R R EVERBACH, Assistant Professor*

The professional practice o f engineering re­
quires creativity and confidence in applying
scientific knowledge and mathematical meth­
ods to the solution o f 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 o f 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 o f 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 o f Science in Engineering and a
Bachelor o f Arts in a second academic disci­
pline within their four-year course o f study.

mal energy conversion and environmental
protection. W ithin these laboratories is a
wide variety o f modern measurement equip­
ment configured for computer-assisted data
acquisition and process control; data files are
directly accessible from anywhere on the col­
lege computer network. A computer work­
station laboratory with high performance
monochrome and color graphics and industrystandard engineering design, analysis and
graphics software is also part o f our depart­
mental facilities. Electronics, metal and wood­
working shops that support our courses and
laboratories are 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 of the Accreditation Board
for Engineering and Technology.

Courses Readily A vailable to Non-Majors

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-

High Performance Composites (1), Exploring
Acoustics (2 ), Problems in Energy Technology
(3 ), and A rt 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 (57), 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

2 Absent on leave, spring semester, 1994.

3 Absent on leave, 1993-94.

118

ticularly those pursuing the Environmental
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.
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 Sci­
ence and Environmental Studies and a special
major with the Program in Linguistics.

Program for Engineering Majors
General departmental requirements fall into
three categories: successful completion of 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, may 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 of 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 re­
maining two in the spring semester o f soph­
omore year. Thermofluid Mechanics is nor­
mally taken in the fall of junior year, and
Engineering Design, the culminating experi­
ence for engineering majors, is taken in the
spring o f senior year.

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 of sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area o f 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.
Suggested elective program plans include:
(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.
(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 of 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

119

Engineering

construction. Other recommended courses
include Solar Energy Systems, Fluid Mechanics, and Engineering Materials.
Note that High Performance Composites, Ex­
ploring Acoustics, Problems in Energy Tech­
nology, Art Sc Science o f Structures, Intro­
duction to Environmental Protection, Swarthmore & 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 2 0 Course Rule.
External Examination Program in Engineering:
Students with a B + average in courses in
engineering, science, and mathematics may
apply for the external examination program.
Each candidate must accumulate 12 units of

credit in engineering and complete the same
mathematics and science requirements as
course majors. Courses include the same core
requirements as course majors with the excep­
tion of Engineering Design. The remaining
seven courses comprise a three-examination
program. Two o f the areas o f examination will
each consist o f two courses and a Vi-credit
attachment comprising either a study o f addi­
tional material or a research project extending
the related coursework. Areas approved for
2.5 credit examinations are listed following
the engineering course descriptions. The third
examination will cover a two-credit thesis. A
three-credit minor in any field outside of
engineering comprises the fourth area for
external examination.

COURSE LISTINGS
1. H igh P e r fo rm a n c e C o m p o s ite s .

Introduction to the structure, properties and
performance of modem 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.
Fall semester.
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; not offered 1994.
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-

120

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; not offered 1993.
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. W hile 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 of statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, beam, tor­
sion, and stress transformations. Laboratory
work is related to experiments on deformable
bodies, and includes a FORTRAN workshop.
Prerequisite: Physics 3 or equivalent.
Primary distribution course.
Spring semester.

I
7.

A r t and 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
modern 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; offered 1993.
1

■

I

I

I
■

I
1
[

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 li: Fall semester.
E12: Spring semester.
14.
Design.

E x p e rim e n ta tio n f o r E n g in e e rin g

Introduction to probability, statistical analysis, 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 of engineering economics. Ineludes laboratory.
Pre/Co-requisites: E l l and 12;
Spring semester.
21. D igital L o g ic D esig n .

I

1

Systematic techniques for designing combi­
natorial (time-invariant), sequential (clocked)
and asynchronous (non-clocked) 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. Labo­
ratory includes a student-selected final design
project.
Prerequisites: none.
Fall semester.

2 2 . M ic r o p r o c e s s o r s and C o m p u te r
A r c h ite c t u r e .

A tour of 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 digital signal processors to work­
stations.
Prerequisites: none.
Spring semester, alternate years; offered 1994.
24.

VLSI D esig n.

Design of digital CMOS integrated circuits.
Operation of CMOS transistors, CM OS gates
and buffers, design rules for layout of 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 of a chip
that will be sent out for fabrication.
Prerequisite: E l l and E21.
Spring semester; not offered 1994 or 1995.
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, scan
conversion, projections, coordinate systems,
rendering, representing curves/surfaces/solids, image filtering, and software and hardware
for graphics systems. A laboratory will involve
programming user-interface systems and im­
ages using the XU package and PHIGS.
Prerequisite: Familiarity with 'C* or Pascal
and permission o f instructor. Students who
have not had a course in linear algebra will be
required to attend several additional tutorial
sessions.
Spring semester, alternate years; not offered 1995.
3 2 . Intro d uction to E n v iro n m e n ta l
P ro te c tio 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

121

Engineering

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.

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 o f 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; not offered 1993.
41.

T h e rm o flu id M e c h a n ic s .

Introduction to macroscopic thermodynam­
ics; first and second laws, properties of pure
substances, applications using system and
control volume formulation. Introduction to
fluid mechanics; development of conservation
theorems, hydrostatics, dynamics of one-di­
mensional fluid motion with and without fric­
tion. Includes laboratory.
Prerequisites: E12 and E14 (or equivalent
background).
Fall semester.
5 7 . 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
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.
5 8 . C o n tro l T h e o r y and D esig n .

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.

122

59. M e c h a n ic s o f S o lid s .

60. S tr u c tu ra l T h e o r y and D e sig n 1.

Fundamental principles of 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 of steel and concrete struc­
tural members. Includes laboratory.
Prerequisite: E59, or permission o f instruc­
tor.
Spring semester; not offered 1994.
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; not offered 1993.
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 of analysis. Digital computer
applications. Design o f steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester, alternate years; offered 1993.
63. W a te r Q u a lity and P o llu tio n
C o n tro l.

Elements o f water quality management and
treatment o f wastewaters. Measurement of
water quality indicators. Analysis o f wastewater treatment processes. Sewage treatment
plant design. Computer modeling of the ef­
fects of waste discharge on rivers and estu-

I aties. Environmental impact assessment. LabI oratory and field studies included.
I Prerequisite: E12 or equivalent or consent of
I instructor.
Fall semester, alternate years-, offered 1993.
64.

S w a r th m o r e and th e B io s p h e re .

An interdisciplinary seminar-style investigaI 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 o f Swarthmore’s interaction with its
A 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 o f apJ
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 .

J

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 1994.
68. E n v iro n m e n ta l P o lic y .

I

J

(Also listed as Political Science 43). Topics in
environmental analysis, policy formulation
and pollution regulation.
Offered when demand and staffing permit.
71.

1

D is c r e te T im e S y s te m s .

Review of mathematical methods and system
models for linear continuous time systems.
Introduction to difference equations and dis­
crete-time transform theory; the Z-transform
and Fourier representation of sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design techniques. Laboratory included.
Prerequisite: E12.
Fall semester; not offered 1993.

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 of students in the
sciences; E72(a) is a half credit course com­
prising only the laboratory section o f E72.
The student will learn the fundamentals of
electronic circuit design starting with a brief
survey o f semiconductor devices including
diodes, and bipolar and field effect transistors.
The course continues with op-amp applica­
tions, including instrumentation and filter
design. The use of digital logic is also explored.
The second half of the course introduces
more advanced topics and more sophisticated
design techniques. Throughout the course
practical considerations 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 of 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, FET’s, LED’s, lasers and
pin photo-detectors. Modeling and fabrica­
tion processes. Includes laboratory.
Prerequisites: E l 1 or Physics 8 .
Spring semester, alternate years; offered 1994.
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 of 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
characteristics of the semiconductor devices
and circuits, including small signal models of
single transistor audio amplifiers, multi-tran­
sistor amplifier stages and a transistor-level
understanding o f operational amplifiers. A
comparative analysis o f the different logic
families, at the transistor level, is given along
with power circuits and problems o f stability
and oscillations in electronic circuits. Includes
laboratory.
Prerequisites: E l l or Physics 8 .
Spring semester, alternate years; not offered 1994.

Engineering

75.

E le c tro d y n a m ic s .

(Also listed as Physics 112.) Static and dy­
namic treatment o f engineering applications
of Maxwell’s equations. Macroscopic field
treatment o f interactions with dielectric, con­
ducting and magnetic materials. Analysis of
forces and energy storage as the basis o f circuit
theory. Electromagnetic waves in free space
and guidance within media; plane waves and
modal propagation. Polarization’ reflection,
refraction, diffraction, and interference. This
seminar type course will also include ad­
vanced topics in optics and microwaves, such
as laser operation, resonators, Gaussian
beams, interferometry, anisotropic materials,
nonlinear optics, modulation and detection,
and current technolo.gies such as holography.
Includes laboratory. Prerequisites: either
(a) E l l , 12 or (b) Physics 14, 50.
Fall semester, alternate years; offered 1993.
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 of 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: E12 or equivalent.
Offered when student interest and staffing permit.
81. T h e rm a l E n e rg y C o n v e rs io n .

Development and application of the principles
o f thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. The concepts o f availability, ideal
and real mixtures, chemical and nuclear reac­
tions. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; offered 1994.
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 o f 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.

124

Prerequisite: E 59 or permission o f instructor.
Fall semester, alternate years; offered 1993.
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 of mass, momen­
tum and energy. Applications to the study of
inviscid and viscous, incompressible and com­
pressible fluids. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; not offered 1994.
84. H ea 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 of conduction
problems. Includes laboratory.
Prerequisite: E41.
Fall semester, alternate years; offered 1993.
90. 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 of interest to them. A written
report and an oral presentation is required.
Spring semester.
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.
9 3 . D ire c te d R ea d in g o r P ro je c t.

W ith the permission of 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. T h e s is .

W ith approval of the Department and a faculty
advisor, a student may undertake a thesis
project in the senior year. A prospectus of the
thesis problem must be submitted and ap­
proved prior to the semester in which the
project is to be carried out.

PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Exami­
nations in the following areas to be prepared
for by the combinations of courses indicated.
A ^-credit attachment must be included with
each group.
C o m m u n ic a tio n s

Communication Systems
Electrodynamics
C o m p u ter D e sig n

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

Microprocessors and Computer Architecture
Computer Graphics

Mechanics of Solids
Engineering Materials

Continuum M e c h a n ic s

S tr u c tu ra l A n a ly s is and D esig n

Mechanics of Solids
Fluid Mechanics
C o n tro l T h e o r y a n d D ig ita l L a b o ra to ry
A p p lic a tio n s

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

Structural Theory and Design I and II
T h e rm a l E n e rg y C o n v e rs io n

Thermal Energy Conversion
Heat Transfer
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

125

English Literature

T H O M A S H. BLA CK BU R N ,

Professor

SUE-ELLEN C A SE, Lang Visiting Professor o f Social Change
LEE DEVIN, Professor and Director o f The Theatre
C H A R LE S L J A M E S , Professor
PHILIP M . WEINSTEIN, Professor
CRAIG W ILLIAM SON, Professor and Chair
NATHALIE ANDERSON, Associate Professor
ARDE D LU M , Associate Professor
WOON-PING CHIN, Associate Professor
LAURIE LANGRAUER, Associate Professor3

J

PETER J . SCHM IDT, Associate Professor
ELIZABETH BOLTON, Assistant Professor
M A R K BREITENBERG, Assistant Professor
A LEX A N D R A J U H A S Z , Assistant Professor
A LLEN K U H A R SK I, Assistant Professor
W ILLIAM M A R S H A L L , Assistant Professor, Resident Designer
EMILIE PASSOW , Assistant Professor (part-time)

&
■

M IC H A EL D URKAN , College Librarian, Lecturer
ABIGAIL A D A M S , Visiting Lecturer in Theatre (part-time)
C A R L A BELVER, Visiting Lecturer in Theatre
R AIM A EVAN, Visiting Instructor (part-time)
G A R G A R A RIEBLING, Visiting Instructor (part-time)
JO N A TH A N FRAN ZEN , Visiting Writer (part-time)5

This Department offers courses in English
literature, American literature, African and
Caribbean literatures, theatre, film and litera­
ture, some foreign literatures in translation,
and critical theory. The departmental curric­
ulum includes the intensive study o f works of
major writers, major periods o f literary his­
tory, and the development o f literary types; it
also provides experience in several critical

approaches to literature and dramatic art and
explores certain theoretical considerations
implicit in literary study, such as the proble­
matics o f canon formation and the impact of
gender on the creation and reception o f liter­
ary works. In addition, the Theatre Program
offers both practical and theoretical courses
in performance studies.

- |- - - - - - - - - - - - - - - - - ENGLISH LITERATURE
REQUIREMENTS AND RECOMMENDATIONS

J

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 o f the
departmental offerings as a whole. Introductory courses are characterized by syllabi with
less reading than in advanced courses, by
frequent short papers with some emphasis
upon rewriting, by self-conscious examination
of methodology, and by considerable attention

3 Absent on leave, 1993-94.

5 Spring semester, 1994.

I
I
I
I
I
1

I

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 program with a major in Literature, Black
Studies, Women’s Studies, or Medieval Stud­
ies. Students planning to qualify for teacher
certification in English are reminded that
work in American literature, in linguistics or
the history o f the English language, and in
theatre or film is required in addition to other
requirements o f the major. Non-majors who
wish to be certified in English must meet all
the course requirements noted above (e.g.,
requirements for the major except for the
senior essay, plus the additional courses re­
quired for certification) as well as maintaining
a grade point average o f 2.5 or better in
courses taken in the English Department.
Major in the Course Program: The work o f a
major in Course consists of a minimum of
eight units o f credit in the Department includ­

ing at least three units in literature written
before 1830 (such courses are marked with a
*), three in literature written after 1830, and
one unit featuring critical theory (such
courses are marked with a * * ). Students must
also write a senior essay. Details about the
essay are available in the Department Office.
Major in the External Examination (Honors)
Program: Majors in English who seek a degree
with Honors will in the spring of their junior
year propose for external examinations a pro­
gram consisting o f 4 -6 fields, chosen from
this and one or more minor departments.
These fields will usually be based upon 12
units o f work; some of this work will have
been completed before entry into the Pro­
gram. (For a general description of the college­
wide External Examination Program, see page
5 4 o f the catalogue.)
O f the 4 -6 fields, at least three (constituting
not less than 6 units of credit) must be chosen
from those offered by this department. Majors
will apportion their work so as to complete 3
credits in literature written before 1830 (in­
cluding at least one Group I seminar), and 3
units in literature written after 1830; in addi­
tion they must take a course or seminar that
features critical theory. (Courses and semin­
ars in literature written before 1830 are
marked with a *; those that feature critical
theory are marked with a * * .)
Minor in the External Examination (Honors)
Program: Minors will normally prepare two
fields from among those offered by this de­
partment.
Students interested in pursuing Honors
within a faculty approved interdisciplinary
major or concentration that draws on ad­
vanced English courses or seminars should
see the Chair for early help in planning their
programs.
1A. C ra ftin g La n g u a g e (E x p o sito ry
W riting).

Designed for students who want to concen­
trate on improving their skills in analysis and
communication. Includes in-class writing,
oral presentations, essay readings, longer writ­
ten assignments, regular student-instructor
conferences. Two primary objectives direct
this workshop: a. to help students develop the
writing strategies useful in other courses and

127

English Literature

projects; b. to enable students to experience
writing as a means o f organization and discov­
ery.
Each semester. Passow.

Thousand Seeds; Kincaid, Annie John; and
poems by Braithwaite, Desai, and Walcott.
Primary distribution course.
Each semester. Chin.

IB . E n g lis h f o r F o re ig n S tu d e n ts .

5 . T h e S u b je c t in Q u e stion .

Individual and group work on an advanced
level for students with non-English back­
grounds. Does not meet distribution require­
ments.
Each semester.

How do we become who we are? What 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.
Spring semester. Weinstein.

I C . T h e W ritin g P r o c e s s .

This course combines study o f theories of
composition and the teaching of writing with
supervised experience applying the skills de­
rived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward
major.
Cross-listed as Education 1C.
Fall semester. Blackburn and Smulyan.
2. S c ie n c e a n d th e L ite ra r y
Im agin ation.

An introduction to the critical reading of
literature, using texts (in prose and verse from
the 16th century to the present) which are
concerned with or reflect the impact o f science
and scientific thinking on individual and so­
ciety.
Primary distribution course.
Spring semester. Blackburn.
3. C r it ic a l A s s u m p tio n s .

Primary distribution course.
Not offered 1993-94. Langbauer.

6. R ite s o f P a s s a g e .

Primary distribution course.
Not offered 1993-94. 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 of gender
and racial differences. Works studied will
probably include Shakespeare’s The Tempest,
Paule Marshall’s Praisesong for the Widow, Julie
Dash’s Daughters o f the Dust, and selected
contemporary Asian American fiction.
Primary distribution course.
Fall semester. Schmidt.

4. T h e P o s t-C o lo n ia l C o n d itio n .

8. P la y in g C a lib a n .

This course examines the literary and artistic
activity bearing witness to the imperial pro­
cess that has affected more than three quarters
o f the contemporary world. It examines the
forces and modes o f cultural representation
associated with colonialism and decoloniza­
tion, and with the dialectic between colonizer
and colonized. Among the topics for study
are: what constitutes the "postcolonial” con­
dition, epistemological legacies o f colonial­
ism, discourses and strategies of emergence,
diasporic and hybrid orders. Writers will in­
clude: Shakespeare, The Tempest; Conrad,
Heart o f Darkness; Orwell, "Shooting An Ele­
phant” ; Naipaul, A Bend In The River;
Rushdje, Midnight’s Children, Ty-Casper, Ten

This course will be as generous with the
concept o f Caliban and the "politics o f defor­
mity” as it will be flexible about the notion of
"playing.” It will pay attention to acts and
performances o f the imagination that allow us
to live together apart as ironic masters of the
politic. Readings will range from Shakespeare
to Toni Morrison, and may include such
others as Poe, Dickinson, Conrad, Chesnutt,
Crane, Ellison, or Achebe.
Primary distribution course.
Fall semester. James.

128

9. L ite ra tu re and th e G ro te sq u e .

The grotesque marks a point o f intersection
between opposing terms: human and inhu­
man; birth and death; sacred and demonic; the

playful and the terrifying. This course tracks
the comic, uncanny and generative elements of
the grotesque through works by GarcíaMárquez, Shakespeare, Baudelaire, Browning,
Kafka, Richard Wright and Flannery O ’Con­
nor, focusing on the ways the grotesque is
used to redefine the human and dramatize the
limits o f human understanding.
Primary distribution course.
Fall semester. Bolton.

"read” what is "wrong” with a woman by
looking at her body? In this course, we will
read texts (novels, psychoanalytic case stud­
ies, films, photographs, plays, poetry) in
which women’s personal (and political) trou­
bles are represented (or made known) through
physical, and visible, symptoms.
Primary distribution course.
Spring semester. Juhasz.

10. W a y s o f S e e in g .

What does it mean to "act like a man” ? to
"play a womanly role” ? How is gender contin­
ually performed, and what are the codes that
signify masculinity and femininity? How do
people shape a gender which is neither mascu­
line nor feminine? How do issues such as race,
class, and sexuality impinge upon the con­
struction o f gender? Readings may include
Euripides’s The Bacchae; Churchill and Lan’s
A Mouthful o f Birds; Hwang’s M. Butterfly;
Shakespeare’s sonnets and Twelfth Night;
Brecht’s The Good Woman ofSetzuan; Walker’s
The Color Purple; Madonna’s lyrics/videos;
fairy tales and contemporary rewritings of
them; and selections from This Bridge Called
My Back.
Primary distribution course.
Each semester. Evan.

This course considers the cultural codes by
which "we” "see,” produce, and reproduce
value and meaning by reading, writing about,
and contemplating written, filmed, and
printed works. How do we define, acknowl­
edge, ignore, or judge political the properties
of critical, "classic,” and "popular” texts?
Discussion o f pedagogy is a regular part o f the
class. Primary works include Shakespeare,
Hamlet (and a 15-minute version); Walker,
The Color Purple and Spielberg film; Dick, Do
Androids Dream o f Electric Sheep, and Bladerunner; Lee, screenplay and film, Do the Right
Thing; Erdrich, Love Medicine; Lynch, Twin
Peaks; poems by Herbert, Dickinson, Olds,
Merrill; writings by Berger, Castenda, Haraway, Julian o f Norwich, Cixous.
Primary distribution course.
Fall semester. Blum.
11. B o d y / lm a g e .

Standards o f female beauty are always chang­
ing, yet individual women rarely feel good
about their bodies. How do messages about
the look, and particularly the value, of wom­
en’s bodies get communicated and internalized
in culture? How do women resist punitive
images and ideas about how they should look?
Examining a variety of images o f women’s
bodies in novels, advertising, photography,
poetry, film, and drama, this course will
consider women’s self-image in relation to
bodily phenomena like cross-dressing, "pass­
ing” as white, physical disability and eating
disorders.
Primary distribution course.
Fall semester. Juhasz.
11 A . V is ib le S y m p to m s .

The female hysteric turns her psychic com­
plaints into physical symptoms. The tubercu­
lar prostitute-with-a-heart-of-gold coughs up
that which is tainted within her. Can you

13. T h e P la y o f G en d er.

14. L ite ra tu re o f C o n s c ie n c e .

Are poets our "unacknowledged legislators,”
as Shelley believed? W hat power does art
wield against tyranny and injustice? This
course examines various literary delineations
o f conscience— from Shakespeare’s Macbeth
to Spike Lee’s Do the Right Thing—in order to
explore the issue of political effectiveness.
Primary distribution course.
Fall semester. Anderson.
15. J u s t ic e In and Out o f H is to ry .

This course employs literary works drawn
from a broad range o f historical periods to
examine concepts o f justice. It seeks to explore
such questions as: W hat is the relationship
between justice and power? Are human and
divine laws in harmony or in conflict? Is
justice natural? W ho makes justice and who
measures it? Throughout the semester we will
be concerned with determining the extent to
which these concepts change over time. In
doing so, we will also be trying to raise
questions about literary knowledge and its
relationship to history. Authors include:

129

English Literature

Sophocles, Dante Alighieri, W illiam Shake­
speare, Leo Tolstoy, Richard Wright, Susan
Griffin, Lame Deer, Nhat Hanh.
Primary distribution course.
Each semester. Riebling.
16. S u r v e y o f E n g lis h L ite ra tu re , I.*

An historical and critical survey o f poetry,
prose, and drama from Beowulf to Milton.
Fall semester. Williamson.
17. S u r v e y o f E n g lish L ite ra tu re , II.

Not offered 1993-94. Staff.

power; questions of class and race, history
and agency; analysis o f generic inter-relations
and transformations; and differences/relations o f playscript and "literary” text. The
course will also address the variety of versions
and media in which the plays are enacted.
Plays will include: Richard 111, A Midsummer
Night’s Dream, Romeo & Juliet, Henry IV Parts
1 & 2 , The Merry Wives o f Windsor, Twelfth
Night, Merchant o f Venice, Macbeth, King Lear,
Othello, The Winter’s Tale.
Fall semester. Blum.

18. Intro d uction to A m e r ic a n
C u ltu re : H is to r y th ro u g h
F o lk lo re a n d L ite ra tu re .

Not offered 1993-94. Staff.

Cross-listed as History 87.
Not offered 1993-94. Morgan and Schmidt.

Not offered 1993-94. Blackburn.

21. C h a u ce r.*

29. I n s c rip tio n s o f th e F e m in in e
in 16th- and 17 th -C en tury England.*/**

Not offered 1993-94. Williamson.
23. 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. This course may be
taken without the usual prerequisite course;
however, it may not serve in the place o f a
prerequisite for other advanced courses.
Spring semester. Williamson.
24. T h e L ite ra tu re o f E a rly
M o d e rn England -1 5 0 0 -1 7 0 0 .*

This broad survey course examines sixteenthand seventeenth-century texts within their
historical context, studying works from vari­
ous literary and non-literary genres. We will
use Renaisance and Restoration texts to ex­
plore the period’s conflicts and contradictions,
focusing on such themes as patriarchal ideol­
ogy and the Gloriana myth, royal absolutism
and republicanism, Puritan and Cavalier atti­
tudes towards women, religious faith and
humanism. We will read More, Spenser, Mar­
lowe, Shakespeare, Jonson, Marvell, Donne,
Milton, Rochester, and Wycherley, among
others.
Spring semester. Riebling.
25. S h a k e s p e a re .*

Shakespeare’s plays from a variety o f perspec­
tives including: gendered notions of love and

130

27. T u d o r-S tu a rt D ram a.*
28. M ilton.*

Writing about women and women writing in
a period in England where relatively few
women were published. We will read works
by (among others) Queen Elizabeth, Elizabeth
Cary, the Duchess of Newcastle, Aphra Behn,
Aemilia Lanier, and religious visionaries.
Readings will include primary material which
sets out a variety of historical and cultural
contexts. Works by W illiam Shakespeare,
Edmund Spenser, and John Milton will also
be examined for their representations of
gender, sexuality, class, and society. This
course may satisfy the major requirement for
either a pre-1830 course or a criticism course
but not both.
Spring semester. Blum.
30. T e c h n o lo g y a n d th e Text.*

Not offered 1993-94. Blackburn.
34.

W om en and W ritin g 1750-1865.*

We’ll start by considering briefly the kinds of
assumptions about women and writing ex­
pressed in popular journals and works by
male writers of the period, in Order to explore
how those assumptions related to the explo­
sion o f women’s writing in both England and
the United States. Probable topics: letter­
writing and early epistolary novels; the influ­
ence o f women on the British stage and the
recurring figure o f theatricality in British
women’s poetry; domesticity and its disrup­
tion in the work of Jane Austen and Emily
Bronte, modes of autobiography in Dorothy
Wordsworth’s journals and poetry and in

Harriet Jacob’s L ife o f a Slave Girl; the overlap
of politics and gothic fiction in the novels of
Mary Wollstonecraft, Mary Shelley and Har­
riet Beecher Stowe; Emily Dickinson as poet
and as icon (or parody) of the woman writer.
Fall semester. Bolton.
36.

E n g lish N o vel, I.*

Not offered 1993-94. Langbauer.
38. T h e R o m a n tic S ub lim e.*

"The essential claim o f the sublime is that
man [sic] can, in speech and feeling, transcend
the human.” (Weiskel) What does this trans­
cendence look like? How is it achieved? What
resources does it offer us, and at what cost?
We will read both theorists and literary prac­
titioners o f the multi-faceted Romantic sub­
lime, focusing on the poetic, political and
practical uses to which the concept is put.
Authors: Longinus, Burke, Kant, Schiller,
Blake, Wordsworth, Coleridge, Byron, Shel­
ley, Keats, Seward, Dorothy Wordsworth,
Charlotte Smith.
Spring semester. Bolton.
40. G o th ic P o s s ib ilitie s .*

Horace Walpole wanted to write a novel com­
bining extraordinary events and ordinary char­
acters: "High Gothic” flourished in England
in the 1790’s; "Southern Gothic” adapts those
same conventions to the demands of the
American South and modernist fiction. How
are we to define a form notorious both for its
thematic obsessions (incest, decay, the super­
natural, etc.) and its openness to change?
Among the Gothic possibilities we will con­
sider: sensationalism (Lewis), domestication
(Radcliffe), parody (Austen), autobiography
(Robinson, Porter), fragmentation (Faulkner)
and cultural critique (Tommer).
Fall semester. Bolton.
41. T h e V ic to ria n P oe ts: E m in e n c e and
D e c a d e n ce .

Not offered 1993-94. Anderson.
42. E n g lis h N o vel, II.

Not offered 1993-94. Staff.
43. S tu d ie s in E n g lis h Fictio n .

Not offered 1993-94. Weinstein.
44. T w e n tie th -C e n tu ry N ovel.

Not offered 1993-94. Staff.
45. M o d e rn B r itis h P o e try .

A consideration o f British poets—and some

American ex-patriates—from Thomas Hardy
to Dylan Thomas, with particular attention
given to each poet’s individual response to
the circumstances o f modem life.
Spring semester. Anderson.
4 6 . Intro d uction to A n g lo -Irish
L ite ra tu re .

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.
48. T h e S h o rt S to ry .

Not offered 1993-94. Bolton.
4 9 . T h e o r ie s o f M u ltic u ltu ra lism .* *

Not offered 1993-94. Schmidt.
5 0 . T h e o r ie s o f B la c k S tu d ie s.

Not offered 1993-94. Pouncy and Schmidt.
51. F ic tio n s in A m e r ic a n N a tu ra lis m .

Not offered 1993-94. James.
52. T h e H a rle m R e n a is s a n c e .

Not offered 1993-94. James.
53. C o n te m p o ra ry W o m en ’s P o e try .

Not offered 1993-94. Anderson.
54. S tu d ie s in A m e r ic a n F ictio n .

This year we will study examples of how
recent American writers revise American lit­
erary tradition and in the process reconfigure
the meaning o f 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, William Least-Heat Moon’s PrairyErth, and David Seals’ Sweet Medicine.
Spring semester. Schmidt.
5 5 . M o d e rn A m e r ic a n P o e try .

A study of the poetry and prose of selected
U .S. writers, including Walt Whitman, Emily
Dickinson, W illiam Carlos W illiams, Lang­
ston Hughes, H.D., and Wallace Stevens. We
will end with an introduction o f the work of
two contemporary poet/musicians, Sim Ra
and Laurie Anderson.
Fall semester. Schmidt.

131

English Literature

56. T h e o r y o f Intentionality.**

Not offered 1993-94. Anderson.

Carolyn Lau.
Spring semester. Chin.

5 7 . C o n te m p o ra ry A m e r ic a n P r o s e .

65. P o e try W o rk sh o p .

Not offered 1993-94. Schmidt.

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.

5 8 . A u to b io g ra p h ic a l A c ts .

The focus o f this course will change from time
to time. This year it will pay attention to a
range o f autobiographical statements by Afri­
can-Americans o f the twentieth-century as
instances o f the cultural impulse to testify—
the tradition o f nearly all black public acts of
publication. It offers a rare occasion to exam­
ine autobiography "in the making” by emi­
nent scholar Arna Bontemps (1902-1973)
and will include, but not be limited to, "full
readings” o f narratives by Langston Hughes,
Maya Angelou, Richard Wright, and Malcolm
X.
Fall semester. James.
5 9 . T h e A f r o - A m e r ic a n W rite r.

Not offered 1993-94. James.
60. T h e C o n te m p o ra ry A fr o - A m e r ic a n
W rite r.

Not offered 1993-94. James.
62.

A s ia n - A m e r ic a n L ite ra tu re .

This course examines the literature o f some of
the diverse groups that make up Asian Amer­
ica, from early immigrant to contemporary
times. Among the questions we will address
are: What are the sites o f identification and
contestation? W hat are the dominant tropes,
styles, influences and continuities? How are
we to read this literature? Close reading and
discussion will be emphasized, supplemented
by screening o f films by and about Asian
Americans. Writers will include: Bulosan,
Chin, Hagedorn, Hwang, Kingston, LawYone, Lee, Mukherjee, Okada, Santos, Song,
Yamamoto, and selections from Lim, Lai and
Yung.
Fall semester. 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 .

How do Asian Americans 'language’ the
world? This course traces the development of
their poetry from early anonymous efforts to
contemporary experiments. Among the poets
studied are: Yone Noguchi, Lawson Inada,
Nellie Wong, Mei Mei Berssenbrugge, Cyn
Zarco, Li-Young Lee, Garrett Hongo and

132

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 of fiction writing. Students
should submit one story for admission, at a
time announced during the fall semester. Ad­
mission and credit are granted at the discretion
o f the instructor. (Studio course.)
Spring semester. Franzen.
6 7 . A d v a n c e d P o e try W o rk sh o p .

Not offered 1993-94. Anderson.
72. P ro u s t, J o y c e and F a u lk n e r.

Not offered 1993-94. Weinstein.
73. P r o u s t a n d J o y c e .

Not offered 1993-94. Weinstein and Roza.
75. S o u th e a s t A s ia n L ite ra tu re .

This course studies ideological, aesthetic and
discursive practices in the postcolonial litera­
tures o f Southeast Asia. It focuses on Permu­
tations o f indigenous traditions and on signi­
fications o f authority and identity. Among the
authors are: Pramoedya Ananta Toer, W .S.
Renda, Catherine Lim, Lee Kok Liang, F.
Sionil Jose and Ninotschka Rosea.
Spring semester. Chin.
76. T h e B la c k A f r ic a n W rite r.

Not offered 1993-94. James.
79.

S tu d ie s in C o m p a ra tiv e F ictio n .

This course will explore the relationships
between desire and the law, as well as the

social construction o f identity, in a range of
19th- and 20th-century novels. Writers will
include Dostoevsky, Flaubert, Tolstoy, Kafka,
Faulkner, and Morrison.
Spring semester. Weinstein.
80.

S a tire : S p ir it and A r t

From its ritual expressions to its alliance with
various literary forms, it has been contended
that satire—for better or for worse—remains
uninhibited and undefined. English 8 0 will
consider this contention by examining the
troublesome nature o f the medium and its
association with such things as toasts, fables
and films as well as literature. The central
question o f the course will be, What is satire,
anyway? Literary selections will range from
the "Ancients” (Swift, Shakespeare, Voltaire
and Pope) to the "M odem s” (Huxley, West,
Reed and Atwood).
Spring semester. James.
82. R e p re s e n ta tio n s o f W o m e n ’s
Identity.**

Not offered 1993-94. Blum and Marecek.
84. F o lk lo re and F o lk life S tu d ie s .

(See History 84.)
85. R e -V isio n in g G e n re in
L ite ra tu re & Film .

Film and literary genres help consumers to
know what they are buying and producers to
know what the rules are for the work they are
making. But what else is communicated
through the simple, mass-produced and highly
recognizable structures o f genres like the film
noir or hard-boiled detective, the melodrama
or horror? This course will investigate how
generic coding allows for the telling and re­
telling o f narratives which revel in stories
about (white, male, heterosexist) society’s
"hidden” fears, desires and beliefs. But then,
we will consider what happens when the
demons, seductresses, whores, villians and
monsters of such stories re-vision genres for
their own ends.
Spring semester. Juhasz.
86. W om en and Film .

Feminist film theorists have argued that the
representation o f women, particularly in the
Hollywood film, has contributed to the op­
pression of women by making them the fetishized object of the voyeuristic male gaze. Does
such theory hold true when women watch

film? When women make film? This course
will investigate both the oppressive and oppo­
sitional potential of the fiction film, as it
either captures or constructs women’s expe­
rience. We will consider the representation of
women in a variety o f film genre, as well as
considering how women represent them­
selves.
Fall semester. Juhasz.
87. W om en ’s S e x u a lity in L ite ra tu re
and Film : W h at d o w o m e n w a n t?

The history o f film and literature have, to a
great extent, been devoted to men represent­
ing women’s sexuality as they attempt to
answer the question above. But do women see
their needs and desires represented honestly,
adequately, or erotically in books and movies?
What else gets represented along the way? By
focusing on three areas o f concern—pornog­
raphy, lesbianism, and heterosexual romance
—this course will examine how women artists
use these two, distinct forms of expression to
redress and diversify the (largely male pro­
duced) field o f images about women’s sexual­
ity. O f particular concern will be representa­
tions o f these sexual arenas in relation to
AIDS.
Spring semester. Juhasz.
88. W om en and D o c u m e n ta ry .

Not offered 1993-94. Juhasz.
8 9 . H is to r y o f C r it ic is m and
Interpretation.**

A survey o f statements, positions, and con­
troversies from the pre-Socratics to poststructuralism about the following issues: the
nature and function o f art, language and rep­
resentation, the relationship o f literature to
history and culture, depictions and interpre­
tations of sexuality and gender.
Fall semester. Breitenberg.
90. C o llo q u iu m : S h a k e s p e a re &
C r it ic a l T h e o ry “ T h e P o litic s o f
G e n d e r, S e x u a lity and D e s ir e .” */**

This colloquium studies six of Shakespeare’s
plays (Twelfth Flight, Taming o f the Shrew,
Much Ado About Nothing, Othello, Antony and
Cleopatra, The Winter’s Tale) through the criti­
cal lens of contemporary theories of gender,
sexuality and desire. We will consider the
plays in their historical context as well as in
relation to relevant contemporary paradigms.

133

English Literature

In addition to the plays, we will read current
theoretical texts and non-literary writings
from the Renaissance.
Spring semester. Breitenberg.
91. F e m in is t P o s t - S tr u c tu ra lis t
C ritic is m .* *

Not offered 1993-94. Langbauer.
92. T h e o r y o f th e Novel.**

This course will approach "the novel” by
attending to a range of contemporary theoreti­
cal frames for sense-making in general and for
reading fiction in particular, as well as by a
sustained scrutiny o f three novels (this year:
Hardy’s less o f the d ’Urbervilles, Faulkner’s
Light in August, and Morrison’s Beloved).
Fall semester. Weinstein.
9 6 . D ire c te d R eading.

Students who plan directed reading must
consult with the appropriate instructor and
submit a prospectus to the Department by
way o f application for such work before the
beginning of the semester during which the
study is actually done. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and se­
niors.

97. Ind epend 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 o f 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 se­
niors.
Staff.
9 8 ,9 9 . 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 of 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 o f the junior year.
Before submitting this prospectus, Course
majors should consult with the Department
Chairman and with the Department member
who might supervise the project. This work
must be separate from that of the senior
culminating essay, required of every course
major for graduation.

SEMINARS: ENGLISH LITERATURE
Note: Normally seminars may not be repeated
for credit. Occasionally when reading lists for
different versions o f the seminar are different,
students may wish to repeat a seminar. Stu­
dents must petition the department for per­
mission to do so.
Group I
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 o f the remainder of the
canon. Students are advised to read through
all the plays before entering the seminar.
Each semester. Blackburn.
Fall semester. Breitenberg.
102. C h a u c e r and M e d ie v a l L ite ra tu re .

Not offered 1993-94. Williamson.

134

104. M ilto n .

Study o f Milton’s works in relation to ques­
tions of authorial identity, canon formation,
gender and genre politics, spiritual and social
revolution and containment. Special emphasis
on Paradise Lost, and some attention to works
by Milton’s male and female contemporaries.
Fall semester. Blum.
105. T u d o r-S tu a rt D ra m a .

Not offered 1993-94. Blackburn.
106. R e n a is s a n c e Ep ic.

Not offered 1993-94. Staff.
108. R e n a is s a n c e P o e try .

Not offered 1993-94. Staff.
109. E ig h te e n th -C e n tu ry L ite ra tu re .

Not offered 1993-94. Staff.
110. R o m a n tic P o e try and P ro s e .

The great Romantic attempt to salvage nature

and the autonomy o f the imagination from a
world too much with us will be read in the
context of other contemporary developments:
the spread o f literacy; the impact o f the French
Revolution on English letters; Gothic and
orientalism as literary projections o f domestic
discomforts; literary collaboration and the
model o f the family business; women writers
and their revisions o f Romanticism. Writers
include: Burke, Blake, Wollstonecraft, the
Wordsworths, Coleridge, Austen, Edgeworth,
Scott, Robinson, Byron, the Shelleys, Keats,
Smith, Hemans.
Spring semester. Bolton.
Group II
112.

W om en and Literature.**

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-Modernist feminist aes­
thetics.
Fall semester. Anderson.
Contemporary Women’s Writing: Prose Fic­
tion & Autobiography: Problems of agency
and subjectivity as set out in current feminist
theory, fiction, autobiography, and film by
Western and Third World women. Some of
the topics we will consider are: narrative
agency, body images, Woman and Other,
strategic essentialism, notions of both gender
and sexual preference, utopian and feminist
science fiction and spirituality. Works by
Erdrich, Lee, Morrison, Tiptree, Hayslip,
Piercy, Suleri, Winterson, Cisneros, Moraga,
among others.
Spring semester. Blum.
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, Garcia-Marquez, Morrison, Silko,
and Erdrich. The spring semester syllabus will
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.
116.

A m e r ic a n L ite ra tu re .

A study of four writers, Willa Cather, Zora
Neale Hurston, W illiam Carlos Williams,
and probably Abraham Cahan, plus selected
works from the 1930s, placed within the
context o f U .S. labor and social history. An
earlier course in U .S. Culture and history
from any suitable department is strongly urged
as preparatory study.
Each semester. Schmidt.
118. M o d e rn P o e try .

Not offered 1993-94. Anderson.
120. T h e o r y o f C ritic ism .* *

A course designed to provide a working knowl­
edge o f the major schools o f contemporary
criticism.
Spring semester. Breitenberg.
121. M o d e rn B la c k F ictio n .

A study o f the evolving literary interrelation­
ships between the Unived States, Africa, and
the West Indies since World War II. This
seminar examines a unity o f themes arising
out o f shared experiences and heritages and
includes (but will not be limted to) works by
Chinua Achebe, Toni Morrison, James Bald­
win, George Lamming, Richard Wright, Buchi
Emecheta, Alice Walker, and Paule Marshall.
Spring semester. James.
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 of the junior year. Normally, the
student writes the thesis, under the direction
of a member o f the Department, during the
fall of the senior year.
Staff.
183. Ind epend ent S tu d y.

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.

135

English Literature

THEATRE STUDIES
The Theatre Studies major uses the study of
all aspects of dramatic art as one part of a
liberal arts education. It is intended to be of
broad benefit regardless o f a student’s profes­
sional intentions. The program offers courses
in four main areas: acting, design, directing,
and dramaturgy. Some courses naturally fall
into more than one o f these areas.
The focus in each area is on some aspect of
making dramatic art, a complex o f processes
which includes a variety of skills. All courses
in the program address the processes of play
production.

Theatre Studies emphasizes writing as an im­
portant means of achieving skills in discursive
thinking and communication. All courses
have a significant writing component, the
nature o f which varies from course to course.
Since in practice performance engages theatre
artists for less time and is less complicated
than rehearsal and other preparations, it re­
ceives proportionally less attention in this
curriculum. Since all work in theatre eventu­
ally issues in a public occasion, classes are
usually open to visitors.

REQUIREMENTS AND RECOMMENDATIONS
Because o f the wide variety o f courses in the
program, planning can be complicated: stu­
dents are strongly urged to read these Re­
quirements and Recommendations closely,
and to consult an advisor in the event of any
question.
Courses numbered 1 through 10 are intro­
ductory and are prerequisite to intermediate
courses.
Courses numbered 11 through 50 are inter­
mediate and are prerequisite to advanced
courses numbered 51 through 70.
Seminars carry numbers 100 and above.
Intermediate work in each of the four course
areas requires a beginning course in that area.
Thus, the prerequisite for Theatre 12 (inter­
mediate acting) is Theatre 2 (beginning act­
ing); for Theatre 14 (intermediate design),
Theatre 4 (beginning design); and so on
throughout the program.
In addition, some advanced classes carry ad­
ditional prerequisites which are listed in the
course descriptions.
Students considering a Theatre Studies major
are strongly urged to consult an advisor early
in their first year. Leave schedules, a wide
variety o f extern programs, and the large
number o f course sequences make long-range
planning essential.

136

Majors and prospective majors should also
consult Theatre faculty for information about
courses in other departments complementary
to their work in Theatre. Students who plan
to do graduate work or to follow a course of
professional training should see a faculty
member for early help in planning their pro­
grams.
Major in the Course Program: The course major
in Theatre Studies requires twelve credits of
work including Theatre 1 (Introduction to
Theatre), Theatre 6A or 6B (Pre-Modem and
Asian Performance Traditions or Modern Per­
formance Traditions, either of which may be
substituted for Theatre 1); Theatre 2 (Acting
I: Work on the Self); Theatre 4 (Design I:
Theatre Technology and Lighting Design);
two courses or seminars in dramaturgy, and
Theatre 99 (Senior Company).
A t an appropriate time, prospective majors
will choose an area o f emphasis from among
five offered in the program. The advisors and
requirements for each emphasis are:
Acting: 12, 52, and 99
Advisor: Mr. Devin
Design: 14, 54, and 99
Advisor: Mr. Marshall
Directing: 12, 15, 55, and 99
Advisor: Mr. Kuharski
Dramaturgy: 6A or 6B, 15, 56, and 99
Advisor: Mr. Devin

Generalist: 12, 1 4 ,1 5 , and selected advanced
courses
Advisor: Staff
In addition to these curricular requirements,
the major requires a comprehensive examina­
tion in two parts: 1 ) an oral exam based on a
reading list o f plays and critical works given
to students when they are accepted into the
major; and, 2 ) a take-home essay describing
solutions to problems in production.
Major in the External Examination (Honors)
Program: The honors major in Theatre Studies
requires six or eight credits in preparation for
three or four papers. Prospective majors
should see Mr. Kuharski as soon as possible
to explore the combinations o f courses and
seminars that can be offered as a coherent
program for examination. Seminars in dra­
matic literature may carry a prerequisite o f at
least one upper level course in the appropriate
department. When offered for external exam­
ination, production projects will be evaluated
in performance as well as by a paper.
The minor normally requires four credits in
preparation for two papers. One o f the papers
offered for the minor will normally be a
production project. Minors may petition to
join the Senior ‘Company in preparation for
one o f their External Examinations.
Co- and extra-curricular work in Theatre,
while not specifically required, is strongly

recommended for majors. Opportunities in­
clude paid and volunteer staff positions with
The Theatre, in-house class projects for Di­
recting and Playwriting, production work for
the Office o f Community Space, and Drama
Board production.
For those majors who intend a career in
professional theatre, whether academic, notfor-profit, or commercial, internships in local
theatres are strongly recommended. Positions
are usually available in production, develop­
ment, public relations, marketing, box office
and house management. Positions are usually
not available in acting, directing, design, or
stage management.
Because o f scheduling difficulties, application
for internships, time spent off campus, and
special projects should be made 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 these de­
partments will not be considered part o f the
major.
W ith respect to the four course limitation on
seminars within a single department, English
and Theatre Studies will be teated as separate
departments.

BEGINNING COURSES
1. Intro d uction to T h e a tre .

Sections on dramaturgy, theatre space, and
acting. Theatre professionals meet with the
class as possible. Weekly lab sessions on
theatre exercises, rehearsal process, and writ­
ing. Several short papers based on reading,
local rehearsals or performances, and class
projects. This course is a prerequisite for
intermediate Theatre courses and may serve
as a prerequisite for dramatic literature
courses (not seminars) in English Literature.
Primary distribution course.
Fall semester. Devin.
2. A c tin g I.

warm-up; focus and release; sense and affec­
tive memory; improvisation; ensemble; jour­
nal. Short papers on local rehearsal and per­
formances. This class meets six hours a week.
Spring semester. Belver.
4. D e sig n I: T h e a tre T e c h n o lo g y and
Lig h ting D esig n.

Rules and systems for stage craft and lighting
design. Exercises in drafting, tool use, build­
ing, basic electronics, and lighting design.
Weekly lab sessions will support curricular
and Drama Board productions. Text: Parker
and Smith, Scene Design and Stage Lighting.
Each semester. Marshall.

The basic acting course: vocal and physical

137

English Literature

6A . P r e - M o d e r n and 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, scenograpKy, and theatre
architecture.
Fall semester. Kuharski.
Not offered 1993-94.
6B. M o d e rn P e r fo rm a n c e T ra d itio n s .

A selective survey of major movements in
world theatre since the beginning o f the nine­
teenth century. Reading consists of one or
two plays per week and appropriate historical

and critical materials. Mid-term, final, and a
series o f short papers.
This course alternates with Theatre 6A. Both
may be taken for credit.
Fall semester. Kuharski.
10.

Q u e e r P e rfo rm a n c e .

Issues, representations, and critical/political
strategies surrounding lesbian and gay sexual­
ities. Reading, discussion, and the collective
creation o f a performance piece.
No prerequisite.
Fall semester. Case.

INTERMEDIATE COURSES
12.

A c tin g II.

Scene study and rehearsal process: given cir­
cumstances, character biography; objectives;
tasks and behavior; activities and actions;
vocal and physical warmup; focus, release,
and body awareness. Short papers on local
rehearsals and performances. This course
meets nine hours a week.
Prerequisite: Theatre 2.
Fall semester. Belver.
14. D e s ig n II: S c e n o g ra p h y .

A study o f three dimensional composition in
response to the play’s symbolic expression.
Focus on the development of a design philos­
ophy grounded in collaboration and process.
Projects in the application o f scenographic
systems and principles. Selected students will
constitute a Design Firm to work with Drama
Board on specified productions. Text: Pectal,
Designing and Painting for the Theatre.
Prerequisite: Theatre 4.
Spring semester. Marshall.
15. P e r fo rm a n c e T h e o r y and P r a c t ic e .

This course covers a series of major theoretical
texts, taught in reverse chronological order.
Reading will primarily focus on theoretical
writings by or about such artists as Chaikin,
Grotowski, Mnouchkine, Brook, Suzuki,
Brecht, Artaud, Stanislavsky, and Zeami. Se­
lected texts by non-practitioners such as Herrigel, Nietzsche, Plato, and Aristotle are also
considered. The course will include units on
performance traiditons and genres outside of
Europe and North America and their relation­
ship to various theorists included.
Prerequisite: Theatre 1 or Theatre 6, A or B.

138

Fall semester. Kuharski.
16.

P la y M a k in g .

Exercises in plotting and dramaturgy. This
class works with New Voices, an ensemble
composed o f high school students from the
City o f Chester and Chester County and
actors from the People’s Light and Theatre
Company. Organizing and recording improv­
isations, as well as traditional script writing.
Prerequisite: An introductory Theatre course,
or the consent o f the instructor.
Fall semester. Adams.
(Note: Students who wish to include courses
in dramaturgy as part o f a program in English
or Literature should consult with Mr. W illi­
amson.)
21. P ro d u c tio n D ra m a tu rg y .

Exercises in script preparation and the gath­
ering o f material for given circumstances.
Prerequisite: Theatre 1, or Theatre 6, A or B.
Fall semester. Devin.
Not offered 1993-94.
23. M o d e rn D ra m a tu rg y .

A comparative survey o f theatre and drama
from Buchner to the present.
Prerequisite: Theatre 1 or Theatre 6, A or B.
Spring semester. Kuharski.
Not offered 1993-94.
27. A m e r ic a n D ra m a tu rg y .

Selection and preparation o f a bill o f plays for
an American season in The Theatre.
Prerequisite: Theatre 1 or Theatre 6, A or B.
Fall semester. Devin.
Not offered 1993-94.

29. C o n te m p o ra ry D ra m a tu rg y .

A survey o f theatre and drama since 1960.
Prerequisite: Theatre 1 or Theatre 6, A or B.
Spring semester. Kuharski.
Not offered 1993-94.
35.

D ire c tin g I: D ire c tin g L a b o ra to ry .

The course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units
cover the director’s relationship with actors,

designers, composers, technicians, chore­
ographers, as well as playwrights and their
playscripts. The student’s directorial self-definition through this collaborative process is
the lab’s ultimate concern. Final project con­
sists o f an extended scene to be performed as
part of a program presented by the class.
Prerequisite: Theatre 2, 4, and 15.
Spring semester. Kuharski.

ADVANCED COURSES
52. A c tin g III

This course addresses the techniques o f acting
when an audience is part of given circum­
stances. The method is one of collaboration,
which is studied and practiced as part of the
rehearsal of a full length work for public
performance.
Prerequisite: Theatre 12.
Spring semester. Adams.
54. D e sig n III: A d v a n c e d S c e n o g ra p h y .

Continuing study of scenography. A semesterlong project creating the scenography for a
play production. The project will include
research, development, testing, and execution
of the project. Text: Burian, The Scenography
o f Josef Svoboda.
Prerequisite: Theatre 14.
Each semester. Marshall.
55. D ire c tin g II: D ire c tin g W o rk s h o p .

The course requires the student to apply the
exercises done in Directing I (Theatre 3 5 ) to
a variety of scene assignments. These will
cover a variety of theatrical genres (comedy,
verse drama, psychological realism, epic thea­
tre, etc.) and various approaches to dramatic
text (improvisation, cutting and/or augmen­
tation of playscripts, adaptation of non-dramatic texts for performance, etc.). The culmi­
nating exercise will be a one-act play or
cutting of a longer work.

Prerequisite: Theatre 35 or the consent o f the
instructor.
Fall semester. Kuharski.
56.

P la y w ritin g .

Stories, scenarios, plotting, and dialogue.
Prerequisite: Theatre 12 and 15.
Spring semester. Devin.
Not offered 1993-94.
92. O ff-c a m p u s P r o je c t s in T h e a tre .

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 eading.
94. S p e c ia l P r o je c ts in T h e a tre .
9 9 . S e n io r C o m p a n y.

All majors, midway through their junior year,
meet with the Director to form the Senior
Company. This company will, during the
class’s senior year, produce a project or series
of projects as a culminating ensemble exercise
devoted to the creation of theatre work out of
available spaces, resources, and people. Work
with the Company may be offered for external
examination.
Each semester. Devin.

SEMINARS: THEATRE
(Note: As a general rule, seminars in Theatre
alternate with the course of the same name.
Scheduling varies with demand, however, and

students are urged to make plans with an
advisor. Also, students who wish to include
Theatre 121, 123, 127, or 129 as part o f a

139

English Literature

program in English or Literature should con­
sult with Mr. W illiamson.)
121. P ro d u c tio n D ra m a tu rg y .

Fall semester. Devin.
Not offered 1993-94.
123.

M o d e rn D ra m a tu rg y .

Spring semester. Kuharski.
Not offered 1993-94.

127. A m e r ic a n D ra m a tu rg y .

Fall semester. Devin.
Not offered 1993-94.
129.

C o n te m p o ra ry D ra m a tu rg y .

A survey o f theatre and drama since 1960.
Post-absurdist dramaturgy and the rise of
various post-modern approaches to the per­
formance event.
Spring semester. Kuharski.

!

)

140

I Environmental Studies

Coordinators: A RTH U R M cG A R IT Y (Engineering) Committee Chair
JA C O R WEINER (Biology) Capstone Seminar Leader
Committee:

C a r r E v e rb a c h (Engineering) 3
W endy H o r w itz (Psychology)
H a n s O b e rd ie k (Philosophy)
F r e d e r ic k O rth lie b (Engineering)
Lea h S m ith (Economics)
Don S w e a r e r (Religion) 3

èmà

M a r k W a lla c e (Religion)

I
I
I
I
v
M

I

|
I
1

I
1

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 heritage of social concern compels us to educate
students so that they are well informed about
vital, current issues, and capable of full politi­
cal participation. The College has a responsi­
bility to provide means for the study 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 environmental issues have scientific, engineer­
ing, social, political, economic, and philosophical dimensions, all o f which must be
addressed. The Concentration helps guide
students to the many academic fields that
afford a perspective on environmental problems and enables them to explore questions
most compelling to them from the vantage
point of various disciplines in the natural and
social sciences, engineering, and the humani­
ties.

A Concentration in Environmental Studies
consists o f an integrated program of five
courses and a capstone seminar that a student
takes in addition to a regular major.
Concentrators must take five courses from
the list below, including at least one course in
Environmental Science/Technology, at least
one course in Environmental Social Science/
Humanities, and a third from either o f these
two groups. Students may petition the Faculty
Committee on Environmental Studies to have
courses taken at other institutions fulfill some
of these requirements. A t least three of the
five courses must be outside the major. One
o f the courses may be independent work or a
field study (in the U .S. or abroad) supervised
by a member o f the Committee (Environmen­
tal Studies 90 ). In addition to the five courses,
each concentrator will participate in the Cap­
stone Seminar in Environmental Studies (En­
vironmental Studies 91) during the spring
semester o f the senior year. The capstone
seminar will involve advanced interdiscipli­
nary work on one or more issues or problems
in environmental studies. Leadership o f the
Capstone Seminar will rotate among the
members o f the Faculty Committee on Envir­
onmental Studies.

Courses in Environmental Science/Technology
The Environmental Science/Technology cate­
gory includes courses which emphasize tech­
niques and methodologies of the sciences and
engineering and whose subject is central to

3 Absent on leave, 1993-94.

Environmental Studies. Therefore all concen­
trators will be familiar with a body of scientific
knowledge and scientific approaches to envir­
onmental problems.

E n v iro n m e n ta l S tu d ie s

C h e m is tr y 1: C h e m is tr y in th e H um an
E n v iro n m e n t

E n g in e e rin g 63: W a ter 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: En 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

E n g in e e rin g 32: Intro d uction to
E n v iro n m e n ta l P ro te c tio n

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 the
E n v iro n m e n t and N a tu ra l R e s o u r c e s

P o litic a l S c ie n c e 2 2 2 (Bryn Mawr
College): Intro d uction 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 and 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 Chang e: T h e En 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 re h is to ry .

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

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.
A s tr o n o m y 9: M e te o ro lo g y
B io lo g y 38: M ic r o b io 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
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

142

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
H is to r y 68: Food and Fam in e
M a th e m a tic s 61: M o d e lin g
P h ilo s o p h y 33: P h ilo s o p h y and
T e c h n o lo g y
P h y s ic s 20: P r in c ip le s o f Earth
S c ie n c e
P o litic a l S c ie n c e 47: P o litic s o f Fam in e
and Food P o lic y

German Studies

Coordinator: MARION FABER (German)
Committee:

G e o rg e A v e r y (German) 1
R ic h a rd E ld rid g e (Philosophy) 3
P ie te r J u d s o n (History)
J a n ie s K u rth (Political Science)
M ic h a e l M a r is s e n (Music)
B r a illio M u n o z (Sociology/Anthropology)
M a r k W a lla c e (Religion)
H a n s - J a k o b W e rle n (German)

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 of particular
disciplines. In addition, the study o f German
history and politics enriches and is enriched
by the study o f German literature and art. A
combination o f approaches to German culture
introduces the student to a field o f knowledge
crucial to contemporary society and prepares
the student for graduate work in a good num­
ber of academic disciplines, as well as for
various international careers. The Concentra­
tion may be undertaken in the Course Pro­
gram or in the External Examination Program.
Concentrators should consult the program
coordinator during the sophomore year to
plan their work towards the Concentration.

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.

General Requirements: Students are required
to take five credits from designated courses in
German Studies, three o f which must be out­
side the student’s major department. To ensure
a common groundwork for all concentrators,
students must take the core course, German
14, Introduction to German Studies. To en­
sure work in depth, at least one credit must be
a thesis on an interdisciplinary topic, nor­
mally to be proposed at the end o f the junior
year and written in the fall semester o f the
senior year. An interdisciplinary thesis for
the student’s major department may fulfill
this requirement.

M u s ic 34. B a ch .

Note: A student can accomplish a Special
Major in German Studies by taking three
additional credits from the courses listed
above.
The following courses and seminars may be
offered for a German Studies Concentration:

Courses (one credit)
H is to r y 36. M o d e rn G e rm a n y .
M u s ic 2 2 . 19th C e n tu ry M u s ic .
M u s ic 33. L ie d e r.

M u s ic 35. La te R o m a n tic is m .
P h ilo s o p h y 3 9 . E x iste n tia lism .*
S o c io lo g y -A n th ro p o lo g y 8 3 . S e n io r
C o llo q u iu m on A r t and S o c ie ty .*
G e rm a n c o u r s e s n u m b e re d 4B and
above.
C o u r s e s on G e rm a n lite ra tu re o r film ,
ta u g h t in E n g lish : L it 20G, Lit 50G,
e tc.

Seminars (two-credit)

It is required that students do substantial
work in the German language (German 4B or
the equivalent). It is also strongly recom­

H is to r y 125. F a s c is t Eu rope.*

1 Absent on leave, fall semester, 1993.

3 Absent on leave, 1993-94.

H is to r y 122. R e v o lu tio n a ry Europe.*

143

G e rm a n S tu d ie s

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 .

G e rm a n 104. G oethe.

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 .

G e rm a n 107. M o d e rn e P ro s a .

G e rm a n 105. Die d e u ts c h e R om antik.

P o litic a l S c ie n c e 107. C o m p a ra tiv e
P o litic s : Europe.+
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 .
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 .
S o c io lo g y -A n th ro p o lo g y 115. Fre u d and
M o d e rn S o c ia l T h e o ry .

144

G e rm a n 108.
V e rg a n g e n h e itsb e w a ltig u n g und
N eubeginn: D e u tsc h e L ite ra tu r
1950-1980.

‘ Cognate course: No more than two may be
counted towards the German Studies Concen­
tration.
+Cognate seminar: No more than one may be
counted towards the German Studies Concen­
tration.

History

ROBERT C. BAN N ISTER, Professor
MING K. C H A N , Cornell Visiting Professor
ROBERT S . O UPLESSIS, Professor and Acting Chairman1
2
LILLIAN M . LI, Professor and Chairman3
KATHRYN L M O RG AN , Professor
JER O M E H. W 0 0 0 , J R ., Professor1
STEPHEN P. BEN SCH , Associate Professor
M ARJORIE M URPHY, Associate Professor
ARTHUR P. SCHM IDT, Visiting Associate Professor4
PIETER M . JU D SO N , Assistant Professor
ROBERT E. WEINBERG, Assistant Professor

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 o f 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 o f history as a discipline. The
courses emphasize less the accumulation of
data than the investigation, from various
points of 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 of interpretation, the
analysis of primary sources, and historical
methodology.
Prerequisites: Courses 1-9,11, and 72 are open
to all students without prerequisites. Fresh­
man seminars (courses 10A-10H) are open
only to freshmen on the same basis. Upperlevel courses are generally open to all students
who have taken a survey or who have Ad­
vanced Placement scores o f 3 in the same area,
or 4 -5 in any area, or by permission o f the
instructor. Exceptions are courses "n o t open
to freshmen” or where specific prerequisites
are stated.

REQUIREMENTS FOR THE MAJOR
The Department of History is in the process
of restructuring its major; during the transi­
tion years, slightly different requirements will
apply to specific classes. Details are given
below.
Prerequisites: The prerequisite for admission
to the Department as a major is normally at
least two History courses taken at Swarthmore and a satisfactory standard o f work in all

1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.

courses. A t least one o f these history courses
should be taken within the History Depart­
ment. Beginning with the class o f 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.

3 Absent on leave, 1993-94.
4 Fall semester, 1993.

145

History

Major in the Course Program: The work o f the
major in course consists o f at least eight (nine,
beginning with the class o f 1995) in the
department, chosen so as to fulfill the follow­
ing requirements:
(a) Course majors must fulfill certain de­
partmental distribution requirements. For
purposes of distribution the Department
has divided its offerings into four groups:
(1) Ancient, Medieval, and Early Modern
Europe through the 18th century; (2)
Modern Europe (19th-20th centuries);
(3 ) the United States; and (4) Africa,
Asia, Latin America, and the Middle East.
Course majors must take at least one
course from each o f these areas. Beyond
that, majors are encouraged to concen­
trate informally in topics or areas of
special interest to them.
(b) Class o f 1994 only: Course majors must
write either a thesis (for which they will
receive academic credit) or a research
paper and comprehensive examination.
(1 ) Thesis. Students who wish to take
advantage o f this option must submit a
proposal for department approval by May
1 o f their junior year and will be expected
to complete the thesis (by taking History
9 2 ) during the fall o f their senior year. A
brief oral examination will be based on
the thesis. (2 ) Research paper and com­
prehensive examination. Students choos­
ing this option must write a research
paper that embodies some work in pri­
mary sources. W ith the permission o f the
instructor, this may be done as an ex­
panded term paper for an upper-level
course. The comprehensive examination,
to be given early in the spring semester of
the senior year, will include both written
and oral sections.

Beginning with the class o f 1995: All
history majors, except those in the Exter­
nal Examination Program, will be re­
quired to take the Senior History Seminar
(History 91), a new course that will be
given each fall semester. It will examine
different theoretical, disciplinary, and in­
terdisciplinary approaches to the study of
history, as well as types of sources and
methods used in historical research. As
part of the course, students will complete
a research paper. The comprehensive re­
quirement for history will be met in the
context o f writing and presenting this
paper to the Department.
(c) Beginning with the class o f 1995: A stu­
dent who wishes to write a thesis (by
taking History 92) must state his or her
intention and proposed topic at the be­
ginning o f the senior year. The Depart­
ment will give final approval to the topic
after the successful conclusion o f History
91. Although writing a thesis is optional
for graduation, it will be required for
those students who wish to be considered
for distinction.
Major and minor in the External Examination
(Honors) Program: Candidates for Honors may
elect history as a major or a minor in the
Division of Humanities, in the Division o f the
Social Sciences, or in cross-divisional pro­
grams. Majors in the Honors Program may
take either three or four seminars in the
Department. They must do work, whether in
courses or in seminars, in three of the four
fields listed above. Minors in the Honors
Program are ordinarily expected to take at
least two seminars.

ADVANCED PLACEMENT AND ATTACHMENT OPTIONS
Advanced Placement. The Department will au­
tomatically grant one credit for incoming
students who have achieved a score of 4 or 5
in Advanced Placement history tests. This
credit may be counted toward the number of
courses required for graduation. It may be
used in partial fulfillment o f the college dis-

146

tribution requirements. This credit is available
only as long as the student does not take either
History 3, 5, or 6. For majors, it may serve as
partial fulfillment o f the departmental distri­
bution requirements listed above. Grades o f 3
may serve as prerequisite for advanced
courses in history in the same area (European

Î

(
(
t

I

]
(

]
1
1

1

1

]

or American) as the Advanced Placement
course. Incoming students with scores o f 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. Per­

||
m

1

J

mission to take this option will be granted to
any student whose reading facility promises
the profitable use of historical sources in the
foreign language. Arrangements for this op­
tion should be made with the instructor at the
time of registration.

TEACHER CERTIFICATION
For students who wish to seek secondary
teaching certification in the social sciences
there are two normal routes. One of these is
through a major in one 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; students majoring in
economics and psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in

social sciences, of which six must normally be
in one discipline and at least two more must
be in a single other discipine. All students
seeking social studies certification are re­
quired to take two courses in history, at least
one o f which must be in American history.
Students are required to take one social sci­
ence course focusing on non-western or nonAnglo subject matter, a course in comparative
systems, and a course which addresses cross
cultural issues.

COURSES
1. T h e H is to r ic a l C o n s tru c tio n o f
Identity.

1

I

Through a cross-cultural approach the course
will explore how societies shape and reshape
identities in a variety of historical settings.
We will examine perspectives on self and
community in several categories o f social
experience, which may include state and na­
tion; freedom and servitude; gender, race, and
religion; class, caste, and order. An introduc­
tion to history. Required of all majors.
Spring semester. Murphy, Judson, Bensch.
2. M e d ie v a l Eu ro p e.

1
|

A survey of medieval culture and institutions
from the third to the fifteenth century. Topics
will include the lingering sunset of the ancient
world, the rise of the barbarian North, and the
mergence 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.
3. M o d e rn Eu ro p e.

A topical survey from the Old Regime to the

Cold War, with emphasis on the political,
institutional, economic, and social forces that
have shaped modern Europe. Topics include
Enlightenment and religion, revolutions and
reform movements, industrialization and the
rise of the modern nation-states, imperialism,
and world war.
Primary distribution course.
Fall semester. Judson.
4. La tin A m e r ic a .

The development of the Latin American area
from preconquest times to the present. Em­
phasis is on the political, economic, and
social development of Brazil, Mexico, and
Argentina, and on recent attempts at radical
transformation. Primary distribution course.
Primary distribution course.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
5. T h e U n ite d S ta te s to 1877.

The colonial experience and the emergence of
an American social order; Revolution and
Constitution; the "first” and "second” party

History

systems; industrialization, religious revivals,
and antebellum reform; slavery, the Civil
War, and Reconstruction.
Fall semester. Bannister.
6. T h e U n ite d S ta te s s in c e 1877.

Industrialism and the American social order;
the welfare state from the Square Deal to the
Great Society; world power and its problems;
the 1960s and its legacy.
Not offered 1993-94.
7. T h e H is to r y o f th e A fr ic a n
A m e r ic a n P e o p le .

A topical survey of the historical legacy of
African American people. It begins with an­
cient Egypt prior to the immigration o f for­
eigners to the Nile Valley. It studies the con­
nection o f ancient Egyptian culture with the
rest o f Africa and the impact o f African
culture on Asia, Europe, and America. The
struggles of black men and women for liber­
ation in the United States are seen as an
' 'exciting chapter in the history o f humanity.”
Topics include: blacks in science, black na­
tionalism, black Jews, Pan Africanism, and
Black Power.
Fall semester. Morgan.
8. M o d e rn A fr ic a .

A survey of modem African history, with an
emphasis on tropical Africa, the development
o f African nationalism and the achievement of
independence, and on differing perspectives
on the African past.
Not offered 1993-94.
9. C h in e s e C iv iliz a tio n .

An historical introduction to various aspects
o f traditional Chinese civilization and cul­
ture—language, literature, philosophy, art, im­
perial and bureaucratic institutions. The im­
pact o f Chinese civilization on other parts of
Asia will be examined briefly.
Fall semester. Chan.
10A. F re s h m a n S e m in a r: F a m ily ,
K in s h ip , a n d M a r r ia g e in
M e d ie v a l E urope.

Western family structures, kinship ties, and
sexual mores will be examined as they crystal­
lized from Roman, Christian, Germanic, and
Celtic traditions.
Not offered 1993-94. Bensch.

1
IOB. F re s h m a n S e m in a r: T h e T h ird
R e ic h and th e H o lo c a u st.

An examination o f the origins and functioning
o f the National Socialist regime in Germany
1933-1945.
Not offered 1993-94.
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 .

How have perceived natural differences be­
tween the sexes contributed historically to
real social and legal inequalities among men
and women? This seminar traces changing
constructions o f gender in the creation of
social norms from the fifth century BCE to
the present.
Fall semester. Judson.
IOD. 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 o f the origins and
persistence of the cold war from the globali­
zation o f containment to the pressure o f do­
mestic conflict.
Not offered 1993-94. Murphy.

\
|

IOE. F re s h m a n S e m in a r: T h e In v a sio n o f
A m e r ic a .

A study o f pre-Columbian America and a
comparative analysis of interactions between
Indians and Europeans in colonial Spanish
and British America.
Not offered 1993-94. Wood.
11. T h e F o rm a tio n o f th e I s la m ic
Near E a st

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
o f Muhammed, the Arab conquests, the rise
o f the caliphate, and the articulation o f Islamic
values during an age o f political disintegration
and nomadic invasion.
Not offered 1993-94. Bensch.
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 3 2 . T h e R om an R e p u b lic
a n d A u g u s tu s .

(See listing under Department o f Classics.)
C l a s s ic s 4 2 . D e m o c ra tic A th e n s .

(See listing under Department o f Classics.)

148

A
A

1
i

C la s s ic s 44. T h e E a rly R om an E m p ire.

19.

(See listing under Department of Classics.)

The emergence of a new culture in the citystates of Italy (fourteenth-early sixteenth cen­
turies).
Not offered 1993-94. DuPlessis.

12. H is to r y , R e lig io n , and C u ltu re o f
India: Fro m Indus V a lle y to A k b a r.

(Cross-listed as Religion 12.)
Fall semester. Steven Hopkins.
13. H is to r y , R e lig io n , and C u ltu re o f
India: Fro m A k b a r to Gandhi.

(Cross-listed as Religion 13.)
Spring semester. Steven Hopkins.
14. F r ia r s , H e r e tic s , a n d 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 .

From the 12th to the 15th century, the medi­
eval Church confronted radically new versions
of Christianity and religious movements in­
spired by evangelical poverty, preaching, and
a need to find a place for women in ecclesias­
tical institutions. The course will explore the
aspirations, doctrines, and forms of expres­
sion o f these religious groups and the Church’s
response to them.
Spring semester. Bensch.
15. M e d ie v a l T o w n s .

Were medieval towns the "seedbeds o f mod­
ernity”? The course will explore the historical
and ideological debates surrounding the ques­
tion.
Not offered 1993-94. Bensch.
16. T h e R a rb a ria n N orth .

Exploration o f 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 of various barbarian peoples.
Primary distribution course.
Not offered 1993-94. Bensch.
17. T h e M e d ite r ra n e a n W o rld in the
M id d le A g e s .

Beginning with common Roman traditions,
the Mediterranean during the Middle Ages
became divided into three great civilizations:
Byzantium, Islam, and Western Christendom.
The course will examine the interchange and
friction among these three cultures, especially
during the period of Western ascendancy
from the Crusades to the Fall of Constantin­
ople (eleventh to fifteenth centuries).
Fall semester. Bensch.

T h e Italian R e n a is s a n c e .

24. F ie ld to F a c to ry : th e T ra n s fo rm a tio n
o f E u ro p e a n E c o n o m ie s and S o c ie tie s .

The industrialization o f Europe from the agri­
cultural revolution and proto-industry to the
contemporary period, focusing on contrasting
patterns among regions and nations. Topics
include working-class formation, collective
action, and work experience; women’s work
and gender divisions of labor; the emergence
of capitalist entrepreneurs; the role of state
policy and private capital; technological
change; industrialization and war, industry
and the environment; comparisons with Japan
and the United States.
Fall semester. DuPlessis.
25. E n g e n d e rin g W om en.

Contested (re)constructions o f sex and gender
in Europe through work, family, religion,
sexuality, persecution, ideology, collective ac­
tion, and feminism from the late Middle Ages
to the nineteenth century. Emphasis on pri­
mary sources and feminist interpretations.
Not offered 1993-94. DuPlessis.
2 6 . E a rly M o d e rn E u ro p e a n
S o c ia l H is to ry .

Practices and structures of the quotidian from
the mid-fifteenth to the late eighteenth cen­
tury.
Not offered 1993-94. DuPlessis.
2 7 . To th e R a r r ic a d e s : T h e Eu ro p ea n
R e v o lu tio n a ry T ra d itio n .

An examination of Europe’s revolutionary
tradition starting with the French Revolution
and ending with the Russian Revolution. Top­
ics include: class formation, revolutionary
ideologies, socialism, nationalism, feminism
and the cultures and mythologies o f revolu­
tion produced by these movements.
Fall semester 1994. Judson and Weinberg.
28. T h e R a lk a n s in th e A g e o f
N a tio n a lis m .

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 o f inde­

149

History

pendent Greek, Bulgarian, Romanian, and
Yugoslav states; the Balkans in the era o f the
two World Wars; developments during the
Cold War and the period o f Soviet Commu­
nist influence; historical background o f cur­
rent problems. Limited to 15. Not open to
freshmen.
Fall semester, Sowards.
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.

The historical construction of sexual identi­
ties in Western societies since 1700. Topics
include a survey of Greek, Roman, 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 sexual­
ities, contemporary Queer Theory and its
relation to social history.
Spring semester. Judson.
30. F ra n c e 1789-1945: R e v o lu tio n s
a n d R e p u b lic s .

This course will trace the political, social,
cultural, and economic history o f France from
the French Revolution through the Vichy
regime.
Not offered 1993-94. Judson.
31. R e v o lu tio n a ry C u ltu re and
T ra n s fo r m a tio n in th e U SSR .

Exploration o f the ways in which Russia’s
revolutionary transformation manifested it­
self in literature, art, film, and music.
Prerequisite: a course or seminar in Russian
Soviet history, or permission o f the instruc­
tor.
Not offered 1993-94. Weinberg.
32. 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 .

(Cross-listed as Literature 32R .) 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, economic
and cultural transformation. Topics include:
the dissident movement in politics, economic
reform, Russian nationalism, women’s issues,
democratization, environmentalism, youth cul­
ture.
Fall semester. Weinberg and Bradley.

150

33. E u ro p e a n W o r k e r s in R e b e llio n and
R e v o lu tio n S in c e 1789.

This course focuses on how artisanal and
factory workers have responded to socio­
economic and political change since the late
eighteenth century.
Not offered 1993-94. Weinberg.
34. E u ro p e 1900: E r o s and A n x ie ty .

Politics and culture in Berlin, Paris, and
Vienna at the turn o f the century. Topics
include: the politics of urbanization; social
movements o f "outsiders” (feminist, social­
ist, anti-Semitic, youth); bourgeois society’s
artistic self-criticism, the social impact o f the
first world war; European revolutions; uto­
pian ideologies o f the right and left in the
1920s.
Not offered 1993*94. Judson.
3 5 . T h e J e w a s O ther: 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.
Fall semester. 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. Topics include the
revolutions o f 1848, industrial society and
the Imperial state, German political culture
and its critics, World War I and revolution,
politics, culture and society under the Weimar
and Nazi regimes, the social costs o f post-war
reconstruction in East and West Germanies
and recent attempts at reunification.
Optional Language Attachment: German.
Not offered 1993-94. Judson.
3 8 . R u s s ia in th e A g e o f R evolu tio n .

This course focuses on the revolutionary era
defined broadly as the period from the late
nineteenth century to the consolidation o f the
Stalinist system in the 1930s. Attention will
also be paid to the post-Stalin era.
Spring semester. Weinberg.
39. R e c o n q u is ta y C o n q u is ta . Iberian
E x p a n sio 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
of the New World.
Spring semester. Bensch and Wood.

40. P e a c e M o v e m e n t in th e
United S ta te s .

46. T o p ic s in A m e r ic a n In te lle ctu a l
H is to ry .

(Does not count toward the major. (See Re­
ligion 25.)
Not offered 1993-94. Chmielewski.

Selected themes, varying from year to year.
Not open to freshmen.
Not offered 1993-94. Bannister.

41. T h e A m e r ic a n C o lo n ie s .

47. A m e r ic a n C u ltu re S in c e 1880.

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.
Spring semester. Wood.

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. Themes
include the professionalization of knowledge
and the quest for a scientific culture; the
emergence and decline of modernism; the
counterculture and its legacy. Major ideas and
thinkers will be considered with reference to
the institutional and social setting, and the
interplay o f "high” and "popular” culture.
Examples will be drawn from various fields—
including literature, the arts, and the social
sciences.
Spring semester. Bannister.

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 of a "republican”
ethos and "republican” institutions, 17631789.
Not offered 1993-94. Wood.
43. J e f fe r s o n ia n is m a n d th e
A m e r ic a n E x p e rie n c e .

An interdisciplinary course which focuses
intensively on contrasts between the Jeffer­
sonian view of man and America and other
perspectives in American politics, constitu­
tional law, social theory, religion, literature,
and architecture. Limited enrollment.
Prerequisite: History 5 ,6 or equivalent,or the
permission o f the instructor.
Not offered 1993-94. Wood.
44. 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; muckrak­
ing and the "new politics” ; immigration and
nativism; labor and socialism; the cult of
masculinity and the rise of modern sports;
feminism and the women’s movement; Jim
Crow and the African-American response;
and the impact of World War I. Not open to
freshmen.
Fall semester. Bannister.
>45. T h e U n ited S ta te s S in c e 1945.

The Cold War and McCarthyism; domestic
politics from Truman to Reagan.
Not offered 1993-94. Murphy.

48. T h e 196U’s : Y e a rs o f H ope,
D a y s o f R age.

(Cross-listed as Political Science 37 .) An
interdisciplinary study of the decade o f the
sixties including: civil rights, Black Power, the
Vietnam war, Students for a Democratic So­
ciety, the women’s liberation movement, the
counter-culture, Woodstock, the Kennedy as­
sassination, and the 1968 Democratic conven­
tion. Using a variety of sources (oral histories,
documents, newsreels, movies, novels, short
stories, and monographs), students will ex­
plore the politics and culture of the sixties
with particular attention paid to initiatives to
reintroduce democratic practices into the lives
of ordinary citizens.
Fall semester. Murphy and Mendel-Reyes.
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 of racialism and the impact
of expansionism on various ethnic and racial
groups. Topics include the myths o f Indian
atrocities in the War of 1812: Manifest Des­
tiny and expansion, 1840; the war with Mexi­
co, 1846; the war with Spain, 1898; interven­
tion in Mexico, 1916; the significance of
Central America in commerce; racialism and
Japan in World War II and interventions in
Korea and Vietnam in the post-war era.
Fall semester. Murphy.

151

History

5 0 . T h e M a k in g o f th e A m e r ic a n
W o rk in g 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.
Not offered 1993-94. Murphy.
51. N a tio n a lis m a n d N a tio n a l Identity.

Historical analysis o f the development of na­
tional identity in U .S. foreign policy from the
Model Treaty in 1776 to the collapse o f the
Soviet Union.
Not offered 1993-94. Murphy.
5 3 . B la c k C u ltu re a n d B la c k
C o n s c io u s n e s s .

Exploration into the relationship between
black culture and black consciousness with
emphasis placed on twentieth century Africa
and America. Selected themes varying from
year to year.
Prerequisite: Previous work in history, or
permission of the instructor.
Not offered 1993-94. Morgan.
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 o f work and the separation of
spheres, the rise o f feminism, and the resis­
tance to women’s rights. Not open to fresh­
men.
Not offered 1993-94. Murphy.
5 7 . O ra l H is to r y .

By examining the living past this course seeks
to emphasize the relevance of history to mod­
em life with special emphasis on American
subject matter. Students will be taught the
skills requisite for the completion o f an orig­
inal research project that involves the collec­
tion, classification, and analysis of data se­
lected from both written and oral sources.
General discussion topics include folk reli­
gion, the role of the family, local and personal
history, and old ways in the new world. Some
work will be done off campus. Limited enroll­
ment.
Prerequisite: Prior work in history, or permis­
sion o f instructor.
Fall semester. Morgan.
5 8 . T h e W o rld o f D u B o is, R o g e rs ,
and Diop.

This course deals with the impact o f the

152

writings o f three black twentieth century in­
tellectuals on our knowledge of world history.
Prerequisite: Introductory history course, or
the permission o f the instructor.
Not offered 1993-94. Morgan.
63.

S ou th A fr ic a .

A survey o f South African history with an
emphasis on Black-White relations and on the
development of contemporary problems. Top­
ics include early Affican-European relations;
the impact o f large-scale diamond and gold
mining; the role o f African nationalism; the
origins and nature o f apartheid; recent events.
No prerequisite. Not open to freshmen.
Not offered 1993-94.
65. B e y o n d R evo lu tio n : S ta te and
S o c ie ty in T w e n tie th -C e n tu ry M e x ic o .

Early in the twentieth century, Mexico under­
went a powerful peasant revolution with
strong nationalist elements. Subsequently, the
country has become an intemationally-dependent, urban, industrial society. Using pri­
mary and secondary sources (including litera­
ture and visual materials), this course will
examine the historical controversies involved
in this complex process o f change, focusing
upon the relationships prevailing between
state and society in such areas as political
authority, economic development, and social
roles.
Fall semester. A. Schmidt.
66. 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: Revolutions in 20th century Latin
America.
Prerequisite: History 4, or the permission of
the instructor.
Optional Language Attachment: Spanish or
Portuguese.
Not offered 1993-94. Wood.
6 7 . T h e B la c k E x p e r ie n c e in
La tin A m e r ic a .

The history o f black people in French, Portu­
guese, and Spanish America: slavery, emanci­
pation, the contemporary scene; comparisons
with U .S. experiences.
Optional Language Attachment: Spanish or
Portuguese.
Not offered 1993-94. Wood.

68.

Food and Fam ine: P a s t a n d P r e 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. Not open to freshmen.
Not offered 1993-94. Li.
I
I

%
■

1

69. C h in e s e in th e G loba l V illa g e :
O v e r s e a s M ig ra tio n and S e ttle m e n t
in th e M o d e rn Era.

This course delineates some of the major
dimensions of the Chinese diaspora since the
18th century. It traces the historical roots of
overseas Chinese migration to and patterns of
their settlement/assimilation into host societies in Southeast Asia, Australasia, Africa,
Europe, and the Americas. While primarily
historical in its orientation, this course will
follow an interdisciplinary and comparative
approach with particular emphasis on some of
the key issues and basic concerns relevant to
the Chinese experience in North America.
The forces o f race, class, and sex shaping the
multifaceted and complex processes o f immi­
gration, labor, community formation, socio­
economic mobility, and the transformation of
family, culture, and identity will be examined
as main themes in this study of national and
international history.
Fall semester 1993 only. Chan.
72. J a p a n e s e C iv iliz a tio n and C u ltu re .

i
J

(Cross-listed as Art History 31 and, in some
years, as Religion 11.) This course explores
Japan’s culture and society from its origins to
the early nineteenth century. Among the top­
ics to be considered are language, writing, and
literature; the visual arts; religion; and the
development o f political and social institu­
tions.
No prerequisite.
Fall semester 1994. Li and Graybill.
73. C h in a -H o n g K o n g R e la tio n s in
H is to r ic a l and C o n te m p o ra ry
P e r s p e c tiv e s .

1

I

(Cross-listed as Political Science 54 .) This
course offers a critical retrospective on ChinaHong Kong interactions during the pre-Communist era as well as detailed examination of
Hong Kong’s current transition to China’s

sovereignty retrocession in 1997. The main
emphasis is on various conceptual/analytical
approaches to their very close, intense but
often uneasy relationship of rivalry, hostility,
collaboration and interdependence at both
official and grassroots levels within the context
of modem Chinese nationalism, anti-coloni­
zation, popular mobilization, crisis of legiti­
macy, democratization and revolution. A par­
ticular focus will be on the integrative linkages
between the people and economies o f the
South China-Hong Kong-Taiwan region as
the core o f the emerging "Greater China.”
Spring semester 1994 only. Chan.
74. M o d e rn Ch in a.

Analysis o f social, economic, and political
developments in China from the coming of
the W est to the challenges of the 1980s.
Not offered 1993-94. Li.
75. M o d e rn J a p a n .

The transformation of Japan from a feudal
society to a modern nation-state. Topics in­
clude Tokugawa feudalism, the M eiji restora­
tion, the Japanese empire, economic develop­
ment, Taisho democracy, Japanese militarism,
the Pacific War, Japan’s postwar growth, and
its contemporary society.
Not offered 1993-94. Li.
84. F o lk lo re and F o lk life S tu d ie s .

(Cross-listed as English 84 .) An introduction
to the major forms of folklore and selected
forms of folklife materials. The course in­
cludes the study o f myth, legend, folktales,
proverbs, jokes, riddles, and other verbal arts
including folk music. It explores superstition,
witchcraft, magic, and popular beliefs; and
considers the function o f folklore in highly
industrialized modern societies as well as in
traditional ones. Learning through discussion
only.
Preference given to sophomores and juniors.
Prerequisite: Prior work in history or litera­
ture, or permission of the instructor.
Spring semester. Morgan.
85. A fr ic a n and A f r ic a n - A m e r ic a n
F o lk lo re .

An African centric approach to world views
and self-perceptions o f Africans and AfricanAmericans as reflected in their folklore.
Not offered 1993-94. Morgan.

History

86. W om en in E a rly A fr ic a n C iv iliz a tio n .

92. T h e s is .

An exploratory study of the role o f women,
primarily but not exclusively leaders in early
African civilizations. Topics include: The great
queens o f Ethiopia; the female Horuses and
the great wives o f Kennet; Egypt’s Isis, the
original Black Madonna; African goddesses;
Africa’s warrior queens; and Tyie: Nubian
Queen o f Egypt. Emphasis on research into
women rulers found throughput Africa in
time and space, and examination o f the con­
texts in which these women emerged. Limited
to 10 .
Spring semester. Morgan.

A single credit thesis, available to all majors,
on a topic approved by the Department by
May 1 o f the preceding spring.
Fall semester. Members o f the Department.
93. 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 of the instructor is required.
History 93 may be taken for one-half credit as
History 93A .
Members o f the Department.

8 7 . Intro d uction to A m e r ic a n C u ltu re:
H is to r y T h ro u g h F o lk lo re and
L ite ra tu re .

(See English 18.)
Not offered 1993-94. Morgan and Schmidt.

S E M IN A R S
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. A u th o rity a n d C o m m u n ity 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.
Not offered 1993-94. Bensch.

119. O ffic ia l and P o p u la r C u ltu r e s in
E a rly M o d e rn Europe.

Thought and practice from the Reformation
to the Enlightenment. Emphasis on primary
sources and recent interpretive approaches.
Spring 1995. DuPlessis.
122.

R e v o lu tio n a ry E u ro p e 1750 to 1870.

Selected topics in the social, economic, and
political history of France, England, and Ger­
many from the ancien régime to German uni­
fication. Special emphasis on the origins and
nature of the French Revolution, the Indus­
trial Revolution, class structure and conflict,
and the emergence o f nationalism and liberal­
ism.
Spring semester. Weinberg.

116. T h e Italian R e n a is s a n c e .

124. E u ro p e a n s and O th e rs S in c e 1750.

Topics in the development of the Renaissance
state, society and culture in Italian communes
between the fourteenth and sixteenth cen­
turies.
Not offered 1993-94. DuPlessis.

The rise o f European nationalism, imperial­
ism, and racism examined comparatively in
France, Germany, Great Britain, and the Habsburg Monarchy. The seminar focuses on mul­
tiple ways in which the experience o f colonial
expansion impacted European societies, in­
tellectual thought, concepts of identity, and
forms o f politics.
Fall semester 1994. Judson.

117. S ta te and S o c ie ty in E a rly
M o d e rn E urope.

Comparative analysis o f state formation, eco­
nomic development, and social change in con­
tinental Europe and England.
Not offered 1993-94. DuPlessis.

154

125. F a s c is t Europe.

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.
Fall semester. Judson.
128. R u s s ia n E m p ire in th e 19th
and 20th 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 o f Stalin. Particular
attention is devoted to the dilemmas o f change
and reform, and the problematic relationship
between state and society.
Fall semester. Weinberg.
130.

E a rly A m e r ic a n H is to ry .

Political, economic, social, and cultural as­
pects of the period from the explorations to
the early National era.
Not offered 1993-94. Wood.
132.

A m e r ic a n P o litic a l H is to ry .

Parties, public policy, and constitutional
issues from 1787 to 1960 in their social,
economic and cultural context.
Fall semester. Bannister.
134. A m e r ic a n D ip lo m a tic H is to ry .

The emergence o f the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.
Not offered 1993-94. Murphy.
135. A m e r ic a n S o c ia l H is to ry .

The structures of everyday life in nineteenth
and twentieth century America. Topics in­
clude fertility, mortality, and migration; in­
dustrialization and the family; slavery and its
aftermath; mechanization and changing pat­
terns o f work; social mobility, urbanization
and suburbanization; gender, class, and eth­
nicity.
Spring semester. Murphy.
136. A m e r ic a n In te lle ctu a l H is to ry :
T he N in eteen th C e n tu ry .

Political, social, and literary culture in the
United States from the 1780s to the 1910s.
Topics include "Republicanism” vs. "liberal­
ism” in the early Republic; Transcendental­
ism, literary Renaissance, and the "feminiza­
tion” o f culture; the Genteel Tradition;
realism and naturalism in literature and the
arts; Darwinism, pragmatism, and progressive

thought. Special attention is given to the
social and institutional context in which ideas
are generated and disseminated.
Spring semester. Bannister.
137. A m e r ic a n In te lie ctu a i H is to ry :
T h e T w e n tie th C e n tu ry .

Culture and ideas in the United States from
the 1920s to the present.
Spring semester 1995. Bannister.
140. M o d e rn A fr ic a .

Studies in sub-Saharan African history with
emphasis on the period since 1800. Topics
include the impact o f the slave trade and its
end; the European partition and African re­
sponses; different colonial systems, the rise
and nature o f African nationalism and inde­
pendence movements; independent Africa. In­
dividual case studies include Ghana, Nigeria,
Senegal, Zaire, Kenya, Tanzania, Angola, Zim­
babwe.
Not offered 1993-94.
144. M o d e rn C h 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.
Spring semester. Chan.
148. La tin A m e r ic a .

Selected topics in Latin American history,
including the encounter o f Europeans, Indi­
ans, and Africans; the rise of the great estate;
ideological conflict in the post-independence
era; and autonomy versus dependency in eco­
nomic development.
Not offered 1993-94. Wood.
180. T h e s is .

W ith the permission o f the Department,
Honors candidates may write a thesis for
either single or double course credit. Double­
credit theses will normally be written in the
fall semester of the senior year for submission
as papers to the visiting examiners. Honors
candidates wishing to write a thesis for single
(non-Honors) credit should elect History 92.
A schedule o f seminar offerings for 1994-95
and 1995-96 will be available from the De­
partment office late in the fall semester of
1993.

155

International Relations

Coordinator: J A M E S R. KU R TH (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 modem
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
ern 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.

G roup 1
International Politics

E c o n o m ic s 51 or
E c o m o n ic s 151.

P o litic a l S c ie n c e 61.

The International Economy

P o litic a l S c ie n c e 4.

American Foreign Policy

G roup II
H is to r y 4.

H is to r y 125.

Latin America

Fascist Europe

H is to r y 8.

H is to r y 128.

Modern Africa

Russian Empire

H is to r y 36.

H is to r y 140.

Modern Germany

Modern Africa

H is to r y 49.

H is to r y 144.

Race and Foreign Affairs

Modern China

H is to r y 74.

H is to r y 148.

Modern China

Latin America

H is to r y 75.

Modern Japan

G roup III
E c o n o m ic s 81.

E c o n o m ic s 185.

Economic Development

Comparative Economic Systems

E c o n o m ic s 85.

P o litic a l S c ie n c e 3.

Comparative Economic Systems

Comparative Politics

E c o n o m ic s 181.

P o litic a l S c ie n c e 45.

Economic Development

Defense Policy

156

P o litic a l S c ie n c e 47.

P o litic a l S c ie n c e 74.

Food Policy

International Politics: Special Topics

P o litic a l S c ie n c e 55.

P o litic a l S c ie n c e 108.

China

Comparative Politics: China

P o litic a l S c ie n c e 56.

P o litic a l S c ie n c e 109.

Politics of South and Southeast Asia

Comparative Politics: Latin America

P o litic a l S c ie n c e 57.

P o litic a l S c ie n c e 110.

Latin American Politics

Comparative Politics: Africa

P o litic a l S c ie n c e 58.

P o litic a l S c ie n c e 111.

African Politics

International Politics

P o litic a l S c ie n c e 73.

Comparative Politics: Special Topics

157

Interpretation Theory

Coordinator:

KEN N ETH GERGEN (Psychology)

Committee:

M a r k B re ite n b e rg (English Literature)
R ic h a rd E ld rid g e (Philosophy)3
R obin W a g n e r- P a c ific i (Sociology/Anthropology)
P h ilip W e in s te in (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 o f 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 o f interpre­
tive theories and practices, all concentrations
must include at least one course from each of
the two groups of courses that serve to intro­
duce the concentration. One such group
(identified by single asterisk) is comprised of
four courses that attend significantly to the
historical development o f interpretive practi­
ces. The other group (identified by double
asterisks) is comprised of four courses that
attend signficantly to the range o f interpretive
strategies currently operative within several
disciplines. Concentrators will choose these
two required courses from different depart­
ments, and they will be required to complete
them by the end o f the junior year. Three of
the remaining four courses in the concentra­
tion are elective, but they must draw on at
least one further department. As part o f the
six course requirement, all concentrators will

3 Absent on leave, 1993-94.

158

take a capstone 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 presumption o f subjectivity— of a con­
scious being capable o f independent thought,
choice and action—is central to Western cul­
ture and its traditions. The IT Capstone semi­
nar will explore and assess a variety o f more
recent writings that challenge the longstanding
presumption and the institutions which it
supports. Specific attention will be given to
the differences and intersections among psy­
chological, cultural and literary approaches.
Readings will be drawn from several disci­
plines, especially psychology, sociology, and
post-structuralist literary theory.
Fall semester. Breitenberg and Gergen.
A r t H is t 9. F o rm a n d S ig n ific a tio n .
A r t H is t 61. B u ilt E n v ir o n m e n t

A rt H is t 195. T h e o r y and M e th o d o lo g y .

P h il 116. La n g u a g e and M e a n in g .

C la s s ic s 36. C la s s ic a l M y th o lo g y .

P s y c h 37.** C o n c e p ts o f th e P e rso n .

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 tion .

P s y c h 5 2 . R e p re s e n ta tio n s o f W om en ’s
Identity.

E n g lish 29. I n s c rip tio n s o f th e
Fem in in e.

P s y c h 62. T h e S o c ia l C o n s tru c tio n o f
th e M in d .

E n g lish 50. T h e o r ie s o f B la c k S tu d ie s .

P s y c h 6 8 . R ea d in g C u ltu re .

E n g lish 5 6 . T h e o r y o f Intentionality.

P s y c h 87. P s y c h o lo g y , B io lo g y and
E c o n o m ic R a tio n a lity .

E n g lish 82. R e p re s e n ta tio n s o f
W om en ’s Identity.
E n g lish 89.* H is to r y o f C r it ic is m and
In te rp reta tion .
E n g lish 91. F e m in is t P o s t - S tr u c tu ra lis t
C r it ic is m .
E n g lish 92.** T h e o r y o f th e N ovel.
E n g lish 120. T h e o r y o f C r it ic is m .
Int T h e o r y 90. D ire c te d R ead in g .
Int T h e o r y 9 2 . T h e s is .
M od Lang 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 Fo uca u lt.
M o d 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 La n g 61. W ritin g a n d R ead in g
A c r o s s B e n d e r L in e s .
M o d Lang 76. F e m m e s e r iv a in s .
M od La n g 9 2 . R o m a n tic S u b je c tiv ity in
P h ilo s o p h y a n d L ite ra tu re .
P h il 17.* A e s th e tic s .
Phil 18. P h ilo s o p h y o f S o c ia l S c ie n c e .
Phil 26. L a n g u a g e and M e a n in g .
P h il 78.** P o s t M o d e rn is m / P o s t
S tr u c tu ra lis m .
P h il 89. P h ilo s o p h y o f S o c ia l S c ie n c e s .
P h il 106. A e s th e tic s .

P s y c h 106. P e r s o n a lity T h e o r y and
Inte rp reta tion .
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 elig ion .
R e lig io n 109. F e m in is t In te rp re ta tio n of
S c r ip tu r e .
R e lig io n 112. P o s tm o d e rn R e lig io u s
Thought.
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 63.* P o w e r, A u th o rity , and
C o n flic t.
S o c - A n th ro 6 9 . D is c o u r s e A n a ly s is .
S o c - A n th ro 83. 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 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. Freu 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.

159

Linguistics

DONNA J O NAPOLI, Professor and Program Director
VIRGINIA BRENNAN, Assistant Professor
M IK A H O FFM A N , Lecturer*

Committee: E rik C h e e v e r (Engineering)
C h a r le s K e le m e n (Computer Science)
T a m s in L o rr a in e (Philosophy)
R o s a r ia M u n s o n (Classics)
R obin W a g n e r- P a c ific i (Sociology and Anthropology)

The discipline: Linguistics is the study of 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 o f human activity.
The relevance o f linguistics to the disciplines
o f psychology, philosophy, sociology, anthro­
pology, and language study has been recog­
nized for a long time. But recently a knowledge
o f linguistics has become important to a much
wider range o f activities in today’s world. It is
a basic tool in artificial intelligence. It is
increasingly a valuable tool in literary analysis.
It is fundamental to an understanding o f com­
munication skills. And, since the very nature
o f modem linguistic inquiry is to build argu­
ments for particular analyses, the study 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 o f the very fabric of our
humanity.
There are two Special Majors in the course
program administered through the Linguistics
Program in collaboration with the depart­
ments mentioned below. These are the Special
Majors: Linguistics (LING); Linguistics and
Languages (LL).
There is one external examination major ad­
ministered through the Linguistics Program:
Linguistics.
All LING and LL majors (EEP or Special)
must take one course or seminar from each of
the following three lists:
(a) sounds: Ling. 45, 52, 1 0 5 ,1 0 6
(b ) forms: Ling. 50, 108
(c) meanings: Ling. 26, 40, 109, 116
All LING and LL majors (EEP or Special) will
be expected to take the senior conference in
the spring o f their junior or senior year.
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 of 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part o f the major or not.
Special majors must also pass either the Lan­
guage Requirement or the Cognate Require­
ment.

5 Spring semester, 1994.

160

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 Modern
Languages and Literatures, or through an
exam. If the language used to fulfill this
requirement is not presently taught by either
our Department o f Modern 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 o f the credits
in the major in the determination of whether
or not a student has adhered to the " 2 0 course-rule.")
The cognate areas are defined below. The
credits must be gained by taking classes from
a single area list below, except in option 9
(where courses can be chosen from three
different departments and must be chosen
from at least two different departments). The
numbers o f the approved courses from the
named department are listed after the depart­
ment name. Courses not listed here will not
be accepted for the cognate requirement unless
they are cross-listed with Linguistics.
(1 )
(2 )
(3 )
(4 )

Computer Science: 43, 46, 63, 75
Education: 21, 54, 64, 66, 68
Engineering: 2, 71,78
English Literature: A student must take

23, a course in critical theory (marked
with * * in the catalogue), and any ad­
vanced course appropriate to the stu­
dent’s linguistics interests (chosen under
consultation with linguistics advisor
and instructor of course)
(5) Mathematics: 9, 23 or 53 (but not
both), 41 or 105 (but not both), 4 6 ,6 1 ,
65 or 72 (but not both)
(6 ) Philosophy: 12, 26, 3 8 ,4 0 , 79, 86, 116
(7 ) Psychology: 32, 33, 34, 39, 42, 5 5 ,5 6 ,
8 6 ,1 0 7
(8 ) Sociology/Anthropology: 10, 25, 57,
69, 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.
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.

SPECIAL MAJOR: LINGUISTICS AND LANGUAGES
The student may combine the study o f lin­
guistics with the serious study o f two foreign
languages. The languages can be modern or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each o f the two
languages, for a total o f 12 credits, are re­
quired.
Linguistics 50, 108, or 109 is required.
All students will be expected to take the
senior conference.
For a modem language taught by the Dept, of
Modem Languages and Literatures, there
must be one Composition and Diction course
(numbered 5 or above) and two other courses

(numbered 1 1 or above) or a seminar.
For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both o f the foreign languages is
modem, the student must study abroad for at
least one semester in an area appropriate for
one o f the foreign languages.
Course majors will be encouraged to write a
senior paper. Those who do not will be

161

Lin g u is tic s

required to take a comprehensive exam in the
senior year based on the courses taken by the
individual student to satisfy the requirements

in sounds, forms, and meanings (listed above),
as well as both languages,

EXTERNAL EXAMINATION MAJOR: LINGUISTICS
Students must pass the Language Require­
ment, stated above under Special M ajor in
Linguistics.
Students are encouraged to write a thesis in
their senior year.

Students may be examined over a combination
o f courses instead o f seminars if the interface
o f two areas is their focus. For example, a
student may put together 4 0 and 5 0 for an
exam on the semantics-syntax interface, or
any other combination.

Students are required to prepare themselves
for at least three external examinations in
Linguistics.

EXTERNAL EXAMINATION MINOR
Students must take at least one o f the courses
or seminars designated above in the areas of
sounds, forms, or meanings.
Students must prepare themselves for an ex­
ternal examination over at least two credits of
work in Linguistics.
1. In tro d u ctio n to L a 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 modern and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first language acqui­
sition, sign languages, poetic metrics, the re­
lation between language and the brain, and
sociological effects on language.
Primary distribution course.
Fall, 1993. Brennan.
2. E x p lo rin g A c o u s t ic s

(See Engineering 2.)
Spring semester; not offered 1994. Everbach.
16.

H is to r y o f th e R u s s ia n La n g u a g e.

(See Russian 16.)
Offered occasionally. Krugovoy.
20.

H is to r y o f th e F re n c h La n g ua g e.

O ffered occasionally.

162

2 3 . Old E n g lis h / H is to ry o f th e
E n g lish La n g ua g e.

(See English 23.)
Spring semester, normally every other year.
Williamson.
25. La n g u a g e, C u ltu re , and 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
o f the instructor. (Cross-listed as Sociology/
Anthropology 25.)
Spring semester.
2 6 . La n g u a g e a n d M e a n in g .

(See Philosophy 26.)
Every other year. Eldridge.
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 o f the linguistic
structures o f 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.
O ffered occasionally.
3 3 . In tro d u ctio n to C la s s ic a l C h in e se .

(See Chinese 3 3 .) Berkowitz.
34. P s y c h o lo g y o f La n g ua g e.

(See Psychology 34 .)
Spring. Brennan.

37.

L a n g u a g e s o f A fr ic a .

A look at phonetics, phonology, morphology,
syntax, and semantics across several language
families. Bantu languages are a point o f com­
parison. Topics include clicks, tones, causa­
tives, serial verbs, issues of language policy in
Africa.
Occasionally. Hoffman.
40.

S e m a n tic s .

In this course we look at a variety of ways in
which linguists, philosophers, and psycholo­
gists have approached meaning in language.
We address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure, W hat this adds up to is
an examination o f the meaning o f words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40 .)
Primary distribution course.
Spring. Brennan.
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 of Ling. 1, 40, 45, or 50.
Every other year. Napoli.
45.

P h o n e tic s and P h o n o lo g y .

Phonology is the study o f 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 semester. Napoli
50. 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, modern
or ancient. The argumentation skills gained in
this course are applicable to law and business,
as well as academic fields.
Primary distribution course. This course also
falls in the third category o f courses approved
as counting toward a computer science con­
centration.
Fall semester. Napoli.

Romance languages, including Spanish, French,
Italian, Portuguese, and Romanian.
Prerequisites: Linguistics 5 0 and a working
knowledge o f a Romance language or o f Latin.
O ffered occasionally. Napoli.
5 2 . H is to 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
o f the instructor.
Spring. Hoffman.
54. O ral 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.
Spring. Napoli.
55. L a 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. (Cross-listed as Psych 55 .)
Fall, 1993. Brennan.
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 ic a tio n .

(See Psychology 56.)
Spring semester. Moore.
69.

D is c o u r s e A n a ly s is .

(See Sociology/Anthropology 69 .)
Fall. Wagner-Pacifici.

51. R o m a n c e S y n ta x .

A comparative study o f the syntax o f modern

163

Lin g u is tic s

70F. C a rib b e a n and F re n c h C iv iliz a t io n s
a n d C u ltu re s .

(See French 70F.)
Rice-Maximin.
79. C o llo q u iu m : La n g u a g e and M e a n in g .

(See Philosophy 26.)
Offered occasionally. Eldridge.
9 3 . D ire c te d R ea d in g o r R e s e a rc h .

Students may conduct a reading or research
program in consultation with the instructor
(permission o f the instructor required).
Every semester. Staff.
9 4 . R e s e a rc h P ro je c t.

W ith the permission o f the Program students
may elect to pursue a research program.
Fall or spring. Staff.
9 6 . S e n io r P a p e r.

One or two credits.
Every semester. Staff.

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

The senior conference will normally be taken
in the senior year by all majors in linguistics.
Qualified juniors are also welcome. In this
course a non-IndoEuropean language or lan­
guage family will be examined as thoroughly
as possible (the syntax, semantics, phonology,
history, culture). Problems that cross various
components o f the grammar (such as the
phonology-syntax interface, the syntax-seman­
tics interface, etc.) will be discussed in detail.
No prior knowledge o f the languages exam­
ined will be assumed. A good knowledge of
syntax, semantics, and phonology is essential.
(This course counts toward the Asian Studies
Major. The language for spring 1994 is An­
cient Chinese. Students should register under
Ling. 33 .)
Spring semester. Berkowitz.

SEMINARS
104. C u ltu re and C re a tiv ity .

(See Sociology/Anthropology 104.)
Fall. Piker.
105. S e m in a r in P h o n o lo g y: M e tr ic a l
P h o n o lo g y a n d th e A n a ly s is o f P o e try .

This seminar examines metrical phonology
and its application to the metrical analysis of
poetry. There are weekly problem sets. We
will also write original poetry.
Prerequisite: Ling. 45.
Spring semester. Napoli.
106. S e m in a r in P h o n o lo g y .

This seminar will consider recent develop­
ments in the study o f the architecture of
linguistic features.
Prerequisite: Ling. 45.
O ffered occasionally.
107. S e m in a r in P s y c h o lin g u is tic s .

We will be studying the psychology o f lan­
guage at the level of the discourse. The first
part of the course concerns the automatic
processes o f comprehension and production
o f speech in discourse settings (monologues,
stories, brief exchanges between two speakers,
conversations); the students will be assigned
weekly problem sets during this part o f the

164

course. In the second half, we’ll study dis­
course styles and dialect variation, paying
attention to the role such variation has in the
construction o f social categories; the students
will design and carry out a small original
research project for this part o f the course.
Prerequisite: One o f the following: Psych/
Ling. 34, Psych. 40, Psych. 68, or the consent
o f the instructor. This is a one credit seminar.
Every other year.
108. S e m in a r in S y n ta x / S e m a n tic s .

This seminar will focus on an issue that is
primarily syntactic.
Prerequisite: Ling. 50.
This course falls in the third category of
courses approved as counting for a computer
science concentration.
Offered occasionally.
109. S e m in a r in S e m a n tic s / S y n ta x .

This seminar will focus on an issue that is
primarily semantic.
Prerequisite: Ling. 4 0 and 50.
O ffered occasionally.
114. A d v a n c e d T o p ic s in L in g u is tic s .

Offered occasionally. Staff.

Literature

Coordinator: ROBERT ROZA (Modern Languages and Literatures)

The Literature major is administered by a Lit­
erature Committee made up o f the Coordina­
tor and faculty representing the Departments
o f Classics, English Literature, and Modern
Languages and Literatures. The basic require­
ment for the major is work in two or more
literatures in the original language. Students
applying for the major will submit to the
Literature Committee a proposal o f integrated
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 sample o f her/his writing from a pre­
viously completed course. The Committee
will review the proposal and the essay and
advise the student.
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 in Course:
1. A minimum o f ten one-credit courses, or,
where appropriate, a combination of onecredit courses and two-credit seminars to
make a minimum of ten credits, in two 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
M odem Languages and Literatures are
counted as constituents o f 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
o f the junior year, each o f no less than fifteen
pages. The student will submit to the Com­
mittee an outline for each o f the papers and
propose faculty advisors from appropriate
departments for each paper before the end of
the junior year. The senior papers count for
one credit and should represent serious, pol­

166

ished expressions of the student’s program of
study. In some cases the Committee may ask
that the papers be written in whole or in part
in the language o f 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 of consid­
erable scope and depth may be permitted by
the Committee in lieu o f three papers.
3. An oral comprehensive examination, one
to one and a half hours in length, at the end
o f the senior year, based on the courses and
seminars comprising the major and on the
senior papers.
Requirements for a Major in the External Exam­
ination Program (Honors):
1. Six seminars (or the equivalent), including
at least three in one department and significant
work in a foreign language, ancient or modern.
Literature majors in the Honors Program
write a thesis which integrates the work o f the
major in accordance with the principle of
coherence on which the program o f study is
based. The thesis is offered as one o f the six
papers (equivalents of seminars) for external
examination.
Procedures for all Majors
1. All majors will meet with members o f the
Literature Committee before the end o f the
junior year to review and assess the student’s
program under his or her program o f study.
As stated above, the student will at this time
submit outlines for the senior essays and
propose faculty advisors with whom they will
work.
2. All majors will submit to the Coordinator
a prospectus of their senior papers or Honors
thesis and the names o f proposed faculty
advisors for the same no later than the end of
the junior year.
Note: Prospective majors in Literature are
urged to plan their course work so as to have

acquired the linguistic competence needed
for their program by the junior year.
The courses and seminars that compose the
Literature major’s formal field of study will
naturally differ with each major. Attention is
called, however, to the following comparative
offerings presently listed in the Catalogue:
C la s s ic s 21. A n c ie n t G re e c e .
C la s s ic s 33. G re e k L ite ra tu re in
T ra n sla tio n .
C la s s ic s 34. W om en in C la s s ic a l
Lite ra tu re .
C la s s ic s 36. C la s s ic a l M y th o lo g y .
C la s s ic s 82. T h e A n c ie n t T h e a te r.
LIT 14G. M o d e rn E u ro p e a n L ite ra tu re .
LIT 16Ch. 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 .

LIT 83G . K a fk a , M ann , and D öblin.
LIT 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 .
LIT 73F. F ra n c o -E u ro p e a n T h e a tre .
LIT 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 .
LIT 7 1 F. “ E p is te m o lo g y o f th e C lo s e t” :
L it e ra r y and T h e o r e tic a l C o n s tru c tio n s
o f M a le H o m o se x u a lity .
LIT 96. T h e s is .
LIT 97. T h e s is .
LIT 180. T h e s is
E n g lis h 72. P ro u s t, J o y c e , Fa u lk n e r.
E n g lis h 7 3 ./ F re n c h 75. P r o u s t/ J o y c e .
E n g lish 76. T h e S la c k A f r ic a n W rite r.

LIT 17Ch. V e rn a c u la r, M o d e rn , and
C o n te m p o ra ry C h in e s e W ritin g s .

E n g lish 79. S tu d ie s in C o m p a ra tiv e
Fictio n .

LIT 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 .

E n g lis h 115. M o d e rn C o m p a ra tiv e
L ite ra tu re .

LIT 50G. 20 th C e n tu ry G e rm a n W om en
in Film and L ite ra tu re .

Mathematics and Statistics

GUD M UN D R. IVERSEN, Professor of Statistics2
C H A R LE S F. KELEM EN , Professor o f Computer Science and Mathematics
EUGENE A . KLOTZ, Professor2
STEPH EN R. M A UR ER , Professor
C H A R LE S M . GRINSTEAD, Associate Professor
HELENE SHAPIRO, Associate Professor
DON H. S H IM A M 0 T O , Associate Professor and Chair
ALAIN D’A M O U R , Assistant Professor
ELLEN GETHNER, Assistant Professor
T H O M A S HUNTER, Assistant Professor
CHRISTOPHER R. STOVER, Assistant Professor
J A N E T C. TALVACCHIA, Assistant Professor1

People study mathematics and/or statistics
for several reasons—some like it, some need
it as a tool, and some simply because they
think they should. The Department o f Mathe­
matics and Statistics aims to provide a selec­
tion of courses to meet varying needs— to
offer a program which will both enable stu­
dents to develop a firm foundation in the basic
areas of pure mathematics and to see mathe­
matical and statistical methods used to pre­
cisely define and solve problems arising in
physical science, computer science, social sci­
ence, and in operations research. Mathematics
and statistics have grown enormously in recent
years, developing an increasing number of
specialities and being used in a tremendous
variety o f applications. However, all mathe­
matical endeavor is based upon logical argu­
ment, abstraction, precise expression, and an
analytical approach to problem solving. Ide­
ally, the study o f mathematical sciences devel­
ops the ability to reason logically from hy­
pothesis to conclusion, to analyze and solve
quantitative problems, and to express one’s
thoughts clearly and precisely. Hopefully,
studying mathematics will also foster an ap­
preciation for the beauty and power o f its
methods, abstract approach, and rigorous log­
ical structure.
First Year Courses: Mathematics courses ap­
propriate for first semester freshmen with
normal high school preparation include Stat 1
(Statistical Thinking), Stat 2 (Statistical12

1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.

160

Methods), Math 5 (Calculus I), Math 5s
(Calculus I Seminar), and Math 9 (Discrete
Mathematics). In the second semester, Stat 1
(Statistical Thinking), Math 3 (Basic Mathe­
matics), Math 4 (Calculus Concepts), and
Math 9 (Discrete Mathematics) may be avail­
able, again with only normal high school
preparation. Stat 1, Math 4, Math 5s, and
Math 9 are Primary Distribution Courses.
Entering students may place into certain
higher level courses (the half-semester courses
6A, 6B, 6C, 6D, or the semester courses 16,
16H) by sufficient scores 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 Policy: The department
placement exams are used for placement pur­
poses only, not credit. Advanced placement
credit in mathematics (that is, credit in math­
ematics that counts towards graduation from
Swarthmore for work done before a student
enters Swarthmore) is awarded as follows.
One credit (for Math 5 ) will be given for a
score o f 4 on the AB or BC Advanced Place­
ment Test or for a score of 5 on the Higher
Level Mathematics Test o f the IB (Interna­
tional Baccalaureate). One and a half credits
(for Math 5 and 6A ) will be given for a score
of 5 on the AB or BC Advanced Placement
Test or a score o f 6 or 7 on the Higher Level

3 Absent on leave, 1993-94.

IB. Or, any entering student who places out of
Math 5, 6A, or 6B may receive credit for the
courses placed out o f 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 place­
ment credit for a course, but who take the
course anyway, will not receive the advanced
placement credit.
Freshmen seeking advanced placement for
calculus taken at another college must nor­
mally validate their work by taking the appro­
priate Swarthmore examination, as described
above.
Freshmen who have done work in mathemat­
ics beyond the Math 5, 6 level before entering
Swarthmore should consult the Department
Chair to determine which course is appropri­
ate for them. However, the department will
not normally give credit for such work.
Introductory Statistics: Students who do not
know calculus can take Stat 1 or 2. Stat 1 is
a primary distribution course 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 o f Stat 2. Both Stat
2 and 23 lead to Stat 27 on multivariate
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.
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, 6A-6B, 18); b) one semester of linear
algebra (Math 16 or 16H); c) at least one
semester o f discrete mathematics (Math 9 ,6 5 ,
or 72) or computer science (CS 10 or 20 ); d)
geometry (Math 45 ); e) one semester o f mod­

em pure or applied algebra (Math 37, 48, or
49 ); f) one semester o f statistics or probability
(Stat 1, 2, 23, 53, or Math 41, 105). In
addition, students are strongly advised 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 significantly
used. To be recommended for certification, a
student must have an average grade of C or
better in all math and stat courses. For further
information about certification requirements,
consult the Education Department (see page
114 o f this catalog).
Requirements for a major in Mathematics: A
student should obtain credit for, or place out
of, at least four of the following five courses
by the end o f the sophomore year : 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 Vari­
able Calculus (Math 18 or 18H). In any event,
all majors must complete Math 16 and 18 by
the end of the first semester o f the junior year.
Students apply for a major in the middle of the
second semester o f the sophomore year. In
addition to the course requirements in the
previous paragraph, a candidate should have
a grade point average in mathematics courses
to date of at least C + . This should include at
least one grade at the B level. Marginal appli­
cants may be deferred pending successful
work in courses to be designated by the De­
partment.
Requirements for acceptance as a mathematics
major in the External Examination Program
are more stringent and include a grade point
average in Mathematics courses o f B + or
better. Potential math majors may want to
consider including in the sophomore year a
course that emphasizes theory and provides
an opportunity for writing proofs. Depart­
ment faculty can give advice on appropriate
courses.
By graduation a mathematics major must have
at least 10 credits in mathematics courses; at
most 5 of the credits counted in the 10 may be
for courses numbered under 25. Furthermore,
every major must take the "core analysis”
course, Introduction to Real Analysis (Math
47), and the "core algebra” course, Introduc­

169

Mathematics and Statistics

tion to Modern Algebra (Math 49). Math 47
and Math 49 will be offered every fall semes­
ter. A t least one o f these courses should be
taken no later than the fall semester of the
junior year. Finally, course majors must also
pass Math 97, the Senior Conference. Progress
of majors will be reviewed at the end of each
semester. Students not making satisfactory
progress may be dropped from the major.
A mathematics major in the External Exami­
nation Program will normally include the
analysis sequence—Introduction to Real Anal­
ysis (Math 47), Real Analysis Seminar (Math
101B)—for one "paper” (i.e., one External
Examination), and the algebra sequence—
Introduction to Modern Algebra (Math 49),
M odem Algebra Seminar (Math 102B)—for
a second paper. Math 101B and Math 102B
are one credit seminars and will be offered
every spring semester. A program that in­
cludes these two papers plus two others from
those seminars listed in the catalog provides
a strong preparation for graduate work in
mathematics and related areas. Various
courses can sometimes be combined for pa­
pers as well; the Department has a handout
giving examples.
Mathematics majors are urged to study in
some depth a discipline which makes use of
mathematics. All mathematics students are
urged to acquire some facility with the com­
puter. Students bound for graduate work in
mathematics should obtain a reading knowl­
edge o f French, German, or Russian.
Special emphases:
The above requirements allow room to choose
an optional special emphasis within the math­
ematics 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 4 7); b ) Probability
(Math 41) or the Probability Seminar (Math
105); c) Mathematical Statistics I (Stat 53)
and possibly Mathematical Statistics II (Stat
111) for one or two credits; d) Multivariate
Statistics (Stat 27) or perhaps Econometrics
(Econ 135); e) another mathematics course
numbered 25 or above. Students are encour­
aged but not required to select the core algebra
course (Math 4 9 ) if they choose this empha­
sis.

170

Students interested in mathematics and com­
puter science should consider a Mathematics
M ajor with a Concentration in Computer
Science or a Special M ajor in Mathematics
and Computer Science. Details on these op­
tions are in the catalog under Computer Sci­
ence.
Sample program for majors thinking o f grad­
uate work in social or management science, or an
MBA. Basic courses: Math 5 (or 5s), 6A-6B
(or 6s), 9. 16, and 18: Computer Science 20.
Advanced courses: a) Modeling (Math 61);
b ) at least one o f Probability (Math 41),
Mathematical Statistics I (Stat 53 ), and pos­
sibly Mathematical Statistics II (Stat 111);
c) at least one o f Combinatorics (Math 6 5 ) or
Operations Research (Econ 3 2 ); d) the two
core course requirements (Math 47 and Math
49 ); e) Differential Equations (Math 30).
Since this is a heavy program (someone hop­
ing to use mathematics in another field must
have a good grasp both o f the mathematics
and of the applications), one of the core
course requirements may be waived with per­
mission o f the department.
Sample program for students thinking o f grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced
courses: a) the two core course requirements
(Math 47 and Math 49 ); b) Combinatorial
Optimization (Math 7 2 ) and Combinatorics
(Math 65 ); c) Probability (Math 41 or 105);
d) at least one o f Number Theory (Math 37),
Mathematical Statistics (Stat 53 ), or Model­
ing (Math 61).
S ta t 1. S t a t is t ic a l T h in k in g .

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 of statistics without having the need to
learn how to apply statistical methods. The
course provides an intuitive understanding of
statistical concepts and makes use o f modem
statistical software for the Macintosh com­
puter.
Primary distribution course.
Normally both semesters, fa ll semester only in
1993-94. Iversen.

Sta t 2. S ta tis tic a l M e th o d s .

M a th 5. C a lc u lu s I.

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 of 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 biologioal and social
sciences. The course 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.
Fall semester. Maurer.

This first semester calculus course will cover
topics in the differentiation and integration of
functions of one variable. These topics in­
clude: limits, derivatives, continuity, tech­
niques o f differentiation, applications to
graphing and extreme value problems, the
integral, the fundamental theorem of calculus,
and applications o f the integral.
Fall semester.

M ath 3. B a s ic M a th e m a tic 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 department calcu­
lus 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.
M ath 4. C a lc u lu s C o n c e p ts .

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.
W ith permission o f the Department, they
may receive credit for Math 5 after Math 4,
starting in Fall 1993. Otherwise, credit is not
granted for both Math 4 and Math 5.
Prerequisite: four years o f high school math­
ematics not including calculus, or permission
based on the calculus readiness exam given
during Orientation Week in the fall.
Primary distribution course.
Spring semester i f offered.

M a th 5 s . C a lc u lu s I S e m in a r.

5s covers the same material as the lecturebased Math 5 but uses a seminar format (1014 students) with additional meetings and lots
of hands-on activities, e.g., writing, oral pre­
sentations, group work, computer work. In­
tended for students who feel they could bene­
fit 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.
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 of Math 6 they
plan to take at any time during the semester.
Math 6s is a full-semester seminar version o f
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
of the calculus begun in first semester calculus
(Math 5 ) and is the prerequisite for Math 16
(Linear Algebra) and Math 18 (Several Vari­
able Calculus) as well as for 6B and 6C. Topics
will include exponential and logarithmic func­
tions, inverse trigonometric functions and
their derivatives, methods o f integration, im­
proper integrals and Taylor polynomials, e.g.,
quadratic and cubic approximations to func­
tions like sin x. Math 6A is a one-half credit
course.
Prerequisite: Math 5 or 5s.
Fall semester (first half) and spring semester
(first half).

171

Mathematics and Statistics

M a th 6B. C a lc u lu s IIB.

This course continues the topic of approxi­
mation begun in Math 6A. It will include
further material on Taylor polynomials as
well as material on infinite series, convergence
tests, and power series solutions to differential
equations. Math 6B should be taken by anyone
planning to take mathematics courses beyond
the freshman-sophomore level. Math 6B is
required o f all students majoring in Mathe­
matics, Chemistry, Physics, or Engineering.
Math 6B is a one-half credit course.
Prerequisite: Math 6A.
Fall semester (each half) and spring semester
(second half).
M a th 6 C . C a lc u lu s IIC.

This course provides an introduction to those
aspects o f calculus not covered in Math 5 and
6A that are most useful in social and biological
science. Typically it emphasizes the differential
aspects of several variable calculus covered in
the first half of Math 18, e.g., vector geometry
in 3 -space, functions o f several variables,
partial and directional derivatives, extreme
values, Lagrange multipliers. In addition, mul­
tivariable 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 of 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.
Fall semester (second half) and spring semester
(second half).
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.
These students should take 6B in the first half
of the fall semester and then follow it with 6D.
The specific content o f 6D for 1993 is not yet
determined, but it will be selected on the
basis o f its interest and importance from the
wealth o f modem mathematics that cannot be
introduced in standard freshman-sophomore

172

courses. Whatever the topics, the emphasis
will be on ideas and on the power o f careful
reasoning.
Prerequisite: Departmental recommendation
or Math 6A and instructor’s permission.
Fall semester (second half).
M a th 6 s . C a lc u lu s II S e m in a r.

A continuation of Math 5s, in the same style.
Covers the material of Math 6A and 6B.
Prerequisite: Math 5s, or Math 5 and instruc­
tor’s permission.
Spring semester.
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 of sophistication is similar to
that in Math 16 or 18, but no calculus is used
or assumed. Familiarity with some computer
language is helpful but not necessary.
Primary distribution course.
Each semester. Fall semester: Gethner.
M a th 16. L in e a r A lg e b ra .

The subject matter o f this course consists of
vector spaces, matrices, and linear transfor­
mations with applications to solutions of
systems of linear equations, determinants,
and the eigenvalue problem.
Prerequisite: A grade of C or better in Math
6A or Math 9, or placement by departmental
exam.
Each semester. Fall semester: D ’Amour.
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 of Mathematics 16 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situa­
tions, but applications will not be dwelt
upon). It is intended for students with excep­
tionally strong mathematical skills, 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.

i

M ath 18. S e v e r a l V a ria b le C a lc u lu s .

I
I

|

I

I

This course considers differentiation and in­
tegration o f functions o f several variables
with special emphasis on two and three dintensions. Topics include partial differentia­
tion, extreme value problems, LaGrange mul­
tipliers, multiple integrals, line and surface
integrals, Stokes’ and Green’s Theorems.
Often there is one section for students who
have not had linear algebra (Math 16 or 16H)
and another section for student who have.
Prerequisite: Math 6A or equivalent.
Recommended: Math 16.
Each semester. Fall semester: Grinstead,
Stover.
M ath 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 Mathematics 18 will be
more theoretical, abstract, and rigorous than
its standard counterpart (the subject matter
will be equally as valuable in applied situa­
tions, but applications will not be dwelt
upon). It is intended for students with excep­
tionally strong mathematical skills, and pri­
marily for students who have successfully
completed Math 16H.
Prerequisite: A grade o f C or better in Math
16H or permission o f the instructor.
Spring semester.
S ta t 2 3 . S t a t is t ic s .

This calculus-based introduction to statistics
covers most o f 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.
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 varia­
bles.
Spring. Not offered until 1996.
M a th 3 0 . 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, approximation
methods, some partial differential equations.
Prerequisites: Math 6B and 16 and either 18 or
6C, or permission of the instructor.
Spring semester.
M a th 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. Students are also ex­
pected to learn how to construct a mathemat­
ical proof.
Prerequisite: permission of the instructor.
Primary distribution course.
Alternate years. Not offered 1993-94.
M a th 41. P ro b a b ility . This course considers
both discrete and continuous probability the­
ory. The classical distributions—Binomial,
Poisson, and Normal—are studied. Other top­
ics to be discussed are the Central Limit
Theorem, the laws of large numbers, and
generating functions.
Prerequisite: Math 6B, and 9 or 18, or permis­
sion.
Alternate years. Spring 1994 then Fall
in 1995-96.
M a th 45. T o p ic s in G e o m e try .

Course content varies from year to year and
is dependent on student and faculty interest.
Normally, a portion o f the course will be
devoted to projective geometry and to noneuclidean geometries. Among topics which
may be included are: euclidean geometry in
three (and higher) dimensions, transforma­
tion geometry, dissections, tesselations, and
modern geometry arising from computer sci­
ence and discrete mathematics (such as com­
putational geometry and convexity).
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. Intro d uction to R ea l A n a ly s is .

This course concentrates on the careful study
of the principles underlying the calculus of
real valued functions of real variables. Topics
will include point set topology, compactness,
connectedness, and uniform convergence. Can

173

Mathematics and Statistics

be taken with Math 101B for an External
Examination paper.
Prerequisite: Math 6B, 16 and 18, or permis­
sion.
Primary distribution course.
Fall semester. Grinstead.
M a th 48. T o p ic s in A lg e b ra .

Course content varies from year to year and
is dependent on student and faculty interest.
Recent offerings have included Algebraic
Coding Theory, Groups and Representations,
Finite Reflection Groups.
Prerequisite: Math 16 and possibly Math 49.
Alternate years. Spring semester.
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 systems
groups, rings, fields. While these concepts
will be illustrated by concrete examples, the
emphasis will be on abstract theorems and
proofs, and rigorous, mathematical reasoning.
Can be taken with Math 102B for an External
Examination paper.
Prerequisite: Math 16 or instructor’s permis­
sion.
Primary distribution course.
Fall semester. D ’Amour.
S ta t 53. 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
o f parameters and tests of hypotheses. Both
small and large sample properties o f the es­
timators are studied. The course concludes
with the study o f models dealing with rela­
tionships between variables including chisquare and regression analysis. Can be taken
with Math 111 for an External Examination
paper.
Prerequisites: Math 16 and 18, or permission.
Alternate years. Fall semester,
blot offered 1993-94.
M a th 61. M o d e lin g .

An introduction to the methods and attitudes
o f mathematical modeling. Since modeling in
natural science and engineering is already
taught in courses in those disciplines, appli­
cations in this course will be primarily to
social and biological sciences. Various stan­
dard methods used in modeling will be intro­
duced: differential equations, Markov chains,

game theory, graph theory, computer simula­
tion. However, the emphasis will be on how
to apply these subjects to specific modeling
problems, not on their systematic theory. The
format o f the course will include projects as
well as lectures and problem sets.
Prerequisites: Math 16 and 18, or instructor’s
permission.
Alternate years. Fall semester.
Not offered 1993-94.
M a th 65. 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 include three broad areas:
Counting Theory, Graph Theory, and Design
Theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations be­
tween certain graphical invariants. Certain
areas such as Extremal Graph Theory and
Ramsey Theory may be introduced. The third
area introduces combinatorial structures such
as matroids, design, codes, and Latin squares.
Prerequisites: Math 9 and at least one other
course in Mathematics.
Alternate years. Spring semester.
Not offered 1993-94.
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 offering to offering and will
be chosen from such things as linear pro­
gramming, network flows, game theory, graph
theory algorithms, number theory algorithms,
complexity theory. Overlap with Combina­
torics (Math 6 5 ) and Data Structures and
Algorithms (CS 41) will be minimized. This
year the topic will be game theory.
Prerequisites: Math 9 and at least one higher
numbered mathematics course.
Recommended: CS 20.
Alternate years. Fall semester. Maurer.
M a th 81. P a r tia l D iffe re n tia l Eq u a tio n s.

The first part o f 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 function. The sec­
ond part o f the course is an introduction to
the calculus o f variations. Additional topics

depend on the interests o f the students and
instructor.
Prerequisites: Math 18, and either Math 3 0 or
Physics 5 0 or instructor’s permission.
Alternate years. Fall 1993, then Spring in 19951996. Hunter.
M ath 8 2 . F u n c tio n s o f a C o m p le x
V a ria b le.

^

1
■
I

|
I

Topics include: analytic functions, integration
and Cauchy’s Theorem, power series, residue
calculus, conformal mapping, and harmonic
functions. Applications to the physical sci­
ences will be considered. May be taken with
Math 81 for an External Examination paper.
Either Math 82 or Math 103 will be offered in
the spring semester of odd-numbered years.
Prerequisite: Math 47.
Alternate years. Spring semester.
Not offered 1993-94.
M a th 85. T o p ic s in A n a ly s is .

I
I

Course content varies from year to year;
recently it has been an introduction to dy­
namical systems, continuous and discrete.
Such systems underlie models for population
fluctuation, celestial mechanics, and chemical
kinetics. They also provide a framework for a
mathematical understanding of the fractal
structure o f the Mandelbrot set, stability,

This seminar is a continuation o f the material
in Introduction to Real Analysis (Math 47).
Topics include the inverse and implicit funcrion theorems, differential forms, and Lebesgue Integration.
One credit.
Prerequisite: Math 47.
Spring semester.
M a th 102B. M o d e rn A lg e b ra II.

I

M a th 86. 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.
Either Math 86 or Math 106 will be offered.
Alternate years. Fall semester.
Not offered 1993-94.
M a th 93. D ire c te d R ead in g .
M a th 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 course provides
them an opportunity to delve more deeply
and on their own into a particular topic in
mathematics. This is accomplished by way of
a written paper and an oral presentation on a
mathematical topic agreed upon by the stu­
dent and the instructor. 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. Maurer.

SEMINARS
M a th 101B. R e a l A n a ly s is II.

I

turbulence and chaos.
Prerequisites: Math 16 and Math 18.
Alternate years. Spring semester.
Not offered 1993-94.

This is a continuation o f Introduction to
Modern Algebra (Math 49 ). Topics covered
usually include field theory, Galois theory
(including the insolvability of the quintic),
the structure theorem for modules over prin­
cipal ideal domains, and a theoretical devel­
opment o f linear algebra. However, other
topics may be studied, depending on the
interests o f students and instructor.

One credit.
Prerequisite: Math 49.
Spring semester.
M a th 103. C o m p le x A n a ly s is .

A brief study o f the geometry o f complex
numbers is followed by a detailed treatment
o f the Cauchy theory o f analytic functions of
a complex variable, various applications are
given and some special classes of functions,
such as elliptic functions, are studied. Ana­
lytic continuation and the theory o f Weierstrass are also discussed. A two-credit seminar
which may be offered in place o f Math 8 2, if
there is sufficient interest.
Prerequisite: Math 47.
Alternate years. Spring semester.
Not offered 1993-94.
M a th 104. T op o lo g y .

Introduction to point-set, combinatorial, and

175

Mathematics and Statistics

algebraic topology: topological spaces, conti­
nuity, classification o f surfaces, elementary
homotopy theory, the fundamental group,
simplicial complexes and homology (includ­
ing related algebra). The seminar builds upon
the students’ background in analysis and alge­
bra.
Two credits.
Prerequisites: Math 47 and 49.
Alternate years. Spring semester. Hunter.
M a th 105. P ro b a b ility .

The ideas of sample space and probability
distribution are introduced, including the
binomial, Poisson, and normal distributions.
Laws o f large numbers and the Central Limit
Theorem are discussed. Other topics include
the idea o f randomness, generating functions,
random walk problems, and Markov chains.
A two-credit seminar which may be offered in
place o f Math 41, if there is sufficient interest.
Prerequisites: Math 6B, and 9 or 18, or per­
mission.
Alternate years. Spring 1994, then Fall
in 1995-96.

M a th 106. A d v a n c e d T o p ic s in
G e o m e try .

A two-credit seminar version o f Math 86,
which may be offered in place of Math 86 if
there is sufficient interest.
Alternate years. Fall semester.
Not offered 1993-94S ta t i l l . M a th e m a tic a l S t a t is t ic s II.

This one-credit seminar is offered as a continu­
ation o f Stat 53. It deals mainly with statistical
models for the relationships between varia­
bles. The general linear model, which includes
regression, variance, and covariance analysis,
is examined in detail. Topics also include
nonparametric statistics, sampling theory, and
Bayesian statistical inference.
One credit.
Prerequisite: Stat 53.
Alternate years. Spring semester.
Not offered 1993-94.

Medieval Studies

Coordinator: STE P H 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)
E llen R o s s (Religion)
W illia m N. T u rp in (Classics)3
C r a ig W illia m s o n (English) 1

I
I
I
I
I
I
I
I
]
I
I
I
I
I

This program offers an opportunity for a
comprehensive study of European and Mediterranean civilization from the fourth century
to the fifteenth. The period, which has a
critical importance for the understanding of
Western culture, can be approached best
through a combination o f several disciplines.
Hence eight Departments (Art, Classics, English Literature, History, M odem Languages,
Music, Religion, and Philosophy) cooperate
to provide a course o f study which may be
offered as a major in either the course Program
or the External Examination (Honors) Program.

I For a major in the Course Program the reI quirements are as follows:
I

1. Latin 14, Mediaeval Latin
1 course in Medieval History (History 11,
14-17)
Religion 17

I The prerequisites for the courses listed above
I are:
I Latin 1-2 or the equivalent; an introductory
history course; Philosophy 1; an introductory
religion course.
2. Five other medieval courses or seminars
chosen from three or four o f the following
fields:
1) A rt History
2 ) History
3 ) Literature (Classics, English, CEL,
French, Spanish)
4 ) Music
5 ) Philosophy
6 ) Religion
Other courses appropriate to Medieval
Studies that are from time to time included

1 Absent on leave, fall semester, 1993.

in departmental offerings.
Directed readings in medieval subjects.
3. A student may write a thesis as a substitute
for a course during the first semester of
the senior year.
4. The student must pass a comprehensive
examination in the senior year based on
courses taken in the medieval field. The
examination includes a section of Latin
translation.
For a major in the Honors Program the re­
quirements are as follows:
1. The student must satisfy the language and
distribution requirements o f the program,
as listed above, by appropriate courses or
seminars. Some work in one or more of
the fields included in the program must be
done before admission to the Program.
2. Seminars may be chosen from the follow­
ing fields: A rt History, History, Literature
(Classics, English, M odem Languages),
Music, Philosophy, Religion.
3. By attachments to the courses listed above,
and by writing a thesis, the student may
expand the possibilty o f work in the Ho­
nors Program beyond these five seminars.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart­
ments to determine specific offerings in 199394 .)
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. L a te A n tiq u e , E a rly
C h ris tia n , a n d B y z a n tin e A r t
C l a s s ic s 60. O ante a n d th e C la s s ic a l
T ra d itio n .

3 Absent on leave, 1993-94.

177

M e d ie v a l S tu d ie s

E n g lis h 16. S u r v e y o f E n g lish
L ite ra tu re , I.

R e lig io n 17. W e ste rn R e lig io u s T hought
fro m 3 2 5 to 1500.

E n g lish 21. C h a u c e r.

R e lig io n 23. C a th o lic T ra d itio n s .

E n g lish 2 3 . Old E n g lis h / H is to ry o f the
La n g ua g e.

S p a n is h 30. L ite ra tu re M e d ie v a l.

H is to r y 11. T h e F o rm a tio n o f th e
I s la m ic N e a r E ast.

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 96. T h e s is .

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 .

Seminars currently offered in Medieval
Studies:

H is to r y 15. M e d ie v a l T o w n s .

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 .

H is to r y 16. T h e B a rb a ria n N orth.
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 .

E n g lish 102: C h a u c e r and M e d ie v a l
L ite ra tu re .

Latin 14. M e d ie v a l Latin.

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 Europe.

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 .

R e lig io n 111: 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 .

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 ).

178

Modern Languages and Literatures

I

GEORGE C. AVERY (German), Professor1

I

THOM PSON BRADLEY (Russian), Professor

I

MARION J . FABER (German), Professor

I

GEORGE KRUGOVOY (Russian), Professor

I JOHN J . H A S S E T T (Spanish), Professor1
I

PHILIP M ETZIDAKIS (Spanish), ProfessorI12

I

GEORGE M O SK O S (French), Professor and Chair, 1992-95

I

ROBERT ROZA (French), Professor11 14

I

BRIGITTE LA N E (French), Associate Professor

I

ALAN BERKOWITZ (Chinese), Assistant Professor

1 AURORA C A M A C H O d e S C H M ID T (Spanish), Assistant Professor
I

LI-CHING C H A N G M AIR (Chinese), Assistant Professor (part-time)

I

LAURENCE M A L L (French), Assistant Professor4

I ANNE M EN K E (French), Assistant Professor3

| MICHELINE RICE-MAXIMIN (French), Assistant Professor12 13
H A N S-JU ER G RINDISBACHER (German), Assistant Professor
I BEATRIZ U R R A CA (Spanish), Assistant Professor
H A N S -JA K O B W ERLEN (German), Assistant Professor
I CAROLE N ETTER (French), Instructor (part-time)
I ELKE PLAXTO N (German), Instructor (part-time)
I EDWARD DIXON (German), Lecturer
I JO AN FRIEDMAN (Spanish), Lecturer
I CAROLE GIRARD (French), Lecturer4
I EVGENIYA L. KATSENELINBOIGEN (Russian), Lecturer
I M AR Y K. KENNEY (Spanish), Lecturer
I PAUL RONG LIOU (Chinese), Lecturer
I CHRISTINE A N D A N T (French), Assistant

I

I

I

I
I
I
I
I
I
I
I
I

"

The purpose of the major is to acquaint
students with important periods and principal
figures o f the literatures taught in the Department, to develop an appreciation o f literary
and cultural values, to provide training in
critical analysis, and to foster an understanding o f the relationship between literary phenomena and the historical and cultural forces
underlying the various literary traditions. In
addition to demonstrated competence in the
language, a foreign literature major will nor­
mally complete a minimum of eight credits in
advanced language, literature and civilization

courses or seminars (including Special Top­
ics), and pass a comprehensive examination.
One o f the required courses for the foreign
literature major may be taken in English from
among those courses listed under Literatures
in Translation provided that it is a course
pertinent to the student’s specific major. Stu­
dents whose interests lie primarily in language
are advised to consider the possibility o f a
major in Linguistics and Foreign Languages.
Students interested in studying literature in
more than one language are encouraged to
consider a Literature major.

1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.
3 Absent on leave, 1993-94.
4 Fall semester, 1993.
11 Campus coordinator, Swarthmore
Program in Grenoble, fall semester, 1993.

12 Campus coordinator, Swarthmore Pro­
gram in Grenoble, spring semester, 1994.
13 Program Director, Swarthmore Program
in Grenoble, fall semester, 1993.
14 Program Director, Swarthmore Program
in Grenoble, spring semester, 1994.

179

Modern Languages and Literatures

Courses numbered IB through 4B are pri­
marily designed to help students acquire the
linguistic competence necessary to pursue
literary and cultural studies in a foreign lan­
guage through work with the language and
selected texts o f literary or cultural interest.
For a detailed description o f the orientation in
these courses see the Explanatory Note on
these language courses below. Courses num­
bered 1 1 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 plan to major in a foreign
language and its literature are advised to pre­
sent sufficient credits on admission to enable
them to enroll in courses numbered 4B or 11
and 12 in their freshman year. Students who
enter with no previous knowledge o f the
language and who are interested in majoring
in a foreign literature should register for the
intensive language courses (1B -2B ) in the
freshman year. Language courses numbered
IB through 3B and conversation courses do
not count toward the minimum o f eight credits
required for the major. 4B, however, does
count toward 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 o f each o f the literatures taught. Excep­
tions to course requirements are made for
those who show competence in the language
o f 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
o f 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 o f Grenoble, for
one or two semesters in the sophomore or
junior year. This program is particularly

180

suited for majors in the humanities and the
social sciences. Students competent in Span­
ish should consider the Hamilton College
Program in Madrid, Spain, which is coopera­
tively sponsored by Swarthmore. Other rec­
ommended programs include Rice UniversityChile; the University o f Kansas-Costa Rica;
and CEUCA in Columbia. (The Spanish sec­
tion requires that its majors spend a minimum
o f one semester o f 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 o f 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 o f varying duration in the
People’s Republic o f China and in Taiwan,
recommended by the Chinese section, includ­
ing the Associated China Program in Tianjin.
Students on scholarship may apply scholar­
ship monies to designated programs o f study
abroad, in addition to the Hamilton College
Program in Madrid, the Swarthmore Program
in Grenoble, and the Associated China Pro­
gram in Tianjin (see Study Abroad, pp. 6062).
Students wishing to receive a Teaching Certifi­
cate in French, German, Russian or Spanish
should plan on taking the regular program of
language and literature courses required for
the major or show proof o f the equivalent. In
addition, they should take Linguistics 1 or a
course in the history o f the language offered
in the Department. Appropriate supporting
courses which broaden knowledge and under­
standing 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 pro­
gram.
Students planning to do graduate work are

reminded that, in addition to the language of
specialization, a reading knowledge o f other

languages is often required for admission to
advanced studies.

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
1 1 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 o f the major. Students
planning programs where such considerations
might apply should consult with the Depart­
ment.
Normally, at least one LIT course is offered
each semester; these courses are announced
before fall and spring registration. Other,
cross-listed courses in foreign literature in
translation are listed after LIT 50.
13R. T h e R u s s ia n N ovel.

(See Russian 13.)
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 .

Seminal contributions in theme and form to
a European tradition of modern fiction will
be examined and compared in seminar format
(presentation and critical discussion o f stu­
dent papers). Authors will include Dos­
toevsky, Rilke, Conrad, Thomas Mann, Joyce,
Kafka, Virginia Woolf, and Malraux. Intended
especially for freshmen and sophomores con­
templating a Literature major. Limited enroll­
ment.
Primary distribution course.
Spring semester 1994. Avery.
16CH. 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 16.)
Not offered 1993-94. Berkowitz.

17CH. V e rn a c u la r, M o d e rn and
C o n te m p o ra ry W ritin g s.

(See Chinese 17.)
Not offered 1993-94. Berkowitz.
20G. T h e C o n te m p o ra ry G e rm a n N o vel.

Representative works o f prose fiction from
Germany, Austria, and Switzerland since the
end o f World War II against the background
of literary, intellectual, and politico-sociologi­
cal currents in German-speaking Europe.
Authors include Bachmann, Boll, Frisch,
Handke, Grass, and Wolf.
Not offered 1993-94. Avery.
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, Chernyshevsky, Dostoevsky, Tol­
stoy, and Bely. This course is not a regular
offering and may not be repeated in the
foreseeable future.
Not offered 1993-94. Krugovoy.
3 1 R. 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 Gottorn.

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 o f historical and literary texts: the
origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and the
intelligentsia; peasants, workers, and the build­
ing o f Soviet power; women and politics;
society and contemporary Soviet politics.
Not offered 1993-94. Bradley and Weinberg.

181

Modern Languages and Literatures

32R. F ro 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 of 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 .)
Fall semester 1993. Bradley and 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 .

An examination o f early 20th century theories
and representations o f women and the femi­
nine or feminist response, especially after
World War II. Film-makers include von Stern­
berg, von Trotta, Sander; writers include
Freud, Bachmann, and Wolf.
Spring semester 1994. Faber.
50R . R u s s ia n L ite ra tu re and
R e v o lu tio n a ry Thought.

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 1993-94. Bradley.
5 0 S . S p a n is h T h o u g h t and L ite ra tu re
o f th e T w e n tie th C e n tu ry .

'Not offered 1993-94.
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 .

The fiction of Spanish America has estab­
lished itself as one o f the most innovative and
provocative of contemporary world literature.
This course will begin by examining the roots
o f such innovation followed by a study of
representative texts o f the Latin American
"boom ” and "post-boom ” periods. Special
attention will be paid not only to the formal
aspects o f these novels but also to the socio­
political contexts in which they were written.
Selected authors: Maria Luisa Bombal (Chile);
Juan Rulfo (Mexico); Carlos Fuentes (Mexi­
co); Gabriel García Márquez (Columbia);
Mario Vargas Llosa (Peru); Manuel Puig (Ar­
gentina); Claribel Alegría (El Salvador); Isabel

182

Allende (Chile); Luisa Valenzuela (Argen­
tina); Rosario Ferré (Puerto Rico).
Not offered as primary distribution course.
Fall semester 1994. Hassett.
55G. T h e H o lo c a u s t and G e rm a n C u ltu re .

This course focuses on the Holocaust of the
Jews in Nazi Germany, working backward to
discover possible origins in German culture
and forward to consider the continuing impact
o f the Holocaust in contemporary German
society. Texts include work of Romantic ar­
tists, Nietzsche, Musil, poetry and memoirs of
survivors; Habermas; relevant films, etc.
Not offered 1993-94. 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 1993-94.
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 ovel.

Primary distribution course.
Not offered 1993-94.
61. M o d e rn K o re a n
L ite ra tu re and S o c ie ty .

Not offered 1993-94. Epstein.
61S A . W o m e n ’s T e s tim o n ia l L ite ra tu re
o f La tin A m e r ic a .

In recent years marginal women in Latin
America have spoken as authors to wide
audiences in compelling texts. Many have
"written” with the mediation o f another
woman. This course explores women’s auto­
biographical testimony and inquires into au­
thorship and mediation, genre, intended
reader and the politics in works produced by
Domitila Barrios de Chúngara/Moema
Viezzer, Rigoberta Menchú/Elizabeth Burgos
Debray, Elvia Alvarado/Medea Benjamin,
Doris Tijerina/Margaret Randall, Jesusa Palancares/Elena Poniatowska, mong others.
Spring semester 1994. Camacho de Schmidt.
6 2 S A . T h e U n ite d S ta te s in th e Latin
A m e r ic a n Im agin ation.

Taking an interdisciplinary approach to es­
says, poems, and novels by Sarmiento, Marti,
Rodó, Dario, Neruda, Paz, Fuentes, Ferré,
Allende, and others, this course analyzes how
Latin American intellectuals have represented
their northern neighbor in the nineteenth and
twentieth centuries. Stressing links between
history, cross-cultural contacts, and literary

productions, the goal is to understand the
political achievements o f the U .S., its racial
conflicts, cultural myths, and imperialistic
interventions through the perspective of the
Latin American imagination.
Fall semester 1993. Urraca.
63CH . C o m p a ra tiv e P e r s p e c t iv e s on
the A n c ie n t W orld : Ind ivid u al and
S o c ie ty in G r e e c e and C h in a .

This course will explore the responses o f two
distinct and historic civilizations to age-old
problems. How does the individual negotiate
responsibility toward state and society and
responsibility to personal ideals? English
translations o f original writings from ancient
Greece and early China will articulate individ­
ual and cultural responses to a range o f prob­
lems, both those common to civilizations in
general and those unique to a particular cul­
ture. 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 o f Greek or
Chinese required.
(Cross-listed as Chinese 63 and Classics 6 3 .)
Fall semester 1993. Berkowitz and Epstein.
66G. G o e th e ’s F a u st

Not offered 1993-94. 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 L ite ra tu re .

(Cross-listed as French 6 8.)
Not offered 1993-94. Menke.
70. R e n a is s a n c e C o m p a ra tiv e
L ite ra tu re .

Not offered 1993-94.
70F. C a rib b e a n a n d F re n c h
C iv iliz a t io n s and C u ltu re s .

A study o f the political, social, and literary
history o f the French speaking Caribbean
with a focus on Guadeloupe, Haiti and Mar­
tinique. Collateral reading in historical and
fictional texts.
(Cross-listed as French 70F.)
Spring semester 1994. Rice-Maximin.

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 and A fro -C a rib b e a n s .

Three centuries of colonial rule in Latin Ameri­
ca created a particular way of seeing women
and non-Europeans. As the new republics
emerged, elites sought to perpetuate the in­
ferior status o f indigenous people and the
descendants o f African slaves, while women’s
subordination was complicated by race and
class. How does contemporary literature rep­
resent women, "Indians” and Affo-Caribbeans? When and how do women and "the
others” claim the power to represent them­
selves? Readings include poetry and fiction.
Not offered 1993-94. Camacho de Schmidt.
71F. “ E p is te m o lo g y o f th e C lo s e t” :
L it e r a r y and T h e o r e 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 .

Readings in European and American fiction
and contemporary gay theory will focus on
the problematics of dichotomous (homo/
hetero) sexual representations. The course
aims to provide frameworks for a specifically
anti-homophobic analysis o f literature.
(Cross-listed as French 71.)
Not offered 1993-94. Moskos.
73F. F ra n c o -E u ro p e a n T h e a tre .

The gradual subversion of 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 73.)
Fall semester 1993. 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 of the evolution o f civilization;
the themes of intellectual and spiritual crisis,
the "decline of the W est,” "art for art’s sake”
in European poetry, drama, and fiction during
the decades 1880-1920. The impact o f deca­
dence on modern art and thought ("art
nouveau,” "Jugendstil,” neo-Rosicrucianism,
Wagnerism). The course will address the fol­
lowing themes: theories o f degeneration, femi­
nization, pathology, the counternatural, in­
cest, hermaphroditism, pornography, the

183

Modem Languages and Literatures

female body and the occult, voyeurism,
dandyism, ennui. Authors include: Rimbaud,
Nietzsche, Baudelaire, Huysmans, Villiers de
Devin-I’Isle-Adam, Conrad, Wilde, D ’An­
nunzio, Valle-Inclan, Alas, Sacher-Masoch,
T. Mann.
No prerequisites. Students majoring in a for­
eign literature or Literature will read appro­
priate texts in the original.
(Cross-listed as German 77.)
Fall semester 1993. Werlen.
79.

S tu d ie s in C o m p a r a tiv e F ictio n .

(See English Literature 79.)

79F. E x o tic is m and A lie n a tio n :
A f r ic a a n d F r a n c e T h ro u g h Ea ch
O th er’s E y e s.

This course will compare representations of
Africa in French texts with representations of
France in African texts.
(Cross-listed as French 79.)
Spring semester 1995. Menke.
83G. K a fk a , M a n n a n d D oblin.

(Cross-listed as German 83 .)
Not offered 1993-94. Avery.
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 in T ra n s la tio n .

(See Chinese 91.)

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 o f the language and
combine the study or review o f grammar
essentials and readings o f varied texts with
intensive practice to develop the ability to
speak the language. Recommended for 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. Stu­

dents who start in this orientation can major
in a foreign language and literature not studied
previously. These courses (a) meet as one
section for grammar presentation and in small
groups for oral practice, and (b ) may require
periodic work in the language laboratory.
Students who start in the 1B-2B sequence
must complete 2B in order to receive credit
for IB . However, students placing directly in
2B can receive one and one-half semester
credits. Courses numbered 3B and 4B may be
taken singly for one and one-half semester
credits.

Chinese
Although no major exists currently in Chinese
in either the Course Program or the External
Examination Program, qualified students are
urged to consider the possibility o f a major in
Asian Studies (all Chinese language courses
above the first-year level as well as all Chinese
literature courses may be counted toward the
major), or a Special Major in combination
with other departments. It is possible to pre­
pare for two external examinations, and thus
a minor in Chinese in the external examina­
tion program, in Chinese Language and Chi­
nese Literature in Translation. Interested stu­
dents should consult with the Section Head in
Chinese.

184

Introductory and intermediate Chinese lan­
guage courses are intensive and carry one and
one-half credits per semester. Students should
plan to take these courses as early as possible
so that studying in China, which is strongly
encouraged, can be incorporated into their
curriculum. 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 Chi­
nese language courses are offered each year. A
special introduction to Classical Chinese is
offered every other year and is open both to

students o f modem Chinese and to interested
students with no previous preparation in Chi­
nese. Literature courses in translation are
offered regularly each year and are open to the
entire student community. Students o f Chi­
nese are particularly urged to take these
classes as a means o f gaining perspective on
the literary tradition, as well as familiarity
with a large number o f works.

COURSES
1B-2B. In tro d u ctio n to M a n d a rin
C h in e se .

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
400 characters and develops the ability to
read and write in simple modern Chinese.
Mair.
3B, 4B. S e c o n d - y e a r M a n d a rin C h in e s e .

Designed for students who have mastered
basic grammar and 3 5 0 to 4 0 0 characters.
Combines intensive oral practice with writing
and reading in the modern language. Emphasis
is on rapid expansion o f vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Staff.
11. T h ir d - y e a r C h in e s e .

Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modern 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 1993. 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 of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 11.
Fall semester 1993. Liou.
12. A d v a n c e d C h in e s e .

Sequel to Chinese 11. Concentrates on greatly
expanding skills in reading, writing, and speak­

ing modem Chinese, through a diversity of
materials and media. Class conducted in Chi­
nese, with precise oral translation also a com­
ponent. To be taken in conjunction with
Chinese 12A.
Prerequisite: Chinese 11 or equivalent lan­
guage skills.
Primary distribution course.
Spring semester 1994. 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 1994. Liou.
16. 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 o f major themes, ideas, writings,
and literary forms that have contributed to
the development of traditional Chinese civili­
zation, through directed readings and dis­
cussions of English translations o f original
sources from early through medieval times.
No prerequisites, and no knowledge o f Chi­
nese or of China required.
(Cross-listed as LIT 16CH.)
Primary distribution course.
Not offered 1993-94. Berkowitz.
17. V e rn a c u la r, M o d e rn , and
C o n te m p o ra ry C h in e s e W ritin g s.

Exploration o f innovative literary forms,
styles, and themes from late medieval through
contemporary China, through directed read­
ings and discussions o f English translations of
original works, including poetry, expository
prose, vernacular fiction, drama, and the short
story.
No prerequisites, and no knowledge o f Chi­
nese or o f China required.
(Cross-listed as LIT 17CH.)
Not offered 1993-94. Berkowitz.
20. B 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 of Chinese or its
equivalent.
Spring semester 1994. Staff.

185

Modern Languages and Literatures

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 1993. Liou.
33.

In tro d u ctio n to C la s s ic a l C h in e s e .

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. This year the course will be open
to students with no previous preparation in
Chinese.
No prerequisites, and no knowledge o f Chi­
nese required.
(Cross-listed as Linguistics 33.)
Spring semester 1994. Berkowitz.

distinct and historic civilizations to age-old
problems. How does the individual negotiate
responsibility toward state and society and
responsiblity to personal ideals? English
translations o f original writings from ancient
Greece and early China will articulate individ­
ual and cultural responses to a range o f prob­
lems, both those common to civilizations in
general and those unique to a particular cul­
ture. Topics to be explored include obligation
to self and society; individualism and the role
o f withdrawal; the heroic ethos; the individual
and the cosmos; the individual and gender
roles.
No prerequisites; no knowledge o f Greek or
Chinese required.
(Cross-listed as LIT 63CH and Classics 63.)
Fall semester 1993. Berkowitz and Epstein.
91. S p e c ia l T o p ic s in C h in e s e
L ite ra tu re in T ra n sla tio n .

63. C o m p a ra tiv e P e r s p e c t iv e s on
th e A n c ie n t W orld : Ind ivid u al and
S o c ie t y in G r e e c e and C h in a.

Open to the entire student body, with all
readings in English translation. No previous
preparation in Chinese or literature is re­
quired or expected. Students o f Chinese are
encouraged to take the class as a means of
gaining perspective on Chinese literature not
available in language classes, and as an en­
hancement o f their understanding o f Chinese
civilization. The course will concentrate on
selected themes, genres, authors, time peri­
ods, or critical problems in Chinese litera­
ture.
(Cross-listed as LIT 91CH.)
Not offered 1993-94.

This course will explore the responses of two

93.

D ire c te d R eading.

French
The purpose o f the major is to acquaint
students: ( 1 ) with important periods and prin­
cipal figures o f literatures written in French,
(2 ) with the diversity o f French-speaking cul­
tures. It is intended to develop an appreciation
o f literary and cultural values, to provide
training in critical analysis, and to foster an
understanding of the historical forces under­
lying these various literatures and cultures.
French may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program: a

186

minor in French consists o f 2 external exami­
nations. Prerequisites for both Course and
Honors students are as follows: 4B, 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 o f 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 4B or above;
(b) study abroad; (c) take at least one ad­
vanced course in literature before 1800;
(d) take one advanced course with a Franco­
phone component; (e) take one advanced
course in civilization or culture; (f) take Spe­
cial Topics in senior year; (g) write a Senior
research paper, 20 pages long, on an area of
concentration chosen in conjunction with the
section (this area can be defined broadly in
terms of a genre or theme, as well as narrowly
in terms o f one author or text). This paper
will form the basis o f an oral examination
given in the Spring. The Senior Paper dead­
lines are as follows. Initial proposal and bib­
liography are due immediately after the
Thanksgiving break. The completed paper is
due at the end o f the Spring breakThe Department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. The French section is also
working to establish either a major or a
Concentration in French Studies in coopera­
tion with other departmens and programs
abroad.

COURSES
NOTE: Not all advanced courses are offered
every year. Students wishing to major or
minor in French should plan their program in
consultation with the Department.
1B -2 B . I n te n siv e B eg in n in g F re n c h .

For students who begin French 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.

iB each Fall semester, 2B each Spring semester.
Lane, Netter.
3B . I n te n siv e In te rm e d ia te Fren ch :
B é c its d e V ie (Life S to rie s ).

This course develops French language skills
through reading, writing, and telling life sto­
ries. Literary and cultural texts, films and
mass-media from all parts of the Frenchspeaking world will be studied.
Each Fall semester. Mall.
In te n siv e A d v a n c e d Fren ch : N o u v e lle s
V oix F r a n ç a is e s (N ew 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
spoken French.
Each semester. Netter.
5 A . F re n c h C o n v e rs a tio n .

A half-credit conversation course concentrat­
ing on the development o f the students’ ability
to speak French.
Prerequisite: For students presently or pre­
viously in French 3B or the equivalent Place­
ment Test score.
Each semester. Andant.
12C. In tro d u ctio n à ia c u ltu r e f r a n ç a is e :
F ra n c e : “ Y e a r 2 0 0 0 .”

A close look at such issues as: the explosion
of the traditional nuclear family; the current
status o f women in French society, and their
accomplishments over the past decades; the
problems facing the new generations and the
elderly; the question o f immigration and the
new forms o f national identity; the conse­
quences o f the curent economic crises (home­
lessness, unemployment). Readings will in­
clude selections from the press, works of
fiction, data from the social sciences. Basic
texts: L a France: Qu’est ce que c ’est? by Alain
Kimmel and Le Nouveau Guide France by Guy
Michaud and Alain Kimmel. Various films
and videos will also be shown.
Prerequisite: French 4B, 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.
Fall semester 1993. Lane.

187

Modem Languages and Literatures

12L. Intro d uction à l ’e x p é r ie n c e
lit té r a ire .

35. T o p ic s in 19th and 2 0 th C e n tu ry
L ite ra tu re : Le “ R o m a n -M iro ir.”

Close reading o f various texts (prose fiction,
plays, poetry,) from and beyond the Hexagon
as an introduction to the central concepts and
modes o f literature.
Topics for 1993: The Other o f Literature. We
will examine literary scriptings o f 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.
Prerequisite: French 4B, a score o f 675 on the
College Entrance Examination, or 5 on the
AP Exam, or the equivalent with special per­
mission.
Primary distribution course.
Fall semester 1993. Moskos.
Spring semester 1994. Rice-Maximin.
(Topic to be announced.)

Departing from Stendhal’s definition o f the
novel as a 'mirror,’ a study of 20 th century
major novels in terms o f genre, écriture, and
representation o f personal and socio-cultural
reality.
Spring semester 1994. Lane.

20. E c h a n g e s .

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 1995. Netter
22. Le C in é m a f r a n ç a is .

An examination o f the evolution of style and
theme in French Cinema from 1930’s Realism
to the Nouvelle Vague.
Not offered 1993-94.
2 3 . 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 .

France is today a multi-ethnic society. The
immigrant presence (notably Islamic) has dras­
tically changed the traditional identity o f the
French nation. A new racist discourse finds a
scapegoat for socio-economic problems in a
"Barbarian invasion.” We will retrace the
historical roots o f this "m yth,” and examine
the status of various immigrant groups. Read­
ings will include fictional and non-fictional
sources. Films and videos will also be shown.
Fall semester 1993. Lane.
3 0 . T o p ic s in 17th and 18th C e n tu ry
L ite ra tu re .

An analysis o f a theme, literary movement, or
genre based on a representative selection of
texts from the early modern period.
Not offered 1993-94. Menke.

188

36. P o é s ie d ’é c r it u r e s f r a n ç a is e s .

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 of their respective
periods.
Flot offered 1993-94. Rice-Maximin.
4 0 . C r it ic a l 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 of major works of
fiction of the 16th, 17th, and 18th centuries
and theoretical texts based on them.
O ffered 1994-95. Menke.
6 0 . Le R om an du 19e S iè c le .

A study o f 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 1994. Moskos.
61. Odd C o u p lin g s: W ritin g and
R ea d in g A c r o s s G e n d e r L in e s.

A comparative study of texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
Not offered 1993-94. Moskos.
65.

B a u d e la ire and S y m b o lis m .

The main poets o f the most influential move­
ment of poetic expression from 1850 to 1918.
Selected texts from the works o f Baudelaire,
Rimbaud, Mallarmé, and Apollinaire.
Not offered 1993-94. Roza.
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 .

(See LIT 68F.)
Not offered 1993-94. Menke.

70. T h é â tre M o d e rn e .

78.

Major trends in 20th century drama from
Anouilh and Sartre to Ionesco and Beckett.
Not offered 1993-94. Roza.

(Cross-listed with Black Studies.)
Not offered 1993-94. Rice-Maximin.

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 LIT 70F.)
Spring semester 1994. 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 .

(See LIT 71F.)
Not offered 1993-94. 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 1995. Roza.
73F. F ra n c o -E u ro p e a n T h e a tre .

(See LIT 73F.)
Fall semester 1993. Roza.
76. F e m m e s é r iv a in s .

A study o f the literary, theoretical, and socio­
political implications o f texts written in
French by women from France, the Caribbean,
Africa, and Quebec. Material wil be drawn
from diverse historical periods and genres.
Not offered 1993-94. Menke, Rice-Maximin.
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 1993-94. Rice-Maximin.

T h é â tre d ’é c r it u r e s f r a n ç a is e s .

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 ch O th er’s E y e s.

This course will compare representations of
Africa in French texts with representations of
France in African texts. (See LIT 79F.)
Spring semester 1995. Menke.
91. S p e c ia l T o p ic s .

Study o f individual authors, selected themes,
or critical problems.
Topic for 1994: Aspects o f French Culture:
"T he Re-invention o f the Family (17941994).” An examination o f the progressive
establishment o f the modern nuclear family
as we know it today. Special attention will be
given to the evolution of gender roles, the
relationship between love and marriage, the
issue of sexual freedom and changing attitudes
towards children. Differences between rural
and urban family structures will be stressed
as well as the recent explosion o f old estab­
lished models into new non-conformist pat­
terns. Readings will include excerpts from
major works in the social sciences while liter­
ary works will be used as témoignages.
Spring semester 1994. Lane.
Topic for 1995: French Women Writers Before
the 20th Century.
Spring semester 1995. Menke.
9 2 . C o llo q u iu m .
9 3 . D ire c te d R ead in g .

SEMINARS
Preparation of topics for External Examina­
tions (Honors) may be done by appropriate
courses plus attachments only when seminars
are not available. Students preparing for Ex­
ternal Examinations should consult with the
Department on the suitability and availability
of attachments.
101. La R e n a is s a n c e .

Not offered 1993-94.
102. Le T h é â tre C la s s iq u e .

Reading o f the plays o f Corneille, Racine, and
Molière in the context o f a male gendered,

public, institutional space (Versailles, la
Comédie Française), and the female-gendered
private space of the salons and the novel.
(Cross-listed with Women’s Studies.)
Fall semester 1994. Menke.
104. S te n d h a l e t Fla u b e rt.

Not offered 1993-94. Moskos.
105. P ro u s t.

Style and vision in L a Recherche du Temps
perdu.
Fall semester 1993. Roza.

189

Modem Languages and Literatures

106. P o é s ie S y m b o lis te .

The theory and practice o f Symbolisme in its
major poets including Baudelaire, Mallarmé,
Rimbaud, and Apollinaire.
Not offered 1993-94. Roza.
107. Le R om an du 18e s iè c le : th e m e s
e t te c h n iq u e s .

Not offered 1993-94.
108. Le R om an du 2 0 e s iè c le .

Major innovations in form and theme, critical
theory and practice o f fiction, in the self­
reflexive novel from Gide and Proust to the
New Novel and beyond.
Not offered 1993-94. Roza.
109. 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 of 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 of gender and power.
Spring semester 1994. Moskos.
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 ictio n e t ré e l.

We will explore the relationships between
fiction, History, and the real as well as their
ideological implications, in a selection o f texts
from the French Antilles and Guyana and
from Haiti.
Not offered 1993-94. Rice-Maximin.

c o n te m p o ra in s : “ La Fête.

A study o f major private and public celebra­
tions in today’s France, with focus on their
structure, socio-cultural function, and current
evolution.
Spring semester 1995. Lane.
180. T h e s is .

German
German may be offered as a M ajor in Course
or as a Major or Minor in the External
Examination Program (Honors).
See the introductory departmental statement
for recommended supporting subjects.
Courses and seminars in literature are con­
ducted in German. Students are expected to
be sufficiently proficient in German to do
written and oral work in German. To this end
we strongly advise students to spend an aca­
demic semester in a German-speaking country
before their senior year.
Requirements for the Major in Course:
1 . completion o f a minimum o f eight credits
in courses numbered 4B and above;
2 . one o f the eight credits may be taken in
English from among the courses on German
literature listed in the College Bulletin under
Literature in Translation (e.g., LIT 73G ).
Alternatively, the student may count German
14, Introduction to German Studies, toward
the Major;

190

V

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 : R itu e ls f r a n ç a is

3. Seniors in Course are required to (a) do
German 91: Senior Topics; (b) write a Com­
prehensive Examination based on the stu­
dent’s course work and the "Reading List for
German Majors;” (c) submit an extended,
integrative paper (no less than 15 double­
spaced pages in length, exclusive of bibliogra­
phy) on a general literary topic agreed to by
the Section. This paper, due before the date
for the Comprehensive Examination, is com­
plemented by a discussion 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, p.
24.);
Requirements for M ajor or Minor in the
External Examination Program:
Majors: German 11 or 12 and one course
numbered 5 0 or above; a minimum o f three
seminars or the equivalent (See Seminars, p.
23f.);
Minors: German 11 or 12 and at least one
course numbered 50 or above.

1

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.)
1B-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
with intensive oral practice, writing, and read­
ings in expository and literary prose. See the
explanatory note on language courses above.
Normally followed by 4B, 11, or 12.
IB. Fall semester. Faber and Plaxton;
2B. Spring semester. Werlen and Plaxton;
3B. Fall semester. Rindisbacher and Plaxton.
4B. W ritin g and S p e a k in g
G erm an: D e u ts c h la n d heute.

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 to explore current issues such as guest
workers, women’s experience, right-wing
extremism, and the environment. Recom­
mended for students who plan to study in a
German speaking country.
Prerequisite: German 3B or the equivalent
Placement Test score. May be counted towards
the Major in German Literature and Culture
and the Concentration in German Studies.
Spring semester 1994. Faber and Dixon.
5A. G e rm a n C o n v e rs a tio n .

A half-credit conversation course concentrat­
ing on the development o f the students’ speak­
ing skills.
Prerequisite: German 4B in current or a pre­
vious semester or the equivalent Placement
Test score.
Spring semester 1994. Plaxton.
11. Intro d uction 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 o f selections from the second
half o f the 18th and the early part of the 19th
century. Authors include Lessing, Goethe,

Schiller, Kleist, the Romantics, and G. Büch­
ner.
Primary distribution course.
Fall semester 1993. Werlen.
12. Intro d uction 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 of literature.
Representative poetry, drama, and prose fic­
tion from the turn o f the century through the
twenties, including works by Schnitzler, Rilke,
R. Walser, Th. Mann, Kafka, and Brecht.
Prerequisite: German 3B, 4B, or equivalent
work.
Primary distribution course.
Spring semester 1994. Rindisbacher.
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 1993-94. Faber.
14. Intro d uction to G e rm a n S tu d ie s:
T h e H o lo c a u s t a n d G e rm a n C u ltu re .

Emphasizing development of students’ ability
to read non-literary texts, this course will
revolve around the phenomenon o f the Holo­
caust, working backward to discover possible
connections to German Romantic culture,
and forward to consider the continuing impact
of the Holocaust in contemporary German
society. Close readings of texts by writers such
as Freud, Schlegel, Jean Amery, and Nietzsche.
A core course in the German Studies Concen­
tration.
Fall semester 1993. Faber.
5 0 . D ie d e u ts c h e L y rik .

Readings in the major German poets.
Not offered 1993-94.
52.

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, Büch­
ner, Brecht, and Handke).
Not offered 1993-94.
60.

A u fk la e 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,

191

Modern Languages and Literatures

and the early Schiller.
Not offered 1993-94.

82. L ite ra tu r d e s z w a n z ig s te n
J a h r h u n d e r ts .

68.

Not offered 1993-94.

T h e 6 8 6 e n e r a tio n in G e rm a n y .

The course traces the historical, political,
cultural, and literary itinerary o f the first
generation bom in Germany after W W II and
coming to maturity in the late 60s and 70s.
Emphasis will be placed on such phenomena
as the Wirtschaftswunder, the APO, the stu­
dent movement, the Frankfurt School, and
Neue Subjektivität. The course will include
contemporary commentary, criticism, art,
film, and music. The main goal o f the course
is to give students a multifaceted account of
the intellectual and political issues and devel­
opments during the two decades from 19601980 and draw the history of the generation
now in power.
Fall semester 1993. Rindisbacher.
7 2 . L ite ra tu r d e s n e u n ze h n te n
J a h r h u n d e r ts .

Not offered 1993-94.
77.

L ite ra tu re o f D e c a d e n ce .

(See LIT 77G .)
Fall semester 1993. Werlen.

83G. K a fk a , M a n n , a n d D oblin.

(See LIT 8 3G .)
Not offered 1993-94. Avery.
91. S p e c ia l T o p ic s .

Study o f individual authors, selected themes,
or critical problems. The topic for Spring
1994 will be Real, Realistic and Realism: Anal­
ysis o f a Concept. Realism—not only in litera­
ture—is a concept notoriously loose in theory
and vague in practice. The course offers a
discussion and textual illustrations o f various
aspects o f realism in German literature in the
second half o f the nineteenth century. Au­
thors include Stifter, Freytag, Keller, Fontane,
Raabe, and Hauptmann. We will also address
issues such as popular literature (e.g., in the
writings o f Karl May), and the success of
women writers (e.g., M arlitt and CourtsMahler). In its theoretical aspects, the course
discusses issues o f representation and ideol­
ogy and provides an outlook on naturalism
and twentieth-century realism in its fascist
and socialist versions.
Spring semester 1994. Rindisbacher.

SEMINARS
Four German seminars are normally sched­
uled on a regular two-year cycle. Preparation
o f topics for External Examinations (Honors)
may be done by particular courses plus at­
tachments only when seminars are not avail­
able. Students preparing for External Exami­
nations should consult with the German
Section on the appropriateness and availabil­
ity o f such attachments.
NOTE: Students enrolling in a seminar are
expected to have done the equivalent o f at
least one course beyond the German 11-12
level.
104. G oeth e.

A study of Goethe’s major works in the con­
text of his life and times.
Fall semester 1993. Werlen.
105. D ie d e u ts c h e R om an tik.

Romanticism as the dominant movement in
German literature, thought, and the arts in the
first third o f the 19th century. Authors in­

192

clude Tieck, Novalis, Hölderlin, Kleist, Bren­
tano, Eichendorff, the early Büchner, and
Heine.
Spring semester 1995.
107. M o d e rn e P r o s a .

The development of German prose narrative
from the tum o f the century through the end
o f the 1920’s as reflected in works by Rilke,
Mann, Kafka, Musil, Hesse, Broch.
Fall semester 1994.
108. V e rg a n g e n h e its b e w ä ltig u n g und
N eu beg inn : D e u ts c h e L ite ra tu r
1950-1980.

The emergence o f distinctive works o f narra­
tive fiction, lyric poetry, and drama in Ger­
many, in Austria, and in Switzerland following
the defeat o f Germany under Nationalist So­
cialism. Emphasis on works by major au­
thors.
Spring semester 1994. Avery.

Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program. Pre­
requisites for both Course students and Hon­
ors candidates are: Russian 4B, 11,12, and 13,
or equivalent work.
Recommended supporting subjects: see the
introductory department statement.
Russian is the language of instruction in all
courses and seminars numbered 3B and above
(except Russian 13). Course majors are re­
quired to take Special Topics (Russian 91)
and are expected to take at least two seminars.
One inter-disciplinary or cross-departmental
course might be offered toward the Course
major requirements. The Comprehensive Ex­
amination is based on work completed in
courses and seminars numbered 1 1 and above.

COURSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.
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 o f 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 -26, 3R. In te n s iv 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, 11, and 12.
IB . Bradley and Katsenelinboigen;
2B. Bradley and Katsenelinboigen;
3B. Staff.
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. Krugovoy and
Katsenelinboigen.
6 A . R u s s ia n C o n v e rs a tio n .

A Yi credit conversation course which meets
once a week for 1 Y. hours. Students will read
journals and newspapers and see films as part
o f their preparation for conversation.
Prerequisite: 4B in current or a previous se­
mester or permission o f instructor.
Spring semester 1994. Katsenelinboigen.
11. Intro d uction to R u s s ia n L ite ra tu re .

Old Russian literature and its place within
European literature. 18th century: Classicism
and Sentimentalism. 19th century: Romanti­
cism and Golden Age of Russian poetry.
Pushkin, Lermontov, Gogol. Lectures and
discussions in Russian.
Primary distribution course.
Fail semester. Krugovoy.
12. Intro d uction to R u s s ia n L ite ra tu re .

19th and 20th century Russian literature to
1918, and its place within European literature.
Realism and literary tendencies in the first
two decades o f the 20th century. Turgenev,
Dostoevsky, Tolstoy, Chekhov, Bunin, Bely.
Silver Age of Russian poetry. Lectures and
discussions in Russian.
Primary distribution course.
Spring semester. Krugovoy.
13. T h e R u s s ia n N o vel.

Continuity and change in the development of
the novel in the 19th century and in the postrevolutionary period. Lectures and readings
in English. Russian majors will be required to
read a part o f the material in Russian.
No prerequisite.
Primary distribution course.
Not offered 1993-94. Bradley.
16. H is to r y o f th e R u s s ia n La n g u a g e.

An introductory course. A study o f the origin
o f the Russian language and its place among
the other modem Indo-European and Slavic
languages. The uses o f philology and linguis­

193

Modern Languages and Literatures

tics for the ideological and stylistic analysis of
literary texts.
Satisfies the linguistics requirement for
teacher certification.
Not offered 1993-94. Krugovoy.

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 1994. Bradley.
9 3 . D ire c te d R eading.

SEMINARS
101. T o ls to y .

106. R u s s ia n D ra m a

102. R u s s ia n S h o rt S to ry .

107. R u s s ia n L y r ic a l P o e try .

103. P u s h k in and L e rm o n to v .

108. M o d e rn R u s s ia n P o e try .

104. D o s to e v s k y .

109. C h e k h o v .

Fall semester. Krugovoy.

110. R ulg ak ov.

105. L ite ra tu re o f th e S o v ie t P e rio d .

Spring semester. Krugovoy.

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 of 8 credits
o f advanced work in courses numbered 4B
and above; (3 ) one o f these courses must be
I I or 13; (4 ) one o f 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.

COURSES
NOTE: Not all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consul­
tation with the Department.
1 B -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 o f the
language. Combines the study of grammar
with intensive oral practice, writing, and read­
ings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 4B, 11, or 13.

194

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.
6 A . 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 1 Vi 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 o f instructor.
Each semester. Friedman.
11.

In tro d u ctio n to S p a n is h L ite ra tu re .

A study o f representative fiction, poetry, and
drama o f the 19th and 20th centuries (works
by authors such as Espronceda, Zorrilla,
Bécquer, Pérez Galdós, Unamuno, Baroja,
Lorca, etc.). Discussions, papers.
Prerequisite: Spanish 4B, the equivalent, or
special permission.
Primary distribution course.
Fall semester. Metzidakis.

13. Intro d uction to S p a n is h A m e r ic a n
L itera tu re.

A selective study of major works o f fiction,
poetry, and essay of the 19th and 20th centu­
ries. Works by Echeverría, Gómez de Avel­
laneda, Martí, Darío, Mistral, Stom i, Reyes,
Neruda, Vallejo, Borges, Asturias, Rulfo, Bombal, Cortázar, García Márquez, Ferré, and
others. Discussions, papers.
Prerequisite: Spanish 4B, the equivalent, or
special permission.
Primary distribution course.
Spring semester. Camacho de Schmidt.
NOTE: Spanish 11 or 13, the equivalent, or
consent o f instructor is prerequisite for the
courses in literature that follow:
60.

La N o v e la E s p a ñ o la d e l s ig lo XIX.

A study o f realism and naturalism as reflected
in the prose fiction o f 19th century Spain.
Works by Alarcon, Valera, Pérez, Galdós,
Pardo Bazán, Clarín, Blasco Ibañez, and others.
68. F e d e ric o G a r c ía L o rc a .

An in-depth study o f the works (theatre,
poetry, essay) o f the most renowned Spanish
writer o f his generation. Several films and
videos regarding Lorca, his works, and the
society in which they were written will be
integrated in the organization of the course.
Fall semester 1994. Metzidakis.
74.

L ite ra tu ra E s p a ñ o la d e P o s g u e rra .

From dictatorship to democracy. Writers
studied may include Ayala, Cela, Delibes,
Matute, Marsé, Martín Gaite, D. Alonso, Bias
de Otero, Casona, and Buero Vallejo.
Spring semester 1994. Urraca.

Augusto Pinochet. Emphasis will be given to
the socio-historical context o f the period and
o f the novels and short stories to be read.
Authors will include both those who re­
mained in Chile after the coup in 1973 and
those who were forced into exile. Works by
Hermán Valdes, Poli Délano, José Leandro
Urbina, Isabel Allende, Pía Barros, Paulina
Matta, Elizabeth Subercaseaux, Diamela Eltit,
and Alberto Fuguet.
Spring semester 1995. Hassett.
85. N a rra 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.

A study of the fiction o f leading Hispanic
American writers with particular emphasis
upon the contributions of Mexican-Americans, Cuban-Americans, and Puerto RicanAmericans to this literature. Writers include
Anaya, Villasenor, Rivera, Cisneros, Castillo,
Hijuelos, García, and others.
Spring semester 1994. Hassett.
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.
4 0 . 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 Oro.
41. O b ra s m a e s t r a s d e ia Edad M e d ia
y d e l R e n a c im ie n to .
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 .
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 .

78. La N o v e la M e x ic a n a S o c ia l d el
S ig lo XX.

70. La G e n e ra c ió n d e l 98.

An examination o f the principal problems
confronting Mexican society from the end of
the "Porfiriato” through the revolutionary
and post-revolutionary periods as reflected in
the novels o f Azuela, Guzmán, Yáñez, Rulfo,
Fuentes, Poniatowska, Castellanos, and oth­
ers.
Fall semester 1993. Camacho de Schmidt.

71. L ite ra tu ra E s p a ñ o l a C o n te m o rá n e a .

80. La N a rr a tiv a C h ile n a D e s d e el G o lp e
M ilita r.

This course will explore the literary responses
o f Chilean intellectuals to the more than
sixteen years of military dictatorship under

72. La N o v e la E s p a ñ o la d e P o s g u e rra .
73. U nam uno: El h a m b re d e D io s.
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.
79.

El C u en to H is p a n o a m e ric a n o .

81. In ve 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 .

195

Modern Languages and Literatures

SEMINARS
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 o f Don Quijote. Also in­
cluded are selections from his shorter fiction
and theater.
Fall semester 1993. Metzidakis.
103. La G u e rra C iv il E sp a ñ o la .
104. La N a rr a tiv a d e M a r io
V a r g a s L lo s a .

196

105. La lite ra tu ra c o n te m p o rá n e a de
C u b a y P u e rto R ico .

In spite of a history o f colonial plundering and
foreign intervention, Cuba and Puerto Rico
continue to produce a powerful and distinct
literature. This seminar studies the unique
features o f folklore and popular culture, race
and gender constructs, emigration, revolution,
counterrevolution, and the struggle for selfdetermination in teKts by Guillen, Cabrera,
Lezama Lima, Sarduy, Cuza Male, Arenas,
Morejón, Robles, Corretjer, Burgos, Mar­
qués, Sánchez, Vega, Soto, and Ferré.
Fall semester 1994. Camacho de Schmidt.

Music and Dance

J A M E S FR EEM A N , Professor o f M usic1
GERALD LEVINSON, Professor o f Music3
SHARON E. FRIEDLER, Associate Professor o f Dance, Director o f the Dance Program and Chair
ANN K. M c N A M E E , Associate Professor o f Music
M ICH AEL M A R ISSEN , Assistant Professor of Music
T H O M A S W H ITM A N , Assistant Professor of Music
JOHN A LS TO N , Instructor o f Music12
KIM 0 . ARROW, Lecturer in Dance
SA LLY HESS, Lecturer in Dance
LA DEVA DAVIS, Associate in Performance (Dance)
DOROTHY K. FR EEM A N , Associate in Performance (Music)
M ICHAEL J O H N S , Associate in Performance (Music)
C. K E M A L N A N CE, Associate in Performance (Dance)
ARN E RUNNING, Associate in Performance (Music)
PAULA SEPIN U CK , Adjunct Associate in Performance (Dance)
JO N S H ER M A N , Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)

MUSIC
The study o f music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding o f music
as an artistic and intellectual achievement.
Theory courses train the student to work
with musical material, to understand modes
of organization in composition, and to evolve
methods of musical analysis. History courses
introduce students to methods o f studying
the development of 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, and chamber music coach­
ing 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 of perfor­
mances and symposia focused on specific
themes. The Department also assists instru­
mentalists or singers to finance the cost of
private instruction. Up to 16 half-credits may
be granted toward graduation.

1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.

Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 15, 16, or
17), four semester courses in history (includ­
ing Music 2 0 and either 21 or 22), meet the
basic piano requirement, pass four repertory
exams, and pass the comprehensive exam.
Majors are expected to participate in at least
one of the Department’s performing organiza­
tions.
Major in the External Examination (Honors)
Program: A student intending to major in the
Honors Program will fulfill the same prereq­
uisites as listed above, will pass four repertory
exams, will meet the basic piano requirement,
and will normally stand for four papers in
music. The Department strongly recommends
that one paper be a thesis or research project.
Any Theory/Composition course numbered
15 or higher, also all history courses, can be
used as the basis o f a paper when augmented
by a concurrent or subsequent attached unit
of additional research, or by directed reading,
or by a tutorial.

3 Absent on leave, 1993-94.

197

M u s ic and D a n c e

Minor in the External Examination (Honors)
Program: A student intending to minor in the
Honors Program will normally stand for two
papers in music. Two semester courses in
theory and one semester course in history are
prerequisite for a minor. A t least four semes­
ter courses in theory and two in history
should eventually be taken.

point where a student can effectively use the
piano as a tool for study, also to help students
meet the keyboard requirements outlined
above. It is open to any student enrolled in a
course numbered 11 or higher. No academic
credit is given for basic piano.

Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge of French
and German. A reading knowledge o f Latin is
also desirable for students planning to do
graduate work in musicology.

The Garrigues Music Awards: See p. 70.

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 of an easy late 18th or early
19th century sonata. In addition, they must
demonstrate skill in score reading and in
realizing figured basses. The Department rec­
ommends that majors take two semesters of
Music 42 to develop these skills.

The Anna May Courtney Award: See p. 70.

Special scholarships and awards in music
include:
The Boyd Barnard Music Awards: See p. 69.
The Fetter String Quartet Scholarships: See p. 28.
The Arthur Fennimore Award: See p. 70.
The Renee Gaddie Award: See p. 70.
Music 48 Special Awards: See p. 7 1.
Friends o f Music and Dance Summer Awards:
See p. 70.
The Boyd Barnard Prize: See p. 69.
The Peter Gram Swing Prize: See p. 72.
The Melvin B. Troy Prize: See p. 72.

The basic piano program: This program is de­
signed to develop keyboard proficiency to a

CREDIT FOR PERFORMANCE
NOTE: All performance courses are for half­
course credit per semester. A total of not
more than eight full credits (16 half-credit
courses) in Music and Dance may be counted
toward the degrees of Bachelor o f Arts and
Bachelor o f Science. No retroactive credit is
given for performance courses.
Individual Instruction (Music 48)
Music Majors and members o f the Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, and Orchestra may, if they
wish, take lessons for credit. Members of the
Chorus, Early Music Ensemble, and Gospel
Choir are eligible for voice lessons; members
of the Wind Ensemble, Early Music Ensem­
ble, Jazz Ensemble, and Orchestra are eligible
for lessons on their primary instrument. Stu­
dents who are not majoring in music and are
not in any o f the performing organizations
listed above may take lessons for credit if they
are concurrently enrolled in a History or

198

Theory/Composition course offered by the
Department. Pianists who are not Music Ma­
jors and who are not enrolled in a History or
Theory/Composition course offered by the
Department may qualify for Music 48 by
taking part in the Department’s Program for
Accompanists. The Department expects these
pianists to give at least three hours a week to
the Program.
Students who wish to take Music 48 (Individ­
ual Instruction) must register for the course
and submit an application to the department
at the beginning o f each semester. Forms are
available in the department office.
A student applying for Individual Instruction
should be at least at an intermediate level of
performance. The student will arrange to work
with a teacher o f her/his choice, subject to the
approval of the Department, which will then
supervise the course o f study and grade it on

I

I

I

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.
For students enrolled in lessons for credit
(Individual Instruction), one-third o f the cost
of ten lessons will be paid by the Department
to the teacher. Section leaders in the Chorus
and Orchestra and Majors receive subsidies
that cover two-thirds the cost o f ten lessons
through Music Department Grants. Addi­
tional scholarships such as the Barnard, Gar­
rigues, Fetter, Fennimore, Courtney, and Gaddie Scholarships may subsidize the entire cost
of private lessons with the teacher o f their
choice for the most musically advanced stu­
dents at the College.
All students enrolled in Music 48 are strongly
encouraged to perform in student chamber
music concerts and to try out for concertos
with the Orchestra and solos with the Chorus.
Orchestra, Chorus, W ind Ensenble,
Early Music Ensemble, Chamber Music,
and Keyboard Workshop
Students may take Performance Chorus
(Music 44 ), Performance Orchestra (Music
43), Performance Jazz Ensemble (Music 41),
Performance Wind 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
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.
Students taking Music 47 (Chamber Music)
for credit should submit to the Department at
the beginning of the semester a repertory of
works to be rehearsed, coached, and per­
formed during the semester. They should
include the names o f all students who have
agreed to work on the repertoire, the names
o f all coaches who have agreed to work with
them, and the proposed dates for performance
in a student chamber music concert.
A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach
at least every other week. All members o f the
group should be capable of working well both
independently and under the guidance o f a
coach, also capable o f giving a performance of
high quality. It is not necessary for every
person in the group to be taking Music 47 for
credit, but the Department assumes that those
taking the course for credit will assume re­
sponsibility for the group, making sure that
the full group is present for regular rehearsals
and coaching sessions.
Students taking the Keyboard Workshop
(Music 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. In tro d u ctio n to M u s ic .

2. In tro d u ctio n 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 nonWestem repertories, the course focusses pri­
marily on the art musics of Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
Spring semester. Marissen.

An introduction to musical fundamentals
(reading notation and developing aural per­
ception o f pitch, rhythm, structure, and har­
mony). The course assumes no prior training
in music.
Open to all students without prerequisite.
Fall semester. McNamee.
3. J a z z H is to ry .

This course traces the development of jazz
from its roots in West Africa to the free styles

199

M u s ic and D a n ce

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 aurally.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1993-94.
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.
Not offered 1993-94.
8.

T h e M u s ic o f A s ia and A fr ic a .

An introduction to selected musical traditions
from the vast diversity o f 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.
Not offered 1993-94.

THEORY AND COMPOSITION
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 of 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 of traditional nota­
tion, major/minor scales, ability to play or
sing at sight simple lines in treble and bass
clef.
One section o f Music 40A per week is re­
quired.
Fall semester. Whitman.
12. H a rm o n y and 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 o f Music 40B per week is re­
quired.
Spring semester. Whitman.
13. H a rm o n y and C o u n te rp o in t 3.

Continued work with tonal harmony and
counterpoint at an intermediate level. Detailed
study of selected works with assignments
derived from these works, as well as original
compositions.
Prerequisite: Music 12 (or the equivalent).
Fall semester. McNamee.

14. H a rm o n y and C o u n te rp o in t 4.

Advanced work with chromatic harmony.
Prerequisite: Music 13.
Spring semester. McNamee.
15. H a rm o n y and C o u n te rp o in t 5.

Detailed study of a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 14.
Fall semester. McNamee.
18.

S c h e n k e r.

An introduction to Schenkerian analysis. An
extension o f traditional analytical techniques,
incorporating Schenker’s principles o f voice
leading, counterpoint, and harmony.
Prerequisite: Music 14.
Not offered 1993-94.
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.
Not offered 1993-94.
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.
Fall semester. Alston.
19. C o m p o s itio n .

Fall and spring semesters. Whitman.

1

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 .

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.
I

21. B a ro q u e and C la s s ic a l M u s ic .

■

A survey o f European art music from the
sixteenth-century Italian madrigal to Beeth­
oven’s Eroica symphony. Relevant extra-mu­
sical contexts will be considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1993-94.

■

j

3 2 . H is to r y o f th e S trin g Q u a r te t

A history o f the string quartet from its origins
to its development into one of the genres of
Western classical music. The course will focus
on the quartets of Haydn, Mozart, and Beeth­
oven.
Prerequisite: a knowledge o f traditional nota­
tion.
Spring semester. Marissen.
3 3 . L ie d e r.

The development o f the "Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.
Prerequisite: a knowledge o f traditional nota­
tion.
Spring semester. J. Freeman.

A study, through performance and analysis, of
various solutions by various composers to the
problems of relating text and music. Students
should be moderately proficient either as sin­
gers or as pianists. A knowledge of German is
desirable.
Not offered 1993-94.

23. T w e n tie th - C e n tu ry M u s ic .

34. J .S . B a ch .

A study o f the various stylistic directions in
music o f the 20th Century. Representative
works by composers from Debussy, Stravinsky, 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 1993-94.

Study of 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 o f ways Bach’s music interprets, not
merely expresses, his texts.
Prerequisite: a knowledge o f traditional nota­
tion.
Fall semester. Marissen.

22. N in e te e n th -C e n tu ry M u s ic .

1
■

scenes, but it is open as well to students with
no particular performance skills.
Prerequisite: a knowledge o f traditional nota­
tion.
Primary distribution course.
Spring semester. J. Freeman.

24. A r m s tr o n g , P a r k e r , and C o ltra n e .

35. La te R o m a n tic is m in G e rm a n y
and A u s tria .

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
historical impact o f the music in shaping their
respective eras, are considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1993-94.

A study o f 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 1993-94.

31. O p era.

36. M u s ic S in c e 1945.

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

A study o f contemporary concert music, in­
cluding such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski,
Ligeti. Electronic music, collage, chance and

201

M u s ic and D a n c e

1
improvisation, and minimalism will also be
examined, as well as the current trends toward
Neo-Romanticism and stylistic pluralism.
Not offered 1993-94.
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 o f the composers.
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1993-94.
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.

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 1993-94.
39. M u s ic a n d D ance: C r it ic is m and
R e v ie w in g .

This course, to be administered by the de­
partment and taught by guest lecturers who
are prominent in the field o f 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 o f relating perfor-

mance to the written word.
Not offered 1993-94.
6 0 . P r o je c t s in P e rfo rm a n c e .

A study o f chamber repertoire. Performance
practice and problems in music o f various
styles will be examined in terms o f analysis,
research, and rehearsal. Ability to perform
instrumentally or vocally is required.
Not offered 1993-94.
61. J a z z I m p ro v isa tio n .

A systematic approach that develops the ability 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 formulae. Daily practice is expected.
Maximum enrollment: 2 sections, 2 0 students
each.
Prerequisite: proficiency on a musical instru­
ment.
Not offered 1993-94.

4 0 A . E le m e n ts o f M u s ic ia n s h ip I.

Sight-singing, rhythmic and melodic dicta­
tion.
Required for all Music 11 students without
credit. Also open to other students for half­
credit.
Fail semester. McNamee.
40R. E le m e n ts o f M u s ic ia n s h ip II.

Prerequisite: Music 40A .
Required for all Music 12 students.
Spring semester. McNamee.

202

A

9 2 . Ind e p end ent S tu d y.
9 3 . D ire c te d R ead in g .
9 5 . T u to ria l.

Special work in composition, theory, or his­
tory.
One or two credits.

i

9 6 . S e n io r T h e s is .

One or two credits.

PERFORMANCE (MUSIC)
NOTE: All performance courses are for half­
course credit per semester. See p. 198 for
general provisions governing work in perfor­
mance for credit toward graduation.

1

1
41. P e r fo rm a n c e ( J a z z En sem b le).

Fall semester. Alston.
4 2 . F ig u re d R a s s a n d S c o r e R ead in g .

Both semesters. Gatens.
4 3 . P e r fo rm a n c e (C h oru s).

Both semesters. Alston.
44. P e r fo rm a n c e (O rc h e stra ).

Both semesters. Alston, Running.
4 5 . P e r fo rm a n c e (E a rly M u s ic
E n se m b le ).

Both semesters. Marissen.
46. 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 ) .

49.

(See guidelines for this course on page 188.)
Both semesters. D. Freeman and J. Freeman.

Developing and refining skills in accompanying and sight-reading through work with the
chamber, song, and four-hand repertoire.
Not offered 1993-94.

48. P e r fo rm a n c e (Individual
Instruction).

K e y b o a rd W o rk sh o p .

(See the guidelines for this course on page 187.)
Both semesters.

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.
Some examples are: English, history, linguis­
tics, 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 o f 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.
Special majors are urged to supplement their
study with appropriate courses in anatomy,
art, Asian studies, black studies, history,
music, sociology/anthropology, theatre, reli­
gion, women’s studies, and other related dis­
ciplines.
Required Courses
The core program o f 6 credits includes the
following courses:
2 in composition/improvisation (Dance 12
and Dance 15 [Vi cr,]),

2 in history/theory (one from Dance 21-24,
and one from 3 6 -3 9 ),
2 in performance technique (Dance 5 0 [Vi cr.)
and one other technique at the 50 level [Vi cr.]),
1 senior project and/or thesis (Dance 9 4 ,9 5 ,
or 96).
Performance Dance: Technique
In a typical semester over twenty hours of
dance technique classes are offered on graded
levels presenting a variety o f movement styles.
Technique courses, numbered 40 through 48,
5 0 through 52, 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 of Bachelor o f Arts and
Bachelor o f Science. No retroactive credit is
given for performance classes. All interested
dancers are encouraged to audition for student
and faculty works. These auditions take place
several times each semester; dates are an­
nounced in classes and in the Weekly News.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series o f perfor­
mances and symposia focused on specific
themes.
Scholarships for summer study in dance are
available through funds provided by The
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and The Melvin B.
Troy Award for Composition are also awarded
annually by the Department.

203

M u s ic and D a n c e

1. In tro d u ctio n to D a n ce.

13. D a n ce C o m p o sitio n : T u to ria l.

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 1993-94. Friedler.

Designed as a tutorial for students who have
previously taken Dance 11 and 12, or the
equivalent. Choreography o f a final piece for
public performance is required. Weekly meet­
ings with the instructor and directed readings,
video and concert viewings, and a journal will
be required. A course in dance technique
must be taken concurrently. One half credit.
O ffered every semester. Arrow, Friedler, Hess.

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 of 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 1993. Friedler.
11. D a n ce 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 o f dance movement, invention, and
movement themes, to the end of developing an
understanding of various choreographic struc­
tures. Considerable reading, video and live
concert viewing, movement studies, journals,
and a final piece for public performance are
required. A course in dance technique must
be taken concurrently. One credit.
Spring semester 1994. Friedler.
12. D a n c e 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 are required. A course in dance
technique must be taken concurrently. Stu­
dents must have previously taken Dance 11 or
its equivalent. One credit.
Fall semester 1993. Hess.

204

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 o f 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.
Spring semester 1994. Staff.

1

1

1

15. 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 o f 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 o f ensemble. A
journal is required, and a course in dance
technique must be taken concurrently. Three
hours per week. One half credit.
Fall semester 1993. Hess.

]

]

16. R h y th m ic A n a ly s is / D r u m m in g .

A theoretical and practical analysis of rhyth­
mic structure and its direct application to
dance composition, improvisation, accompa­
niment, and the teaching of dance technique.
Additional emphasis will place the investiga­
tion o f Afro-Cuban rhythms within their
cultural and historical context. Open to all
students. Three hours per week. One credit.
Spring semester 1994. Arrow.
21.

H is to r y o f D a nce: A f r ic a and A s ia .

A study o f the scope o f dance in various
societies. Particular attention is given to the

if

J

use of dance as an instrument o f ritual, enter­
tainment, social interaction, and education.
Emphasis on a cross-cultural analysis o f those
| uses.
I Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. One credit.
Not offered 1993-94.
22. H is to ry 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.

0
J

H
M

A study of social and theatrical dance forms
in the context o f various societies from the
Renaissance through the nineteenth century.
Influential choreographers, dancers, and the­
orists representative o f the periods will be
discussed.
Prerequisite: Dance 1 or 2; Dance 21 strongly
recommended. Two lectures and one hour
video viewing per week. One credit.
Not offered 1993-94.
23. T w e n tie th C e n tu ry D a nce.

A study o f social and theatrical dance forms
in the context o f Western societies with an
emphasis on America. Influential choreog­
raphers, dancers, and theorists will be dis­
cussed.
Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Spring semester 1994. Staff.
1

11

1

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 o f a variety o f dance forms in their historical/cultural
context.
Prerequisite: Dance 1, 2, or permission o f the
instructors.
Three hours per week. One credit.
Not offered 1993-94. Friedler and Murphy.
36.

1

D a n ce and 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. Open to all
students without prerequisite. One credit.
Not offered 1993-94. Friedler.

3 7 . 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 of dance performance. Emphasis will
be placed on political interpolation and rami­
fications o f the act of public performance.
Topics o f discussion will include the "politi­
cally correct” paradox, censorship in govern­
ment funding, and various historical perspec­
tives. Open to all students without pre­
requisite. One credit.
Fall semester 1993. Arrow.
38. W om en C o m p o s e r s and
C h o re o g rap 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 1993-94.
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, to be administered by the de­
partment and taught by guest lecturers who
are prominent in the field o f 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 o f relating perfor­
mance to the written word.
Not offered 1993-94.
NOTE: A ll dance technique courses meet for
two 1Vt hour meetings per week. Technique
courses, numbered 4 0 through 4 8 ,5 0 through
52, and 6 0 through 62, may be taken to fulfill
physical education requirements or may be
taken for academic credit. When 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.
40. P e r fo rm a n c e D a nce: M o d e rn I.

An introduction to basic principles o f dance
movement: body alignment, coordination,
strength and flexibility, basic locomotion. No

205

M u s ic and D a n ce

previous dance experience necessary.
Fall 1993. Stein. Spring 1994. Staff.
41. P e r fo rm a n c e D a nce: B 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.
Sherman.
42. P e r fo rm a n c e D a nce: 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.
Staff.
43. P e r fo rm a n c e D a nce: A f r ic a n D a nce.

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 1993. Arrow.
Spring 1994. Staff.
5 0 . P e r fo rm a n c e D a nce: M o d e rn II.

An elaboration and extension o f the principles
addressed in M odem I. For students who
have taken Modem I or the equivalent.
Fall 1993. Hess, Friedler. Spring 1994. Staff.
51. P e r fo rm a n c e D ance: B a lle t II.

An elaboration and extension of the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
Sherman.

An introduction to the classic dances of west­
ern and southern Africa. Analysis, study, and
performance o f Umfandalai technique in Af­
rican dance.
Nance.

5 2 . P e r fo rm a n c e D ance: J a z z II.

1

An elaboration and extension of the principles
addressed in Jazz I. For students who have
taken Jazz I or its equivalent.
Staff.

J

4 4 . P e r fo rm a n c e D ance: Tap.

6 0 . P e r fo rm a n c e D ance: M o d e rn III.

This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and "hoofln” will
be explored.
Davis.

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 1993. Arrow. Spring 1994. Staff.

45. P e r fo rm a n c e D ance: H a th a Yoga.

61. P e r fo rm a n c e D ance: B a lle t III.

Open to all students, the course will focus on
experience/understanding o f a variety of asana
(physical postures) from standing poses to
deep relaxation. Its aim is to provide the
student with a basis for an ongoing personal
practice. Some required reading and, if taken
for credit, a short paper.
Hess.

Continued practice ih technical movement
skills in the ballet idiom; including approaches
to various styles. Placement by audition or
permission o f the instructor.
Staff.

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 o f 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.
Staff.
4 9 . P e r fo rm a n c e D ance: R e p e rto ry .

The study o f repertory, basics o f production,
and performance. Students are required to
perform in at least one scheduled dance con­
cert during the semester. Placement by audi­

206

I

62. P e r fo rm a n c e D ance: J a z z III.

Continued practice in technical movement
skills in the jazz idiom; including approaches
to various styles. Placement by audition or
permission o f the instructor.
Staff.

|

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 ang e.

An experiential course exploring how the arts
can impact and reflect on issues of community,
service, education, and social/political
change. The course includes several aspects:
readings and discussions on the meaning of
community, service, art, and educational policy and methodology; personal reflections;
classes led by guest activists and artists dis­
cussing their work with a variety o f commu­

I

nities and from a wide range o f approaches.
Three on site visits to community arts organi­
zations in the area, a short internship with an
approved organization, group practice ses­
sions, and three papers are also required.
Open to all students with prior permission of
the instructor. Limited enrollment. One credit.
Spring 1994. Sepinuck.
92. Independ ent S tud 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.
Offered every semester. Staff.
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 ro je c t.

Intended for seniors pursuing the special
major, this project is designed by the student
in consultation with a dance faculty advisor.
The major part of the semester is spent con­
ducting independent rehearsals in conjunction
with weekly meetings under an advisor’s su­
pervision; the project culminates in a public
presentation and the student’s written docu­
mentation of the process and the result. An
oral response to the performance o f the docu­
mentation follows in which the student, the
advisor, and several other members of the
faculty participate. Proposals for such projects
must be submitted to the dance faculty for
approval during the semester preceding en­
rollment. 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, the thesis is designed by the student in
consultation with a dance faculty advisor.
The major part o f the semester is spent con­
ducting independent research in conjunction
with weekly tutorial meetings under an advi­
sor’s supervision. The final paper is read by a
committee o f faculty who then meet with the
student for evaluation of its contents. Propos­
als for a thesis must be submitted to the dance
faculty for approval during the semester pre­
ceding enrollment. One or two credits.
Offered every semester. Staff.

207

Peace and Conflict Studies

Convenor:

J.W . FROST (Friends Historical Library)

Committee: W en d y L C h m ie le W S k i (Peace Collection)
R ay m on d F. H o p k in s (Political Science)
Hush M. L acey (Philosophy)
M a r jo rie M u rp h y (History)

The program on Peace and Conflict Studies at
Swarthmore College is designed to teach stu­
dents to understand the causes, practices, and
consequences o f collective violence (war),
terrorism, and peaceful or non-violent meth­
ods of conflict management and resolution.
The curriculum offers instruction in the fol­
lowing areas: ( 1 ) alternatives to fighting as a
way o f settling disputes: conflict resolution,
rituals, non-violence, mediation, peace-keep­
ing forces, private peace fostering organi­
zations (NGOs), arms control, economic
sanctions, international law, international
organizations; (2 ) 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 o f war: civilian and military
objectives, strategy and tactics, draft and con­
scientious objectors, deterrence theory, lowintensity conflict, psychology o f battle, pris­
oners o f war, neutral rights, the experience of
war by soldiers and civilians, conventional,
nuclear, and guerilla wars, how to end a war,
and effects of winning/losing a war on 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 man­
agement organization such as the United Na­
tions or Suburban Dispute Settlement. An
internship is highly recommended. Normally
field work or internship will not be for college
credit, but for special projects—to be worked
out with an instructor and approved by the
Peace Studies Committee in advance—stu­
dents can earn up to one credit.
Students intending a Peace and Conflict Stud­
ies concentration should submit a plan of
study to the coordinator o f the program dur­
ing the spring o f the sophomore year, after
consultation with faculty members who teach
in the program. The plan will outline the
student’s program o f study and the nature of
the final project. Applications will then be
reviewed by the committee.
The Concentration in Peace and Conflict
Studies is not a major. It may be taken
together with a course or external examination
in any field. Each concentration must include
a minimum o f six credits o f Peace and Conflict
Studies courses, o f which four must be outside
the student’s major. The Introduction to Peace
Studies is required and should be taken not
later than the junior year. A thesis or final
exercise is required. The final project must be
interdisciplinary, but can be integrated into a
thesis or other project done for the student’s
major department. For seminar students, the
external examination or the thesis can serve
as the final exercise. These courses, either
currently listed in the College catalogue or
planned, will constitute the foundation for a
Peace and Conflict Studies Concentration.
Certain courses offered at Haverford and
Bryn Mawr as noted below can be included in
the Concentration.

PEACE STUDIES
15. In tro d u ctio n to P e o c e S tu d ie s .

The course begins with an examination o f

208

perspectives on the causes o f war in many
disciplines, then considers various govern-

1

I
I
■
I
I
I
I
■
■
■
I
1

mental and private organizations and methods
supposed to alleviate the causes o f war. Topics
to be discussed include the United Nations,
international law, arms control, disarmament,
and the work of private groups. Students will
be expected to write term papers using the
archives and manuscripts in the Swarthmore
College Peace Collection.
Prerequisite: courses in history or political
science dealing with foreign policy and/or
courses in religion or philosophy discussing
the ethics o f war.
This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course. It may not be normally
used to fulfill any department’s major require­
ments.
Spring semester. Frost.
H is to ry 40. R e lig io n 2 5 . P e a c e
M o v e m e n t in th e U n ite d S ta te s .

An examination o f the organized peace move­
ment in the United States from founding of
the first peace group to the present multitude
of peace organizations.
This course does not count for either History
or Religion major.
Not offered 1993-94. Chmielewski.
H is to ry 4 9 . R a c e a n d F o re ig n A ff a ir s .

I
I
I

A history o f U .S. foreign affairs with attention
paid to the origins o f racialism and the impact
of expansionism on various ethnic and racial
I groups. Topics include the myths of Indian
I atrocities in the War o f 1812; Manifest DesI tiny and expansion, 1840; the war with MexiI co, 1846; the war with Spain, 1898; intervenI tion in Mexico, 1916; the significance of
I Central America in commerce; racialism and
I Japan in World War II; and interventions in
I Korea and Vietnam in the post-war era.
I Fall semester. Murphy.
I
I
I

P h ilo s o p h y 5 8 . P e a c e S tu d ie s 50.
N o n -V io le n c e a n d V io le n c e in
Latin A m e r ic a .

I
I
I
I
1
I
I
I
I

The course will study: a) the theory, practice,
philosophical foundations, and historical background o f recent developments in non-violent
action and methods in a number of Latin
American countries; b ) recent investigations
of the variety o f forms o f violence that currently are o f significance throughout Latin
America. Special attention will be given to the
conceptions o f the human person, justice, and

violence implicit in these works, and to related
epistemological issues.
Spring semester. Lacey.
70. R e s e a rc h In te rn sh ip / F ie ld W ork.
9 0 . T h e s is .
H is to r y 134. A m e r ic a n D ip lo m a tic
H is to ry .
P o litic a l S c ie n c e 4. Inte rn a tio na l
P o litic s .
P o litic a l S c ie n c e 4 5 . D e fe n s e P o lic y .
P o litic a l S c ie n c e 110. A m e r ic a n
F o re ig n P o lic y .
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.
R e lig io n 6. W a r and P e a c e .
S o c io lo g y / A n th ro p o lo g y 6 3 . P o w e r,
A u th o rity and C o n f lic t
P h ilo s o p h y 10. C o n te m p o ra ry M o r a l
Issues.

Bryn Maun College and
Haverford College:
Fall semester:
P o litic a l S c ie n c e 2 3 7 . La tin A m e r ic a :
P o lit ic s o f R e g im e T ra n s fo rm a tio n .

Isaacs.
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 . In te rn a tio n a 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 247. M a n a g in g
C o n f lic t F ro m th e I n te rp e rs o n a l to th e
In te rn a tio n a l. Rothman.
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 In te rn a tio n a l R e la tio n s:
T u rb u le n c e in W o rld P o litic 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 ra tiv e P o litic s :
C le a v a g e M a n a g e m e n t T h e o r y and
P r a c t ic e in A s ia a n d A fr ic a .
P o litic a l S c ie n c e 3 9 8 . I n tra n sig e n t
C o n f lic t Ross.

Spring semester:
A n t h ro p o lo g y 2 8 0 . W a r a n d C u ltu ra l
D iffe re n c e . Des Chene.

209

P e a c e and C o n flic t S tu d ie s

P o litic a l S c ie n c e 206. 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 2 3 4 . N a tio n a lis m in
E u ro p e. Bendix.
P o litic a l S c ie n c e 316. E th n ic G rou p
P o litic s . Ross.

210

P o litic a l S c ie n c e 3 4 6 . T o p ic s in
Inte rn a tio na l P o litic s : T h e M id d le E a st
and N o rth A f r ic a . Mortimer.
S o c io lo g y / A n th ro p o lo g y 2 8 0 . Eth n ic
C o n flic t. Hart.

Philosophy

[

HUGH M . LACEY, Professor

I

H A N S OBERDIEK, Professor and Chair

I

CH AR LES RAFF, ProfessorI3
RICHARD SCHULDENFREI, Professor
MELVIN WOODY, Visiting Professor4
RICHARD ELDRIDGE, Associate Professor3
JOHN HAW THORN, Visiting Assistant Professor
TAMSIN LORRAINE, Assistant Professor
GRACE LEDBETTER, Instructor3
DARRELL MOORE, Visiting Instructor

1
I

DAVID PITT, Visiting Instructor4
JO SH U A W ELSH, Visiting Instructor5

Philosophy addresses fundamental issues,
views that tend to be presupposed in the
activity o f other disciplines and in daily life:
the nature o f knowledge, meaning, reasoning,
morality, the character o f the world, God,

freedom, human nature, and history. The
study o f philosophy thus impinges on issues
o f significance for everyone who wishes to live
and act in a reflective and critical manner.

COURSE OFFERINGS AND PREREQUISITES
I
I
I
I
I
I

The Philosophy Department offers several
kinds o f courses, all designed to engage students in philosophical practice. First, there
are courses and seminars to introduce students 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 PhilosI ophy). Second, there are courses and seminars
I which systematically present arguments and
I 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 o f Science,
Philosophy o f Language, Philosophy o f Law,
I Philosophy o f the Social Sciences, Philosophy
I of Psychology, Philosophy of Mathematics,
I and Philosophy o f Religion. Fourth, from
I time to time, courses are offered on philoI sophical aspects o f contemporary public

3 Absent on leave, 1993-94.
4 Fall semester, 1993.

issues: Values and Ethics in Science and Tech­
nology, Catholic Social and Political Thought.
Courses and seminars in the third and fourth
categories are frequently offered in collabora­
tion with instructors from other relevant de­
partments; several of these courses are crosslisted in other departments.
The Department of Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Pro­
gram.
Students majoring in philosophy must com­
plete at least one course or seminar in ( 1 )
Logic and (2 ) Ancient or Modern Philosophy
and earn a total 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.

5 Spring semester, 1994.

211

P h ilo s o p h y

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.

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 o f these ques­
tions to introduce a range o f 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 o f 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.
Not offered 1993-94. Eldridge.
8. Ind ivid u al and S o c ie ty .

This course will be organized around the
examination o f political philosophies as views
o f how the individual and the society should
be related.
Not offered 1993-94. Schuldenfrei.
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 o f the nature o f science
through investigation o f the early history of
physics, as well as the study o f selected con­

212

temporary writers. What are scientific theo­
ries? Has their character changed in the course
o f history? How are theories evaluated? What
is the nature of scientific evidence and infer­
ence? Is science value-free? Are there social
influences not only upon the development of
science, but also upon the assessment o f 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.

1

1

10. C o n te m p o ra ry M o r a l Is s u e s .

Careful consideration will be given to concrete
moral issues, especially as they arise out of
technological innovations.
Not offered 1993-94.
11. M o r a l P h ilo s o p h y .

See Philosophy 101.
Spring semester. Oberdiek.
12. L o g ic .

I

An introduction to the principles o f deductive
logic with equal emphasis on the syntactic and
semantic aspects o f logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.
Fall semester. Hawthorn.

|

13. M o d e rn P h ilo s o p h y .

17 th- and 18th-century sources o f Modernity
in philosophical problems of knowledge, free­
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Welsh.
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 and M o d e rn ity .

By considering philosophical (especially po­
litical and ethical) aspects of the confrontation
between Judaism and Modernity, this course
will attempt to deepen understanding o f both
Judaism and Modernity, and to shed some

light on the conflict between other traditional
cultures and modernity.
Spring semester. Schuldenfrei.

authenticity, and the relationship o f mind and
body.
Spring semester. Lorraine.

16. P h ilo s o p h y o f R elig ion .

40.

See Religion 14.

See Linguistics 40.
Fall semester. Brennan.

17. A e s th e tic s .

Not offered 1993-94.
18. P h ilo s o p h y o f th e S o c ia l S c ie n c e s .

See 89. Colloquium: Philosophy o f Social
Sciences.
Not offered 1993-9421.

S o c ia l and P o litic a l P h ilo s o p h y .

See Philosophy 121.
Fall semester. Schuldenfrei.
23. C o n te m p o ra ry P h ilo s o p h y .

Classical texts by 20th-century authors frame
one current philosophical issue and illustrate
the Revolt Against Idealism (Frege, Moore,
Russell), Logical Positivism (Carnap, Schlick,
Qjiine), Ordinary Language Philosophy (Aus­
tin, Ryle), and the philosophy o f the later
Wittgenstein (Kripke, Clarke).
Not offered 1993-94.
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.
Not offered 1993-94.
26.

L a n g u a g e and M e a n in g .

Behaviorist theories o f meaning, cognitivist
theories of meaning, and conceptions o f lan­
guage as a social practice will be surveyed and
criticized.
Not offered 1993-94.
33. P h ilo s o p h y a n d T e c h n o lo g y .

Technology not only affects how we think and
live, but is itself a product of human thought
and activity, of the acquisition and use of
scientific knowledge. It therefore intersects
with, and has an impact on, many areas of
traditional philosophical concern.
Not offered 1993-94.
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 of contemporary European philoso­
phy including the self, responsibility and

S e m a n tic s .

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.

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 1993-94.
55.

P h ilo s o p h y o f La w .

A study o f concepts o f law, including exami­
nation o f the relationships between legal sys­
tems and other social and political institu­
tions. Such issues as the proper relationship
between law and morality, civil disobedience,
legal enforcement o f morality, and justifica­
tion o f punishment are considered. Readings
in both historical and contemporary sources.
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

The course will study: a) the theory, practice,
philosophical foundations, and historical back­
ground o f recent developments in non-violent
action and methods in a number o f Latin
American countries; b) recent investigations
o f the variety o f forms of violence that cur­
rently are o f significance throughout Latin
America. Special attention will be given to the
conceptions o f the human person, justice, and
violence implicit in these works, and to related
epistemological issues. Cross-listed as Peace
Studies 50.
Spring semester. Lacey.
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.
Not offered 1993-94.
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.

213

P h ilo s o p h y

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.

8 9 . 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 1993-94.
9 3 . D ire c te d R ead in g .

Each semester. Staff.
9 6 . T h e s is .

Fall semester. Staff.
9 7 . S e n io r C o n fe re n c e .

Fall semester. Lacey.

-------------------------------------------- 1
SEMINARS
101. M o r a l P h ilo s o p h y .

111.

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 o f moral
theory.
Spring semester. Oberdiek.

See Religion Department Preparation by course
and attachment.

102. A n c ie n t P h ilo s o p h y .

A study of the major representatives o f Greek
philosophy from the Presocratics to Hellenis­
tic philosophy, with the emphasis on the
works o f Plato and Aristotle as they shaped
subsequent Western culture. The discussion
will focus especially on the development of
ethics, psyuchology, theory o f knowledge,
and the emergence o f science.
Fall semester. Woody.
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. Welsh.
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 1993-94.
106.

A e s th e tic s .

O n the nature o f art and its roles in human
life, considering problems o f interpretation
and evaluation and some specific medium of
art.
Not offered 1993-94.

214

P h ilo s o p h y o f R elig ion .

113. T h e o r y o f K n o w le d g e .

Traditional and current theories of knowledge
and their alternatives. Topics include selfdeception, dreaming, perception, and theorizing.
Not offered 1993-94.

j

j

114. N in e te e n th -C e n tu ry P h ilo s o p h y .

Not offered 1993-94.
116. La n g u a g e a n d M e a n in g .

Behaviorist theories o f meaning, cognitivist
theories o f meaning, and conception o f language as a social practice will be surveyed and
criticized.
Fall semester. Pitt.

I
1

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 1993-94.

|
:

118. P h ilo s o p h y o f P s y c h o lo g y .

The seminar will address issues such as: the
nature and motivation o f scientific psychol­
ogy, problems o f intentionality, current philo­
sophical controversies about cognitive science,
the computer as a model o f the mind, the role
o f values in psychological research.
Fall semester. Lacey.

1

119.

P h ilo s o p h y o f S c ie n c e .

Selected issues, e.g., the nature o f scientific
explanation and evidence, the relationship
between theory and observation, the rational'
ity of science, the alleged value-freedom of
science.
Not offered 1993-94.
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 o f whether modern
thought can or should provide a philosophical
basis for political and social theorizing and, if
not, what such theorizing might look like in
the absence o f a philosophical basis.
Fall semester. Schuldenfrei.
122. P h ilo s o p h y o f La w .

Not offered 1993-94.
123. L ib e r a lis m and C u ltu ra l S tu d ie s .

The seminar will examine the impact o f the
work of cultural theorists on the political
theory o f liberalism exemplified in the writ­
ings o f John Rawls and Ronald Dworkin.
Questions o f authority (who speaks with
authority?; how is authority reconfigured with
the 'addition’ o f new voices from previously
marginalized communities?), 'community,’
and freedom will be discussed. Texts by Mi­
chel Foucault, Nancy Fraser, Stuart Hall,
Lucious Outlaw, Andrew Ross, Amartya Sen,
and Iris Young will be considered.
Spring semester. Moore.

139. P h e n o m e n o lo g y , E x is te n tia lis m ,
a n d 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
capacity for moral vision? In this course we
will examine the themes of alienation, authen­
ticity, death, and desire as they emerge in
contemporary European philosophy. We will
consider thinkers such as Heidegger, Fou­
cault, Derrida, Lacan, Kristeva, and Irigaray,
and the background o f phenomenological,
existential, and structuralist thought out of
which they emerge, in order to access their
relevance to the problems confronting us
today.
Spring semester. Lorraine.
145. F e m in is t T h e o r y S e m in a r.

If the power of a social critique rests on its
ability to make general claims, then how do
we account for the particularity o f women’s
various social situations without sacrificing
the power of a unified theoretical perspective?
In this course, we will explore possibilities
opened by poststructuralist theory, postco­
lonial theory, French feminist theory, and
other forms o f feminist thought, in order to
examine questions about desire, sexuality,
and embodied identities, and various resolu­
tions to this dilemma.
Fall semester. Lorraine.
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.

215

Physical Education and
Athletics
ER N EST J .P R U D E N T E , Professor
D O UG LA S M . W EISS, Professor
ROSERT E. W ILLIA M S, Professor and Chair
S U S A N P. DAVIS, Associate Professor
M IC H A E L L M U L L A N , Associate Professor
CHERI G O ETCH EUS, Assistant Professor
K A R L M IRAN, Assistant Professor
LEE WIMSERLY, Assistant Professor
KA R EN YO H AN N A N , Assistant Professor
TED DIXON, Assistant
ELEANOR K. H ESS, Assistant
RICHARD KE N T W E LL Assistant
W AYNE MCKINNEY, Assistant*
DALE STRAW DRIDGE, Assistant*
RONALD A . TIRPAK, Assistant

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, dance, aquatics,
and physical conditioning. The program pro­
vides an opportunity for instruction and ex­
perience in a variety o f these activities on all
levels. It is our hope that participation in this
program will foster an understanding o f move­
ment and the pleasure o f exercise, and will
enhance, by practice, qualities o f good sports­
manship, leadership, and cooperation in team
play. Students are also encouraged to develop
skill and interest in a variety o f activities
which can be enjoyed after graduation.
The intercollegiate athletic program is com­
prehensive, including varsity teams in twentythree different sports, twelve for men and
eleven for women. During many o f these ac­
tivities contests are arranged for junior varsity
teams.
Ample opportunities exist for large numbers
o f students to engage in intercollegiate compe­
tition, and those who qualify may be encour­
aged to participate in regional and national

4 Fall semester, 1993.

216

championship contests. Several club teams in ]
various sports are also organized and a pro­
gram of intramural activities is sponsored.
Students are encouraged to enjoy the instructional 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 instruction; classes for this purpose are offered
in the fall quarter.

I
I
I
j
j
I
f
j

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
Archery
Badminton
Ballet I, II, III
Beginning African Dance
**** Cross Country
^ Field Hockey
Fitness Walking
Folk & Square Dance
* * * Football

Modern Dance I, II, III
Nautilus I
Advanced Nautilus
Self-Defense
* * * * Soccer
Squash
Swimming for Fitness
* * * * Tennis
Touch Football
* * Volleyball
Weight Training

W in ter A c t iv it ie s

Aerobics
Aquatics I, II, III
* * Badminton
Ballet I, II, III
* * * * Basketball
Beginning African Dance
Fencing
Fitness Walkling
Folk & Square Dance
**** Indoor Track
Lifeguard Training

Modern Dance I, II, III
Nautilus 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
Ballet I, II, III continued
*** Baseball
Beginning African Dance continued
Fitness Walking
Folk & Square Dance continued
*G o lf
**** Lacrosse

1}. Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
**Intercollegiate competition for women,
course instruction for men and women.

Modern Dance I, II, III continued
Nautilus I
Advanced Nautilus
* Softball
Squash
Swimming for Fitness
****Tennis
**** Track and Field
Volleyball
Weight Training

*** Intercollegiate competition for men.
**** Intercollegiate competition for men and

women.

Physics and Astronomy

JO H N R. BOCCIO, Professor3
PETER J . COLLINGS, Professor and Chair
JO H N E. GAUSTAD, Professor of Astronomy3
W U LFF 0. HEINTZ, Professor of Astronomy
LYNNE A . MOLTER, Associate Professor o f Physics and Engineering
FR A N K A . MOSCATELLI, Associate Professor3
A M Y L R . BUG, Assistant Professor
AN D RÉS C O R R A D A -EM M A N U EL, Assistant Professor
RHODRI EVANS, Assistant Professor o f Astronomy
C A R L H. G R O SS M A N , Assistant Professor
T E R JE G. VOLO, Assistant Professor
LYNN A . W ESTLING, 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 of laser physics, propagation of
light in guided media, high-resolution atomic
spectroscopy, scanning tunneling microscopy,

computer simulation, computer graphics, liq­
uid crystals, and infrared astronomy.
The Department maintains two major tele­
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam­
era, and a 61-cm refractor, equipped for pho­
tographic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly
visitors’ night at the Observatory is an­
nounced in the College calendar.
Two calculus-based introductory courses are
offered. Physics 3 , 4 covers both classical and
modern physics and is an appropriate intro­
ductory physics course for those students
majoring in engineering, chemistry, aiid 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.

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, 1993-94.

218

advanced laboratory courses Engineering 72A
and Physics 82 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 50 in the first two years followed
by Physics 111, 1 1 2 ,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. If applying for
an Astrophysics or Astronomy major, they
should also have completed Astronomy 5 and

6. The applicant must normally have an aver­
age grade in all Physics and/or Astronomy
courses, as well as in Math 16, 18, o f C + or
better.
Since almost all advanced work in Physics and
Astronomy at Swarthmore is taught in semi­
nars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) abil­
ity o f the students not only to benefit from
this mode of instruction but also to contribute
positively to the seminars.
Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a full laboratory
program, namely Engineering 72A (electron­
ics lab, Vt 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, based on the topics
covered in seminars, will be possible in the
following fields:

£Every Year: Classical Physics (based on 111,
112),
Quantum Physics (based on 113, 115),
1
£Statistical Physics (based on 114, 115), Phys­
ical
ii Optics (based on 112,116), and Research
IProject (based on Physics 9 4 or Astronomy
5
94).
£Every Other Year: Astrophysics (based on
iAstronomy 117, 118).

219

Physics and Astronomy

Additional fields subject to faculty availability
and students’ interests: General Relativity
(based on 111, 130), Quantum Theory (based

on 113, 134), Solid State Physics (based on
115, 135), M odem and Quantum Optics
(based on 116, 136).

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. Westling.
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).
Spring semester. Grossman.
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 o f 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. Bug, Collings, Void.
7. I n 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 of point particles;
conservation principles involving energy, mo­
mentum, and angular momentum; rotational
motion of rigid bodies; oscillatory motion;
and relativistic kinematics and dynamics. In­
cludes one laboratory weekly.
Prerequisite (can also be taken concurrently):

220

Mathematics 6A.
Spring semester. Bug.
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 progressive waves, boundary effects and interference, the electrostatic field and potential,
electrical work and energy, D.C. and A.C.
circuits, the relativistic basis o f magnetism,
and Maxwell’s equations. Includes one laboratory weekly.
Prerequisites: Physics 7. Mathematics 6 A, 6C;
18 (can be taken concurrently).
Fall semester. Corrada-Emmanuel.

1
I
]
j

J

!

J

J
j

14. T h e r m o d y n a m ic s a n d M o d e rn
P h y s ic s .

An introduction to thermodynamics and tem­
perature, heat, work, entropy, modern phys­
ics, including relativistic dynamics, wave me­
chanics, Schrodinger equation applied to onedimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary par­
ticles. The quantum aspects o f the interaction
of photons with matter. Includes one labora­
tory weekly.
Prerequisites: Physics 8 with Physics 5 0 taken
concurrently.
Spring semester. Molter.
20. P r in c ip le s o f th e E a rth S c ie n c e s .

An analysis of the forces shaping our physical
environment, drawing on the fields o f geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Not offered 1993-94.
23. R e la tiv ity .

A non-mathematical introduction to the spe­
cial and general theories of relativity as devel­
oped by Einstein and others during the 20th
century.
Primary distribution course.
Not offered 1993-94.

I
D

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.
Not offered 1993-94.
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 of 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 of both problem solving and laboratory
skills is an important aspect of 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 o f 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 o f some programming
language.
Spring semester. Corrada-Emmanuel.
63.

P ro c e d u re s in Ex p erim e nta 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.
93. 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.
9 4 . R e s e a rc 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 o f parti­
cles; collisions and cross sections. Motion of
a rigid body. Euler’s equations. Rotating
frames of reference. Small oscillations and
normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Void.
112. E le c tro 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 of relativistic electrodynamics.
Prerequisite: Physics 14, 50; Math 18.
One credit.
Fall semester. Molter.
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.

221

Physics and Astronomy

Prerequisites: Physics 111, 112, and Mathe­
matics 16.
One credit.
Spring semester. Corrada-Emmanuel.

131. P a r t ic le P h y s ic s .

Prerequisites: Physics 113 and 115.
One credit.
Not offered igg3 -g4.

114. S t a t is t ic a l P h y s ic s .

132. N o n -L in e a r D y n a m ic s a n d C h a o s.

The statistical behavior of 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: Mathematics 6C or 18, Physics
14.
One credit.
Spring semester. Collings.

Prerequisites: Physics 111 and 112.
Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative sys­
tems. Fractals and self-similarity in chaos
theory.
One credit.
Spring semester. Bug.

115. Q uantum A p p lic a tio n s .

Applications o f theory developed in Physics
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: Physics 113 and 114.
One credit.
Fall semester. Westling.
116. M o d e rn O p tics.

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 o f light: blackbody
radiation, modes, quantization of the electro­
magnetic field, photons, intensity fluctua­
tions.
Prerequisites: Physics 113.
One credit.
Fall semester. Grossman.
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. Void.

222

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.
Hyperfine structure. Lasers. Atomic spec­
troscopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, level crossing spectroscopy.
Prerequisites: Physics 113, 115, and 116.
One credit.
Not offered 1993-94.
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 o f 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 1993-94.
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 1993-94.

1

136.

Quantum 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 1993-94.

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 modern optics, lasers (con­
tinuous and pulsed), atomic spectroscopy
using tunable lasers and advanced nuclear
physics.
(Upon consultation with a faculty member, a
research project may be substituted.)
One-half credit.
Fall semester. Grossman.

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 sem ester. Collings, Grossman.

A d v a n c e d L a b o ra to ry / R e s e a rc h .

ASTRONOMY
1. In tro d u cto ry A s tro n o m y .

■

The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics include astronomical in­
struments and radiation; the sun and planets;
properties, structure, and evolution o f stars;
the Galaxy and extragalactic systems; the ori­
gin and evolution o f the universe. Includes
some evening labs.
Primary distribution course.
Fall sem ester. Heintz, Evans.
Spring semester. Heintz.

I

5. G e n e ra l A s tr o n o m y I.

I

Celestial coordinates. Astronomical instru­
ments. Laws o f physics relevant to astronomy.
Observed properties o f the sun and stars.
Stellar structure evolution. Star clusters. Ce­
lestial mechanics. Binary stars.
Prerequisite: Mathematics 5.
F all sem ester. Heintz.
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 sem ester. Evans.
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.
F all semester. Heintz.
52. C o n c e p ts o f th e C o s m o s .

Historical survey of astronomical thought.
Includes oriental astrology, hellenistic geom­
etry and cosmology, and the development of
observation and astrophysics in the 200 years
from Halley to Einstein.
Prerequisite: Astronomy 1.
N ot offered 1993-94.
5 5 . P la n e ta ry S c ie n c e .

Methods and results of the exploration o f the
solar system.
Prerequisite: Astronomy 6 .
Spring semester. Heintz.
5 6 . C o s m o lo g y .

General relativity and the theoretical frame­
work of cosmology. World models. Optical
and radio results on galaxies and quasars.
Prerequisites: Astronomy 5, 6 ; Mathematics
6A, 6B.
Not offered 1993-94.
59.

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.

223

Physics and Astronomy

Prerequisite: Astronomy 6.
Not offered 1993-94.
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.
E ach sem ester. Staff.
6 4 . 6 a la c t ic 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

224

lar dynamics, spiral structure, and mass dis­
tribution.
Prerequisites: Astronomy 6, Mathematics 6A .
Spring semester. Evans.
93. D ire c te d R eading.
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 of stel­
lar spectra, stellar structure and evolution,
and star formation.
Prerequisites: Astronomy 5, 6; Physics 14.
N ot offered 1993-94.

Political Science

RAYMOND F. HOPKINS, Professor
J A M E S R. KURTH, Professor and Acting Co-Chair
RICHARD L. RUBIN, Professor (part-time)
KENNETH E. S H A R P E , Professor and Chair3
DAVID G. SM ITH , Professor Emeritus
CAROL NACKENOFF, Associate Professor
HILLARD POUNCY, Associate Professor
RICHARD VALELLY, Associate Professor
TYRENE WHITE, Associate Professor and Acting Co-Chair
META M ENDEL-REYES, Assistant Professor
DEEPA M . OLLAPALLY, Assistant Professor
LEE P ER LM A N , 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 of the purposes, organization, and
operation o f political institutions, domestic
and international. The Department offers
courses in all four of the major subfields o f 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, authority, and

human dignity, power, justice, 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: Elements
of Politics, American Politics, Comparative
Politics, and International Politics (Political
Science 1, 2, 3, and 4). Normally any two of
these courses constitute the prerequisite for
further work in the Department.

REQUIREMENTS FOR THE MAJOR
Prerequisites and general recom m endations: 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 , or 4 ) is required for admission
to the major. Supporting courses strongly
recommended for all majors are Statistical
Thinking or Statistical Methods (Statistics 1
or 2 ) and Introduction to Economics (Eco­
nomics 1). Students interested in doing com­
puter-based analyses are encouraged to take
Computing in the Social Sciences (Economics
39 and Sociology/Anthropology 39).
Course requirem ents 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.
Political Science majors are required to take
one course or seminar in each o f the following
three fields: 1) American politics; 2 ) compara­
tive or international politics; and 3 ) political
theory. Completion o f any of the following
will satisfy the political theory requirement:
Political Science 11, 12, 17, 19, 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

3 Absent on leave, 1993-94.

225

Political Science

political science (listed in the introductory
paragraph above). The comprehensive re­
quirement makes it especially important for
Course majors to observe this recommenda­
tion in planning their work in the Depart­
ment.
The comprehensive requirem ent (Q ualifying Pa­
pers): Majors in the Course program can
fulfill the College comprehensive requirement
in one o f three ways. The preferred option is
the Oral Thesis. Students are examined orally
on a body o f literature that best captures their
interests and range o f preparation within the
discipline. Option two is the satisfactory

completion o f three Qualifying Papers, one
each in three o f the four subfields o f the
discipline. It is expected that this option will
not be available after 1993-94. Under the
third 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
demonstrate the merit and rigor o f their pro­
posal and secure the approval o f a faculty
advisor. Detailed information about all of
these options are made available at the begin­
ning o f the junior year.

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 156) and Public Policy (page 242).

T H E D E M O C R A C Y P R O JE C T
1993-94 is the second year of the Depart­
ments five year pilot Democracy Project. The
purpose of this project is to deepen students
understanding o f and commitment to demo­
cratic citizenship in a multicultural society
through participation in community action. A
central feature o f the Democracy Project is
community-based learning, through public
service internships as part of the course work.
By integrating reflection and experience, the
project will enable students to study the rela­
tionship between democratic theory and prac­
tice, the ways in which multicultural commu-

nities define and seek to empower themselves
in the United States, and the relationship
between individual activism and political
change at the grassroots level. Students inter­
ested in the project are encouraged to take the
three core courses: The Democracy Seminar:
The Politics o f Community Action (Pols 38,
Multicultural Politics (Pols 36 ), and Demo­
cratic Theory and Practice (Pols 19), in addi­
tion to supporting courses. A description of
the project, including a list o f the supporting
courses, will be available at the Political Sci­
ence Department office.

A D V A N C ED P L A C E M E N T
The Department grants one unit o f college
credit to students who have achieved a score
o f 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 o f the College

226

distribution requirement in the Social Scien­
ces. 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 of courses
in other social science. Students majoring in
History, Political Science, and SociologyAnthropology are required to take at least
four courses outside their major; students
majoring in Economics or Psychology are
required to take six. The other route to 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.

1. E le m e n ts o f P o litic s .

inquiry and its application to the study of
political systems. Major attention will be
given to the interplay between political ideas
and institutions in different regions o f the
world, to comparative processes o f revolution
and reform, and to the dynamics of political
and economic development.
Primary distribution course.
Spring semester. Staff.

This course probes some critical questions of
politics, such as: W ho governs in the interests
of whom? W hat are the sources of political
stability and change? How is political power
created, maintained, or challenged? W hat
makes a state legitimate or good? Answering
these questions will involve a study o f the
basic institutions, concepts, and moving
forces of politics. Materials will be drawn
from the United States as well as other coun­
tries.
Primary distribution course.
Fall semester. Perlman.
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, coherent, or otherwise desirable out­
comes? This course examines political power
and the prospects for democracy in the United
States with current political issues as a back­
drop. The investigation includes performance
and outputs of the U .S. Congress, Executive
Branch, Courts, and political parties at the
national level, as well as contemporary dem­
ocratic practice at the grassroots. It introduces
the role o f political culture, public opinion,
popular movements, empowerment, institu­
tions, and elites in shaping political outcomes.
And it explores public policy, with emphasis
on gender, race, economy, and social welfare.
Primary distribution course.
Fall semester. Mendel-Reyes, Nackenoff,
Pouncy.
3. C o m p a ra tiv e P o litic s .

An introduction to the logic o f comparative

4.

In te rn a tio n a l P o litic s .

An introduction to the analysis o f the con­
temporary international system and its evolu­
tion in the twentieth century. The course will
examine various approaches to explaining
wars, military defense, and international eco­
nomic problems.
Primary distribution course.
Spring sem ester. Staff.
11. A n c ie n t P o litic a l T h e o ry .

The prime focus will be the implication of
concepts o f the soul and human virtues for the
proper organization of political life. Starting
with Homer and the virtues o f excess, we will
tract the rise o f calculation and moderation
and their embodiment in the ethical polis.
Authors: Homer, Sophocles, Aristophanes,
Plato, Aristotle, MacIntyre.
Fall sem ester. Perlman.
12. M o d e rn P o litic a l T h e o ry .

The theme o f this course is the connection
between the conceptions of, on the one hand,
self, human nature, human vitality, human
essence, and basic human drives and, on the
other hand, a legitimate or ideal political and
social order, political obligation rights, and

227

the common good. Possible authors: Hobbes,
Locke, Kant, Rouseau, Hegel, Nietzsche,
Rawls, Habermas.
Spring sem ester. Perlman.
13. F e m in is t P o litic a l T h e o ry .

A study of central political and theoretical
issues such as citizenship, political participa­
tion, obligation, authority, justice, freedom
and the state, as they relate to women.
Not offered 1993-94.
14. T h e D ia le c tic o f O p p r e s s io n and
L ib e ra tio n : T h e C a s e o f W om en a n d M en .

The primary focus o f this course is dialectical
theory of oppression as a system o f human
relations acting primarily through the con­
struction o f the human psyche, and the neoHegelian liberation strategies (e.g., Marcuse)
which require a dialectic of social and personal
evolution. We will be especially concerned
with the social system o f men and women, and
ask whether Hegelian theory provides a com­
pelling explanation for the current state of
that system, and a viable strategy for change.
In this light we will read a number o f impor­
tant works o f feminist political theory. The
heart o f the course will be a very close reading
o f basic works o f Hegel.
Spring sem ester. Perlman.
15. T h e F o rm a tio n o f th e W e s te rn
Le g a l T ra d itio n .

(Cross-listed as Classics 45. See course de­
scription under Classics. )
16. L ib e r a 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.
This course is a Social Science Division pri­
mary distribution course.
Prerequisites: Two of: Philosophy 1, Political
Science 1, and Psychology 1 or permission of
the instructors.
Not offered 1993-94. Sharpe and Schwartz.
17. A m e r ic a n P o litic a l T h o u g h t

A study o f the writings o f major figures
shaping American political discourse from
the American founding to the present.
Not offered 1993-94. Nackenoff.

228

19. D e m o c r a t ic T h e o r y a n d P r a c t ic e .

An exploration of the relationship between
theories of democracy and the ways in which
democracy is practiced today, focussing on
efforts to bring about a more participatory
theory and practice o f democracy.
Not offered 1993-94. Mendel-Reyes.
2 0 . C o n g r e s s a n d th e P r e s id e n c y .

Considers legislative-executive process and
theories of agenda-setting and congressional
and presidential behavior and institutions.
Also, political control o f bureaucracy with
special attention to the roles o f groups, move­
ments, and political parties. Illustrative cases
taken from several policy domains, which
may include macroeconomic, industrial, so­
cial, and voting rights policy. Students devise
independent projects on the politics o f a
policy domain o f their choice as part o f their
work for the course.
Requirement: Pols 2 or permission o f the in­
structor.
Spring sem ester. Valelly.
21. P a r tie s , G ro u p s, and M o v e m e n ts .

Considers what parties, groups, and move­
ments have done in the past and what they do
now in the American polity. Cases include,
among others, the paradigmatic role o f the
African American freedom movement and of
womens political mobilization. Topics cover
agenda-setting, representation, inclusion, the
transformation or maintenance o f social rela­
tions, impact on public policy, rent-seeking,
political order and its disruption, and en­
hancement or subversion of governmental
capacities and problem-solving. Employs in­
stitutionalist, historical, and collective action
approaches as appropriate. Requirement: Pols
2 or permission o f the instructor.
Spring sem ester. Valelly.
2 2 . A m e r ic a n E le c tio n s : R itual, M y th
and S u b s ta n c e .

Not offered 1993-94. Nackenoff.
23. P o lit ic s and L e g isla tio n .

The study o f political parties, interest groups,
public opinion and voting behavior, electoral
systems and representation, the legislative
process. Emphasis is on American politics
and some comparative material; and, ulti­
mately, on politics from the standpoint of
theories o f political democracy.
Fall sem ester. Pouncy.

24. A m e r ic a n C o n s titu tio n a l La w .

The Supreme Court in the American political
life, with emphasis on case law and constitu­
tional development. The course examines the
Courts role in political agenda-setting in are­
nas 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 o f constitutional in­
terpretation.
Spring sem ester. Nackenoff.
25. C o n te m p o ra ry A m e r ic a n P o litic s :
T he S e m i- S o v e r e ig n P e o p le .

This course examines todays American politi­
cal system through focusing on group, party,
and electoral politics and their connections to
policy choices, policy development, and pol­
icy implementation. W ho sets the agenda of
national decision-making and why? Does nonvoting matter? Why does it exist? W hat do
power and conflict look like inside the Beltway in various policy domains? W hat are the
possibilities and limits o f governmental com­
petence and public resolution o f social and
economic issues and problems? Requirement:
Pols 2 or permission of the instructor.
Fall sem ester. Valelly.
26. P r e s id e n tia l E le c tio n s : H is to r ic a l
P e r s p e c tiv e s .

An examination o f the role o f policy issues,
candidate image, media, marketing, and politi­
cal parties in the American electoral process.
Do elections matter, and if so, how?
Not offered 1993-94. Nackenoff.
27. C o llo q u iu m a n d R e s e a r c h P r o je c t
on P r e s id e n tia l E le c tio n s .

The presidential election system, the dynamics
o f shifting groups in coalitions, and the role of
the mass media. The principal requirement is
the successful completion o f an independent
research project that examines a single presi­
dential election campaign.
Not offered 1993-94. Rubin.
28. P o litic a l P s y c h o lo g y .

3 0 . P o litic a l E c o n o m y a n d S o c ia l
P o lic y : T h e U.S. in th e 1990s.

Explores macroeconomic policy processes
and their links to the party and group systems,
the political construction and reconstruction
o f labor and capital markets and their regula­
tion, the tensions between building and keep­
ing broad social standards and free trade, the
partial breakdown o f the Keynesian welfare
state, the lessons from our past history of
social provision, and roles o f regional devel­
opment, technology, manufacturing, training,
and education in future social policy, and the
distance between much contemporary policy
discourse, on the one hand, and the reality of
growing income inequality and the political
isolation o f once politically influential urban
political economies, on the other. Besides
Pols 2 no special background of any kind
required.
Spring sem ester. Valelly.
31. D iffe re n c e , D o m in a n c e a n d th e
S tru g g le f o r E q u a lity.

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
o f assimilation (androgyny), negative identity,
separatism, revolt, along with the promise
and limits o f liberal participatory politics for
achieving greater power and equality.
Alternates with Pols 32.
O ffered every other year.
Spring sem ester. Nackenoff.
3 2 . S e n d e r, P o lit ic s a n d P o lic y
in A m e r ic a .

Gender and political participation; movement
politics and empowerment; gender, policy,
and law. Policy issues include feminization of
poverty, employment discrimination, vio­
lence, pornography, abortion, sexual orienta­
tion and the law. Alternates with Pols 31.
Not offered 1993-94. Nackenoff.

(Cross-listed as Psychology 65. See course
description under Psychology.)
Not offered 1993-94. Peabody.

229

Political Science

3 3 . R a c e , E th n icity , a n d P u b lic P o lic y :
A fr ic a n A m e r ic a n s .

This course investigates the relationship of
race, American political institutions, and the
making o f 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 White is analyzed over time and in con­
temporary politics and also in comparative
perspective with other groups.
Fall sem ester. Rubin.
3 4 . U rb a n P o litic s .

An investigation into the politicalization of
Afro-American communities in urban areas
over the past 100 years. The course covers the
following topics: leadership recruitment; lead­
ership styles; black access to city machines;
paradoxical effects of 1960s militancy; the
impact of a new post-1960s political class;
and the dilemmas of increasing diversity. Case
examples are drawn from Boston, Chicago,
Cleveland, New York, Philadelphia, and the
South.
Spring semester. Pouncy.
3 5 . P o litic a l C h a n g e in
A fr ic a n - A m e r ic a n C o m m u n itie s .

Not offered 1993-94.
3 6 . M u ltic u ltu r a l P o litic s .

An exploration o f the ways in which race and
ethnicity have shaped American politics, and
the efforts of racial and ethnic minorities to
empower themselves. Through fiction, mem­
oir, film, history, and social science, we will
study: 1) racism and ethnicity in American
political culture; 2 ) the politics o f exclusion
and inclusion in American political history;
3) the experiences o f Native Americans, Asian
Americans, African Americans, Latinos,
lesbians, and European immigrants; and
4 ) contemporary issues, including political
change in local communities, the relationships
among different races and ethnicities, and
public policies, such as affirmative action and
multicultural education.
Spring sem ester. Mendel-Reyes.
3 7 . T h e S ix tie s : Y e a rs o f H op e, D a y s
o f R ag e.

(Cross-listed as History 48 .) An interdisci­
plinary study o f the decade o f the sixties

230

including: civil rights, Black Power, the Viet­
nam war, Students for a Democratic Society,
the womens liberation movement, the
counter-culture, Woodstock, the Kennedy as­
sassination, and the 1968 Democratic conven­
tion. Using a variety o f sources (oral histories,
documents, newsreels, movies, novels, short
stories and monographs), students will ex­
plore the politics and culture of the sixties
with particular attention paid to initiatives to
reintroduce democratic practices into the lives
o f ordinary citizens.
Fall sem ester. Mendel-Reyes and Murphy.
3 8 . T h e D e m o c r a c y S e m in a r:
T h e P o lit ic s o f C o m m u n ity A c tio n .

A community based exploration o f the rela­
tionship between individual activism and dem­
ocratic political change at the grassroots level.
We will consider: the obstacles against and
conditions for participatory politics; how in­
dividuals and communities become empow­
ered; multicultural politics, including coali­
tion-building across race, gender, and class
lines; the role o f leaders and outside organiz­
ers; our responsibilities as citizens in a de­
mocracy. Students will engage in communitybased learning, by integrating their reflection
and experience through: public service intern­
ships, dialogue with local activists, readings
that connect community voices with theoret­
ical discourses, and sharing our own voices in
discussions, papers, and presentations.
Limited enrollment: preference will be given
to students who have experience in commu­
nity action or service, and/or have taken
Democratic Theory and Practice, Multicul­
tural Politics, or American Politics.
Spring sem ester. Mendel-Reyes.
39. T h e P o lit ic s and P o litic a l C u ltu re
o f A m e r ic a n J e w s .

An analysis of the actual political behavior of
American Jews, and the attitudinal substruc­
tures and cultural underpinnings that shape
that behavior.
Not offered 1993-94. Rubin.
41.

P o litic a l S o c ia liz a t io n and S c h o o ls .

(Cross-listed as Education 64. See course
description under Program in Education.)
N ot offered 1993-94. Travers.

42. H ea lth P o lic y .

5 6 . P o lit ic s o f S ou th and S o u th e a s t A s ia .

(Cross-listed as Economics 75.) Central top­
ics are the organization o f health care delivery;
health markets and health insurance; the in­
terplay of 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. D. Smith, Hollister.

This course will examine the two faces of
Asia—a struggling South Asia and a prosper­
ous Southeast Asia-in a contemporary inter­
national political and economic context. Top­
ics will include the politics of authoritarianism
and democracy; economic development;
issues o f womens labor; and the evolution of
American imperialism and Japanese domi­
nance in the region. A special topic will be the
Asian diaspora in the United States and
emerging trends in Asian American politics.
Spring. Ollapally.

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.)
45. D e fe n s e P o lic y .

Analysis o f 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 or the equivalent.
Not offered 1993-94. 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,
and early final exam, and a substantial paper
are features o f the course. Students with little
work in political science may be admitted
with the consent o f the instructor.
Fall semester. Hopkins.
5 4 . C h in a -H o n g K o n g R e la tio n s in
H is to r ic a l & C o n te m p o ra ry
P e r s p e c tiv e s .

(Cross-listed as History 73. See course de­
scription under History.)
Spring semester. Chan.
55. P o litic s , C u ltu re a n d D e v e lo p m e n t
in C h in a .

This course examines patterns o f political and
economic development in China, Taiwan and
Hong Kong.
Not offered 1993-94. White.

5 7 . La tin A m e r ic a n P o litic s .

This introduction to Latin American politics
will explore such topics as the colonial legacy
of Latin America; the difficulties o f creating
viable political institutions; contemporary
sources o f instability, revolution, and military
intervention; the obstacles and possibilities
for grassroots and electoral democracy. Com­
parative studies o f Mexico, Chile, Guatemala,
El Salvador, and Nicaragua.
Not offered 1993-94. Sharpe.
5 8 . A f r ic a n P o litic s .

A comparative study o f the politics o f subSarahan African societies undergoing change
and pursing economic development. Policies
that shape statehood, nation-building and eco­
nomic development will be considered.
F all sem ester. Hopkins.
61. A m e r ic a n F o re ig n P o lic y .

An examination o f the making of American
foreign policy and of the major problems
faced by the United States in the modem
world. The course will focus on the influence
o f political, bureaucratic, and economic forces
and on the problems o f war, intervention, and
economic conflict.
Prerequisite: Pols 4 or equivalent.
Fall sem ester. Ollapally.
6 2 . P o litic a l E c o n o m y o f D e v e lo p m e n t
T h e U.S. and th e T h ird W orld .

This course will focus on the political econ­
omy o f North-South relations. It will look at
the causes and consequences o f Third World
underdevelopment and the alternative ap­
proaches for overcoming it. Special attention
will be given to the evolving role o f the U .S.
in the global political economy and its influ­
ence in the post World War II period. Topics

231

Political Science

will include the politics of trade, aid, multi'
national corporations, debt and the environ­
ment.
Spring sem ester. Ollapally.
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 and 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 o f the U.S.-M exico border.
Not offered 1993-94. Mendel-Reyes,
Camacho de Schmidt.
6 5 . R e g io n a l P o lit ic s in E a s t and
S o u th e a s t A s ia : N a tio n s, S ta te s ,
a n d E c o n o m ie s .

N ot offered 1993-94. White.
70. S p e c ia l T o p ic s in P o litic a l S c ie n c e .

Open to senior Course majors in Political
Science. Devoted to the preparation o f three
qualifying papers in the senior year.
E ach semester. Staff.
72. C o n s titu tio n a l La w : S p e c ia l T o p ic s .

N ot offered 1993-94. 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 .

Not offered 1993-94. White.
74. Intern ational P o litic s : S p e c ia l T o p ic s .

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,
with particular attention being given to 1 ) the
rise, decline, and restoration of great powers;
2 ) military conflicts and economic competi­
tion; and 3 ) the interaction between interna­
tional politics and internal politics. During
Fall 1993, the topic will be ethnic conflicts in
Central Europe and the Balkans.
Prerequisite: Pols 4 or the equivalent.
Fall semester. Kurth.
90. 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 o f 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 with Economics 97 and 98 .) A
thesis preparation on a public policy topic.
The thesis will be supported by relevant fac­
ulty and presented to a student/faculty semi­
nar. See public policy concentration pages for
further information. For a two-credit thesis,
enrollment in both 97 and 9 8 is required.
Fall sem ester. Hopkins, others.

SEMINARS
The following seminars prepare for examina­
tion for a degree with Honors:
100.

P o litic a l T h e o ry : P la to to H o b b e s.

The development o f 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 Modems
thought about ethics, politics, democracy,
law, knowledge, power, justice, the individual,
and the community. Key philosophers include
Plato, Aristotle, Augustine, and Hobbes.
Not offered 1993-94.
Fall sem ester. Sharpe.

101. P o litic a l T h e o ry : M o d e rn .

The theme of this course is the connection
between the conceptions of, on the one hand,
self, human nature, human vitality, human
essence, and basic human drives and, on the
other hand, a legitimate or ideal political and
social order, political obligation, rights, and
the common good. Possible authors: Hobbes,
Locke, Kant, Rouseau, Hegel, Nietzsche,
Rawls, Habermas.
Spring sem ester. Perlman.
102. D e m o c r a tic T h e o r y a n d P r a c t ic e .

Not offered 1993-94. Mendel-Reyes.
103. A m e r ic a n P o litic s .

This seminar considers American political

232

thought and its relationship to political prac­
tice. Exploration o f 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
scholarly interpretations o f the character of
American politics. We will examine models of
the self-determining individual, against which
discussions o f citizenship have taken place;
visions o f racial and gender justice; the reli­
gious and moral dimensions in American
political thought; the fate o f Jeffersonian
ideals in the industrial age; and tensions be­
tween the fear o f political authority and the
desire to use state power to accomplish public
purposes.
Spring semester. Nackenoff.
104. A m e r ic a n P o litic a l S y s te m .

Considers, at a relatively advanced level, logics
of electoral, movement, and group behavior,
and how they shape and are shaped by parties,
public policy, the political economy, federal­
ism, and national institutions (Congress, the
Presidency, the Court, and bureaucracies).
Perspectives not only from the best standard
literatures but also from democratic theory,
rational choice, history, and comparative poli­
tics. Attention paid to public discontent with
politics, nonvoting, race, ethnicity, gender,
class, and relation.
Requirements: Pols 2 and instructor permis­
sion.
Fall semester. Valelly.
105. P o lit ic s and L e g is la tio n .

The study o f political parties, interest groups,
public opinion and voting behavior, electoral
systems and representation, the legislative
process. Emphasis is on American politics,
with some comparative material; and, ulti­
mately, on politics from the standpoint of
theories o f political democracy.
Not offered 1993-94.
106. U rb a n U n d e r c la s s .

An examination o f policy-making and politics
in American cities. W hat has been the impact
on cities and city politics of a communications
revolution that decentralizes society; o f cor­
porate structures that de-nationalize capital
and of new fiscal policies that shift social
welfare costs and responsibilities to state and
local government? Have these changes re­
versed the traditional roles o f city govern­

ments? Do cities now widen economic in­
equality, increase political inequality within
and among racial and ethnic groups, thwart
equitable environmental and land use settle­
ments and, generally, create as many public
problems as they solve? The seminar explores
the historical and social basis for city politics
within the larger American political frame­
work.
Spring semester. Pouncy.
107. C o m p a ra tiv e P o litic s : Europe.

Not offered 1993-94.
108. C o m p a ra tiv e P o litic s : P o litic s and
D e v e lo p m e n t in C h in a , T a iw a n , and
H ong Kong.

This course examines patterns of political and
economic development in China, Taiwan and
Hong Kong. Focusing on the interplay of
capitalism, communism, and Confucianism,
the course examines how traditional and con­
temporary culture and institutions influence
the development process. Topics include: the
Chinese model o f reform socialism, political
democratization in Taiwan, Hong Kong in
1997, the political economy o f China—Tai­
wan relations, popular culture and political
protest.
F all semester. White.
109. C o m p a ra tiv e P o litic s : Latin
A m e r ic a .

A comparative study o f the politics o f several
Latin American countries: Chile, Mexico,
Guatemala, El Salvador, and Nicaragua.
Not offered 1993-94. Sharpe.
110. C o m p a ra tiv e P o litic s : A fr ic a .

Not offered 1993-94.
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.
Spring semester. Hopkins.
112. A m e r ic a n F o re ig n P o lic y .

A study o f key problems faced by the United
States in the modern world together with a
critical investigation of the making and imple­
menting o f American foreign policy. A variety
of explanations o f American foreign policy
will be discussed and evaluated, and the po-

233

Political Science

litical, economic, and social influences upon
it will be considered. Key assumptions o f
United States policy-makers will be subjected

234

to scrutiny, and alternate assumptions and
policies will be analyzed.
Fall sem ester. Ollapally.

Psychology

ALFRED H. BLOOM , Professor*
KENN ETH J . 6ERGEN, Professor
PHILIP J . K E L L M A N , Professor’
DEBORAH G. K E M LE R NELSON, Professor and Chair
JE A N N E M A R E C E K , Professor
DEAN PEABODY, Professor’
A LLEN M . SCHNEIDER, Professor
BARRY S C H W A R TZ, Professor
VIRGINIA BRENNAN, Assistant Professor8
WENDY HORWITZ, Assistant Professor
CHRISTINE M . M A S S E Y , Assistant Professor
ETHEL D. MOORE, Assistant Professor
H A N S W ALLA C H , Research Psychologist

The work o f the Department of Psychology
concerns the systematic study of human be­
havior and experience; processes o f percep­
tion, learning, thinking, and motivation are
considered in their relation to the develop­
ment of the individual. The relations of the
individual to other persons are also a topic of
study.
The courses and seminars o f the Department
are designed to provide a sound understanding
o f psychological principles and a grasp of
research methods. Students learn the nature
o f psychological inquiry and psychological
approaches to various problems encountered

in the humanities, the social sciences, and the
life sciences.
A special major in Psycholinguistics is offered
in conjunction with the Program in Linguis­
tics. A full description o f this major, which
emphasizes fundamental issues in human cog­
nitive organization, may be found under Lin­
guistics. Psychology also participates in the
Special M ajor in Linguistics. Consult the
Linguistics Program.
A special major in Psychobiology is offered in
cooperation with the Department of Biology.
Consult either Department Chair.

REQUIREMENTS 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 by members o f other
departments, and normally including four of
the core courses (with course numbers in the
3 0 ’s): Physiological Psychology, Learning and
Motivation, Perception, Cognitive Psychol­
ogy, Psychology o f Language, Social Psychol­

2 Absent on leave, spring semester, 1994.
3 Absent on leave, 1993-94.

ogy, Personality, Concepts o f the Person,
Abnormal Psychology, and Developmental Psy­
chology. Students may not take both Psychol­
ogy 36, Personality, and Psychology 37, Con­
cepts o f the Person. Students who think they
may want to take a seminar in a particular area
should be careful to check whether the sem­
inar is two credits (in which case the core
course covering related material should not be
taken) or one credit (in which case the core
course covering related material is required as
prerequisite). See the departmental informa­
tion packet.

8 Joint appointment with Linguistics.
* President o f the College

Psychology

Those wishing to substitute more individualized programs should present their reasons in
writing. Majors should take at least one course
providing them with experience in research.
In addition, majors in Course are encouraged
to enroll in Psychology 98 during their senior
year. This course is intended to provide inte­
gration o f different fields o f psychology. Suc­

cessful completion o f Psychology 9 8 substi­
tutes for the comprehensive examination.
Completion o f a senior thesis (Psychology 96
and 9 7 ) is another substitute. Students in­
tending to pursue graduate work in psychol­
ogy will also find it useful to take one o f the
statistics courses offered by the Department
o f Mathematics and Statistics.

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 o f 1987, at least one course in
American history and one social science
course focusing on Third World or nonAnglo subject matter are required. For further
information, see the listing for the Program in
Education.
1. 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.
E ach sem ester. Staff.
6. C r it ic a l I s s u e s in P s y c h o lo g y .

An exploration o f selected issues in psycholo­
gy. Emphasis is on how one tries to answer
theoretical questions, especially by analyzing
the relation between psychological theories
and the evidence testing them. The topics

236

covered vary from year to year; the depart­
ment can supply information on the coverage
in a particular year.
Primary distribution course.
Fail semester. Peabody.
7. P e r c e p tio n s o f D iffe re n c e .

The course is focussed 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,
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.
8. Id en tity a n d 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 o f group
identity vs. the melting pot mentality, and
ethical pluralism vs. universalism are consid­
ered. Discussions will center on key texts,
from existential works on social conflict and
social psychological sources through contem­
porary multi-culturalism, including Buber’s
Acts o f M eaning, Min-ha’s Woman N ative
O ther, and Connolly’s IdenX itj/D ifference.
No prerequisite.
Primary distribution course.
Spring sem ester. Gergen.
21. E d u c a tio n a l P s y c h o lo g y .

(See Education 21.)
Each sem ester. Renninger.

(See Education 25.)
Fall sem ester. Metherall.

"rules,” the achieving society, attraction and
love.
Spring sem ester. Moore.

23. A d o le s c e n c e .

36. P e rs o n a lity .

(See Education 23.)
Spring sem ester. Staff.

An integration o f the theory and research on
human personality including a sampling of
personality assessment techniques. Tradi­
tional theories (psychoanalytic, trait theories)
as well as humanistic and cognitive approaches
will be examined. Not open to students who
have taken Psychology 37.
Not offered 1993-94. Moore.

22. C o u n se lin g .

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

A survey o f the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning,
and memory. Both experimental analyses and
clinical implications are considered.
Spring sem ester. Schneider.
31. L e a rn in g and M o tiv a tio n .

This course explores the ways in which expe­
rience interacts with biological predisposition
to influence how action is organized and when
it occurs. We study the processes o f condi­
tioning and explore how conditioning com­
bines with complex cognitive and social fac­
tors to influence what organisms do.
Fall sem ester. Schwartz.
32. P e rc e p tio n .

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.
Not offered 1993-94.
3 3 . C o g n itiv e P s y c h o lo g y .

A broad overview of the psychology o f knowl­
edge, including thinking, problem solving,
memory, attention, conceptual structure.
Fall sem ester. Massey.
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 o f language. The
focus is on the structural features of spoken
languages, with some attention paid to sign
languages. Particular topics include language
acquisition, speech production and process­
ing, and language in its social setting.
Spring sem ester. Brennan.
3 5 . S o c ia l P s y c h o lo g y .

An examination o f theory and research rele­
vant to social relationships between people.
Topics include social influence, person per­
ception, cognitive consistency theories, ag­
gression and group conflict, performing with

37. C o n c e p ts o f th e P e rs o n .

An analysis of central conceptions o f psycho­
logical functioning from both an historical
and cultural prespective. Central attention is
given to the developing concept o f the person
within the discipline o f psychology from the
turn of the century to the present. Theories of
Freud, Jung, and the neo-Freudians receive
attention, as well as more recent cognitive and
trait formulations. Special attention is given
to the conception of the person emerging
within the post-modern period. Not open to
students who have taken Psychology 36.
Fall sem ester. Gergen.
3 8 . 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 sem ester. Staff.
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.
Major theoretical perspectives on the nature
of developmental change are examined, in­
cluding those o f Piaget and his critics. Topics
include the formation o f social attachments,
the foundations and growth o f perceptual,
cognitive, and social skills, gender typing,
moral development, and the impact o f parents
and other social agents on the development of
the child.
Fall semester. Kemler Nelson.
41.

C h ild re n a t R isk.

Troubles such as chronic illness (their own or
that of a family member), parents’ divorce and
remarriages, war, homelessness and chronic

237

Psychology

poverty form the backdrop o f many children’s
lives. This course considers children’s re­
sponses to such occurrences from a variety of
standpoints—clinical, social, and developmen­
tal. Special emphasis is placed on the contri­
butions o f family and the social environment
to the child’s well-being or distress. We study
therapeutic approaches to helping children
and families who cannot adapt, and also ways
to strengthen the coping abilities o f all chil­
dren and families faced with distressing oc­
currences.
Fall sem ester. Horwitz.
42.

H u m an 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 of intelligence, everyday conceptions
o f intelligence, the relation between infant
and adult intelligence, and the relation be­
tween human and animal intelligence.
Not offered 1993-94. Kemler Nelson.
44. P s y c h o lo g y a n d 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.
F all semester. Marecek.
4 5 . 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 o f 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.
F all semester. Moore.
50. R e s e a rc h in N a tu r a lis tic S e ttin g s .

Students in this course conduct original re­
search using the Please Touch Museum in
Philadelphia as the field setting. Research
questions having to do with learning and

238

development, social interaction in peer or
family groups, and interaction with the physi­
cal environment can be readily investigated in
this context. Class will be conducted as a re­
search methods workshop. By permission of
the instructor.
Not offered 1993-94. Massey.
52. R e p re s e n ta tio n s o f W o m en ’s
Identity.

(See English 82). Satisfies distribution re­
quirement in group 1 not group 3.
Not offered 1993-94. Marecek and Blum.
5 4 . C h ild re n ’s T h in k in g and 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 o f representational abilities,
and o f concepts and categories; the acquisition
of complex knowledge (theories); and metacognitive development. Students have oppor­
tunities to conduct small-scale observational
or experimental studies o f children’s thinking
and learning as part o f the course. By permis­
sion. Limited to 15 students.
Not offered 1993-94. Massey.
5 5 . L a n g u a g e and G en d er.

(See Linguistics 55.)
Fall sem ester. Brennan.
5 6 . 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 ic a tio n .

The course is designed to explore the role of
nonverbal communication and nonverbal be­
havior in social interaction and to examine
some o f the media through which messages are
systematically transmitted and decoded. We
define the components o f nonverbal commu­
nication and their functions, drawing upon
theoretical and empirical literature. Topics
include facial expression, body language, ges­
tures, paralanguage, proxemics, kinesics, gen­
der differences, color, and design. Applied
aspects o f nonverbal communication are in­
troduced through direct observation, print
media, and films/videos.
(Cross-listed as Ling 5 6 .)
Spring sem ester. 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 influence current constructions o f the mental
world.
Not offered 1993-94. 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 1993-9464. 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 several clinical topics
(e.g., pervasive developmental disorder, anxi­
ety, pain, chronic illness, sexual abuse), while
considering specific problems o f research
(e.g., sampling strategies, internal validity,
cross-sectional vs. longitudinal studies, quali­
tative analysis) as they pertain to clinical child
and pediatric psychology. Students learn to
locate and evaluate current empirical studies
as they discuss the diagnosis and treatment of
these childhood problems. Emphasis is on
learning to use library resources, improving
reading and evaluation of research, and expo­
sure to representative topics in clinical child
and pediatric psychology.
Prerequisite: Introduction to Psychology and
one of the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, or Children at Risk.
Fall sem ester. Horwitz.
65. P o litic a l P s y c h o lo g y .

A psychological examination o f individuals’
participation in and impact upon politics and
the effect of various political systems on
individuals. Personality differences and psy­
chological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies of presi­
dents and other leaders; psychological distor­
tion in political decisions; personality types
among the public; psychological factors in
public opinion and revolution. A class project
may be included. (Cross-listed as Political
Science 28 .)
Not offered 1993-94. Peabody.

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, and architecture. Spe­
cial attention is given to the psychological,
social, rhetorical and ideological processes 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. The course is open to students who
have had at least the introductory course in
both philosophy and psychology. (Crosslisted as Philosophy 86 .)
Fail 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
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.
Prerequisites: The course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Not offered 1993-94. Schwartz.
90. P r a c t ic u m in C lin ic a l P s y c h o lo g y .

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 a member o f the psychology department.
E ach semester. Staff.
91. R e s e a rc 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

239

Psychology

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.
F all sem ester. Schneider.
9 4 . Independ ent R e s e a rc h .

Students conduct independent research proj­
ects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report o f their work. Registration for Inde­
pendent Research requires the sponsorship of
a faculty member in the psychology depart­
ment who agrees to supervise the work.
E ach semester. Staff.
9 5 . T u to ria l.

Any student may, under the supervision o f 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 of 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 sem esters. Staff.
98.

H is to r y and S y s t e m s o f P s y c h o lo g y .

Intended to provide integration o f different
fields o f psychology and to offer majors one
way to meet the comprehensive requirement.
Historical treatment concentrates on the
major systematic points o f view. Special
consideration is given to problems overlap­
ping several areas o f psychology.
Fall semester. Peabody.

SEMINARS
103. P e r s o n a lity and S o c ia l Co g n itio n:
P e r s p e c t iv e s in A d u lt D evelo p m en t.

An examination in depth o f the course of
adult personality development, emphasizing
how particular needs and experiences influ­
ence growth and change in individuals. Cur­
rent theoretical approaches are considered
with a focus on how gender issues are ad­
dressed. By permission. Two credits.
Not offered 1993-94. Moore.
104. Ind ivid u al in S o c ie ty .

An analysis of the relationship between people
and their society. Basic social processes are
discussed, including the understanding of
other persons, theories o f cognitive consis­
tency, group influence and conformity. Ap­
plications to political attitudes, group preju­
dices, the relation o f attitudes and personality,
and the relation o f psychology to the social

240

sciences are also considered. By permission.
Two credits.
Not offered 1993-94. Peabody.
106. P e r s o n a lity T h e o r y and
In te rp reta tio n .

An exploration o f major theories o f human
psychological functioning, with special em­
phasis on the process o f exploration itself.
Thus, critical inquiry is made into the theories
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 o f study recommended. By permission.
Two credits.
Spring sem ester. Gergen.

« f---------------------;---------------------1107. P s y c h o lin g u is tic s .

■ See Linguistics 107.) One credit.
■Not offered 1993' 94- Brennan.
n 0 & A b n o rm a l P s y c h o lo g y .

jA study in depth o f various theoretical per­
spectives on psychological disorders, includ­
in g schizophrenia, depression, anxiety, and
s a tin g disorders o f childhood. Underlying
Assumptions o f each theory will be consid­
e r e d , as well as empirical evidence supporting
s h e theory. Approaches to treatment are studied. By permission. Two credits.
■hall semester. Marecek.
109.

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

■An analysis of the neural bases o f motivation,
Bemotion, learning, memory and language.
■Generalizations derived from neurobehavioral
■relations are brought to bear on clinical issues.
■By permission. Two credits.
■Not offered 1993-94. Schneider.
■ 131. L e a rn in g and M o tiv a tio n .

■See description of Psychology 31. The seminar
■considers in depth special topics o f interest
■discussed in the Learning and Motivation
■course.
prerequisite: Psychology 31. By permission.
■One credit.
■Spring semester. Schwartz.
■ 132. P e rc e p tio n .

K e e description o f Psychology 32. Advanced

work in human perception, emphasizing vi­
sual perception o f objects, space, motion, and
their interrelations.
Prerequisite: Psychology 32. By permission.
One credit.
Not offered 1993-94.
133.

C o g n itiv e P s y c h o lo g y .

See description o f Psychology 33. An inten­
sive study o f higher mental processes, includ­
ing mental representation, memory organiza­
tion, imagery, expertise, thinking, concept
formation, and problem solving. By permis­
sion. One credit.
Prerequisite: Psychology 33.
Spring sem ester. Massey.
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 o f inter­
est within the field. A research component is
frequently included.
Prerequisite: Psychology 39. By permission.
One credit.
Spring sem ester. Kemler Nelson.
180. T h e s is .

May be presented as a substitute for one semi­
nar. A thesis must be supervised by a member
o f the Department. May be taken either as a
2 -credit, 1 -semester course or as a 2 -semester
course for one credit each semester.
Both semesters. Staff.

Public Policy

Coordinator: RAYMOND F. H OPKINS (Political Science)
Committee: J o h n C a s k e y (Economics)
R o b in so n H o llis t e r (Economics)
G udm und I v e rs e n (Mathematics & Statistics) 2
E llen M a g e n h e im (Economics) 3
A r th u r M c G a r ity (Engineering)
C a r o l N a c k e n o ff (Political Science)
H illa rd P o u n c y (Political Science)
F r e d e r ic P r y o r (Economics) 3
R ic h a rd R ubin (Political Science) 2
D a vid S m ith (Political Science)
Eva T r a v e r s (Education)
R ic h a rd V a le lly (Political Science)
L a r r y W e stp h a l (Economics)

Public policy is an increasingly important in­
fluence in people’s lives. Public policy is the
array o f 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, food and agriculture,
and national and global security. These issues
may be within domestic, foreign, or interna­

tional governmental domains. Course's in the
concentration encompass the development,
formulation, implementation, and evaluation
o f policy. Those departments primarily con­
cerned with the concentration are Political
Science, Economics, and Engineering; but
work in other departments may be pertinent
to the concentration. Faculty members from
other departments are involved in the concen­
tration, and course or seminar offerings from
other departments may, in certain circum­
stances, meet requirements for the concentra­
tion. Work in the concentration equally em­
phasizes
historical,
institutional,
and
normative analysis. Basic competence in for­
mal or quantitative methods is required for
students concentrating 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 o f each concen­
trator should be worked out in consultation

2 Absent on leave, spring semester, 1994.

242

with the Coordinator of 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

3 Absent on leave, 1993-94.

l e a c h , normally be met by taking one course or
■ seminar. The economic analysis requirement
l e a n be met by Economics 11 (Intermediate
■ Economics), Economics 101 (Economics TheI ory), Economics 41 (Public Finance), or Economics 141 (Public Finance). The political
1 analysis requirement can be met by Political
■ Science 2 (American Politics) or Political
■ Science 30 (Political Economy and Social
I Policy: The U .S. in the 1990s). The quantita■ tive analysis requirement can be met by Sta) tistics 1 (Statistical Thinking), Statistics 2
■ (Statistical Methods), Statistics 23 (Statis■ tics), Statistics 53 (Mathematical Statistics),
I Economics 31 (Statistics for Economists),
■ Engineering 57/Economics 3 2 (Operations
I Research), Economics 35 or Economics 135
I (Econometrics). Equivalent work at other in1 stitutions may be substituted for any o f the
I above.
1
I
I
I
I
I
I
I
I
1

In addition to the three preparatory or prerequisite courses, three credits must be taken
from among the substantive policy courses
listed below, one o f which should be Public
Policy Thesis. These courses deal with substantive sectors and institutional aspects of
public policy analysis. Many o f 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 o f such
requests, as for approval of internships, will
be determined by the director o f 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. While no specific
courses on ethics, values, or moral reasoning
are required for the concentration, students
are strongly urged to incorporate curricular
work in literature, philosophy, psychology,
political theory or religion into their studies
in order to strengthen their ability to evaluate
policy from a perspective of humane values.

I INTERNSHIP
■ Some direct experience or practical responsiI bility in the field, through work in a public,
9 private, or voluntary agency, is required for
I graduation with a concentration in public
I policy. This requirement may be met by comI pleting an internship during either a semester
I or a summer or both. Normally, students will
I hold internships between their junior and
I senior years. The internship program is suI pervised by the director o f the Public Policy
I Program, who also serves as coordinator for
1 the concentration. Planning for the internship
I experience should begin six to eight months
I before the time it might commence. The Col1 lege has developed a network of contacts in
1 Washington and overseas and would like to
I have qualified students each year to fill postI tions already identified. Funding for an in­

I

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

--------243

P u b lic P o lic y

expected o f an intern include the James H.
Scheuer Summer Internships in Environmen­
tal and Population Studies and the J. Roland
Pennock Fellowship in Public Affairs, a
summer research opportunity awarded each
spring under the coordination o f the depart­
ments o f Economic and Political Science. In

addition, general College summer research
funding is occasionally available to students
on a competitive basis.
The Program also seeks to facilitate internship
opportunities for students not concentrating i
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 of some policy
question to complete research and analysis
under the supervision o f the director o f the

public policy program and one or more other
core faculty. Paper topics may focus on 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 9 8, and thereby getting double course
credit. Such a thesis must receive prior appro­
val by the relevant department and will count
no more than one credit toward the six credits
required by the concentration.

AREAS OF POLICY FOCUS
Some students may wish to focus their sub­
stantive work in policy 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

244

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 110. Comparative Politics:
Africa (one credit in the Concentration
although it is a seminar)
Not offered 1993-94.
Economics 81 or 181. Economic
Development (one credit in the
Concentration although it is a seminar)
R elated and Supporting Courses
Economics 51 or 151. International
Economics
Economics 53. International Political
Economy

Education P o lic y

Policy Courses
Education 66. Child Development and
Social Policy
Education 68. Urban Education
Related and Supporting Courses
Education 31. Women and Education
Education 47. School and Society
En viron m en ta l S tu d ie s

Policy Courses
Political Science 43/Engineering 6 8.
Environmental Policy
Related and Supporting Courses
Biology 39. Ecology
Biology 50. Marine Biology
Engineering 32. Introduction to
Environmental Protection
Engineering 66. Environmental Systems
Economics 76. Economics o f the
Environment and Natural Resources
Food P o lic y

Policy Courses
Political Science 47. Politics o f Famine &
Food Policy
Related and Supporting Courses
Biology 39. Ecology
History 68. Food and Famine
H ealth P o lic y

Policy Courses
Political Science 42/Economics 75. Health
Policy

R elated and Supporting Courses
Biology 43. History o f Biology
S e c u r it y P o lic y

Policy Courses
Political Science 45. Defense Policy
R elated and Supporting Courses
Political Science 74. International Politics:
Special Topics
Religion 6. War and Peace
Peace Studies 15. Introduction to Peace
Studies
W e lfa re P o lic y

Policy Courses
Economics 72. Social Economics
Economics 172/Political Science 106.
Research Seminar on the Urban Underclass
(one credit in the Concentration although it
is a seminar)
R elated and Supporting Courses
Economics 4 2. Law and Economics
Education 68. Urban Education
O th e r p o lic y c o u r s e s in c lu d e :

Economics 141. Public Finance
Economics 161. Industrial Organization and
Public Policy
Political Science 33. Race, Ethnicity, and
Public Policy: African Americans

Religion

J . W ILLIAM FROST, Professor and Director o f the Friends Historical Library
DONALD K. SW EA RER , Professor’
A M Y -JILL LEVINE, Associate Professor and Chair
VER A R. MOREEN, Visiting Associate Professor’
ELLEN M . ROSS, Assistant Professor
M A R K I. W A LLA CE, Assistant Professor
YVONNE P. CHIREAU, Instructor’
STEVEN HOPKINS, Instructor

Any course numbered 1 through 10 may be
taken as introductory to other courses in the
Department. Successful completion o f Reli­
gion 1 or another o f the introductory courses
(2 through 10 ) is normally required for ad­
mission to courses numbered 1 1 and above.
Completion of two courses is usually prereq­
uisite for admission to a major in Course or
an External Examination major or minor.
The major in Religion is planned through
consultation with faculty members in the
Department. To ensure breadth in the pro­
gram o f 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
and interpretation represented in the depart­
ment (see "M ajoring in Religion at Swarthmore.” ) Majors in both Course and the Exter­
nal Examination Program are expected to
have taken the background courses required
for work in specific seminars. Minors in the
External Examination Program must take at
least two courses in the Department in addi­
tion to seminar(s). A component o f a major’s
program o f study may include study abroad
planned in collaboration with the depart­
ment.
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

3 Absent on leave, 1993-94.
4 Fall semester, 1993.

246

hensive Paper and on courses taken within the I
major.
1. R e lig io n a n d H u m a n 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 selfunderstanding and action. The course explores
various themes and structures seminal to the
nature o f religion and its study: sacred scripture; 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 sem ester. Staff.

I
I
1
A
#
I
I
I
1
I
1

2. R e lig io n a n d L ite ra tu re .

This course examines models for religious 1
transformation in a variety o f literary genres. I
N ot offered 1993-94. Ross.
3. In tro d u ctio n to th e H e b re w
S c r ip t u r e s .

A comprehensive introduction to the history
o f ancient Israel and biblical Judaism as known
primarily, although not exclusively, through
the literature produced and preserved by
those communities. Special attention will be
given to the cultural contexts, both national
and international, in which the texts were composed, and to the various approaches.—historical, literary, sociological, etc.—by which
the texts have been interpreted.
Fall sem ester. Levine.

5 Spring semester, 1994.

I
I
I
I
1
1
I
I
I

]
I
I

4. Introduction to th e C h ris tia n
S c r ip tu r e s .

I
I

This course examines the Christian canonical
writings in their historical and cultural contexts, introduces the tools—from the historical critical method to newer disciplines such
as rhetorical criticism and sociological analysis— employed to discover the original meaning(s) of the documents, and investigates the
continuities and the transformations o f Christianity from Jewish movement to independent
religion.
Spring semester. Levine.

I

I
I

I
I
I
,
M
I

5. P r o b le m s o f R e lig io u s T h o u g h t

I
I
I

1
I
I
I
I
I
I
I
I

Study o f contemporary religious and cultural
problems. Topics include: the challenge of
radical evil; the problem o f the social construction o f religious knowledge; the question
of ethical integrity: the task o f interreligious
dialogue; the promise o f critical theory for
understanding sacred texts; and the corrosive
influence o f racism and sexism within reli'
gious communities. Authors include: S. Kierkegaard, F. Nietzsche, A. Cohen, J. Derrida,
M. Abe, R. Girard, S. McFague, R . Rorty, and
C .W est.
Fall semester. Wallace.
6. W a r a n d P e a c e .

I

I

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 o f these ideas in this
nation’s response to organized violence.
Not offered 1993-94. Frost.

I

7. In tro d u ctio n to F o rm a tiv e J u d a is m .

J
I
I

I
I

I
I

I
I
I
I
I
I
I
I
I
I
I

Surveying Judaism from the encounter with
Hellenism to the codification o f the Talmud.
Particular focus on the struggle between ancient tradition and cultural adaptation, the
diversity o f pre- and non-Rabbinic Judaisms
(e.g., Diaspora accomodations, the Dead Sea
Scrolls, the Pseudepigrapha), the formation
of the Biblical canon. Targumim, Midrash,
and Mishnah, the distinctions between orthodoxy and heresy, and the political and social
factors in which this history took shape.
I Primary distribution course.
I Fall sem ester. Levine.

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
India, China, and Japan structured as patterns
o f religious life. Materials taken from the
Hindu, Buddhist, and Jain traditions in India,
the Confucian and Taoist traditions in China,
and from Zen, Shinto, and the New Religions
o f Japan.
Primary distribution course.
Spring sem ester. Hopkins.
9. T h e R u d d h ist T ra d itio n .

This course explores the unity and variety of
the Buddhist tradition within its historical
development in South, Central, and East Asia.
In particular it focuses on the meditation
tradition in China (Ch’an), the esoteric tradi­
tion in Tibet (Vajrayana), and the faith tradi­
tion in Japan (Jodo Shin Shu).
Not offered 1995-94. Swearer.
10. A fr ic a n - A m e r ic a n R e lig io n s.

An introduction to the religious experience of
Blacks in the United States, from the colonial
period to the present. The course will examine
the institutions, practices and beliefs of Ameri­
cans o f African descent, using text, film, art
and music. Topics to be discussed include:
slave religion; independent African-American
churches; spirituals and sacred song: Black
Catholics and Jews; the Civil Rights movement
and religion; contemporary Black and womanist theology; and neo-Affican urban reli­
gions.
Spring sem ester. Chireau.
11. T h e H is to r y , R e lig io n , and
C u ltu re o f J a p a n .

This course explores the historical dynamics
of the religion and culture o f Japan from their
origins to the early nineteenth century. It em­
phasizes the interaction between indigenous
Japanese cultural patterns and foreign, domi­
nantly Chinese, influences in the context of
political and social changes over the centur­
ies.
Not offered 1993-94. Swearer.
12. H is to r y , R e lig io n , a n d C u ltu re o f
India I: F ro m th e Indus V a lle y to A k b a r.

A study o f the religious history of India from
the ancient Indo-Aryan Civilization of the
north to the establishment o f Islam under

247

Religion

Moghul rule. Topics include the ritual system
o f the Vedas, the philosophy o f the Upanishads, the rise o f Buddhist and Jain commu­
nities, and the development o f classical Hindu
society. Focal themes o f heriarchy, caste and
class, purity and pollution, gender, untouchability, world-renunciation and the construc­
tion o f a religious defined social order.
(Cross-listed as History 12)
Fall sem ester. Hopkins.
13. H is to r y , R e lig io n a n d C u ltu re o f
India II: F ro m A k b a r to G an dhi and th e
V o ic e s o f U n to u c h a b le L ib e ra tio n .

A study o f the religious history o f India from
the advent o f Islam to the present. The rise
and fall o f the Moghuls, Sufi piety, and the
consolidation o f Muslim orthodoxy. The
birth o f the Sikh tradition. The colonial and
post-colonial periods as seen through the
lenses o f the Hindu reformers o f the Bengali
Renaissance, Sri Ramakrishna and Vivekananda, Gandhi, the Hindu nationalist move­
ments, and Ambedkar’s legacy to the present.
Spring sem ester. Hopkins.
14. P h ilo s o p h y o f R e lig io n .

Both critics and advocates o f religious faith
will be considered, as well as resources from
Anglo-American and Continental philosophi­
cal traditions.
(Cross-listed as Philosophy 16.)
Not offered 1993-94. Wallace.
15. In tro d u ctio n to Islam .

The historical origins and development o f
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 Q jir’an and traditions (sunna),
the development o f 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 sem ester. Moreen.
16. T h e A p o s t o lic A g e .

An investigation o f the origin and expansion
o f the Christian Church from the later writ­
ings o f the Christian canon until the Edict of
Constantine. (Cross-listed as Classics 38 .)
Not offered 1993-94. Levine.

248

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 of western religious culture and thought
from the early to the late Middle Ages. Among
other topics, the course will consider debates
about the nature o f the Divine, the person and
work of Christ, heresy and dissent, bodily
devotion, love mysticism, scholasticism, and
holy persons. Readings may include Augustine, Anselm, Avicenna, Abelard, Hildegard
o f Bingen, Maimonides, Francis of Assisi,
Catherine o f Siena, Aquinas, Julian o f Norwich, and John W ydif.
Fall sem ester. Ross.

I
I
1
1
I
I
I
I
H
M

18. W e s te rn R e lig io u s Tho ug h t
fro m 1500 to 1900.

Survey o f Western religious thought and cul- I
ture from the Reformation to the modem ■
period.
Not offered 1993-94. 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
1650’s to the present. Special emphasis will
be placed on changes in worship and theology
caused by the enlightenment, evangelicalism,
and modernism. There will be comparisons
between English, American, and Third World
Friends. There will be assessment o f the contributions o f Quakers to reform movements:
Indian rights, anti-slavery, the treatment of
the insane, prison reform, temperance, wornen’s movement, and peace.
F all sem ester. Frost.

I
1
I

1
1
1
>

1

J
8

1

20. P o e ts, S a in t s , a n d S t o r y te lle r s :
A n In tro d u ctio n to th 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.
Primary texts in translation interpreted from
the perspectives o f the poetics o f religious
devotion, literary form, comparative folklore,
and performance theory. Texts include the
Rig Veda, Hindu, Buddhist, Jain, and Islamic
lyric and epic poetry, Buddhist avadana literature, modern and traditional Indian drama,
oral epic, modem folktales, and the contemporary novel.
Fall sem ester 1994. Hopkins.

1
I
I
.1
I
I
I
I
I
I
j

1
21. 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 1993-94. Ross.
22. R elig ion a n d E co lo g y .

I

I

The challenge o f the ecological crisis to con­
temporary religious thought and practice. Top­
ics include the history o f environmental
thought in Western philosophy, theology, and
biblical studies; the value o f Native American
and American nature writings; and the con­
temporary relevance o f neopagan, ecofeminist, deep ecology, and Asian ecological world­
views. Readings will be drawn from M.
Heidegger, Book o f Job, Buddhist scriptures,
J. Muir, Black Elk, E. Abbey, S. Griffin, C.
Hyun-Kyung, and R . Ruether.
Spring sem ester. Wallace.

2 8 . R itual and Im age in th e
R u d d h ist T ra d itio n .

This course explores the unity and variety of
the Buddhist tradition within its historical
development in South, Southeast, and East
Asia, by way o f the study of its visual arts
(including narrative and iconic sculpture and
painting, stupa architecture, and the mandala)
as well as other forms of material culture,
such as shrines and their relics, pilgrimage
places, and the cult o f the book.
(Also listed as ARTH 38)
Not offered 1993-94. Graybill and Hopkins.
29. M o n a s t ic is m and th e A r t s in th e
C h r is tia n M id d le A g e s .

Survey o f monastic contributions to the arts
in the Middle Ages.
(Cross-listed with A rt History 46 .)
Not offered 1993-94. Ross and Cothren.

23. C a th o lic T ra d itio n s .

30. R e lig io n a s a C u ltu ra l Institution.

Topics in the history, thought, and practice of
various Catholic traditions.
Not offered 1993-94. Ross.

(See Sociology and Anthropology 30.)
31. M a g ic a n d R elig ion .

W hat is the relationship between religion and
the phenomenon we understand as magic?
A study o f feminist and womanist scholars on
How have they been defined and distin­
guished? These questions will inform our
thealogy/theology, language for the Divine,
investigation o f various approaches to magic
ethics, and ritual.
and religion, with particular focus on the
Not offered 1993-94. Ross.
problems o f historical interpretation. Read­
25. P e a c e M o v e m e n t in th e
ings will be drawn from theory and case
United S ta te s .
studies in various cultural traditions and will
May be used for distribution requirement in
include texts by J.G . Frazer, Marcel Mauss,
Social Sciences only.
Emile Durkheim, Edward Evans-Pritchard,
(See Peace Studies.)
Keith Thomas, D. Michael Qjiinn and John
26.
R e lig io n in A m e r ic a : A M u ltic u ltu ra
l
Butler.
A p p ro a c h .
Not offered 1993-94. Chireau.
An introductory survey that explores religion
37. G re e k and R om an R elig ion .
in the United States from an historical per­
(See Classics 37 .)
spective. Starting with an examination of
9 3 . D ire c te d R ead in g .
native American belief systems on the eve of
culture contact, and moving onward to the
Staff.
impact o f present-day immigrant traditions,
9 4 . T u to ria l.
this course will emphasize America’s heritage
Staff.
of cultural diversity and religious pluralism.
9 5 . S e n io r C o m p r e h e n s iv e P a p e r.
By uncovering hidden and manifest strands in
Majors in Course are required to write the
multicultural religiosity, we can begin to un­
Senior Comprehensive Paper, normally in the
derstand the mosaic o f spiritual life in Amerfall semester o f the senior year. The paper will
ican society.
be in the nature o f extended take-home essays
Spring sem ester. Chireau.
on topic areas stipulated by the Department.
The topics will be designed around areas of
24. W om en and R elig ion .

a

1

j

249

Religion

study in the field o f religion. A student’s
preparation for the Senior Comprehensive
Paper will include course work as well as
special syllabus reading for each essay.

96.

T h e s is .

Majors with a qualifying grade point average
who wish to be considered for graduation
with Distinction must write the Senior Thesis.

PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Examina­
tions in the following areas, to be prepared for
in the ways indicated.
P rep aration by sem in ar:
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).

Areas o f exploration may include the various
quests for the historical Jesus; the miracles,
parables, and passion in both canonical and
noncanonical texts; christological definitions;
the depictions of Jesus as Mother and Lover
in medieval piety; the theological tracts and
the philosophical "Lives of Jesus” of the 19th
century; the Black Messiah and the political
liberator; and the figure o f Jesus in ecumenical
discussion. Forays will also be made into art,
film, fiction, and popular culture.
Prerequisite: Religion 4 ,1 6 , 1 7 ,1 8 ,1 0 6 ,1 0 8 ,
or 109, or permission o f the instructor.
Spring semester. Ross.
F o 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).

This course investigates the cultural complex­
ity 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.
R e lig io u s E x p e r ie n c e o f R la c k W om en
in th e U n ite d S ta te s
(S e m in a r: 103).

This course will focus on the sacred worlds of
Black women in the United States by looking

250

at the ways that race and gender intersect to
define African-American women’s spirituality
in the nineteenth and twentieth centuries,
including biographical and autobiographical
texts, slave narratives, and oral histories. Top­
ics will include Black female preachers, Afri­
can-American missionary women, and women
in African-American Islam.
Not offered 1993-94. Chireau.
R u d d h ism in S o u th e a s t A s ia
(S e m in a r: 104).

An analysis o f Theravada Buddhism as a part
o f the cultural traditions o f Sri Lanka, Burma,
and Thailand. The seminar focuses on three
major themes: Buddhism and the legitimation
o f the state, the syncretic character o f popular
Buddhist thought and practice, and the vari­
ous responses of Buddhism to the challenges
o f the modern period.
Prerequisite: Religion 8 , 12, or permission of
the instructor.
Not offered 1993-94. Swearer.

:
R

R e lig io n and S o c ie t y (S e m in a r: 105).

How have religious ideas and institutions
shaped and been influenced by American
culture? Topics include the varieties o f Protes­
tantism, the adaptation o f Roman Catholicism
and Judaism to the American context, the
encounter o f the traditional religions o f the
Indians and Blacks with Christianity, the pat­
terns o f contemporary religious practices,
church and state, and the role o f women.
Fall sem ester. Frost.
C o n te m p o ra ry R e lig io u s Th o u g h t
(S e m in a r: 106).

An analysis o f the important movements and
thinkers that define the development o f twen­
tieth-century religious thought.
Prerequisite: Religion 2, 5, 14, 18, 22, or
permission o f the instructor.
Not offered 1993-94. Wallace.

1

B
Lib e ra tio n T h e o lo g y
(Sem in a r: 107).

A study of the principal themes o f liberation
theology as it has developed in Latin America
during recent decades.
Prerequisite: Religion 4, 6, 29, or permission
of the instructor.
Not offered 1993-94. Lacey.
J e w is h and C h r is tia n S e if-D e fin itio n
(Sem in ar: 108).

1

1

A study of the various options facing both
Judaism and Christianity in the first three
centuries C.E. and o f the processes by which
each religion narrowed those options in the
attempt to establish a normative identity.
Prerequisite: Religion 4, 7, 16, 21, or permis­
sion of the instructor.
Not offered 1993-94. Levine.
F e m in ist In te rp re ta tio n s o f S c r ip t u r e
(Sem in a r: 109).

Using various methodological approaches,
this seminar explores representations of
women and sexuality in canonical, pseudepigraphical, rabbinic, patristic, and Gnostic writ­
ings, and the recovery o f women’s history.
Prerequisite: Religion 3, 4, 7, 16, 21, or
permission o f the instructor.
Fall semester. Levine.
1

1

R e lig io u s B e lie f and M o r a l A c tio n .
(Sem in a r: 110).

An examination o f the relationship between
religion and morality. The course will use
materials from Buddhism, Hinduism, and
Christianity to analyze concepts o f virtue and
moral reasoning, the religious view of what it
means to be a moral person, and the religious
evaluation o f a just society.
Not offered 1993-94. Swearer.

ray, and Ricoeur.
Prerequisite: Religion 2, 5, 14, 18, 22, or
permission of the instructor.
Not offered 1993-94. Wallace.
T h e T e x tu re s o f th e Text: P h ilo so p h y ,
N a rr a tiv e and P o p u la r P ie ty in th e
H indu and B u d d h ist T ra d itio n s .
(S e m in a r: 113).

An exploration o f text and doctrine, theory
and philosophical discourse, and praxis-ritual
and pilgrimage, image worship, veneration of
relics, books and stupas—to develop a contextsensitive, holistic approach to the study of
various forms o f Hindu and Buddhist devo­
tion.
Fall sem ester 1994. Hopkins.
L o v e and R elig ion .
(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 in
religious discourse to describe the rela­
tionship between the human and the divine.
Sources range from Plato to San Juan de la
Cruz, and from Bengali devotional poetry to
modern Indian films. M ajor theoretical ques­
tions— cultural construction o f emotions, the
erotic life, the body, and religion—will be
derived from Foucault, Kristeva, Nussbaum,
de Rougemont, Bloch, and Kakar.
F all sem ester. Hopkins.
Indian Religion
R e lig io n s Of India (Swearer)
B u d d h ism
T h e B u d d h is t T ra d itio n (Swearer)

M edieval Religious Thought

M e d ie v a l T h e o lo g y a n d C o n te m p o ra ry
F e m in ism (S e m in a r: 111).

W e s te rn R e lig io u s T ho ug h t
fro m 3 2 5 to 1500 (Ross)

This course explores the integration o f recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1993-94. Ross.

Philosophy o f Religion

P o s tm o d e rn R e lig io u s T h o u g h t
(S e m in a r: 112).

The problem of ethics and belief beyond the
philosophical foundations o f traditional reli­
gious thought. Readings include Kierkegaard,
Nietzsche, Heidegger, Derrida, Levinas, Iriga-

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)

Form ative Judaism
In tro d u ctio n to F o rm a tiv e J u d a is m

(Levine)

251

Religion

Hebrew Scriptures

P rep aration by T h esis:

In tro d u ctio n to th e H e b re w S c r ip t u r e s

(Levine)
P rep aration by com bin ation s o f cou rses:

Students who declare a major in Religion in
their External Examination Program may, with
permission o f the Department, offer a thesis as
one o f their External Examination papers.

Early Christianity
T h e C h r is tia n S c r ip t u r e s (Levine)
T h e A p o s t o lic A g e (Levine)

)

1

252

Sociology and
Anthropology
BRAULIO M U Ñ O Z, Professor
STEVEN I. PIKER, Professor and Acting Chair
JOY CHARLTON, Associate Professor3
ROBIN E. W AGNER-PACIFICI, Associate Professor
MIGUEL DIAZ-BARRIGA, Assistant Professor3
BRUCE GRANT, Assistant Professor
AISHA KH A N , Instructor
M ICHAEL SPEIRS, Lecturer

I

The program o f this department emphasizes
I that Sociology and Anthropology are engaged
I in a common intellectual task. Studies in the
I department are directed toward understanding
I the order, meaning, and coherence o f life in
I human societies and cultures, as well as the
pressures and contradictions that produce
I
patterns o f conflict and change. Courses variI ously emphasize the comparative study of
[ societies and cultures; the conditions o f social
I organization as well as disorganization; evoluI tion and the bases o f human adaptation;
change as well as continuity; gender and cul'
I ture; the human life course; the symbolic
I aspects o f human social life.

1

Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
modern and, particularly, American society,
and to the social problems o f the modern age.
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 of the
department and their courses have many links
to neighboring disciplines such as Biology,
Education, English, History, Literature, Phi­
losophy, Psychology, and Religion. The de­
partment also participates in a Special Major
in Linguistics and BioAnthropology.

REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 1 through 12, as well as
24, may serve as points o f entry for students
wishing to begin work in the department.
Enrollment in these courses is unrestricted,
and completion o f one o f them will normally
serve as prerequisite to all other work in the
department (Course 3 0 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 o f eight units o f 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 re­

commended 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. It is
recommended that such programs be devel­
oped in close consultation with advisors in
the Sociology/Anthropology department and
the Education Program.
The department emphasizes the importance
o f familiarity with appropriate elementary
statistics as well as computer literacy, both for
work taken at the College and for subsequent
career development. Toward underlining this,

3 Absent on leave, 1993-94.

253

Sociology and Anthropology

the Department crosslists Statistics courses 1,
2, and 23 (listed as, respectively Sociology
and Anthropology 18,19, and 20), any one o f

which may be taken as one o f the eight units
o f work required for completion o f a major in
Sociology and Anthropology.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests o f members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one o f these are encouraged to meet
with the indicated department members to
plan a program o f study.
(1 ) Social Theory and Social Philosophy
(Muñoz, Piker, Wagner-Pacifici)
(2 ) Human Adaptation, Cultural Ecology,
and Human Evolution (Piker, Speirs)
(3 ) Post-Industrial Society (Charlton, DiazBarriga, Wagner-Pacifici)
(4 ) Cultural and Ethnic Pluralism (Charl­
ton, Diaz-Barriga, Khan)

(5 ) Religion and Culture (Charlton, Piker)
(6 ) Psychology and Culture (Charlton,
Piker)
(7 ) Sociology o f A rt and Intellectual Life
(Munoz, Wagner-Pacifici)
(8 ) Modernization and Development (DiazBarriga)
(9 ) M odem America (Charlton, Diaz-Bar­
riga, Wagner-Pacifici)
(10) The Life Course (Piker)
(11) Inequality (Charlton, Diaz-Barriga,
Wagner-Pacifici)
(1 2 ) Political Behavior and Culture (DiazBarriga, Grant, Khan, Wagner-Pacifici)

CERTIFICATION FOR SECONDARY SCHOOL TEACHING
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 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
semester courses in social sciences, o f which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As o f 1987, at least one course in
American history and one social science
course focusing on Third World or non-Anglo
subject matter are required.
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 .

This course will explore central themes and
points o f conflict in American life, authority,
community, sexuality, work, personal iden­
tity, politics, and heroism. This exploration

254

will proceed by way of an analysis both o f the
institutional representations o f these central
issues and their cultural expressions.
Primary distribution course.
Spring sem ester. Wagner-Pacifici.
2. N a tio n s and N a tio n a lis m s .

Nationalist movements around the world risen
to the fore in the late twentieth century by
drawing on very malleable images o f culture,
patriotism and belonging. This course exam­
ines different kinds o f nationalist discourse
through recent anthropological and sociologi­
cal analyses o f ethnicity, class and the use of
symbolism in complex societies.
F all sem ester. Grant.
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 h o u g h t

A general introduction to major theoretical
developments in the study o f social life since
the 19th century. Selected readings will be
drawn from the work o f such modern social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Giddens,
Lukes, and Rieff will also be included. These

I

1

■

developments will be studied against the back­
ground of the socio-philosophical climate of
the 19th century. Limited enrollment.
Fall semester. Munoz.

Muntaner and Rosaldo. (All materials avail­
able in English.)
Not offered 1993-94. Diaz-Barriga.

6. C u ltu ra l B o rd e rla n d s .

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
pology, but integrates information and per­
spectives from anatomy, primatology, evolu­
tionary biology and the geosciences.
Primary distribution course.
Fall semester. Speirs.

This course focuses on the anthropology and
sociology of gender, ethnic, and class relations
in the United States. The course emphasizes
current discussions of inequality and multiculturalism as well as case studies, including
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 o f both anthropology and
cultural studies for understanding cultural
"borderlands” in the United States.
Primary distribution course.
' Not offered 1993-94. Diaz-Barriga.
7. G en d er, P o w e r, and Identity.

An exploration o f 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 1993-94. Charlton.
]

j

8. D im e n s io n s o f S tra tific a tio n :
Eth n icity a n d R a ce .

This course introduces students to the con­
cepts and theories of "race” and "ethnicity”
as well as to some specific examples o f social
relations characterized by ethnic or racial
conflicts. Is there a biological basis for "race” ?
How is "ethnicity” different from "race”? Are
political struggles among different ethnic
groups inevitable? How do racial and ethnic
categories relate to other social distinctions,
such as gender, class, or sexuality? We will
look particularly at the United States, the
Caribbean, Latin America, and Britain.
Spring semester. Khan.
9. In tro d u ctio n to L a tin o s in th e U.S.

1

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, Negron-

10.

H u m a n Evolution.

18. S ta tis tic a l T hink ing .

(Cross-listed as Stat 1. Please see Mathe­
matics entry for description.)
19. S ta tis tic a l M e th o d s .

(Cross-listed as Stat 2. Please see Mathe­
matics entry for description.)
20. S ta tis tic s .

(Cross-listed as Stat 23. Please see Mathemat­
ics entry for description.)
39. C o m p u tin g in th e S o c ia l S c ie n c e s .

Surveys methods for solving research prob­
lems using computers. Theory and practical
applications will be emphasized through the
use of available computing resources. Topics
include: data acquisition and pre-analysis;
statistical and graphical analysis; functions of
programming languages; intelligent use of
software manuals. Familiarity with Macintosh
Operating System is assumed. Enrollment in
Spring semester limited to students working
on a faculty-directed research project. (Crosslisted as Econ 39.)
Prerequisite: Econ 31 or Stat 2 or permission
o f the instructor.
Class size limit: 15. One-half credit.
Spring and fa ll semester. Fry.
24.

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

255

Sociology and Anthropology

generation; c) the psychological functions of
culture. Case materials will be principally, but
not exclusively, non-Western, and the crosscultural study o f child rearing will receive
particular emphasis.
Primary distribution course.
Spring semester. Piker.

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 o f instructor.
Not offered 1993-94. Piker.

2 5 . La n g u a g e , C u ltu re , a n d S o c ie ty .

32. S h a m a n is m a n d T h e P o lit ic s
o f E x o tica .

(Cross-listed as Linguistics 25. See listing
under Program in Linguistics.)
2 6 . In tro d u ctio n to La tin A m e r ic a n
A n th ro p o lo g y .

The course examines the history o f the
anthropology o f Latin America focusing on
indigenismo, functionalism, cultural ecology,
and structuralism. Readings for the course
include ethnographies on rural and urban
culture as well as more general works on
anthropological theory.
Not offered 1993-94. Diaz-Barriga.
28. 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.
Spring semester. Muñoz.
2 9 . Eth n olo g y & E th n o g ra p h y o f
C e n tra l A m e r ic a and th e C a rib b e a n .

In this course the challenge will be to cover in
a very short time a large and diverse region—
to understand its different and similar charac­
teristics and the underlying forces (historical,
cultural, social) that contribute to these char­
acteristics; to become familiar with the hetero­
geneity o f its peoples and the nature o f their
social relations; and to understand the nature
o f macro-level and micro-level power relations
and their significance for communities and
societies. The ultimate goal of the course is to
develop abilities for critical analysis in addi­
tion to learning new information.
Fall semester. Khan.
3 0 . 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 modem
West. The following topics will be empha­
sized: religious symbolism; religious evolu­
tion; religion as a force for both social stability

256

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.
Fall semester. Grant.
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 .

This course investigates the impact o f 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 of 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 "Paleo-Sierra Clubs” and will attempt to
use the archaeological record as a guide for
selecting appropriate options for future agri­
cultural development.
Spring semester. Speirs.
39. C o m p u tin g in th e S o c ia l S c ie n c e s .

Surveys methods for solving research prob­
lems using computers. Theory and practical
applications will be emphasized through the
use o f available computing resources. Topics
include: data acquisition and pre-analysis;
statistical and graphical analysis; functions of
programming languages; intelligent use of
software manuals. Familiarity with Macintosh
Operating System is assumed. Enrollment in
Spring semester limited to students working
on a faculty-directed research project. (Crosslisted as Econ 3 9 .)
Prerequisite: Econ 31 or Stat 2 or permission
o f the instructor.

I Class size limit: 15. One-half credit.
| Spring and fall semester. Fry.
42.

!

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 modern social theory. Works
by Marx, Weber, Durkheim, Freud, and criti­
cal theorists, neo-conservatives, and post­
modernists will also be discussed.
Spring semester. Munoz.
44. S o c ia l Ineq uality.

This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of 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?
Spring semester. Wagner-Pacifici.
45. F ie ld S tu d ie s in P rim a te B e h a v io r.

(Cross-listed. Please see Bio 45 for descrip­
tion.)
Fall semester, alternate years. Williams.
51.

A n In tro d u ctio n to A r c h a e o lo g y .

(See listing under Department o f Classics.)
56. E th n o g ra p h ic & L it e ra r y
E x p lo ra tio n s o f th e D ia s p o ra .

We will explore theoretical and methodo­
logical issues in the recently renewed (and
redefined) study o f population diasporas. In
looking at migration, resettlement, and incor­
poration, we will be concerned with both
ethnographic (micro-level) and structural
(macro-level) dimensions of these processes,
as well as their symbolic significance to the
communities involved.
Fall semester. Khan.
58. 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.
Not offered 1993-94. Diaz-Barriga.

60. 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 ovel.

(Also listed as SAL 60. See Modern Lan­
guages.) This course will explore the relation­
ship between society and the novel in Spanish
America. Works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel Garcia Márquez, Miguel
Angel Asturias.
Not offered 1993-94. Hassett and Muñoz.
62. Latin A m e r ic a n U rb a n iz a tio n .

This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview o f the
processes behind the urbanization o f Latin
America and explores housing policy options.
Members of the class will be introduced to
concepts such as dependency, underdevelop­
ment, the informal sector, marginality, the
culture of poverty, self-construction, and selfhelp. The role o f the informal sector in urban
development, housing, and the dependent
economy is a particular focus.
Not offered 1993-94. Diaz-Barriga.
6 3 . P o w e r, A u th o rity , and 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 o f Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question o f state autonomy,
political legitimacy, and the interpenetration
o f the personal and the political.
Not offered 1993-94. Wagner-Pacifici.
64. C o m p a ra tiv e C o lo n ia lis m .

This course explores the relationship between
culture and imperialism among colonizing
and colonized societies. We will approach
colonialism as both socio-economic project
and as epistemological problem. Focusing par­
ticularly on relations among peoples o f the
Americas, Africa, South Asia, Britain, and
France, we will consider such topics as cul­
tural hierarchies, religious movements, liter­
ary exile, psychological-affective dimensions,
gender and sexuality, and the political econ­
omy o f the labor process.
Spring semester. Khan.
6 8 . U rb a n E d u ca tio n .

(See Education 68.)

257

Sociology and Anthropology

69.

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 69 .)
Fall semester. Wagner-Pacifici.
77. T h e P o lit ic s o f S o v ie t and
P o s t-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.
Spring semester. Grant.
83. C o llo q u iu m : A r t and 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.
86. 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.
Fall, 1993. Piker.
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
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. Staff.
93. D ire c te d R ead in g .

Individual or group study in fields o f special
interest to the students not dealt with in the
regular course offerings. Consent o f the de­
partment chair and o f the instructor is re­
quired.
Members o f the Department.
9 6 - 9 7 . T h e s is . T h e s e s w ill be re q u ire d
o f a ll C o u r s e m a jo rs .

Seniors in the Course program will normally
take two consecutive semesters o f thesis tu­
torial. Students are urged to discuss their
thesis proposals with faculty during the spring
semester o f their junior year, especially if they
are interested in the possibility of field work.
Members of the Department.
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 30, 33, 44, 55, 63, 82.

SEMINARS
101. C r it ic a l M o d e rn S o c ia l T h e o ry .

102. H is to r y a s a C u ltu ra l M y th .

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 of the instructor.
Not offered 1993-94. Munoz.

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
o f history as epistemology. Selected films,

258

along with core readings from Claude LéviStrauss, Karl Marx, Walter Benjamin, and
Clifford Geertz will open discussion o f an­
thropological studies which blur the bound­
aries between history and myth.
Spring semester. Grant.
104. C u ltu re and 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
tive narratives.
Not offered 1993-94. 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 modern social theory and contemporary
social theorists. Works by Marx, Weber, Durk­
heim, and Freud will be discussed.
Fall semester. 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.
Spring 1994. 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 o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the na­
ture and representations o f work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is partly
phenomenological: how are inequalities made
social and how are they disrupted?
Spring semester. Wagner-Pacifici.

110.

W o rk and th e W o rk p la c e .

In this seminar we will examine the meaning
o f life as it relates to the creation o f "w ork.”
What is "work?” How do we find meaning
through it? How do people come to be doing
the work they do? How do we explain the
importance o f occupational identity ("S o ,
what do you do?” ) How have we organized
"w ork” historically and in whose interests?
How have occupations and professions
created, maintained, changed—or reflected—
fundamental social inequalities? W hat is hap­
pening to contemporary American labor
markets? to career paths? to the understanding
o f "success?” W hat is the relation o f work to
family? to our education? We will read books
as varied as Bateson’s Composing a Life and
Schor’s The Overworked American, as well as
the classical theoretical statements and case
studies o f particular occupations and profes­
sions.
Not offered 1993-94. Charlton.
112.

T o p ic in R a c e a n d E th n icity .

This seminar will examine the configuration
o f ethnic and racial hierarchies from an an­
thropological perspective. Approaching eth­
nicity and race as social constructs, we will
consider the ideological uses o f notions o f the
other in "culture contact” and identity con­
struction, both as a basis o f domination and
a means o f resistance in group relations. Ex­
ploring both historical and contemporary ex­
amples, we will also consider the articulation
of other kinds of social identities with ethnic
and racial stratification.
Spring semester. Khan.
114. P o litic a l S o c io lo g y .

This seminar analyzes the ways in which
power emerges, circulates, is augmented, and
resisted in diverse political contexts. Readings
include Marx, Weber, Gramsci, Arendt, Par­
sons, and Foucault.
Fall semester. Wagner-Pacifici.
115. Freu d and M o d e rn S o c ia l T h e o ry .

The seminar divides into two parts. The first
part is devoted to a close reading o f 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.

259

Sociology and Anthropology

Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission o f the instructor.
Not offered 1993-94. Munoz.

gion in Latin America and liberation theology
will also be explored.
Not offered 1993-94. Diaz-Barriga, Lacey.

117. L ib e ra tio n T h e o lo g y & S o c ia l
M o v e m e n t in La tin A m e r ic a .

A comparative exploration o f the social con­
struction o f gender utilizing diverse theoreti­
cal and empirical perspectives.
Not offered 1992-93. Charlton.

This course looks at the concepts, practices,
and history o f liberation theology and new
social movements in Latin America. The
course focuses on the ways in which Christian
Base Communities (CEBs) and social move­
ments (including human rights, women’s,
urban and ecological) have articulated their
demands and sought to empower local com­
munities. The relations between popular reli­

120.

G e n d e r and C u ltu re .

180. T h e s is .

Candidates for External Examination who
choose to write theses will usually do this
during the senior year. Students are urged to
have their thesis proposals approved as early
as possible during the junior year.
Members o f the Department.

1

Women’s Studies

Coordinator: NATHALIE F. ANDERSON (English Literature)
Committee:

A m a n d a B a y e r (Economics)
A m y Bug (Physics)
A le x a n d r a J u h a s z (English Literature)
Ethel M O O re (Psychology)
R o s a r ia M u n s o n (Classics)
C a r o l N a c k e n o ff (Political Science)
M ic h e lin e R ic e -M a x im in (M odem Languages)5
H a n s - J a k o b W e rle n (M odem Languages)

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 o f 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 External Examination Program, may

add a concentration in Women’s Studies to
their program by fulfilling the requirements
stated below. Students in the External Exami­
nation Program may design a focus in consul­
tation with the Women’s Studies Coordinator,
following the guidelines outlined below. All
students intending to pursue Women’s Studies
should submit their proposed program to the
coordinator o f the concentration at the time
they submit their sophomore papers. All pro­
gram proposals must be approved by the
Women’s Studies Committee.
The Jean Brosius Walton ’35 Fund contributes
to the support o f activities sponsored by the
Women’s Studies Committee.

CONCENTRATION
Each concentration must include a minimum
of five credits in Women’s Studies. One course
must be the Capstone Colloquium. A t least
two other courses (or seminars) must be
outside the student’s major or home depart­
ment. Students may elect, with the approval of
the coordinator, to write a one-credit thesis or
pursue an independent study as a substitute
for regular course work. Students may further
elect, with the approval 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 en­
courage those students interested in receiving
credit for applied or practical work— in par­
ticular, service learning projects—to consult
the regulations on p. 58 o f the 1993-94
College Bulletin. Students will normally take
the Capstone Colloquium in the spring se­
mester of the senior year. Concentrators must
complete the equivalent o f a comprehensive
examination devised by the colloquium in­
structor.

A FOCUS FOR EXTERNAL EXAMINATION
Each focus for External Examination must
include 12 credits, after completing which the
student may take the appropriate external

examinations and may, at the discretion of the
external examiners, receive honors in Wom­
en’s Studies.

5 Spring semester, 1994.

261

Women’s Studies

A focus must include 1 ) three fields as defined
by the student’s departmental major, one field
o f which must also be a Women’s Studies field
as defined by the Women’s Studies committee;
and 2) three fields in Women’s Studies outside
the student’s departmental major, fields as
defined by the Women’s Studies committee.
One o f the Women’s Studies fields outside the
departmental major must comprise the Wom­
en’s Studies Capstone Colloquium and a onecredit Attachment.
Fields in Women’s Studies may include com­
binations o f courses as well as seminars and
theses. Students should remember that
courses and seminars may have prerequisites
for which they will be responsible. More
information is available from the Women’s
Studies Coordinator, who will also assist a
student in designing a focus.
Courses on women and gender regularly of­
fered for the concentration include:
B io lo g y 4 3 . H is to r y a n d C ritiq u e o f
B io lo g y .
B io lo g y 93. D ire c te d R e a d in g in
F e m in is t C r it iq u e s o f B io lo g y .
C l a s s ic s 3 4 . W o m e n in C la s s ic a l
L ite ra tu re . Fall semester. Rose.
E c o n o m ic s 73. W om en a n d M in o r it ie s
in th e E c o n o m y . Spring semester. Smith.
E d u c a tio n 31. W om en a n d E d u ca tio n .
E n g lis h 10. W a y s o f S e e in g . Fail semester.

Blum.
E n g lis h 11. B o d y / lm a g e . Fall semester.

Juhasz.
E n g lis h 11 A . V is ib le S y m p to m s .

Spring semester. Juhasz.
E n g lis h 12. T h e O ther.
E n g lis h 13. T h e P la y o f G en d er.

Fall and Spring semesters. Evan.

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 , spring semester.

Chin.
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 en ’s
Identity.
E n g lis h 8 6 . W om en and Film .

Fall semester. Juhasz.
E n g lis h 87. W o m e n ’s S e x u a lit y in
L ite ra tu re a n d Film : W h at d o W om en
W ant? Spring semester. Juhasz.
E n g lis h 88. W om en and D o c u m e n ta ry .
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 112. W om en a n d L ite ra tu re .

Fall semester, Anderson. Spring semester,
Blum.
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 .

Fall semester. Judson.
H is to r y 2 5 . E n g e n d e rin g W om en.
H is to r y 2 9 . 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. Spring semester. Judson.
H is to r y 5 4 . W om en , S o c ie ty , and
P o litic s . Spring semester. Murphy.
H is to r y 8 6 . W om en in E a r ly A f r ic a n
C iv iliz a tio n s . Spring semester. Morgan.
L in g u is tic s 5 5 . La n g u a g e a n d G en d er.

Fall semester. Brennan.
L ite ra tu re 6 8 F / M o d e rn La n g u a g e s:
F re n c h 6 8 . 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 .
L ite ra tu re 5 0G . 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 . Spring semester. Faber.
L ite ra tu re 7 7 G / M o d e rn La n g u a g e s:
G e rm a n 77. L ite ra tu re o f D e c a d e n ce .

Fall semester. Werlen.

E n g lish 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 tury
England. Spring semester. Blum.

L ite ra tu re 6 1 S A . W o m e n ’s T e s tim o n ia l
L ite ra tu re o f La tin A m e r ic a n . Spring

E n g lis h 3 4 . W om en W r ite r s 1750-1865.

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 .

Fall semester. Bolton.
E n g lis h 5 3 . C o n te m p o ra ry W o m e n ’s
P o e try .

semester. Camacho de Schmidt.

M o d e m La n g u a g e s: F re n c h 1 2 L
Intro d uction a I’e x p e r ie n c e
lit té r a ire . Fall semester. Moskos.
M o d e rn La 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 91. S p e c ia l
T o p ic s : T h e o r ie s a n d F ic tio n s o f th e
E ro tic.
M o d e rn L a n g u a g e s: F re n c h 91. S p e c ia l
T o p ic s : A s p e c t s o f F re n c h C u ltu re:
T h e R e in v e n tio n o f th e F a m ily
1794-1994. Spring semester. Lane.
M o d e rn L a n g u a g e s: F re n c h 102.
T h é â tre C la s s iq u e .
M o d e rn L a 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 . Fall semester. Werlen.
M u s ic a n d D a n c e 3 6 . D a n c e and
G en d er.
M u s ic a n d D a n ce 3 8 . W om en
C o m p o se rs and C h o re o g ra p h e rs.
P h ilo s o p h y 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 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. Fall semester. Lorraine.
P o litic a l S c ie n c e 14. T h e D ia le c tic o f
O p p re s s io n a n d L ib e ra tio n .

Spring semester. Perlman.
P o litic a l S c ie n c e 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
Eq u a lity . Spring semester. Nackenoff.
P o litic a l S c ie n c e 32. G e n d e r, P o litic s
a n d P o lic y in A m e r ic a .

P s y c h o lo g y 4 4 . P s y c h o lo g y and
W om en . Fall semester. Davis.
P s y c h o lo g y 5 2 / E n g lis h 82.
R e p re s e n ta tio n s o f W o m e n ’s
Identity.
R e lig io n 2 4 . W om en a n d R e lig io n .
R e lig io n 103. T h e R e lig io u s E x p e rie n c e
o f B la c k W om en in th e U n ite d S ta te s .

Spring semester. Chireau.
R e lig io n 109. F e m in is t In te rp re ta tio n s
o f S c r ip tu r e . Fall semester. Levine.
S o c io lo g y a n d A n th ro p o lo g y 7. G e n d e r,
P o w e r, and Identity.
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 .
T h e a tre 10. Q u e e r P e rfo rm a n c e .

Fall semester. Case.
W o m e n ’s S tu d ie s 91. C a p sto n e
C o llo q u iu m in W o m e n ’s S tu d ie s .

Advanced seminar-style course in which stu­
dents develop and explore areas o f study
based upon their prior work with gender in
the various disciplines, emphasizing theoreti­
cal and methodological questions which arise
when women are placed at the center of study.
The class is required of, and normally limited
to, Women’s Studies concentrators and stu­
dents completing a Focus for External Exami­
nation. It must be taken in the senior year and
cannot be used to fulfill distribution require­
ments.
Spring semester. Murphy.
W om en ’s S tu d ie s 9 2 . T h e s is .

A research project for students majoring in
Course. One credit.
Either semester. Staff.
W o m e n ’s S tu d ie s 192. T h e s is .

A research project for students participating
in a Focus for External Examination. Two
credits.
Either semester. Staff.

263

1

VI
1

The Corporation

Administration

Board of Managers
Alumni Association
Officers & Alumni
Council
The Faculty

Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

■ Is

■ J-

I

E

E
E

J>

J<

C

\!

264

The Corporation

Neil R. Austrian, Chairman
22 Ballwood Road
Old Greenwich, C T 0 6870

Harry D. Gotwals, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081

J. Lawrence Shane, Vice Chairman
21 College Avenue
Swarthmore, PA 19081

Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081

Elise jfi Jones, Secretary
108 Beaumont Drive
Newtown, PA 18940

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
#100 Kendal at Longwood
Kennett Square, PA 19348
Julien Cornell
Central Valley, NY 10917
John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105
Clark Kerr
8300 Buckingham Drive
El Cerrito, CA 9 4530
Walter Lamb
147 Tannery Run 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

265

B o a rd o f M a n a g e rs

Term Expires December, 1993
Nancy Y. Bekavac
Scripps College
1030 Columbia Avenue
Claremont, CA 91711
Ann Lubin Buttenwieser
1080 Fifth Avenue
New York, NY 10128
Christopher F. Edley, Jr.
Office o f Mgmt. & Budget
Old Exec. O ffice Building
Washington, DC 20503
Julie Lange Hall
1161 Pine Street
Winnetka, IL 60093
*M . Jane Holding
2 4 2 0 Damascus Church Road
Chapel Hill, NC 27516
**Barbara L. Klock
4 4 The Knoll
South Port, C T 0 6490

Lloyd W . Lewis
Kendal Communities
Development Company
610 Willowbrook Lane
West Chester, PA 19382
James W. Noyes
1650 Ridley Creek Road
Media, PA 19063
Barbara Hall Partee
5 0 Hobart Lane
Amherst, MA 01002
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Edward J. Steiner
Clover Yams, Inc.
Cedar Beach Road
P.O. Box 3 54
Milford, DE 19963
*George M. Wohlreich
The Psychiatric Institute
171 Ashley Avenue
Charleston, SC 29 4 2 5 -0 7 4 2

Term Expires December, 1994
Neil R. Austrian
2 2 Ballwood Drive
Old Greenwich, C T 06870
**A lex D. Curtis
113 McCormick Hall
Dept, o f Art & Archeology
Princeton University
Princeton, NJ 08544
Samuel L. Hayes, III
345 Nahatan Street
Westwood, MA 0 2 090
Richard M. Hurd
167 Wharton Lane
Bethlehem, PA 18017

Barbara Weber Mather
Pepper, Hamilton & Scheetz
3 0 0 0 Two Logan Square
18th and Arch Streets
Philadelphia, PA 19103
‘ Victor S. Navasky
The Nation
72 Fifth Avenue
New York, NY 10011
‘ Diana Judd Stevens
12 Crestfleld Road
Wilmington, DE 19810

‘ Nominated by the Alumni Association

“ Young Alumni Manager

266

Term Expires December, 1995
**David K. Arthur
1503 Q.Street, N.W.
Washington, DC 20009
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
Howard Hughes Medical Institute
4000 Jones Bridge Road
Chevy Chase, MD 20815-6789

James C. Hormel
Equidex, Inc.
1546 Market Street
San Francisco, CA 94102-6007
Elise F. Jones
108 Beaumont Drive
Newtown, PA 18940
‘ Christopher B. Leinberger
Lesser & Weitzman, Inc.
Route 4, Box 48
Santa Fe, NM 87501
‘ Wilma A. Lewis
4301 Massachusetts Ave., N.W., #6012
Washington, DC 20016
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023

Term Expires December, 1996
Dulany Ogden Bennett
6626 S.W . Terri Court, Apt. #6
Portland, O R 97225-1046
*Joan B. Berkowitz
1940 35th Street, N.W.
Washington, D.C. 20007
Jerome Kohlberg, Jr.
Kohlberg &. Company
116 Radio Circle
Mt. Kisco, NY 10549
Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

W illiam F. Lee, Jr.
10 Ogden Avenue
Swarthmore, PA 19081
W illiam G. Nelson, IV
1121 Westmoor Place
St. Louis, M O 63131
“ Lourdes Rosado
219 Berkeley Place
Brooklyn, NY 11217
*C . W illiam Steelman
U .S. Trust Company o f NY
770 Broadway
New York, NY 10003-9598

‘ Nominated by the Alumni Association

“ Young Alumni Manager

267

B o a rd o f M a n a g e rs

Committees O f The Board
The Chairman o f the Board is an ex officio member o f every Committee.
Executive

Instruction and Libraries

Neil R . Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Dulany Ogden Bennett
Ann Lubin Buttenwieser
Mary Schmidt Campbell
Graham O. Harrison
Richard M. Hurd
Elise R Jones
Eugene M. Lang
W illiam F. Lee, Jr.
Barbara Weber Mather
Elizabeth J. McCormack

Dulany Ogden Bennett, Chair
M. Jane Holding, Vice Chair
David K. Arthur
Nancy Y. Bekavac
Mary Schmidt Campbell
Julien Cornell
Alex D. Curtis
Christopher F. Edley, Jr.
Neil Grabois
Elise F. Jones
Clark Kerr
W ilma A. Lewis
Barbara Weber Mather
Elizabeth J. McCormack
Victor S. Navasky
Barbara H. Partee
Charles C. Price III
Marge Pearlman Scheuer
Sue Thomas Turner
George M. Wohlreich

Finance and Trusts Administration
J. Lawrence Shane, Chair
Barbara Weber Mather, Vice Chair
David K. Arthur
Christopher F. Edley, Jr.
Richard M. Hurd
Walter Lamb
James W. Noyes
Edward J. Steiner
Richard B. W illis
George M. Wohlreich
Development
W illiam F. Lee, Jr., Chair
Edward J. Steiner, Vice Chair
James C. Hormel
Eugene M. Lang
Elizabeth J. McCormack
James W. Noyes
Mark J. Sonnenfeld
C. W illiam Steelman
Diana Judd Stevens
Francis M. James, III, ex officio
Thomas Henderer, ex officio

268

Investment
Graham O. Harrison, Chair
Samuel L. Hayes, III, Vice Chair
Terry Glenn
Donald Lloyd-Jones
J. Lawrence Shane
Ann Brownell Sloane
Ira Wender
Richard B. W illis
'Nominating
Ann Lubin Buttenwieser, Chair
Samuel L. Hayes, III
James C. Hormel
Jerome Kohlberg, Jr.
Lloyd W. Lewis
Barbara H. Partee

^ P rop erty

Richard M. Hurd, Chair
■ L lo y d W. Lewis, Vice Chair
■ A n n Lubin Buttenwieser
■ J o h n C. Crowley
■ A le x D. Curtis
■ James C. Hormel
■ Barbara L. Klock
■ Walter Lamb
I
William R Lee, Jr.
■ Christopher B. Leinberger
■ Marge Pearlman Scheuer
■ Diana Judd Stevens
■ Two faculty members
■ Two student members
■ Student Life
■
■
■
■
I
■
■
I
I
I
■
■
I
I
■
I
I
■

Mary Schmidt Campbell, Chair
Barbara H. Partee, Vice Chair
Nancy Y. Bekavac
Dulany Ogden Bennett
Ann Lubin Buttenwieser
Christopher R Edley, Jr.
Neil Grabois
M. Jane Holding
James C. Hormel
Elise R Jones
Barbara L. Klock
Eugene M. Lang
Christopher B. Leinberger
Wilma A. Lewis
Victor S. Navasky
Sue Thomas Turner
Three faculty members
Five student members

269

Alumni Association
Officers & Alumni Council
P r e s id e n t

ZoneC

Gleichen Mann Handwerger ’56

Connecticut, Maine, Massachusetts,
New Hampshire, Rhode Island, Vermont

P r e s id e n t D e sig n a te

Alan A. Symonette ’76
V ic e P r e s id e n ts

C. Russell deBurlo Jr. ’4 7 3
Belmont, MA

Elenor G. Reid ’67
Howard L. Vickery II ’70

Sherryl Browne Graves ’6 9 3
Greenwich, C T

S e c re ta ry

Miriam Jorgensen ’8 7 1
Lincolnville, ME

Deborah J. Van Lenten ’90
Terms Expire in June
Zone A

Delaware, Pennsylvania
Lucy Handwerk Cusano ’5 0 3
W est Chester, PA
Martha Salzmann Gay ’7 9 2
Fort Washington, PA
Adalyn Purdy Jones ’4 0 1
Swarthmore, PA
Charles C. Martin’4 2 3
Wilmington, DE
Peter Pompetti Jr. ’77 2
Stafford, PA
W illiam A. Raich ’6 3 1
Lancaster, PA
Zone B

New Jersey, New York
Elizabeth Dun Colten ’5 4 3
Upper Saddle River, NJ
John M. Darley ’6 0 1
Princeton, NJ

Joan Bond Sax ’6 0 2
Brookline, MA
Howard L. Vickery ’7 0 2
Westport, C T
Zone D

District o f Columbia, Maryland, Virginia
Janet Hostetter Doehlert ’5 0 3
Arlington, VA
Robert Forster ’4 9 1
Baltimore, MD
Peter C. Maloney ’6 3 2
Baltimore, MD
Sally Pattullo McGarry ’5 6 2
Potomac, MD
John A. Riggs ’6 4 3
Washington, DC
Stephanie Ross van Reigersberg ’6 2 1
McLean, VA
Zone E

Marcia Montin Grant ’6 0 1
Princeton, NJ

Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North
Dakota, Ohio, Oklahoma, South Dakota,
Texas, West Virginia, Wisconsin

Andrea Hoff Knox ’6 4 1
Collingswood, NJ

Mary Bartlett Caskey ’5 3 2
Rockford, IL

Anne R . Lloyd-Jones ’79 2
New York, NY

Lou Ann Matossian ’77 3
Minneapolis, MN

Elizabeth H. Scheuer ’7 5 3
Bronx, NY

Lawrence J. Richardson ’7 8 3
Overland Park, KS

Sean F. Thompson ’53 2
Mountainside, NJ

Marilee Roberg ’73 2
Wilmette, IL
Anne Davis Shullenberger ’4 1 1
Indianapolis, IN

1 term ends 1994
2 term ends 1995

270

3 term ends 1996

■ Zone F
■ A labam a, Arkansas, Florida, Georgia,
■K entucky, Louisiana, Mississippi, North
■ Carolina, South Carolina, Tennessee,
■ territories, dependencies, and foreign
■ countries
■ Jacqueline Edmonds Clark ’7 4 1
■ Charlotte, NC
1 William R. Kem ’63 2
■ Gainesville, FL

Margaret L. MacLaren ’49
Philadelphia, PA
Gloria Martinez ’90
Alexandria, VA
C o n n e c tio n R e p r e s e n ta tiv e s

Boston
Virginia Mussari Bates ’73
Melrose, MA
Boulder

■ Donald L. Kimmel, Jr. ’5 6 1
■ Davidson, NC

Diana Royce Smith ’68
Boulder, CO

1 Barton W. Rope ’3 7 3
■ Columbus, NC

Chicago

I

Anne Schuchat ’8 0 2
Atlanta, GA

■ Tracey Werner Sherry ’77 3
■ New Orleans, LA
1
1
I
I
■

Zone G

Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New
Mexico, Oregon, Utah, Washington,
Wyoming

1 Margaret Morgan Capron ’42 3
■ Mountain View, CA
1 Russell D. Fernald ’6 3 1
1 Stanford, CA

Mary Schless Roach ’81
East Dundee, IL
Hartford
Brendan F. Flynn ’86
Wethersfield, CT
Los Angeles
Walter Cochran-Bond ’70
Altadena, CA
New Haven
Rikki Abzug ’86
New Haven, CT
New York

1 Don Mizell ’7 1 3
■ Los Angeles, CA

Rachel Weinberger ’80
New York, NY

■ Clara Pope ’8 0 2
1 Los Angeles, CA

Philadelphia

1 Catherine A. Rivlin ’7 9 2
1 Palo Alto, CA

Chalmers Stroup ’49
Gwynedd Valley, PA
San Francisco

■ E. Bruce Robertson ’7 6 1
1 Santa Barbara, CA

Sohail Bengali ’79
Redwood City, CA

■ Judith McConnell Sondheimer ’6 6 1
1 Denver, CO

Seattle

j

M e m b e rs a t L a rg e

1 Robert Goshom ’39
1 Berwyn, PA
1 Bruce E. Levin ’831 New York, NY

I 1 term ends 1994
1 2 term ends 1995

Constance Gayl Pious ’53
Seattle, WA
South Florida
Mark Shapiro ’88
Miami, FL

3 term ends 1996

271

A lu m n i A s s o c ia tio n
O ffic e rs & A lu m n i C o u n cil

Washington, D.C.
Dorita Sewell ’65
Washington, DC

272

The Faculty

A lfre d H. B lo o m , B.A., Princeton
University; PhJD., Harvard University,
President and Professor o f Psychology and
Linguistics. 3 2 4 Cedar Lane.
J e n n ie Keith, B.A., Pomona College; M.A.

and Ph.D., Northwestern University,
Provost and Centennial Professor o f
Anthropology. 612 Ogden Avenue.
N gina 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 of the College. Swarthmore
College.
H a rry D. G o tw a ls , B.A. and M .A .S., Johns

Hopkins University, Vice President—
Alumni, Development, Public Relations.
550 Elm Avenue.
W illia m T. S p o c k , B.A., Swarthmore

College, Vice President— Business and
Finance. 10 Kershaw Road, Wallingford, PA
19086
R ob ert A. B a rr, J r ., B.A., Swarthmore
College; M .A., University o f Pennsylvania,
Dean of Admissions. 401 Rogers Lane,
Wallingford, PA 19086.
J a n e H. M u llin s , B.A., Swarthmore

College, Registrar. 11 S. Princeton 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 endy 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
of 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 ie 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.
Leig h to n C. W h ita k e r, B.A ., Swarthmore
College; M .A., University of Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology o f the American
Board of Professional Psychology, Director,
Psychological Services. 2 2 0 Turner Road,
Wallingford, PA 19086.

EMERITI
E lisa A s e n s iO , M .A., Middlebury College,
Professor Emerita o f Spanish. 510 Panmure
Road, Haverford, PA 19041.
Lyd ia B a e r, B.A ., Oberlin College; M.A.
and Ph.D., University o f Pennsylvania,
Professor Emerita o f German. Manatee
River Hotel, Bradenton, FL 33505.
Paul H. B eik , B.A ., Union College, M.A.

and Ph.D., Columbia University, Centennial
Professor Emeritus o f History. 2461
Venetian Way, W inter Park, FL 32789.
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 M ill Road, Wallingford, PA
19086.

D avid 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 o f 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.
H ild e D. C ohn, Dr. Phil., University of
Heidelberg, Professor Emerita o f German.
Strath Haven Condominiums.
T a tia n a M . C o s m a n , B.A. and M .A.,

Middlebury College; M .A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. 306 S. Chester Road.

273

Faculty

G o m e r H. D a v ie s , B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus o f 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.
2 8 8 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 . Fehnel, B.S., M .S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus o f Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
J a m e s A . Field , J r ., B.S., M .A., and
Ph.D., Harvard University, Isaac H.
Clothier Professor Emeritus o f History and
International Relations. 605 Hillborn
Avenue.
L a u n c e J . F le m is te r , B.A., M.A. and
Ph.D., Duke University, Professor Emeritus
o f 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 L a n g e G o d fre y , Dean Emerita of
Women. White Horse Village, B102
Gradyville Road, Newtown Square, PA
19073.
M a r k A . H e a ld , B.A., Oberlin College;
M. S. and Ph.D., Yale University, Morris L.
Clothier Professor Emeritus o f Physics.
4 2 0 Rutgers Avenue.
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.
O lga Lang, Graduate, University of
Moscow; Ph.D., Columbia University,
Professor Emerita of Russian.

274

S a r a h Le e Lip p in co tt, b •A., University of
Pennsylvania; M .A., Swarthmore College;
D .Sc., Villanova University, Professor
Emerita of Astronomy and Director
Emerita of the Sproul Observatory. 507
Cedar Lane.
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.
F ra n z H. M a u tn e r, Dr. Phil., University of
Vienna, Professor Emeritus o f German. Apt.
E106, Martin’s Run Life Center, Marple
Township, PA 19063.
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. 6 0 6 Ogden Avenue.
Irene M o ll, B.S. in Ed., University of
Kansas; M .A., Texas University for Women,
Associate Professor Emerita of Physical
Education for Women. 805 Illinois Street,
Lawrence, KS 66044.
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.
B e rn a rd M o r r ill, B.S. in M.E.,
Massachusetts Institute o f Technology;
M .M .E., University o f Delaware; Ph.D.,
University of Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 1014 Strath Haven
Condominiums.
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.
M a r tin D s tw a ld , B.A., University of
Toronto; M .A., University o f Chicago;
Ph.D., Columbia University, W illiam R.
Kenan, Jr., Professor Emeritus of Classics.
4 0 8 Walnut Lane.

H aro ld E. P a g lia ro , A.B., M .A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus o f English
Literature and Provost Emeritus. 536 Ogden
Avenue.
J . Roland P e n n o ck , B.A., Swarthmore

College; M.A. and Ph.D., Harvard
University, Richter Professor Emeritus of
Political Science. 3 3 0 0 Darby Road,
Elm 3210, Haverford, PA 19041.
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.
Frank C. P ie rs o n , B.A., Swarthmore

College; Ph.D., Columbia University,
Joseph Wharton Professor Emeritus of
Political Economy. 740 Ogden Avenue.
D avid ROSen, B.A., New York University;
M.A. and Ph.D., University o f Pennsylvania,
Professor Emeritus o f Mathematics.
394 Riverview Road.
A lb u rt 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 of Natural Science.
39F Windsor Court, Keene, NH 03431.
R ern a rd S . S m ith , B.A. and M.A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus o f History.
David G. S m ith , B.A., and M .A.,

University o f Oklahoma; Ph.D., The
Johns Hopkins University, Richter
Professor Emeritus o f Political Science.
448 S. Jackson Street, Media, PA 19063.
S im o n e V o is in S m ith , Licence et Lettres,

University of Grenoble, Professor Emerita
of French. 125 Forest Lane.
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 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. 524 Westminster Avenue.
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.
D e re k T r a v e r s i, B.A. and M.A.,
University o f Oxford, Alexander Griswold
Cummins Professor Emeritus of English.
12 Richmond Mansions, Denton Road,
Twickinham, Midd, T W 1 ,2HH, England.
P e te r v a n d e K a m p , Cand. and Docts.,
University o f Utrecht; Ph.D., University of
California; D. Phil., University of
Groningen, Edward Hicks Magill Professor
Emeritus o f Astronomy and Director
Emeritus of the Sproul Observatory,
c/o Peter Rademacher, R.D. 2, Salem,
New York 12865.
P. Lin 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
of Religion. 20 South Princeton Avenue.
H a n s W a lla c h , Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. 510 Bryn Mawr Avenue.
N ea l A . W eb e r, B.A., M .S., and D.Sc.,
University of North Dakota; M.A. and
Ph.D., Harvard University, Professor
Emeritus o f Zoology. 1805 Aaron Drive,
Tallahassee, FL 32303.
M . 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 of Engineering. Box 397,
103 Jefferson Street, Oxford, MD 21654.
H a rr 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.

275

Faculty

PROFESSORS
G e o rg e C. A v e r y ,1 B.A., M .A., and Ph.D.,
University o f Pennsylvania, Professor of
German. 230 Haverford Avenue.
R o b e rt C. B a n n is te r, b .a . and Ph.D., Yale
University; B.A. and M .A., University of
Oxford, Scheuer Professor o f History.
737 Harvard Avenue.

H. S e a r l Dunn,2 B.S.E. and M .S.E.,
Princeton University; Ph.D., Brown
University, Henry C. and J. Archer Turner
Professor of Engineering. 603 Elm Avenue.
R o b e rt S . Du P le s s is ,2 B.A., Williams
College; M.A. and Ph.D., Columbia
University, Professor o f History.
211 Rutgers Avenue.

T h o m a s H. B la c k b u rn , B.A., Amherst;
B.A. and M .A., University o f Oxford;
Ph.D., Stanford University, Centennial
Professor o f English Literature. 609 Elm
Avenue.

M a r io n J . F a b e r, B.A. and M .A.,
University o f California, Berkeley; Ph.D.,
Harvard University, Professor o f German.
234 Benjamin West Avenue.

J o h n R. B o c c io ,3 B.S., Polytechnic Institute

J a m e s D. F re e m a n ,1B.A ., M .A., and

o f Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 14 Park Avenue.

Ph.D., Harvard University, Daniel Underhill
Professor o f Music and Director o f the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.

T h o m p s o n B ra d le y , B.A ., Yale University;

M .A., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.
S u e -E lle n C a s e , B.A. and M .A., San

Francisco State University; Ph.D.,
University o f California, Berkeley, Lang
Visiting Professor o f Social Change.
Swarthmore College.
M in g K. C h a n, B.S., Iowa State University;
M .A., University o f Washington: Ph.D.,
Stanford University, Cornell Visiting
Professor o f History. 405 Walnut Lane.
P e te r J . C o d in 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 ,2 B.A ., Vanderbilt
University; M.A. and Ph.D., Columbia
University, Professor o f Art History.
611 Strath Haven Avenue.
N a d in n e C r u z , B.A., University o f San
Francisco; M .A., Marquette University,
Lang Visiting Professor. 401 Walnut Lane.
L e e D evin , B.A ., San Jose College; M.A.
and Ph.D., Indiana University, Professor of
English Literature and Director o f the
Theatre. 603 Hillbom Avenue.

J . W illia m F ro s t, B.A., DePauw

University; M .A. and Ph.D., University o f
Wisconsin, Howard M. and Charles F.
Jenkins Professor o f Quaker History and
Research, and Director o f the Friends
Historical Library. 3 W hittier Place.
J o h n L 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 o f Psychology. 331 Rogers
Lane, Wallingford, PA 19086.
J a m e s H. H a m m o n s,3 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 t t ,1 B.A., St. Francis

College; M. A., University o f Iowa; Ph.D.,
University o f Wisconsin, Professor of
Spanish. 514 S. Providence Road,
Wallingford, PA 19086.

_________________________________________________________________
1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.

276

I

3 Absent on leave, 1993-94.

]

W ulff D. H ein tz, Dr. rer. nat. Miinchen
University, Professor o f Astronomy.
540 Riverview Avenue.
R obinson G. H o llis te r , J r ., B.A., Amherst
College; Ph.D., Stanford University,
Joseph W harton Professor of Economics.
1 Whittier Place.
Raym 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,
Professor o f Political Science. 308 Ogden
Avenue.
C o n s ta n c e C a in H u n g e rfo rd , B.A.,

Wellesley College; M .A., Ph.D., University
of California, Berkeley, Professor of Art
History. 410 Dickinson Avenue.
Gudm und R. Iv e rs e n , M .A., University of

Michigan; Ph.D., Harvard University,
Professor o f 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 o f Biology. 606 North Chester
Road.
C h a r le s L J a m e s , B.S., State University
of New York at New Paltz; M .S., State
University o f New York at Albany, Professor
of English Literature. 402 Laurel Lane,
Wallingford, PA 19086.
J o h n B. J e n k in s , B.S. and M .S., Utah

State University; Ph.D., University of
California, Los Angeles, Professor of
Biology. 3 3 0 Cornell Avenue.
C h a r le s F. K e ie m e n , B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.
P h ilip J . K e lim a n ,3 B.A., Georgetown

University; M .A. and Ph.D., University of
Pennsylvania, Professor of Psychology. 1021
Stewart Avenue, Springfield, PA 19064.

T. K a o ri K ita o , B.A. and M .A., University

of California, Berkeley; Ph.D., Harvard
University, W illiam R . Kenan Jr. Professor
o f A rt History. 540 Westminster Avenue.
E ugene A . K lo tz ,3 B.S., Antioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor of
Mathematics. 735 Yale Avenue.
G e o rg e K ru g o v o y , B.A., M .A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor o f Russian. 562 Juniata Avenue.
J a m e s R. K u rth , B.A., Stanford

University; M .A. and Ph.D., Harvard
University, Professor of Political Science.
100 Rutgers Avenue.
Hugh M . L a c e y , B.A. and M .A., University
of Melbourne; Ph.D., Indiana University,
Eugene M. Lang Research Professor of
Philosophy. 4 W hittier Place.
G e ra ld L e v in s o n ,3 B.A., University of
Pennsylvania; M .A. and Ph.D., University of
Chicago, Professor of Music. 307 Maple
Avenue.
L illia n M . Li,3 A .B., Radcliffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 3 0 8 Chestnut Avenue.
NelSOn A . M a c k e n ,3 B.S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor o f Engineering.
2 5 0 Haverford Avenue.
J e a n n e M a r e c e k , B.S., Loyola University;
Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media,
PA 19063.
S te p h e n B. M a u r e r , B.A., Swarthmore

College; M.A. and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjamin West Avenue.
A r th u r E. M c G a rity , B.A., Trinity
University; M .S.E., Ph.D., The Johns
Hopkins University, Professor of
Engineering. 135 Rutgers Avenue.

D eb ora h G. K e m le r N e ls o n , B.A., M.A.,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin W est Avenue.

3 Absent on leave, 1993-94.

277

Faculty

P h ilip M e tz id a k is ,1
2 B.A., Dartmouth
College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.

F r e d e r ic L. P r y o r,3 B.A., Oberlin College;
M.A. and Ph.D., Yale University, Professor
o f Economics (part-time). 740 Harvard
Avenue.

B ria n A . M e u n ie r, B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler
School o f Art, Temple University, Professor
o f Studio Arts. 5 W hittier Place.

C h a r le s R aff,3 B.A., University of
Rochester; M.A. and Ph.D., Brown
University, Professor o f Philosophy.
214 Rutgers Avenue.

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 o f Pennsylvania,
Professor o f History. Apt. 710, Strath
Haven Condominiums.

G ilb e rt P. R o se , B.A. and Ph.D.,
University o f California, Berkeley, Professor
o f Classics. 551 Marietta Avenue.

G e o rg e M o s k o s , B.A., Davidson College;
M .A. and Ph.D., University of Wisconsin,
Madison, Professor o f French. 730 Yale
Avenue.
B ra u lio M u ñ o z , B.A., University o f Rhode
Island; M .A. and Ph.D., University of
Pennsylvania, Professor o f Sociology.
5 0 0 Harvard Avenue.
Donna J o N a p oli, B.A., M .A., and Ph.D.,
Harvard University, Professor of
Linguistics. 2 2 6 Park Avenue.
H a n s F. O b e rd ie k , B .s. and Ph.D.,

University o f Wisconsin, Professor of
Philosophy. 410 Dickinson Avenue.
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
o f Chemistry. 8 0 0 Avondale Road,
Wallingford, PA 19086.
D ean P e a b o d y ,2 b .a ., Swarthmore

College; Ph.D., Harvard University,
Professor o f Psychology. 405 Rogers Lane,
Wallingford, PA 19086.
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.
E rn e s t J . P ru d e n te , B .s. and M .S.,
University of Pennsylvania, Professor o f
Physical Education. 914 Surrey Road,
Media, PA 19063.

1 Absent on leave, fall semester, 1993.
2 Absent on leave, spring semester, 1994.
3 Absent on leave, 1993-94.
11 Campus coordinator, Swarthmore

278

R o b e rt R o z a ,11 14 B.A., University of
Toronto; M.A. and Ph.D., Princeton
University, Susan W. Lippincott Professor
o f French. 233 Cornell Avenue.
R ic h a rd L. Rubin, 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 f f r a n ,1 B.A., City College of
New York; Ph.D., University o f Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.
R o b e rt E. S a v a g e , B.A., Oberlin College;
M .S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr., Professor of Biology.
411 Vassar Avenue.
A lie n M . S c h n e id e r , B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 6 0 8 Elm Avenue.
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.
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 of Psychology.
210 Garrett Avenue.

Program in Grenoble, fall semester, 1993.
14 Program Director, Swarthmore Program
in Grenoble, spring semester, 1994.

Kenneth L S h a rp e ,3 B.A., Dartmouth
College; M .S., London School o f Economics
and Political Science; Ph.D., Yale
University, Professor of Political Science.
521 Elm Avenue.
Donald K. S w e a r e r ,3 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.
P eter T. T h o m p s o n ,3 B.A ., The Johns

Hopkins University; Ph.D., University of
Pittsburgh, Professor of Chemistry.
203 College Avenue.
J a c o b W e in e r, B.A ., Antioch College;

M.S., University o f Michigan; Ph.D.,
University of Oregon, Professor o f Biology.
16 S. Princeton Avenue.
P h ilip M . W e in s te in , A .B., Princeton

University; A.M . and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor o f English Literature. 510 Ogden
Avenue.
D ou g la s M . W e is s , A.T.C., Professor of
Physical Education. 117 S. Chester Road.

L a r r y L 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 ,1 B.A., Swarthmore

College; A.M ., Harvard University; Ph.D.,
Rockefeller University, Professor of Biology.
314 Rutgers Avenue.
C ra ig W illia m s o n , B.A., Stanford
University; M .A., Harvard University;
Ph.D., University o f Pennsylvania, Professor
o f English Literature. 602 Elm Avenue.
J e r o m e H. W ood, J r . , 1 B.A., Howard
University; Ph.D., Brown University,
Professor of History. 103 E. Providence Rd.,
Aldan, PA 19018.
M e lv in W oo d y,4 Ph.D., Yale University,
Visiting Professor of Philosophy.
Swarthmore College.

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 tep h en 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.

J o y C h a rlto n ,3 B.A., University of

Virginia; M .A. and Ph.D., Northwestern
University, Associate Professor of
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.

A b b e B lu m , B.A., University of California,
Berkeley; B.A. and M .A., Cambridge
University; Ph.D., Yale University, Associate
Professor o f English Literature. 4 0 0 Walnut
Lane.

W OOn-Ping C hin, B.A., University of
Malaya; M.A. and Ph.D., University of
Toledo, Associate Professor o f English
Literature. Swarthmore College.

J o h n P. C a s k e y , B.A., Harvard University;

M .S., Smith College, Associate Professor of
Physical Education. 2411 Whitehouse Road,
Berwyn, PA 19312.

Ph.D., Stanford University, Associate
Professor of Economics. 318 North Chester
Road.

3 Absent on leave, 1993-94.

S u s a n P. D a v is , B.S., Springfield College;

4 Fall semester, 1993.

279

Faculty

R ic h a rd E ld rid g e ,3 A .B., Middlebury
College; M.A. and Ph.D., University o f
Chicago, Associate Professor o f Philosophy.
423 Harvard Avenue.

E lle n R. M a g e n h e im ,3 B.A., University o f
Rochester; M .A ., Ph.D., University o f
Maryland, Associate Professor of
Economics. 2 W hittier Place.

i
(

R a n d a ll L Exon,3 B.F.A., Washburn

A n n K o s a k o w s k l M c N a m e e , B.A.,

I

University; M.A. and M.F.A., University of
Iowa, Associate Professor o f Studio Arts.
431 Rogers Lane, Wallingford, PA 19086.

Wellesley College; M.Phil. and Ph.D., Yale
University, Associate Professor o f Music.
6 W hittier Place.

S h a ro n F r ie d le r, B.A., Colby College;

R a c h e l M e r z ,3 B.A., Western New Mexico
University; M .S., University o f Florida;
Ph.D., University o f Chicago, Associate
Professor o f Biology. 515 Elm Avenue.

M.F.A., Southern Methodist University,
Associate Professor o f Dance and Director
o f the Dance Program. 2 2 0 Vassar Avenue.
S c o tt F. G ilb e rt, B.A., Wesleyan
University; M .A. and Ph.D., The Johns
Hopkins University, Associate Professor o f
Biology. 2 2 4 Cornell Avenue.
S te p h e n S . G o lu b, B.A ., Williams College;
M .A. and Ph.D., Yale University, Associate
Professor o f Economics. 6 0 0 Elm Avenue.
M a rib e th G ra y b ill, B.A., College of
Wooster; M .A. and Ph.D., University of
Michigan, Associate Professor o f Art
History. 515 Elm Avenue.
C h a r le s M . G rin s te a d , B.A., Pomona
College; M .A. and Ph.D., University of
California, Los Angeles, Associate Professor
of Mathematics. 8 W hittier Place.

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 and
Physics. Swarthmore College.
V e ra R. M o r e e n / B.A., Princeton
University; M .A. and Ph.D., Harvard
University, Visiting Associate Professor of
Religion. 3 3 2 Llandrillo Road,
Bala Cynwyd, PA 19004.

c.

F ra n k A . M o s c a t e lli,3 B.s.,
w. Post
College; M .S. and Ph.D., New York
University, Associate Professor o f Physics.
3 0 2 Avondale Road, Wallingford, PA
19086.

M a r k K u p e rb e rg , B.A ., Amherst College;
M.A. and Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. 147 Park Avenue.

M ic h a e l L M u lla n , B.A ., University o f
California, Berkeley; M.Ed., Temple
University; Ph.D., University o f Delaware,
Associate Professor o f Physical Education.
511 Harvard Avenue.

R rig itte La n e, Licence ès d’Enseignement,
Université de Paris, Sorbonne; M.A.,
University o f Kansas; Ph.D., Harvard
University, Associate Professor o f French.
739 Harvard Avenue.

R o s a r ia V. M u n s o n , Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University o f Pennsylvania, Associate
Professor o f Classics. Swarthmore College.

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.

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 o f California, Davis,
Associate Professor o f History.
723 Yale Avenue.

A m y - J ill L e v in e , B.A., Smith College;

M.A. and Ph.D., Duke University, Sara
Lawrence Lightfoot Associate Professor of
Religion. Swarthmore College.

C a r o l N a c k e n o ff, A .B., Smith College;
M.A. and Ph.D., University o f Chicago,
Associate Professor of Political Science.
222 Vassar Avenue.

3 Absent on leave, 1993-94.

4 Fall semester, 1993.

280

]

S t e p h e n A . O’C o n n e ll,3 A .B., Oberlin
■College; Ph.D., Massachusetts Institute of
■Technology, Associate Professor of
^Economics. Swarthmore College.

U s a S m u ly a n ,3 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.

■ Frederick L O rth lie b , B.s. and M .S.,
■Massachusetts Institute o f Technology;
■ P h .D ., Carnegie-Mellon University,
■Associate Professor o f Engineering. 13
■ G reen Valley Road, Wallingford, PA 19086.

T h o m a s S te p h e n s o n , B.S., Furman
University; Ph.D., The University of
Chicago, Associate Professor o f Chemistry.
221 Woodward Road, Moylan, PA 19065.

■ H illa rd P o u n cy , B.S., Boston College;

■ M .A ., Columbia University, Ph.D.,
■Massachusetts Institute o f Technology,
■A ssociate Professor o f Political Science.
■ Swarthmore College.
■
■
■
■

K. Ann R en n in g er, B.A., University of

Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Education.
20 President Avenue, Rutledge, PA 19070.

I

A rth u r P. S c h m id t, Ph.D., Indiana

I University, Visiting Associate Professor of
■ History. 416 North Chester Road.
I

I
I
I

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
(part-time). 2 3 8 Copper Beech Drive, Blue
Bell, PA 19422.
E va F. T r a v e r s , B.A., Connecticut College;
M.A. and Ed.D., Harvard University,
Associate Professor o f Education. 416 Park
Avenue.
W illia m N. T u rp in ,3 M .A., University o f St.

Andrews; M .A., University o f Toronto;
Ph.D., Cambridge University, Associate
Professor o f Classics. Swarthmore College.

Peter J . S c h m id t, B.A., O berlin College;
M.A. and Ph.D., University o f Virginia,
Associate Professor o f English Literature.
606 Elm Avenue.

R ic h a rd V a ie lly , B.A ., Swarthmore
College; Ph.D., Harvard University,
Associate Professor o f Political Science.
Swarthmore College.

H elene S h a p iro , B.A., Kenyon College;
M.A. Princeton University; Ph.D.,
California Institute o f Technology, Associate
Professor of Mathematics. Swarthmore
College.

J u d ith G. Voet, B.S., Antioch College;

I
I
I
I

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.

I

Faruq IN. A . S id d iq u i,2 B.S., Bangladesh

I
I
I
I

Unversity o f Engineering and Technology;
M.S. and Ph.D., University o f Pittsburgh,
Associate Professor o f Engineering.
636 Yale Avenue.

PhJD., Brandeis University, Associate
Professor o f Chemistry. 368 Trevor Lane,
Bala Cynwyd, PA 19004.
R obin E. W a g n e r- P a c ific i, B.A., Brown
University; M .A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 3 3 0 North Princeton Avenue.
B. T y re n e W h ite, 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.

)
2 Absent on leave, spring semester, 1994.

3 Absent on leave, 1993-94.

281

Faculty

ASSISTANT PROFESSORS
D a ve B a rk e r -P lu m m e r , B.A., Lancaster
University; Ph.D., University of Edinburgh,
Assistant Professor o f Computer Science.
2227 Delaney Place, #4, Philadelphia, PA
19103.

A la in D’Am O U r, B.S., University of
Montreal; M .S., University of Ottawa;
Ph.D., University of Virginia, Assistant
Professor o f Mathematics. Swarthmore
College.

A m a n d a B a y e r, B.A ., Williams College;
Ph.D., Yale University, Assistant Professor
o f Economics. 5 4 8 Westminster Avenue.

A u r o ra C a m a c h o d e S c h m id t, M.A. and I
Ph.D., Temple University, Assistant
Professor o f Spanish. Swarthmore College. 1

A la n B e r k o w itz , M.A. and Ph.D.,
University o f Washington, Assistant
Professor o f Chinese. Swarthmore College.

M ig u e l D ia z -B a r rig a ,3 B.A., University of I
Chicago; M .A. and Ph.D., Stanford
University, Assistant Professor o f Sociology. I
8B W hittier Place.

A k w a s i A . B oateng , M .Sc., People’s
Friendship University; M .Sc.E., University
of New Brunswick; Ph.D., The University of
British Columbia, Assistant Professor of
Engineering. 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 1
Engineering. Swarthmore College.

E liza b e th B olton , B.A., Middlebury
College; M. Phil., Yale University, Assistant
Professor o f English Literature. 4 Crum
Ledge Lane.

S te p h e n J . Ep ste in , A .B., Harvard
College; M .A. and Ph.D., University of
California at Berkeley, Assistant Professor of I
Classics. Swarthmore College.

M a r k B re ite n b e rg , B.A., W illiam and
Mary College; M.A. and Ph.D., University
o f California at San Diego, Assistant
Professor o f English Literature. Swarthmore
College.

R h o d ri E v a n s, B.Sc., Imperial College,
London; Ph.D., University o f Wales,
Assistant Professor of Physics. Swarthmore
College.

V irg in ia B re n n a n , B.A., Yale University;

M .A., Columbia University; Ph.D.,
University o f Massachusetts at Amherst,
Assistant Professor o f Linguistics and
Psychology. Swarthmore College.
A m y R. Bug, B.A., Williams College;
Ph.D., Massachusetts Institute of
Technology, Assistant Professor o f Physics.
915 Harvard Avenue.
S y d C a rp e n te r,3 B.F.A. and M.F.A., Tyler
School o f Art, Assistant Professor o f Studio
Arts. Swarthmore College.
A n d r é s C o rra d a -E m m a n u e l, B.A.,

Harvard University; Ph.D., University of
Massachusetts, Assistant Professor of
Physics. Swarthmore College.

3 Absent on leave, 1993-94.

E ric h C a r r E v e rb a c h ,3 A .B., Harvard
College; M .S. in M .E., and Ph.D., Yale
University, Assistant Professor of
Engineering. 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 llen G e th n er, A .B., Smith College; M.A.,
University of Washington; Ph.D., The Ohio
State University, Assistant Professor of
Mathematics. 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., McGill University;
Ph.D., Rice University, Assistant Professor
o f Sociology. Swarthmore College.

C a rl H. G ro s s m a n , B.Sc. and Ph.D.,
University of Pennsylvania, Assistant
Professor of Physics. 3439 Barclay Street,
Philadelphia, PA 19129.
A lan W. H a rv e y , B.S., Stanford University;
Ph.D., University o f Arizona, Assistant
Professor o f Biology. Swarthmore College.
Jo h n H a w th o rn , B.A., Brasenose College,

Oxford; M.A. and Ph.D., McGill University,
Visiting Assistant Professor of Philosophy.
Swarthmore College.
S a ra H ie b e rt,1 B.S., University o f St.
Andrews; Ph.D., University of Washington,
Assistant Professor o f Biology. Swarthmore
College.
W endy A . H o rw itz , A .B., Harvard
University; M.A. and Ph.D., Temple
University, Assistant Professor of
Psychology. Swarthmore College.
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.
P ie te r M . J u d s o n , B.A., Swarthmore

College; M.A. and Ph.D., Columbia
University, Assistant Professor o f History.
488 Prospect Road, Springfield, PA 19064.
A le x a n d ra J u h a s z , B.A., Amherst

College; M.A. and Ph.D., New York
University, Assistant Professor of English
Literature. 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.
Anthony L. Lobo, B.S., Pennsylvania State
University; Ph.D., Cornell University,
Assistant Professor of Biology. Swarthmore
College.
T a m sin L o rra in e , B.A., Middlebury
College; Ph.D., University of
Massachusetts, Assistant Professor of
Philosophy. 318 N. Chester Road.

1 Absent on leave, fall semester, 1993.
3 Absent on leave, 1993-94.

L i-c h in g C h a ng M a ir , B.A. and M.A.,
National Taiwan University; M.A.,
University of Washington, Assistant
Professor o f Chinese (part-time).
23 Oberlin Avenue.
L a u re n c e M all,'' License et Maîtrise et
Lettres, D ’Avignon, France; M .A. and
Ph.D., University o f Pennsylvania, Assistant
Professor o f French. Swarthmore College.
M ic h a e l M a r is s e n , B.A., Calvin College;
Ph.D., Brandeis University, Assistant
Professor o f Music. 915 Harvard Avenue
#1301.
W illia m M a r s h a ll, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor of English Literature and Resident
Designer of The Theatre. Swarthmore
College.
C h r is tin e M a s s e y , B.A., Wellesley
College; M.A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology. 55 N. Lansdowne Ave.,
Lansdowne, PA 19050.
M e ta M e n d e i- 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 ,*
3 B.A., San Francisco State
University; M.A. and Ph.D., Harvard
University, Assistant Professor of French.
Swarthmore College.
K a r l M ira n , Assistant Professor o f Physical
Education. Swarthmore College.
Ethel D. MOOre, B.A., California State
University; A.M . and Ph.D., University o f
Michigan, Assistant Professor o f Psychology.
416 N. Chester Road.
D eep a M . O lla p a lly , B.A., Florida State
University; M.A. and Ph.D., Columbia
University, Assistant Professor o f Political
Science. Swarthmore College.

4 Fall semester, 1993.

283

Faculty

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.

C h r is to p h e r R. S to v e r, B.A ., Swarthmore I
College; Ph.D., Massachusetts Institute of
Technology, Assistant Professor of
Mathematics. Swarthmore College.

E m ilie P a s s o w , B.A., City College of New
York; M .A. and Ph.D., Columbia
University, Assistant Professor o f English
Literature (part-time). 5 0 Belmont Avenue,
Bala Cynwyd, PA 19004.

J a n e t C. T a lv a c c h ia , M .A., Bryn Mawr
College; Ph.D., University o f Pennsylvania,
Assistant Professor o f Mathematics.
Swarthmore College.

L e e P e rlm a n , B.A ., St. John’s College;

M .A., Georgetown University; Ph.D.,
Massachusetts Institute o f Technology,
Assistant Professor o f Political Science.
Swarthmore College.
C e c e lia B. R e is m a n , B.F.A., CarnegieMellon University; M.F.A., Yale University,
Assistant Professor of Studio Arts. 49
Merbrook Lane, Merion Station, PA 19066.
M ic h e lin e R ic e - M a x im in ,1213 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.
H a n s - J u e rg R in d is b a c h e r, Licentiatus
Philosophiae, University o f Bern,
Switzerland; Ph.D., Stanford University,
Assistant Professor o f German. Swarthmore
College.
Ellen HI. R o s s , B.A., Princeton University;
M.A. and Ph.D., University o f Chicago,
Assistant Professor o f Religion. 318 North
Chester Road.
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 of Education. 577 West Orange
Street, Media, PA 19063.
K a th le e n K. S iw ic k i, B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Assistant
Professor of Biology. 109 Barley Mill Road,
Wallingford, PA 19086.

3 Absent on leave, 1993-94.
12 Campus coordinator, Swarthmore
Program in Grenoble, spring semester, 1994.

284

J o h n D. T h o b u rn , B.S., Haverford College; I
M .S. and Ph.D., University of California at !
San Diego, Assistant Professor of
Chemistry. Swarthmore College.
B e a tr iz U r r a c a , Licenciada, Universidad
Complutense Madrid, Spain; M .A. and
Ph.D., University o f Michigan, Assistant
Professor o f Spanish. Swarthmore College.
T e rje G. Void, B.A., Oberlin College; M.S.

1

and Ph.D., University o f Washington,
Assistant Professor o f Physics.
525 Elm Avenue.
A m y C h e n g V o llm e r,3 B.A., William
Marsh Rice University; Ph.D., University of
Illinois, Assistant Professor of Biology.
Swarthmore College.

I

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 o f Chicago, Assistant Professor
of Religion. 318 North Chester Road.
R o b e rt E. W e in b e rg , B.S., Cornell
University; M .A., Indiana University; Ph.D.,
University o f California, Berkeley, Assistant
Professor o f History. 940 Harvard Avenue.

I

H a n s - J a k o b W e rle n , M .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.

13 Program Director, Swarthmore Program
in Grenoble, fall Semester, 1993.

I

College; M.A., University o f Pennsylvania,
Assistant Professor o f Music. Swarthmore
College.

L e e W im b e rly , B.A., Stanford University;
J.D ., University o f California at Berkeley,
Assistant Professor of Physical Education.
Swarthmore College.

A liso n P. W illia m s , B.A., Wesleyan
University; M .S. and Ph.D., University of
Rochester, Assistant Professor of
Chemistry. Swarthmore College.

K a re n Yohannan, B.S., University of
Delaware; M.Ed., Widener University,
Assistant Professor o f Physical Education.
933 Mitchell Avenue, Morton, PA 19070.

T h o m a s W h itm a n , B.A., Swarthmore

INSTRUCTORS
Joh n A ls to n ,2 B.M ., Yankton College;
M.M., University o f Northern Iowa,
Instructor in Music. Swarthmore College.

C a r o le N e tte r, Maitrisse and DEA,
University of Paris, Instructor in French.
Swarthmore College.

Yvonne P. C h ire a u ,5 B.A., Holyoke

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.

College; M.T.S., Harvard University,
Instructor in Religion. Swarthmore College.
R aim a Evan, B.A ., Radcliffe College,
Harvard University; M .A., University of
Pennsylvania, Instructor in English
Literature. 602 Elm Avenue.
S te ve n P. H o p k in s , B.A. and M .A.,
University of California, Santa Barbara;
A.M., Harvard University, Instructor in
Religion. Swarthmore College.
A is h a K h a n , B.A. and M .A., San Francisco

State University; M.Phil., City University of
New York Graduate School, Instructor in
Sociology. Swarthmore College.
G ra c e L e d b e tte r,3 10 A .B., Bryn Mawr
College; M .A., University o f Virginia,
Instructor in Classics and Philosophy.
Swarthmore College.
D a rre ll M o o re , B.A., Swarthmore College;
M.A., Northwestern University, Visiting
Instructor in Philosophy. Swarthmore
College.

2 Absent on leave, spring semester, 1994.
3 Absent on leave, 1993-94.

M a r ia n P r itc h a r d , B.A., Wheaton
College; B.F.A., Philadelphia College of Art;
M.A.T., University of Massachusetts,
Visiting Instructor in Studio Arts.
Swarthmore College.
B a r b a r a R ieb lin g , B.A. and M.A.,
University o f Pennsylvania, Instructor in
English Literature. Swarthmore College.
D a n ie l S m a r tt, B.A., Wheaton College;
M .A., Emory University, Visiting Instructor
in Art History. 35 State Road, F-9, Media,
PA 19063.
J o s h u a W e lsh ,5 B.A., Kenyon College;

M .A., Johns Hopkins University, Visiting
Instructor in Philosophy. Swarthmore
College.

5 Spring semester, 1994.
10 Joint appointment with Philosophy.

285

Faculty

LECTURERS
A b ig a il A d a m s , Diploma, Royal Academy
o f Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in
Theatre (part-time). Swarthmore College.

S a lly H eSS, B.A., Barnard College; M.Phil.,
Yale University, Lecturer in Dance.
Swarthmore College.

College; M .S., Drexel University, Lecturer
in Education. 210 Yale Avenue.

M ik a H o ffm a n ,5 B.A., Swarthmore
College; Ph.D., Massachusetts Institute of
Technology, Lecturer in Linguistics.
Swarthmore College.

K im D. A r r o w , B.S., Temple University;
M.F.A., New York University, Lecturer in
Dance. Swarthmore College.

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.

C a r la B e lv e r, B.A., Temple University;
M .A., Villanova University, Visiting
Lecturer in Theatre. 121 Dundee Mews,
Media, PA 19063.

M a r y K. K e n n ey , A .B., chestnut Hill
College; M .A., Villanova University,
Lecturer in Spanish. Swarthmore College.

D ia n e A n d e rs o n , B.A., Montclair State

E d w a rd D ixon, B.A., LaSalle College;

M .A., Pennsylvania State University,
Lecturer in German. Swarthmore College.
R o b e rt F is h e r , A .B., Marietta College;

Ph.D., Indiana University, Lecturer in
Chemistry. Swarthmore College.
J o n a th a n F ra n z e n , B.A., Swarthmore

College, Visiting Writer. Swarthmore
College.
J o a n F rie d m a n , M .A., University of

Wisconsin, Lecturer in Spanish.
421 Cornell Avenue.
C a r o le G ira r d / B.A., Temple University,
Lecturer in French. Swarthmore College.

P a ul R ong Liou, M .A., University of
Pennsylvania, Lecturer in Chinese.
Swarthmore College.
Lea h J o h n s o n S m ith ,5 B.A., Stanford
University; Ph.D., The Johns Hopkins
University, Lecturer in Economics. 406
Cedar Lane.
M ic h a e l S p e ir s , B.A., University of
Pennsylvania, Lecturer in Sociology and
Anthropology. Swarthmore College.
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.

ASSISTANTS AND ASSOCIATES
C h r is tin e A n d a n t, License de Sciences du
Langage; Maîtrise de Français Langue
Etrangère (F.L.E.), Université III Grenoble,
Assistant in French. Swarthmore College.
D a rle n e D. B r a m u c c i, B.A. and M .S.,

University o f Maryland, Assistant in
Biology. 532 Milmont Avenue, Milmont
Park, PA 19033.
A n n e D a n ie ls o n , B.A., Swarthmore
College, Assistant in Biology. 314 Rutgers
Avenue.

4 Fall semester, 1993.

286

La D e v a D a v is , B.M.Ed., Temple
University, Associate in Performance
(Music). Swarthmore College.
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 DiXOn, B.A., Bates College; M .S.,
United States Sports Academy, Assistant in
Physical Education. Swarthmore College.

5 Spring semester, 1994.

j

Dorothy K. F re e m a n , B.M ., m .m ., Boston
University, Associate in Performance
^ (Music). 206 Martroy Lane, Wallingford,
[PA 19086.

C. K e m a l N a n ce , B.A., Swarthmore
College, Associate in Performance (Dance).
Swarthmore College.

Elean or K. H e s s , B.S. and M .S., University
of Pennsylvania, Professor Emerita and
8 Assistant in Physical Education. 5 Plush
I Mill Road, Wallingford, PA 19086.

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.

I V irg in ia M . Indivero, B.S., Elizabethtown
I [ College; M.S. Villanova University,
I [ Assistant in Chemistry. 2915 Wakefield
11 Drive, Holmes, PA 19043.

J o n S h e rm a n , B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.

I

I

1

| M ic h a e l J o h n s , Associate in Performance

■ (Music). Swarthmore College.
S helag h Jo h n s to n , B.A., Wellesley
[ College; M .S., Drexel University, Assistant
[ in Biology. 917 Winding Lane, Media, PA
I
19063.
R ich a rd K e n tw e ll, Assistant in Physical
Education. Swarthmore College.
M a rg a re t M . Leh m an , B.A., Swarthmore
College, Assistant in Chemistry. 765 W.
Valley Road, Wayne, PA 19087.

A rn e Running, Associate in Performance
(Music). Swarthmore College.

D a le S tr a w b r id g e ,4 B.S., Slippery Rock
State College; M.Ed., Pennsylvania State
University, Assistant in Physical Education.
8 Wood Lane, West Chester, PA 19380.
Lea h S te in , B.A., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.
R onald A . T irp a k , B.A., Millersville
University; M .A., Temple University,
Assistant in Physical Education. 4 4 0 Strath
Haven Avenue.

W ayne M c K in n e y ,4 Assistant in Physical

Education. Swarthmore College.

)

4 Fall semester, 1993.

287

Faculty

);

Standing Committees of the Faculty 1 9 9 3 -9 4
A cadem ic Requirements
LYTHCOTT*, Bayer, Gross*, Hunter,
Jacobs*, Levine, M ullins*, Rose, Siwicki,
Weinberg
Admissions
MAURER, Alston, Bradley, Lythcott*,
Murphy, Passow, Schuldenfrei, Siddiqui,
Talbot*, Wartenburg*, W illiams, R ., Voet
B lack and M inority Concerns
BRADLEY, Bensch, Chang-Muy*, Cheever,
Chijioke*, Cleland*, Corrada-Emmanuel,
deSchmidt, Gilbert, Golub, Keith*,
M ason*, Moore, E ., Pouncy, 2 students

Faculty and S ta ff Benefits
SPO CK*, Caskey, Fox*, Grinstead, Jacobs*, I
Levine, Miran, Nackenoff, Redden*,
Rinker*, Saffran, Schall*, Welsh, S .*, 3 staff I
members
Fellowships and Prizes
STO TT*, Goetchus, Gross*, Hopkins,
Krugovoy, Lorraine, Paley, Void, Wallace,
Westling
Foreign Study
PIKER, Berkowitz, Evans*, Gross*, Hassett, I
Moskos, Morgan, Mullins, Napoli,
Peabody, Savage, Weinberg, Wood (spring)

Bookstore
SOW ARDS, Breitenberg, Bug, Stewart,
Schall

H ealth Science Advisory
STEWART, Collings, Goundie*, Grossman,
M ullins*, Paley, Schneider, Weiss

College Planning
BLO O M *, Alston, Lacey, Dunn (fall),
Gotwals*, Hollister, Keith*, Lythcott*,
Schwartz, Spock*, Stephenson, Talvacchia
(spring), Wartenburg*, Wagner-Pacifici

Library
DU RKA N *, Bensch, Cochran*, Hassett,
Kelemen, Kitao

Council on Educational Policy
KEITH *, Bloom, Blackburn, Marecek,
Moscatelli, Murphy, Weinstein,
W illiams,A., 2 students
Comm ittee on Faculty Procedures
BLO O M *, Blum, Faber, Keith*, Savage,
Schuldenfrei, Stephenson, Werlen
Computing Services
BANNISTER, Barker-Plummer, Blackburn,
Downing*, Eberhardt, Francis*, Massey,
Mullins*, Weiner, 3 students
Cooper
KUHARSKI, Arrow, Bolton, Durkan,
Marissen, Mason*, Meunier, Miran,
Morgan, Roza, 2 students
Curriculum Committee
KEITH *, Hungerford, Pasternack,
Kuperberg, M ullins*, 2 students
E qual Opportunity Committee
W ERLEN , BLUM , James, Mullan, Siddiqui,
Siwicki, Travers

*staff ex officio

288

■

Physical Education and A thletics
ORTHLIEB, Davis, Goundie*, Jenkins,
McNamee, Shapiro, W illiams, R.
Promotion and Tenure
BLO O M *, Lacey, Keith*, Marecek, Moskos,
Kelemen

|

Research Ethics
CHEEVER, Caskey, Eberhardt, Moore, E.,
Wimberly
Research Support
W EIN ER, Hassett, Moore, E., Void
Space U se and Energy Conservation
ORTHLIEB, Balbierer*, Hain*, Heintz,
Marshall, Mullan, M ., Mullins*, Shapiro,
Weiner, Westphal, White, Tony*
W omen’s Concerns
TRAVERS, Echols*, Friedman, Graybill,
Levine, Marissen, Paley, Yohannan
Secretary to the Faculty
Frost
Parliam entarian
Blackburn

J

Faculty Representatives to O ther Committees
A lcohol Policy
GROSS*, Bug, Kuperberg, Miran
College Judiciary
SCHMIDT, Blum, Hungerford, Schall*,
Westling, White, T.
Community Space Advisory
JACOBS, Bannister, Blackburn, ChangMuy*, Friedler, Kuharski, Meunier, Schall*,
Director of Residential Life*
Exchange
Goundie*, Jenkins, Metzidakis
College Budget Committee
SPOCK*, President’s Staff, Rinker*,
Schall*, Welsh*, McNamee, Molter, Muñoz,
White, X , staff member, 2 students
Honorary Degrees
BLOOM *, GO TW A LS*, Collings, Durkan,
Graybill, Muñoz

Ju dicial Review
GOUNDIE*, Lythcott*, Schmidt, Blum,
3 students
Lang Scholarship
LYTHCOTT*, Bolton, Travers, MendelReyes, Westling
Luce
STO TT*, Grinstead, Kurth, Ross
Sager
M OSKOS, Ayres*, Breitenberg, Case,
Chang-Muy*, Dixon, Fry*, Huber*, Judson,
Juhasz, Kitao, Kuharski, Lorraine, Moore,
D., Rice-Maximin, Sowards*, Wood
Watson
ST O TT *, Collings, Faber, Gergen

Faculty Representatives to Committees of the Board
Board Observers
Stephenson, Marecek
Property
Kelemen, Orthlieb
Student L ife
Gilbert, Kemler Nelson, Travers

North Campus Planning
K EITH *, SCHALL*, DuPlessis, Golub,
Gross*, Kitao, Kurth, Hain*,
Hasbrouck, M .*, Levine, Lythcott*,
Kelemen, Kuperberg, McBride*, Meunier,
Moskos, Piker, Renninger, Orthlieb, Rose,
Sawyer*, Spock*

*staff ex officio

289

Faculty

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 a th e m a tic s and S t a t is t ic s

T. Kaori Kitao, Acting Chair

Don Shimamoto, Chair

A s ia n S tu d ie s (P ro g ra m )

M o d e rn L a n g u a g e s and L ite ra tu re s

Alan Berkowitz, Program Coordinator

George Moskos, Chair

C l a s s ic s

M u s ic and D a n ce

Gilbert Rose, Department Head

Sharon Friedler, Chair

E n g lish L ite ra tu re

P h ilo s o p h y

Craig Williamson, Chair

Hans Oberdiek, Chair

H is to r y

P s y c h o lo g y

Robert DuPlessis, Acting Chair

Deborah G. Kemler Nelson, Chair

L in g u is t ic s (P ro g ra m )

R elig io n

Donna Jo Napoli, Program Director

Amy-Jill Levine, Chair

n.

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 Pasternack, Chair

B io lo g y

M a th e m a tic s and S t a t is t ic s

Scott Gilbert, Chair
Barbara Stewart, Associate Chair

Don Shimamoto, Chair

C h e m is tr y

Hans Oberdiek, Chair

P h ilo s o p h y

Judith Voet, Chair

P h y s ic s and A s tr o n o m y

C o m p u te r S c ie n c e (P ro g ra m )

Peter Collings, Chair

Charles F. Kelemen, Program Director

P s y c h o lo g y

E n g in e e rin g

Deborah G. Kemler Nelson, Chair

Frederick Orthlieb, Chair

III. D IV IS IO N O F T H E S O C IA L S C IE N C E S
Mark Kuperberg, 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

Hans Oberdiek, Chair

E n g in e e rin g

P o litic a l S c ie n c e

Frederick Orthlieb, Chair

Tyrene White, Acting Co-Chair
James Kurth, Acting Co-Chair

H is to r y

Robert DuPlessis, Acting Chair

P s y c h o lo g y

L in g u is t ic s (P ro g ra m )

Deborah G. Kemler Nelson, Chair

Donna Jo Napoli, Program Director

S o c io lo g y a n d A n th ro p o lo g y

Steven Piker, Acting Chair

Administration

PRESIDENT’S OFFICE
A lfred H. B lo om , B.A., Princeton
University; Ph.D., Harvard University,
! President and Professor o f Psychology and
Linguistics.
M a u ric e E ld rid g e , B.A., Swarthmore
College; M.Ed., University of
Massachusetts, Associate Vice President and
Executive Assistant to the President.

Lea h J . S m ith , B.A., Stanford University;
Ph.D., The Johns Hopkins University,
Assistant to the President for Institutional
Research.
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 , Secretaries.

VICE PRESIDENTS’ OFFICE
H a rry D. G o tw a ls , B.A. and M .A .S., Johns
Hopkins University, Vice President—
! Alumni, Development, Public Relations.

L o u is a C. R id g w a y , B.A., Vassar College;
M.B. A., University of Pennsylvania,
Assistant Treasurer.

W illiam T. S p o c k , B.A., Swarthmore

E le a n o r J . B ia n c h i, M a r y C. K a s p e r,

College, Vice President—Business and
Finance.

Secretaries.

S u za n n e P. W e lsh , B.A., B.S., University

of Delaware; M.B. A., University of
Pennsylvania, Treasurer.

PROVOST’S OFFICE
Je n n ie Keith, B.A., Pomona College; M.A.

and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology.

M a r c ia C. B ro w n , B.A., Villanova
University, Assistant to the Provost.

M a rk J a c o b s , B.A., Harvard University;
Ph.D., Stanford University, Associate
Provost and Centennial Professor of Biology.

DEAN’S OFFICE
Ngina Lyth co tt, A .B., Simmons College;
M.S.W., Smith College; M.P.H. and
Dr.P.H., University of California at Los
Angeles, Dean o f the College.

Tedd R. GOUndie, B.S., Muhlenberg
College; M .S., Bowling Green State
University, Assistant Dean for New Student
Affairs and Lecturer in Biology.

R ob ert J . G r o s s , B.A., Swarthmore
College; M.A.T., Ed.D., Harvard University,
Associate Dean.

J o s e p h M a s o n , B.A., Haverford College;
M.S.S./M .L.S.P., Bryn Mawr College,
Associate Dean for Multicultural Affairs.

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.

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 of the
Intercultural Center.

Administration

J

G lo ria C a r e y E v a n s , B.A., Western Wash­

ington College o f Education; M .S., University
o f Washington; Ph.D., Stanford University,
Consultant for Testing and Guidance and
Adviser to Foreign Students.
M y r t W e stp h a l, A .B., Occidental College;

Ed.M., Boston University, Director o f Resi­
dential Life and Coordinator for Services for
Students with Disabilities.
J o a n T. E ld rid g e . B.S., Georgetown Uni ver'
sity; M .A., Columbia University; Ph.D.,

Catholic University o f America, Acting Di- j
rector o f the Black Cultural Center/Assistant
Dean.
A le x a n d r a M a r ik o W ebb, B.A., Swarth-

more College, Co-Coordinator o f Volunteer
Programs.
C a r o ly n S t illw e ll, B.A., Swarthmore Col­
lege, Co-Coordinator o f Volunteer Programs.
P a tr ic ia C o y n e , A lm a E. S te w a r t, Diane
E. W atSOn, Secretaries.

ADM ISSIONS OFFICE
R o b e rt A . B a r r, J r ., B.A., Swarthmore
College; M .A., University o f Pennsylvania,
Dean o f Admissions.

D a vid A . W a lter, B.S., Swarthmore
College; M.Div., Princeton Theological
Seminary, Associate Dean o f Admissions.

0. C a r l W a rte n b u rg III, B.A., Davis
and Elkins College; M.Div., Princeton
Theological Seminary, Director of
Admissions.

S u s a n K. U n te re k e r, B.A., Smith College;
M .A., Columbia Teachers College, Assistant
to the Dean o f Admissions.

W a lla c e A n n A y r e s , B.A ., Swarthmore

College; Ed.M., Harvard University,
Associate Dean o f Admissions.

Y ve tte M . D e n n is, B.A., Ursinus College,
Assistant Dean o f Admissions.
E llen D o ls k i, B a r b a r a A . H a d ly ,
M a u re e n M c K e o n , D ian na M u lle n , B.S.,

P h y llis H a ll R ay m on d , B.A., Indiana
University; M .A., Swarthmore College,
Associate Dean of Admissions.

Millersville State University; M .A., West
Chester State University, Secretaries.

J e n n if e r J . R ic k a rd , B.A., Swarthmore

University, Receptionist.

A r le n e K. M o o s h ia n , B.S., West Chester

College; M .B.A., New York University,
Associate Dean o f Admissions.

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.

C a th e rin e D ow n ing , B.A., Kent State
University, Associate Director of
Publications.

Relations.

R e b e c c a R. A lm , B.A., Valparaiso
University; M .A., University o f Chicago,
Assistant Director of Publications.

L o rn a G re e n e S h u rk in , B.A., Brooklyn
College, Director o f Public Relations.

N a n c y L T . Leh m a n , B.A., Swarthmore
College, Assistant Director of Publications.

M a r s h a M u lla n , B.A., Washington State
University, Associate Director of Public
Relations.

A u d re e P e n n e r, B.A., University of
Missouri-Columbia, Desktop Publishing
Assistant.

J e f f r e y B. Lott, B.A., Middlebury College;

A s t r id D e v a n e y , Project Coordinator.

M im i G eiSS , Assistant Director o f Alumni

M.A.T., Rhode Island School of Design,
Director o f Publications and Editor o f the
Swarthmore C ollege Bulletin.

292

J a c k ie Fink, G e o rg a n n S . G io v a g n o li,

Secretaries.

i;

BUSINESS OFFICE
Accounting
M e ry le R in k e r, B.A ., Southern Oregon
State College; M .B.A ., The University of
Tulsa, Director of Financial Operations/
Controller.

K e b e d e T e fe ri, CPA, M .Sc., University of
Timishoara, Senior Accountant.
J u d ith F. V a lo ri, B.A ., University of

Maryland, Accountant.

Lori Ann K e e le y , B.A., Rutgers University,

Restricted Funds Accountant.
Business O ffice
N a n cy L S h e p p a rd , Business Office

M a r y P. W a lk e r, Purchasing Clerk.

Manager.

E llen A u g s b e r g e r , E rn e s tin e G rie n d lin g ,

Je a n E n g lish , Payroll Coordinator.

Accounts Payable.

Tom R lu m en th al, J e a n R a is c h , Payroll

C a th e rin e C in q u in a , Secretary.

Administrators.

M o n iq u e C o n s ta n tin o , Bursar.

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 o b 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.

Elaine M e th e ra ll, B.A., University of
Vermont; M.Ed., University o f Delaware,
Associate Director.

College, Secretary.

L e s lie M . B ru b a k e r, B.A ., Cedar Crest

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 of Public Policy Program.

G udm und R. Iv e rs e 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,

Secretary.
COMMUNITY SPACE
M a rk S o m e rfie ld , B.F.A., Pennsylvania
State University; M.F.A., University of
Wisconsin-Madison, Director.

A n d r e w M e th e ra ll, B.S., Lyndon State
College, Director o f Media Services.

S u s a n D in s m o re S m y th e , B.A., Wesleyan

o f New York at Albany, Production
Coordinator.

University, Associate Director.

J a m e s M u rp h y , B.F.A., State University

293

Administration

----------------- ------------------------------------------------------------------------------- --COMPUTING AND COMMUNICATION SERVICES
J u d y R. D ow n ing , Director of Computing

and Communication Services.

P h y llis A . Fry , B.A., University of
California at Santa Barbara, Social Sciences
Computing Coordinator.

Jo h n R. ROCCiO, B.S., Polytechnic Institute
o f Brooklyn; Ph.D., Cornell University,
Faculty Consultant and Professor o f Physics.

Eiji H ira i, B.A., Swarthmore College,
UNIX Systems Manager.

M a r k J . D um ic. B.A., M .B.A., University
o f Rochester, Manager o f Networking and
Systems.

K a re n V. R oop, A .S., Brandywine College,
B.A., Widener University, Hardware
Support and Computer Store Manager.

J a n e F. J a n ie s , B.S., State University of

M ic h a e l W. Rapp, Hardware Support

New York at New Paltz, User Services and
Training Coordinator.

Technician.

R obin J a c o b s e n , B.B.S., Temple

University, Manager, User Systems.

E r ic R eh ren S , B.A., Swarthmore College,
Network Technician.

R. G lenn S ta u ffe r, B.B.A., Temple

A lic e H. M c G o v e rn , B.S., Fordham
University, Computer Store Assistant.

■

University, Database Manager.

L is a R ru n n e r-R ire le y , A .A .S., Delaware

1

M a r y K. H a s b ro u c k , B.A., Oberlin
College, Natural Sciences Computing
Coordinator and Manager, Academic
Computing.

County Community College, Purchasing/
Accounting.

R ic h a rd T e m p le to n , B.S., Illinois State
University; M .A., Sangamon State,
Telecommunication Administrator.

K a th ry n T im m o n s , Computer Operator.
C a th y P e S C a to re , Help Desk Coordinator

and Secretary.

M a tth e w W a ll, B.A., Swarthmore College,
Humanities Computing Coordinator.

DEVELOPMENT
R on ly n A . M c B r id e , B.A., Duke
University; M.T.S., Harvard University,
Director o f M ajor Gifts.

J u d ith Egan P a g lia ro , B.S., Columbia

S u s a n W in s lo w H od ge, B.A., Wheaton

P a u lin e M . C a r r o ll, M a r y H e n d e rso n ,
R o s e S a c k s , Secretaries.

College; M .A., University of Pennsylvania,
Research Associate.

University, Assistant Director of
Development.

A n nu al Funds
D o u g la s B. H a s b r o u c k , B.A ., Hampshire
College, Director of Annual Funds.

B o n n ie L y tle , C in d y R o s s le y , Secretaries.

A lid a Z w e id le r - M c K a y , B.A.,
Swarthmore College, Assistant Director of
Annual Funds.
]

Foundation and Corporate Relations
E llen W y lie , B.A., Colgate University;
M .A., Temple University, Acting Director.

294

C h r is tin e Fox, B.A., Widener University,
L a u rie H a lle tt, Secretaries.

P lanned G iving
M a rg a re t W. N ik e lly , B.A ., Upsala

C a rm e n D uffy, Secretary.

College, Director.
A nn e B on n er, B.A., University of
Wyoming; M .A., University of Washington,
Associate Director.

A lum ni and G ift Inform ation Systems
Diane C. C ro m p to n , Director.
Irene M a rtin , B.A., Lock Haven

University, Senior Gift Recorder.

M a r c ia E s te rlin g , Gift Recorder.
R uthanne K r a u s s , Office Manager.
M ic h e le S h a r k e y , Secretary.

M a rg a re t M a lo n e y , B.A., Mt. Vernon
College, Assistant Alumni Recorder.

EQUAL OPPORTUNITY OFFICE
To be announced.

P e g g y G io v a n n in i, Secretary.

FACILITIES AND SERVICES
L a w r e 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,

Secretary.
Bookstore
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.
N a n cy L o e ffe lh o ltz , B.A., Widener
University, Textbook Buyer.

A p r il P o llo c k , Merchandise Coordinator.
M a r k K a u fm a n , Shipper/Receiver.
Lin d a B o rd le y , Accounts Payable Clerk.
M a r c y C u r tis , R a c h e l T a y lo r, Cashiers.

P eg g y T h o m p s o n , B.A., Chatham College;

M .S.W ., Bryn Mawr College, Trade Book
Coordinator.
Food Service
Linda 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.

A n th o n y L a w r e n c e , A .S., Brandywine
College; B.S. Widener University,
Production Manager.
B a rb a ra B o s w e ll, Catering chef.

J a n e t A . K a s s a b , Cash Operations

S u s a n B e ll, B.S., Widener University,

Manager.

Dining Hall Manager.
R onda K irb y , B.A., University of Delaware,
Office Manager.

295

Administration

Physical Plant
C . S tu a r t Haiti, B.A., Roanoke College,
Director of Construction and Plant
Management.
A lic e B a lb ie r e r, Assistant to the Director.

C la ir e E n n is, Secretary.
K e nn eth V a n e s c o , Purchasing.
E le a n o r B r e is c h a ft, Accounting.

M aintenance
R alph T h a y e r, Director o f Maintenance.

G a ry M o r r is s e y , Foreman.

Tom C o c h ra n e , Mechanical Foreman.

E s th e r K e lle y , Work Order Secretary.

Environmental and Safety Services
T on y W h ite, Director of Environmental and

Safety Services.
B a r b a r a G re e n , Assistant Director of

P a t F itz g e ra ld , G re g H a rtle y , J u d y
M a jo r s , Environmental Technician

Supervisors.

Environmental and Safety Services.
Grounds
J e f f Ja bC O , B.S. and M .S, Penn State

University, Director o f Grounds and
Assistant Director—Horticulture.
R ic h a rd E v a n s , Foreman.

P a ul EriCkSOn, B.S., University of
Delaware, Crew Leader.
T h o m a s L o h se , Crew Leader.
J a m e s M c K e n n a , M otor Pool Foreman.

P lan nin g and C onstruction
M a r k C. E v a n s , R .A ., B.A., Cornell
University, Project Engineer for Planning
and Construction.

Post O ffice
T h e r e s a M a tte o , Supervisor.

M ic h a e l W e e m s, Mail Courier.

J o s e p h Q uinn, Assistant.

B a rb a ra K le m e n to w ic h , clerk.

FINANCIAL AID OFFICE
L a u ra Ta lbo t, 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,

Secretaries.

P a tr ic ia S e ria n n i, B.A., M.Ed.,
Pennsylvania State University,
Associate Director o f Financial Aid.

FOREIGN STUDY OFFICE
S te v e n 1. P ik e r, B.A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology, Foreign Study Adviser.

296

R o s a M . B e rn a rd , A .A .S., Queensborough
Community College, Secretary.

HEALTH SCIENCE ADVISORY PROGRAM
B arbara Y ost S te w a r t, B.A., Swarthmore
College; M.A. and P h D ., Bryn Mawr
College, Health Sciences Advisor.

B on n ie B. H a rv e y , B.A., Swanhmore

College, Secretary.

HEALTH SERVICES
Linda 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 W orth Health Center.
A lan Z w e b e n , B.S., SUNY, Stoney Brook;

M.D., New York Medical College, College
Physician.
C o n s ta n ce C. J o n e s , R.N., Hospital of
University of Pennsylvania, B a rb a ra
K ro h m e r, R.N., Delaware County
Community College, C a r o l E. Ronan, R.N.,
Philadelphia General Hospital, B a r b a r a A .
S m etan a, R.N., Samaritan Hospital, B.S.,

St. Joseph’s College, College Health Nurse
Practitioner.
J a m e s E. C la rk , B.A., West Virginia

University; M.D., Jefferson Medical College,
Senior College Physician.

P a ul S . Z a m o s tie n , B.S., Ursinus College;
M .D., Jefferson Medical College, Consulting
Gynecologist.
F ra n k P. G ia m m a tte i, B.A., Williams
College; M .D., University o f Cincinnati,
Orthopedic Consultant.
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.
B ria n J o r g e n s e n , M .D., Wayne State
University, Internship Residency,
Hahnemann Medical College.
K im P a te rs o n , B.S., Cornell University;
M .D., Temple Medical School, Residency/
Internship, Pennsylvania Hospital.
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

Secretary.

LIBRARY STAFF
College Library
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.

A n n S . B la c k b u rn , Secretary to the College

Librarian.
D e n is e A . R is o li, B.S., La Salle College,

Business 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.

$ 0 -Young J o n e s , B.A., Euha Womens
University, Korea; M .L.S., Simmons
College, Monographs.

B a rb a ra J . W eir, B.S., Pennsylvania State
University; M .L.S., Drexel University,
Assistant Technical Services Librarian.

L o u is e P e trilla , A.A., Delaware County
Community College, Monographs.

A m y W. G ra h a m , B.A., University of

Pennsylvania; M .S., Drexel University,
Monographs/Reference Librarian.

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.
P a u lin e M a r s h a ll, B.S., Simmons College,

N etta S h in b a u m , b .a ., State University of

Serials.

New York-Oswego, Monographs.

R o s e M a r ie J o h n s o n , Mail/Serials.

297

Administration

------------------------------------------------------ I--------1
E liza b e th W o o ls o n , A.B., Chestnut Hill

College, Serials.
M a r g a r e t R iv e llo , Processing/Serials.

S a n d ra M . V e rm e y ch u k , B.A.,
Swarthmore College; M .S. in Ed.,
University o f Pennsylvania, Monographs.

Circulation and Reserve
E liz a b e th A tnann, B.A., Swarthmore
College; M .S. in L.S., Rutgers University,
Circulation Librarian.
N a n c y C. B e ch , Reserves.
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.
W en d y R. E v a n s, B.A., Dickinson College,

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.
D ia n e v a n R oden, 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.

Circulation.

]

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
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.

G re tc h e n F. S tro h , B.S., Philadelphia
College o f Textiles and Science, Interlibrary
Loans Assistant.

K a th ry n M . C le la n d , B.A. and M .A.,
SUNY at Albany; M .A., University of
Chicago, Social Sciences Librarian.

J a c q u e lin e M a g a g n o s c , B.A ., University

M in d a H a rt, B.A., Pennsylvania State
University; M .S., Drexel University,
Interlibrary Loan.

C ornell Library o f Science and E n gin eerin g
Em i K . H o rik a w a , B.S., University of
Nevada; M .A., University o f Utah, Science
Librarian.
M e g E. S p e n c e r , B.A., University of
Richmond, Science Library.

U nderhill M usic Library
G e o rg e K. H u b e r, B.A., University of
Pennsylvania; M .S. in L.S., Drexel
University, Music Librarian.

T hree C ollege Library A utom ation
Lin d a G. B ills , B.A., University of
California, Los Angeles; M .S.L.S., Case
Western Reserve University, Coordinator.

298

I

o f California, Berkeley; M .S., Drexel
University, Government Documents/
Monographs.

.{¿4;:,

s Ct

T

T e r e s a E. H e in r ic h s , B.A., Waynesburg

College, Serials.

1

J

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 H istorical Library o f Sw arthm ore College
M a ry Ellen C h ijio k e , B.A., Swarthmore
College; M.A., University o f California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University o f Ibadan;
Advanced Certificate of Librarianship,
Columbia University, Curator.
C la ire B. S h e tte r, Cataloguer.

P a tr ic ia A n o n i S ilv a , B.A., Maryville
College; M .S.L.S., Drexel University,
Project Cataloguing Archivist.
R a c h e l K. Onub, B.A., Swarthmore
College, Archival Assistant.
C h a rlo tte A . B la n d fo rd , Program

Secretary.

P a tric ia C h a p in O’ D onnell, B.A. and
M.A., University o f Pennsylvania; M.A.,
University o f Delaware, Archivist
(Cataloguing).

Honorary Curators o f the Friends H istorical Library
E sth e r L. C o o p e rm a n , J u lie n C o rn e ll,
D avid C. E lkinton, P h ilip L G ilb e rt,
V a le rie G. G la d fe lte r, A d a ly n P. J o n e s ,
Jo h n M . M o o re , L y m a n W. R ile y , J a n e R.
S m ile y .

Sw arthmore C ollege Peace C ollection
W endy 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.
B a rb a ra E. A d d is o n , B.S., University of
Wisconsin (Milwaukee); M .S. in
Librarianship, University of Wisconsin
(Madison), Cataloger and Archivist.

E le a n o r M . B a rr, B.A., Mount Holyoke
College, M .L.S., University o f Pittsburgh,
Certified 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 r y
C o nro y, J u lie n C o rn e ll, H e le n M .
C a rro 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. L ip p in co tt, H ann ah a n d F e lix
W a s s e rm a n .

PERSONNEL
Linda A. Fox, B.A., Hunter College,
Director of Personnel.
Le e R o b in so n , B.A ., Rhode island College,
Director of Employee Relations.

M ild re d L C o n n e ll, Personnel

Administrator.
T h e r e s a H a n d le y , Secretary.

J o a n K. K re h n b rln k , B •A., Pennsylvania

State University, Associate Director of
Personnel.

299

Administration

PSYCHOLOGICAL SERVICES
Leig h to n C. W h ita k e r, B.A., Swarthmore
College; M .A., University o f Connecticut;
Ph.D., Wayne State University; Diplomate
in Clinical Psychology o f the American
Board o f Professional Psychology, Director.
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
of Social Work and Social Research, Senior
Clinical Social Worker.
J a c k L S o lo m o n , B.S., Villanova

University; M .D., Hahnemann University,
Consulting Psychiatrist.

D eb o ra h D e r r ic k s o n , B.A., Beaver
College; M.Ed., Temple University, Clinical
Psychology Intern from Widener University.

I
I
I

M a r tin D. G ilb e rt, B.A., American
University; M .A., Widener University,
Clinical Psychology Intern from Widener
University.

I
1

M a r y A . W olf, B.A ., Duquesne University;
M .A., Duquesne University; M .A., Widener
University, Clinical Psychology Intern from
Widener University.

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.
J a m e s E llis , C h a r le s H e n d e rs o n ,
J e f f r e y J o h n s o n , F re d K o h lb re n n e r,
F re d M a rtin o , S ta n R u ley, R o b e rt
W illia m s , A .A .S., Holyoke Community

1

College, B o b b y Van W ilso n , S a m Z iv ie llo ,
Public Safety* Officers.
B 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 Corporal.
E llie K o la c h n y , S te p h e n S is s o n s ,

Communications Center Staff.
T e r ri N a rk in , Secretary.

REG ISTR A R’S OFFICE
J a n e H. M u llin s , B.A., Swarthmore

College, Registrar.

E v e ly n G. H uk, A g n e s K e n n e d y , A g n e s
S h o n e rt, Recorders.

N a n c y O c h s , Senior Recorder.

THE SCO TT A RBO RETU M
C la ir e 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. and M .S., Penn State
University, Director of Grounds and
Assistant Director—Horticulture.
K r is B e n a rc ik , A .S., Joliet Junior College,
Education Coordinator.

J o s e p h in e 0 . H o p k in s, Office Manager.
H e le n D iF e lic ia n to n io , Secretary.
A n d r e w Bunting, A .A .S., Joliet junior

College; B.S., Southern Illinois University,
Curator.
K a th e rin e L. E c k e n ro d e , B.S. and M .S.,
Cornell University, Curatorial Intern.
L a u rie A . M a c k , B.S., University of Maine,

Education Intern.

300

I

B irg itte H a s e lg r o v e , Secretary/

Receptionist.

V

UPWARD BOUND
Edw in A. C o llin s , B.A., Lincoln
University; B.S. and M.Ed., Cheyney
University, Director.

K e ith LaW SOn, B.A., Bloomsburg
University; M .A., University o f Scranton,
Counselor.

DeLoiS M . C o llin s , B.A ., Tempie
University, Associate Director.

Secretary.

R obin 0 . G re e n e , Administrative

DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS
1 1

A r t June V. Cianffana, Secretary,

fl

William H. Bishop, Jr., B.F.A., Colorado
State University; M.F.A., University of
Cincinnati; M .L.S., University o f Texas at
Austin, Slide Curator.

■

Biology: Maria E. Musika, Secretary; Anne
M. Rawson, B.A., Swarthmore College;
M.S., Cornell University, Manager of
Martin Laboratories; Judith M. Meenen,
Laboratory Technician.
C h e m is try : Kay McGinty, Secretary; James
W. Bell, Instrument Coordinator.
C la s s ic s : Sarah Seastone, B.A. and M.A.,

University o f Wisconsin, Secretary.
C o m p u te r S c ie n c e - A s tr o n o m y
R e s e a rc h : Joan M. McCaul, Secretary.

I

E c o n o m ic s : Rose Maio, Mary Anne
Stewart, Secretaries.
En gin eerin g: Jacqueline Robinson,
Administrative Secretary; Grant Lee Smith,
Mechanician; Charles A. W hite, Electronics
Technician.
E n g lish L ite ra tu re : Carolyn Anderson,

■

Secretary.
H isto ry : Janet A. Kazio, Secretary.
L in g u is tic s : Bill Reynolds, B.A., Haverford
College, Secretary.
M a th e m a tic s : Joyce A. Glackin, Secretary.
M o d e rn La n g u a g e s: Eleonore Baginski,
B.S., St. Joseph’s University, Secretary;
Edward Dixon, B.A., La Salle College;
M.A., Pennsylvania State University,
Language Laboratory Assistant.

MUSÌC: Judy Lord, A.A ., Wesley College,
Secretary.
P h ilo s o p h y : Fran Cuneo, B.S., West
Chester University; M .A., Widener
University, Secretary.
P h y s ic a l E d u ca tio n a n d A th le tic s : Ethel
Rudsill, Secretary; Joseph Barrett, David
Lester, Equipment/Facilities Managers;
Marie Mancini, A.T., C., B.S., West Chester
University, Doug Weiss Sports Medicine
Resident.

PhysiCS: Kathy Quinn, B.A., Temple
University, Secretary; Steven Palmer,
Mechanician; Brian Hasson, B.A., St. Mary’s
College; M .S., University o f Tennessee,
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, Secretaries; Nancy Maclay, B.À.,
Grove City College, Secretary (Food
Policy); Catherine Wareham, A .S., Wesley
College, Secretary (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,
Secretary.
R elig ion : Eileen McElrone, Secretary.
S o c io lo g y and A n th ro p o lo g y : Marie C.

Ominski, Secretary.

Visiting Examiners 1993

A r t H is to r y

Professor Ann Adams, University o f C hicago
Professor David J. Cast, Bryn M awr College
Professor W illiam W . Clark, Queens College
& the G raduate Center, CUNY
Professor Michael A. Marlais, Colby College
Professor Quitman Eugene Phillips,
University o f W isconsin-M adison
B io lo g y

Professor Aaron Bauer, V illanova University
Dr. Barbara Best, University o f C alifom iaBerkeley
Professor Gerald Grunwald, Thom as
Jefferson M edical C ollege
Professor Dan Rubenstein, Princeton
University
C h e m is tr y

Dr. Scott L. Dax, The DuPont M erck
Pharm aceutical Company
Dr. David Pompliano, M erck Research Labs
C l a s s ic s

Professor Kerry Christensen, W illiam s
College
Professor Elaine Fantham, Princeton
University
C o m p u te r S c ie n c e

Professor Donald L. Simon, Duquesne
University
Professor Robert Noonan, C ollege o f
W illiam & Mary
E c o n o m ic s

Professor Edward Buffle, Indiana University
Professor Sheldon Danziger, University o f
M ichigan
Professor Sam Kortum, Boston University
Professor David Ross, Bryn M awr College
Professor Ravi Thomas, Tem ple University

Professor W illiam Coco, New York
University
Professor Jonathan V. Crewe, Dartmouth
C ollege
Professor Betsy Erkkila, University o f
Pennsylvania
Professor Elaine Hansen, H averford College
Professor Peggy Knapp, C arnegie M ellon
University
Professor Cheryl Lester, University o f Kansas
Professor Gail Paster, George W ashington
University
Professor Geoff Proehl, V illanova University
Professor Brenda Silver, Dartmouth College
H is to r y

Professor Jane Caplan, Bryn Mawr College
Professor Charles D. Cashdollar, Indiana
University o f Pennsylvania
Professor Graham R . Hodges, Colgate
University
Professor W illiam McNeil, Barnard College
Professor Deborah Pearl, C leveland State
University
Professor Sean Redding, Am herst College
Professor John Roberts, University o f
Pennsylvania
Professor Andrew Rotter, C olgate University
Professor Thomas Safley, University o f
Pennsylvania
Professor Arthur P. Schmidt, Temple
University
Professor Susam M. Stuard, H averford
C ollege
M a th e m a tic s

Professor Frederick R. Cohen, University o f
Rochester
Professor Alayne Parson, O hio State
University

E d u ca tio n

M o d e rn L a n g u a g e s — F re n c h

Professor Eric Amsel, V assar College

Professor Kofi Anyinefa, H averford College
Professor Michel Guggenheim, Bryn Mawr
C ollege
Professor Harriet Stone, W ashington
University

E n g in e e rin g

Dr. Mitra Dutta, Army Research Laboratory
Professor Frederick D. Ketterer, University o f
Pennsylvania
E n g lis h L ite ra tu re

Professor Dale Bauer, University o f W isconsin
Professor Rebecca Bushnell, University o f
Pennsylvania
Professor Jack Cameron, Am herst C ollege
Professor Rhonda Cobham-Sander, Amherst
C ollege

302

M o d e rn L a n g u a g e s — L ite ra tu re

Professor Richard Dellamora, Trent
University
M o d e rn L a n g u a g e s — R u s s ia n

Professor Herman Ermolaev, Princeton
University

Professor George Pahomov, Bryn Mawr
College
M u sic

Professor David Demsey, W illiam Paterson
College
Professor Deborah Stein, New England
Conservatory
P h ilo sop h y

Professor Jeffrey Barker, A lbright College
Professor Dennis Des Chene, Johns Hopkins
University
Professor Daniel Herwitz, C alifornia State
University, Los Angeles
Professor Gary Shapiro, University o f
Richmond
Professor Miriam Solomon, Temple
University
P h y s ic s

Professor Neal Abraham, Bryn Mawr College
Professor Suzanne Amador, Haverford
College
Professor Emeritus Marvin Chester,
University o f C aliforn ia at Los Angeles
Professor Joseph Harris, Dartmouth C ollege
Professor James McCray, D rexel University
P o litica l S c ie n c e

Professor Douglas Bennett, Reed C ollege
Professor Thomas P. Bernstein, Colum bia
University
Dr. Cheryl Christensen, U .S. Dept, o f
Agriculture
Professor Sheldon Danziger, University o f
M ichigan
Professor J. Peter Euben, Princeton University

Professor Gary Marks, University o f North
C arolina at C hapel H ill
Professor Michael Mastanduno, Dartmouth
C ollege
Professor Jack Nagel, University o f
Pennsylvania
Professor Joan Tronto, Hunter College
Professor Richard Valelly, M assachusetts
Institute o f Technology
P s y c h o lo g y

Professor Michael Kelly, University o f
Pennsylvania
Professor Randy Milden, H averford College
Professor Earl Thomas, Bryn Mawr C ollege
R e lig io n

Professor Anne M. Boylan, University o f
D elaw are
Professor Elizabeth Clark, Duke University
Professor Tom Downey, University o f
Southern Maine
Professor Charles Hallisey, H arvard
University
Professor Alan Segal, Barnard College
S o c io lo g y & A n th ro p o lo g y

Professor Bruce Bellingham, Florida State
University
Professor Emeritus Lewis Coser, Boston
C ollege
Dr. Robert Dannin
Professor Robin Leidner, University o f
Pennsylvania
Professor Doug Porpora, D rexel University
Professor Linda Richter, Kansas State
University

303

Degrees Conferred
May 31, 1993

BACHELOR OF ARTS
Faten N. Aberra, Special M ajor: Biochemistry
Karen Louise Abrams,7 English Literature
Paula Anne Lilith Adderley, P olitical Science
Aaron Christopher Agne, Special M ajor:
Studies in Stylistics
Mariana Ines Albert, Economics and Spanish
Matthew Hudson Alford, Special M ajor:
Astrophysics
David Scott Ammer, M usic
Domenick Leo Ammirati, English Literature
and Psychology
Justin Anand, History
Kenya Nicole Anderson, Sociology &
Anthropology
Andrew Burns Ashcroft,8 Biology
Vicki Elizabeth Bajefsky, Religion
Emily Baldwin, English Literature
Carol Jayne Banta,7 Psychology and English
Literature
Katherine Yarrow Barnes,7 M athem atics
Deborah Eve Barolsky, Religion
Nusrat Jahan Bashir,1 History
Gregory Earl Bassett, Philosophy
Manuel Antonio Batlle Hemaiz, Economics
Maiko Robelle Behr, A sian Studies and
French
Carrie Elizabeth Berman, Biology
Kevin Bewley, Economics
Keiron Herbert Bone, Economics
Miriam Boleyn Bowling, Physics
Philip Michael Bretsky, English Literature
Christopher Bach Brown, Philosophy
Loretta Francina Brown, Special M ajor:
A frican Studies
Maura Louise Brown, P olitical Science
Keir Buckhurst, History
Lisabeth Amanda Bull, English Literature
Rita Antigua Burgos, Sociology &
Anthropology
John Ewald Byhouwer, English Literature
Esteban Veloso Cardemil, Psychology
Sarah Jane Carpenter, Biology
Christopher Carr, Psychology
Irene Eve Chen, Special M ajor: Biochemistry
Eunice Lap Mun Cheung, Physics

1 with the concentration in B lack Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in International Relations

Charles Hamilton Hill Chevalier, Special
M ajor: Biochemistry
Barbara Jane Chisholm, P olitical Science
Theodore S. Cho, P olitical Science and
Economics
Brian Chon, Biology
Chryso Michael Chrysostomou, Special
M ajor: Biochemistry
Meghan Clancy-Hepbum, Special M ajor:
English Literature & Ecology
Matthew Nelson Clausen, Special M ajor:
Psychobiology
Daniel Alexander Cody, History
John Joseph Colaianni,1234 History and Political
Science
Stephen Craig Coley, Jr., Philosophy
Stacy Marie Conley, Chemistry
Ana Cragnolino,7 Psychology
Ethan Lowrey Cramer, Philosophy
John Anthony Crawford, P olitical Science
Melora Lynn Crooker, Psychology
Michele A. Curay, T heatre Studies
Justin Campbell Curry, Psychology and
History
Ingeborg Mariette Daniels, Art and
Psychology
Christopher Taylor D ’Annibale, Art History
Carla Jean Davis,7 English Literature
Sarah Baker Davis, Biology and Special
M ajor: Psychology & Education
Erik Nathaniel DeLue, Biology
Elizabeth Carol Dempsey, Philosophy
Michael Stewart Dennis, History
Mark Christopher Derenzo, English
Literature and Philosophy
Holland Stockdale deWilde,7 Political
Science
Delvin Morris Dinkins,8 English Literature
Daniel Adam Doneson, Philosophy
Mathew Robert Douglass, Economics
Nell Kristine Duke,1 8 Special M ajor:
Linguistics
Anne Elizabeth Duncan, English Literature
Catherine Ann Dunn,8 English Literature
John David Edgar, History

5 with the concentration in German Studies
6 with the concentration in Public Policy
7 with the concentration in Women’s Studies
8 Pennsylvania Teacher C ertification

Jesse W ilson Ellis, Economics and
M athematics
Elizabeth Gresham Engle, Sociology &
Anthropology
Stephen Todd Estelle, French
Adam Paul Fagen, Biology and M athem atics
Ashrufa Faruqee, History
Joaquin Bertrand Feliciano, Biology
McGregor John Glowa Makepeace
Ferguson, Biology
Beth Rachel Ferholt, English Literature
Amanda Elizabeth Fine, Biology
Brigitte D ’Ette Fink, English Literature and
Biology
Matthew Rankin FitzSimmons, Psychology
Virginia Hosier Fitzhugh, Psychology
Laurie Jo Fitzmaurice, Sociology &
Anthropology
Seth Lee Fleisher, English Literature
Mark McQuarrie Fleming, Economics
Rebeckah Lea Flowers, Sociology &
Anthropology
Anthony Rocco Foleno, History
Jeanine Andrea Ford, Economics
Christine Renee Fortier, T heatre Studies
Dana Kathryn Foster, Biology
Aaren Scott Freeman, Biology
John Terrence Gallagher, English Literature
and Psychology
Amy Baird Garlin, English Literature
James Pericles Gianakis,6 P olitical Science
and Psychology
Andrea Susan Gifford, Psychology
James Bannister Girton, Physics
Jonathan D. Glater, Economics
John-Paul Gomez, Psychology
Rachael Evadne Goodhue,6 Economics
Susan Margaret Goslee, Psychology
Kevin A. Gould, Biology
Lars Nikolajs Grava, P olitical Science
Alison Elizabeth Grinthal, Chemistry and
Sociology & Anthropology
Mark David Gwynne, Special M ajor:
Biochem istry
Mark Comly Harris, Biology
Christine Noel Harshbarger, Biology
Adam Sinclair Haslett, English Literature

1 with the concentration in B lack Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in International Relations

Susannah Teresa Hauze, Religion
Michael John Hawkins, Chemistry and
English Literature
Stacie Erin Hays, T heatre Studies
John Vaclav Richey Hearn,6 P olitical Science
Jennifer Susan Hendricks,7 M athem atics
David Russell Hochschild, Special M ajor:
English Literature & Education
Bradley Charlton Hofmann, P olitical Science
Linda Alexandria Holmes, History
Natalie Joanna Hopfield, Psychology
Maria Anna Katherina Hreshchyshyn, Asian
Studies
Amey Ayer Hutchins, Religion
Gayle Tomiko Isa, P olitical Science
Jennell Christine Hadley Ives, Biology
Elizabeth Fletcher Jackson, Special M ajor:
Biological Anthropology
Alexander Byron Jacobs, P olitical Science
Joseph Charles Jankovsky, Music
Amal Nandasiri Jasentuliyana, Physics
David Jenemann, English Literature
Edward Patrick Johnson, Art and English
Literature
Jeffrey Charles Jcihnson, Economics
David John Jones, III, Physics
Jermaine Jones,6 History
Rachel Melanie Kahn, English Literature
Scott Kane, IV, Chemistry
Daniel W illiam Keleher,123 M athem atics
Mimi Sarah Keller,8 Psychology and Special
M ajor: Sociology & Anthropology and
Education
Michelle Ellen Kellman, English Literature
James Reade Kem,4 Economics
Sean Allen Kennedy, Economics
Sainam Mahin Khan, English Literature
Albert Yung Kim,6 Economics
Lydia Sangmee Kim,7 English Literature
Youngmoo Edmund Kim, Music
Anna Sutherland King, Sociology &
Anthropology and English Literature
Laura Alice Kirkman, Biology
Kerstin Lajla Kirschenbaum, English
Literature
Melanie Johns Kloetzel, History

5 with the concentration in German Studies
6 with the concentration in Public Policy
7 with the concentration in Women’s Studies
8 Pennsylvania Teacher C ertification

305

D e g re e s C o n fe rre d

Brian Anthony Kloppenberg,7 Special Major:
T heories o f Culture & Perform ance/D ance
Malathy Knight,6 Economics and Political
Science
Sara Genia Koopman,7 Sociology &
Anthropology
Jennifer Lynn Koosed,7 Religion
Jennifer Cullman Kwass, Psychology
Jennifer Anne Lafontaine, Chemistry
Renata Isabelle Lana, English Literature
Joe Lange, Economics
David Michael Larzelere, English Literature
Jacob Peter Laubach, History
Michael Joseph Leahy,4 P olitical Science
Christopher Harold Lee, Philosophy
Clifford Suk-Jae Lee, Religion
Katherine Rowe Lentz,8 Spanish
Christopher Joseph LeRoy, T heatre Studies
Michael Ken-kou Lin, Psychology
Thomas Adams Lincoln, History
Elizabeth Celia Lindenberger, History
Sophie Laurel Linguri,4 7 P olitical Science
Amy B. Lipman,8 Special M ajor: Sociology &
Education
Rachel Paige Loble, French
W illiam Scott Lock, Psychology
Meredith MacKenzie, Special M ajor:
Astrophysics
Duane Aylwin Malone,6 P olitical Science
Maeghan Tara Maloney, Political Science
David Harold Mann, Art History
Alexander Marotta, Biology
James Russell Martin,8 English Literature
Martin Eloy Martinez, Jr .,6 Political Science
David Zachariah Maupin, M usic
Macarthur Scott McBurney, Psychology
Rose Elizabeth McCauley,8 English Literature
Carolyn Anne McConnell, Philosophy
Anne Sarah McCormick, Art History
Eric Takeshi McCrath,6 P olitical Science
Anne M. McDonnell,7 English Literature
Jennifer Sophia McLean,8 English Literature
Kimberly Ann Mealy,1 History
Andrew W oodruff Ment, Economics
Spencer Barrett Meredith, III, Religion
Andrew Samuel Merrill, M athem atics
Jason Howard Mezey, English Literature

Miranda Simone Michael, Economics
Margaret Michel, History
Eliana Beth Miller, Special M ajor: Biology &
Education
Scott Roderick Milne, History
Teresa Lynn Minton, T heatre Studies
Ben Anthony Montenegro, Economics
Miguel Orestes Morales, Physics
Maria Celeste Moran, Literature
Jeffrey Jo sef Moray,4 P olitical Science
Joseph Edward Moritz, Economics an d
Special M ajor: Computer Science
Micheline Ellen Murphy, P olitical Science
David Lindley Myers, Sociology &
Anthropology
Karama Carrol Neal, Biology
Emily Cobb Newland, History
Avril Alroy Nibbs, English Literature
Catherine Ann Nichols,7 Sociology &
Anthropology
Molly Ayres Northrop, Biology
Lorin Maximillian Obler, Religion
Jeremy Hugh O ’Connell, M usic and
M athem atics
Anne Elizabeth Osteryoung, English
Literature
Seth Alan Ovadia, English Literature
Hermina Lisa Paczynski, Sociology &
Anthropology
Dawn Elaine Page, History
John Metcalfe Pagliaro, Art
Linda Pai, Psychology
David Martin Papanikolas, French
Ann Sanghui Park,8 Psychology
Daniel Warren Park, Spanish
Gene Park, Philosophy
Naomi Ann Parkhurst, Special M ajor:
Linguistics
Novid Pake Parsi, English Literature
Julia Paxson, Special M ajor: Biochemistry and
M athem atics
Lucía Perillán Gandarias, History
Seth Warrington Perry, Biology
Dawn C. Philcox, Special M ajor: Psychology
& Education
Carrie Elizabeth Plummer, Special Major:
Psychobiology

1 with the concentration in B lack Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in International Relations

5 withthe concentration in German Studies
6 withthe concentration in Public Policy
7 withthe concentration in Women’s Studies
8 Pennsylvania Teacher C ertification

306

Sr

I a
I w
I Jet

I Ki
I D:
Jo:
I M
I Jai
R)
Di

II
IPl
IS
a
I N.
I M
I N

I F
I Et

I Sc

I Ei
I M
I d
I r*

I R
I jib

Ia
I

|J°

I M

ISl

I Ss

Si

I Si

R
I A
I B:
I B
E
I Si
D

11 1
I 1234
I3
4

1 Bnuller Kasse Price, Economics
I Christina Cay Proenza,8 Psychology
I william Barrett Raich, Biology
■Jennifer Catherine MacKinnon Raikes,
■
History
Kirk Charles Ranter, Russian
David Randall, History
Joseph Christopher Razza, III, Philosophy
■ M aia Therese Richardson, Chemistry
I Jason Timberlake Robison, P olitical Science
I Ryan Roderick, English Literature
I Dinah Elise Rodriquez, Art History
B jen n y Susan Rogers, Special M ajor: Biology &
I Anthropology
■Matthew Rajnikant Rosen, English Literature
■Philip John Rosenstrach, Economics
■W illiam Akers Roth, M edieval Studies
■ Sara Michelle Rusche, Biology
■N oah Benjamin Salamon, Philosophy
■Frank Charles Salonek, Jr., Art
■Em ma Samman, Political Science
■Sophia Dorcheva Sarafova, Special Major:
Biochemistry
■ Erin Allison Sawyer, Religion
■ Monica Barbara Schadlow, Economics
■ David Henry Schaub,3 Psychology
■ Benjamin Paul Schonberger, History and
English Literature
I Read Mercer Schuchardt, English Literature
■ liana Lynn Seidel,8 M athem atics
■ Arthur Garo Selverian, Economics
■ Melissa Ynes Shaner, English Literature
I John Charles Shaw, English Literature
I Melissa Jane Sherman, History
I Shona Kathleen Simkin, Sociology &
Anthropology
■ Samantha Lee Simms, Psychology
I Sarah Joy Simpson, Special M ajor: Sociology
& Education
I Sumantra Sinha,1 6 Economics
I Robert Kehl Sink, M athem atics
I Anna Gay Small, Sociology & Anthropology
I j Barton Read Smith, Political Science
I Edward Brown Southworth, IV, History
I Eli Spevak, Physics
I Sally Shaw Sprouse, Biology
I Dylan Joshua Steinberg,2 English Literature1234

!

1 with the concentration in
2 with the concentration in
3 with the concentration in
4 with the concentration in

B lack Studies
Computer Science
Environmental Studies
International Relations

David Hunt Stewart, Chemistry
Alicia Ellen Thesing,1 7 M usic
Hayley Samantha Thomas, History
W illiam Jeffrey Tieman, Greek
Davirah W . Timm, English Literature
Mark Dressier Tindall, Economics
Marissa Michelle Patricia Tirana,7 English
Literature
Mark Howard Tolley, History
Mark Allen Topinka, Physics
Quoc Tran Trang, A sian Studies and Political
Science
Paul Thomas Trinley, English Literature and
Economics
Lisa Trottier, Art History
Jennifer Elizabeth Tucker, Biology and
English Literature
Samuel Kendrick Vandervelde, M athem atics
Andres Joseph Versage, Special M ajor:
Sociology & Education
Maura Lea Volkmer, English Literature
Rebecca Wynn Voorheis,6 Economics
Mario Vuksan,2 Art History and M athem atics
Kevin Michael Waesco, Economics
Jessica Lynn Walker,5 Special M ajor:
Education & Psychology
Rachel Elizabeth Wallace, Biology
Dahlia Sadiq Wasfi, Biology
Justin James Watkins, Special M ajor:
Psychobiology
Stanley Plaxco Watkins, Biology
Helen Petra Weiss, English Literature
Matthew Dow Werner, P olitical Science
Darrell Allan W ilkins, Greek
Deryck Jeremy Williams, Special M ajor:
Biochemistry and French
Telory Anne W illiamson,7 English Literature
Amy Elizabeth Wilson, English Literature
Hadley Louise Wilson, Biology
Katharine Estelle Winkler, Biology
Whitney Kathryn Wood, English Literature
Yamanaka Osamu, P olitical Science
Brian David Yanoff, Physics
Jaeha Yoo, Philosophy
Rebecca Zerkin,7 Special M ajor: Education
and Sociology & Anthropology
Rachael Maria Ziady, Art History

5 with the concentration in German Studies
6 with the concentration in Public Policy
7 with the concentration in Women’s Studies
8 Pennsylvania Teacher C ertification

307

D e g re e s C o n fe rre d

BACHELOR OF SCIENCE
Ahmad-Ali Arabshahi, Engineering
John Joseph Arent, Engineering
Wendy Wai Wan Cheung, Engineering
Gabel Chong, Engineering
Olivier Ken Colliou, Engineering
Blake Coleman Farley, Engineering
Rakhee Goyal,7 2 Engineering
Joseph Charles Jankovsky, Engineering
David John Jones, ELI, Engineering
Peter Douglas Keleher,1234Engineering
Abdul Basit Khan, Engineering

1 with the concentration in B lack Studies
2 with the concentration in Computer Science
3 with the concentration in Environmental Studies
4 with the concentration in International Relations

308

Youngmoo Edmund Kim, Engineering
Christopher Harold Lee, Engineering
Joshua Edward Lee, Engineering
Margaret Yuko Okuzumi, Engineering
Kendra Sunshine Osterman, Engineering
Snuller Kasso Price, Engineering
Robert Kehl Sink, Engineering
Ming Hin Soon, Engineering
Douglas Alexander Spence, Engineering
Bernhard Sturm, Engineering

5 with the concentration in German Studies
6 with the concentration in Public Policy
7 with the concentration in Women’s Studies
8 Pennsylvania Teacher C ertification

Awards and Distinctions

HONORS AWARDED BY THE VISITING EXAMINERS—22 MAY 1993
I HIGHEST HONORS:

I Karen Louise Abrams, Gregory Earl Bassett,
I Erin Allison Sawyer, Samuel Kendrick
I Vandervelde
I HIGH HONORS:

I
I
I
I
I
I
I
I
I

Rita Antigua Burgos, Barbara Jane
Chisholm, Joaquin Bertrand Feliciano, Seth
Lee Fleisher, Anthony Rocco Foleno, Amy
Baird Garlin, Rachael Evadne Goodhue,
Amey Ayer Hutchins, David Jenemann,
Carolyn Anne McConnell, Anne Sarah
McCormick, Jason Howard Mezey, Lorin
Maximillian Obler, Novid Pake Parsi, David
Randall, Robert Kehl Sink

I HONORS:

Katherine Yarrow Barnes, Esteban Veloso
Cardemil, Eunice Lap Mun Cheung, Daniel
Adam Doneson, James Bannister Girton,
Jonathan D. Glater, Lars Nikolajs Grava,
Jennifer Susan Hendricks, Linda Alexandria
Holmes, Alexander Byron Jacobs, Jermaine
Jones, Rachel Melanie Kahn, Scott Kane,
Albert Yung Kim, Jennifer Lynn Koosed,
Renata Isabelle Lana, David Michael
Larzelere, Thomas Adams Lincoln,
Catherine Ann Nichols, Emma Samman,
Melissa Ynes Shaner, Melissa Jane Sherman,
Barton Read Smith, Eli Spevak, Hayley
Samantha Thomas, Maura Lea Volkmer,
Matthew Dow Werner, Darrell Allan
W ilkins, Brian David Yanoff

I Paula Anne Lilith Adderley, Emily Baldwin,

DISTINCTION IN COURSE AWARDED BY FACULTY
Domenick Leo Ammirati, Justin Anand,
Maiko Robelle Behr, Carrie Elizabeth
Berman, Kevin Bewley, Lisabeth Amanada
Bull, Christopher Carr, Theodore S. Cho,
Gabel Chong, Matthew Nelson Clausen,
Olivier Ken Colliou, Stacy Marie Conley,
Melora Lynn Crooker, Justin Campbell
Curry, Carla Jean Davis, Sarah Baker Davis,
Holland Stockdale deWilde, Nell Kristine
Duke, John David Edgar, Elizabeth Gresham
Engle, Adam Paul Fagen, Ashrufa Faruqee,
Virginia Hosier Fitzhugh, Laurie Jo
Fitzmaurice, Rebeckah Lea Flowers, Kevin
A. Gould, Alison Elizabeth Grinthal,
Christine Noel Harshbarger, Adam Sinclair
Haslett, Susannah Teresa Hauze, Michael
John Hawkins, Natalie Joanna Hopfxeld,
Joseph Charles Jankovsky, David John
Jones, III, Mimi Sarah Keller, Youngmoo
Edmund Kim, Anna Sutherland King,

Melanie Johns Kloetzel, Brian Anthony
Kloppenberg, Malathy Knight, Jennifer
Anne Lafontaine, Joe Lange, Jacob Peter
Laubach, Christopher Harold Lee, Elizabeth
Celia Lindenberger, Amy B. Lipman,
Maeghan Tara Maloney, Eliana Beth Miller,
Scott Roderick Milne, Jeffrey Josef Moray,
Molly Ayres Northrop, Jeremy Hugh
O ’Connell, David Martin Papanikolas,
Daniel Warren Park, Julia Paxson, Lucia
Perillán Gandarias, W illiam Barrett Raich,
Jennifer Catherine MacKinnon Raikes,
Jenny Susan Rogers, Noah Benjamin
Salamon, Benjamin Paul Schonberger, liana
Lynn Seidel, Douglas Alexander Spence,
Mark Allen Topinka, Quoc Tran Trang,
Rachel Elizabeth Wallace, Telory Anne
Williamson, Katharine Estelle Winkler,
Whitney Kathryn Wood, Rachael Maria
Ziady

ELECTIONS TO HONORARY SOCIETIES
PHI BETA K A P P A :

Karen Louise Abrams, Justin Anand,
Gregory Earl Bassett, Carrie Elizabeth
Berman, Christopher Carr, Matthew Nelson
Clausen, Olivier Ken Colliou, Melora Lynn
Crooker, Holland Stockdale deWilde, Nell
Kristine Duke, Joaquin Bertrand Feliciano,

Laurie Jo Fitzmaurice, Seth Lee Fleisher,
Amy Baird Garlin, Rachael Evadne
Goodhue, Alison Elizabeth Grinthal, Adam
Sinclair Haslett, Susannah Teresa Hauze,
Michael John Hawkins, Natalie Joanna
Hopfield, Amey Ayer Hutchins, David John
Jones, III, Anna Sutherland King, Brian

309

A w a r d s and D is tin c tio n s

Anthony Kloppenberg, Malathy Knight,
Jacob Peter Laubach, Christopher Harold
Lee, Katherine Rowe Lentz, Elizabeth Celia
Lindenberger, James Russell Martin,
Carolyn Anne McConnell, Jeffrey Josef
Moray, Molly Ayres Northrop, Daniel
Warren Park, Novid Pake Parsi, W illiam
Barrett Raich, Jennifer Catherine
MacKinnon Raikes, David Randall, Maia
Theresa Richardson, Erin Allison Sawyer,
liana Lynn Seidel, Melissa Ynes Shaner,
Robert Kehl Sink, Samuel Kendrick
Vandervelde, Rachel Elizabeth Wallace,
Telory Anne Williamson, Katharine Estelle
Winkler, Rachael Maria Ziady.
S IG M A XI:

Faten Aberra, Matthew Hudson Alford,
Carrie E. Berman, Miriam Bowling, Esteban
V. Cardemil, Christopher Carr, Eunice
Cheung, Gabel Chong, Matthew Clausen,
Stacy Conley, Melora L. Crooker, Nell K.
Duke, Adam Paul Fagen, Joaquin Bertrand

Feliciano, Amanda Fine, Virginia H.
Fitzhugh, James B. Girton, Kevin Andres
Gould, Alison Grinthal, Natalie J. Hopfleid, 1
Jennell Ives, Joseph Jankovsky, David John
Jones, Jennifer Lafontaine, Jacob Laubach,
Christopher Lee, W illiam S. Lock,
Meredith MacKenzie, Andrew Samuel
Merrill, Miguel Morales, Kendra Sunshine
Osterman, Julia Paxson, Carrie E. Plummer, 1
Snuller Price, Maia Richardson, Sophia
Dorcheva Sarafova, Robert Kehl Sink, Ming 1
Soon, Douglas Spence, Eli Spevak, David
Stewart, Bernhard Sturm, Samuel
Vandervelde, Dahlia Wasfi, Justin J.
Watkins, Katharine Winkler, Brian D.
Yanoff
TAU BETA PI:

Oliver Ken Colliou, Gabel Chong, David
John Jones, III, Youngmoo Edmund Kim,
Christopher Harold Lee, Robert Kehl Sink

1

FELLOWSHIPS
T he Jonathan Leigh Airman Summer Grant to
Yongsoo Park ’94
The Susan P. Cobbs Prize Fellowship to
Benjamin Lyons ’95 and Adam Rabinowitz
’95
The Sarah Kaighn C ooper Scholarship to
Gwendolyn Barretto ’9 4 and Jennifer Ekert
’94
The E lizabeth Pollard Fetter String Q uartet
Scholarships to Xander Abbe ’9 4 (violin),
EunShil Ahn ’9 4 (violin), Martin Farnham
’9 4 (viola), and Lia Femald ’9 4 (cello)
T he Eugene M. Lang Graduate Incentive
Fellowship to Eva Bertram ’86
The H annah A. Leedom Fellowship to
Jermaine Jones ’93 and Karan Madan ’91

The Joshua Lippincott Fellowship to Novid
Parsi ’9 3, Evangelos Raptis ’92, and Quoc
Tran Trang ’93
The John Lockw ood M em orial Fellowship to
Dayna Baily ’91 and Scott Kugle ’91
The Thom as B. M cC abe Jr. and Yvonne Motley
M cCabe M em orial Fellowship to Martin Hunt
’90
T he Lucretia Mott Fellowship to Melora Lynn
Crooker ’93, Gwen V. Davis ’91, Pamela
Kauffman Keim ’91, Anna King ’93, Eliana
Miller ’93, Laura Schall ’89, Stephanie
Willman ’91, and Rachael Ziady ’93
The M artha E. Tyson Fellowship to Sara Brock
’8 9 and Deborah Branker Harrod ’89

1
1
1

1

AWARDS AND PRIZES
T he Stanley Adam son Prize in Chemistry to
Lisa Christine Turtzo ’94
T he Am erican C hem ical Society Scholastic
Achievem ent Award to Alison Grinthal ’93
T he A m erican Institute o f Chem ists Student
Honor Award to Maia Richardson ’93

The Soloman A sch Award in Psychology to
Natalie J. Hopfield ’93
The Boyd Barnard Prize to Xander Abbe ’94
The Jam es H. Batton ’72 Award to Delvin
Dinkins ’93
The Paul H. B eik Prize in History to Guian A.
McKee ’92

1

■ 1
310

The Tim Berman M em orial Award to Mathew
Douglass ’93
The B lack Alumni Prize to Asahi Pompey ’94
The Brand Blanshard Prize to Michael Cholbi
’94
The H einrich W. Brinkmann M athem atics
Prize to Andrew Merrill ’93, Julia Paxson
’93, and Samuel Vandervelde ’93
The A lice L. Crossley Prize in A sian Studies to
Rita Burgos ’93
The Robert Dunn Award to Mark Fink ’95
The Flack Achievem ent Award to Maika
Watanabe ’95
The G onzalez-V ilaplana Prize for Outstanding
Achievement in Chemistry to Alison Grinthal
’93 and Maia Richardson ’93
The John Russell Hayes Poetry Prizes to Alice
May Stillman ’9 6 and Melissa Running ’94
The Samuel Hayes III Research Grant to Ruth
Lieu ’94
The Hess Award to Julie Noyes ’95
The Philip M. H icks Prize for Literary
Criticism Essay to Mark Derenzo ’93 and
Daniel Rothenberg ’95
The Jesse H. Holmes Prize in Religion to Erin
Sawyer ’93, first prize; Melissa Shaner ’93
and Misha Lepetic ’94, second prize
The Gladys Irish Award to Elizabeth
Dempsey ’93
The Ivy Award to Jonathan Glater ’93
The Kwink Trophy to Charles Chevalier ’93
The Leo Leva M em orial Prize in Biology to
Molly Northrop ’93
The Linguistics Prizes to Naomi Parkhurst

’93 (theoretical linguistics) and Nell Duke
’93 (psycholinguistics)
The M cCabe Engineering Award to
Christopher H. Lee ’93
The Lois M orrell Poetry Award to Susan
Tinsley Daily ’94
The N ational Science Foundation Minority
Incentive Scholarship to Jonathan Glater ’93
T he A . Edward Newton Library Prize to
Daniel Rothenberg ’95, first prize; Andrew
J. Perrin ’94, second prize; Kate Ehrenfeld
’9 4 and Allison Gill ’95, third prize
The O ak L e a f Award to Maeghan Maloney
’93 and Karama Neal ’93
The May E. Parry Award to Nell Duke ’93
The W illiam Plumer Potter Prizes in Fiction to
Daniel Park ’93, first prize; Alexander Ralph
’95, second prize; Jason Mezey ’93, third
prize
The Dinny Rath Award to Hadley W ilson ’93
The Frank Solomon Jr. Student A rt Prize to
Ingeborg M. Daniels ’93
The H ally Jo Stein M em orial Award for D ance
to Melanie Kloetzel ’93, Brian Kloppenberg
’93, and Carolyn McConnell ’93
The K aren Dvonch Steinmetz ’76 M em orial
Award to Daniel Kamin ’9 4 and Jacob
Laubach ’93
The Peter Gram Swing Prize to David Ammer
’93 and Zach Maupin ’93
T he M elvin B. Troy Award to Alicia Thesing
’93 (composition) and Nami Ando ’95
(choreography)

311

Enrollment Statistics

ENROLLMENT OF STUDENTS BY CLASSES 1992-93
MEN

W OM EN

Seniors

168

147

315

Juniors

145

130

275

TOTAL

Sophomores

169

144

313

Freshmen

183

174

357

665

595

1260

Graduate Students

0

0

0

Special Students

5

4

9

670

599

1269

TOTAL

New York ...................... . 158 Kentucky ............... ........... 6
Pennsylvania ................ . 155 H aw aii...................... ........... 5
C a lifo rn ia ...................... . . 93 Utah ........................ ........... 5
New Jersey .................... . . 92 Vermont .................. ........... 5
Maryland ...................... . . 8 9 Arkansas .................. ........... 4
Massachusetts ............. . . 6 9 Montana .................. ........... 4
Connecticut .................. . . 3 7 K a n sa s...................... ........... 3
Florida ...................... .... . . 3 4 Nevada ...................... ........... 3
Oregon ........................... . . 3 4 Puerto R i c o ........... ............. 3
Ohio ............................... . . 3 2 West V irg in ia......... ........... 3
Virginia ........................ . . 2 9 Louisiana ............... ........... 2
Texas ............................... . . . 2 7 N ebraska.................. ........... 2
Illinois ........................... . . 25 North Dakota ___ ........... 2
Washington .................. . . 2 3
O klahom a............... ........... 2
D elaw are........................ . . 2 2 Virgin Island s......... ........... 2
North Carolina . . . . . . . . 2 2
Alabama .................. ........... 1
Maine ............................. . . 2 1
A la s k a ...................... ........... 1
M ichigan........................ . . 19 Mississippi ............. ........... 1
District o f Columbia . . . 18 South D a k o ta ......... ........... 1
Minnesota .................... . . 16 Wyoming ............... ........... 1
C o lo rad o........................ . . 13
Total U .S.A . . . . . . . 1191
W isconsin .................... . . 13
A riz o n a .......................... . . 1 2 Canada .................... ........... 8
G e o rg ia .......................... . . 1 2 France ...................... ........... 6
Tennessee ...................... . . 1 1 G r e e c e ...................... ........... 4
Missouri ...............................9 Pakistan ................................. 4
Indiana ................................. 8 Singapore ...............................4
New H am pshire....................8 Ghana ..................................... 3
I d a h o ....................................... 7 Japan ....................................... 3
New Mexico .......................... 7 K o re a ....................................... 3
Rhode Island ........................ 7 People’s Republic
South Carolina ....................7
o f China ............................ 3
Io w a ......................................... 6 Sri Lanka ...............................3

312

N) N) N) U i

GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1992-93
Turkey . . .
Botswana
Lesotho . .
Malaysia .
Argentina
Bahamas .
Belgium . .
Belize . . . .
B o liv ia __
Bulgaria . .
Colombia
Cyprus ................................... 1
E ngland ........... ....................... 1
G erm an y...... ..........................1
Guyana ...................
1
Hong K o n g .............................1
Hungary ................................. 1
India ........................................1
Indonesia ............................... 1
Jamaica .......................
1
Jordan ..................................... 1
N e p a l........................................1
Netherlands ...........................1
Oman ..................................... 1
Philippines .............................1
South Africa ...................... 1
S p a in .................................... 1
Swaziland .......................... | 1
Switzerland .......................... 1
Uruguay ...............
1
Total from Abroad ......... 76
GRAND TOTAL . . . . 1267

Index

I
I
I
■

I
■
I
■
I
I
I
I
I
I
■
I
I
I
I
I
I
I
I

Absence from examinations, 64
Academic honesty, 64
Administration and staff, 291
ADMISSION PROCEDURE, 19
Application dates, 20
Scholastic Aptitude and Achievement
Tests, 20
School subjects recommended, 19
Advanced Degrees, 67
Advanced Placement, 21
Advanced Standing, 21
Advising, 41
Alumni Association Officers, 270
Alumni Council, 270
Alumni Office, 48
Ancient History and Civilization, 101
Art History, 79
Arts, Studio, 45, 82
Asian Studies, 84
Astronomy, 223
Athletic fields, see map
Athletics, 47, 216
Attachments to Courses, 57
Attendance at Classes, 63
Automobiles, regulations 37
Awards and Distinctions, 309
Awards and Prizes, 69

I
I
I
H
I
I
I

Bachelor of Arts Degree, 67
Bachelor o f Science Degree, 67
Bequests, 10
Biology, 87
Black Cultural Center, 39
Black Studies, 92
Board of Managers, 265
Committees of, 268
I Botany, see Biology

■
I
I
I
I
I
I
I
I
I
I
I
■
I
I
I
I
I

Calendar, College, 5
Career Planning and Placement, 41
Center for Social and Policy Studies, 13
Chemistry, 94
Chinese, 184
CIVIC, 4 8
Classics, 99
College Entrance Examinations, 20
College, committees of, 288
College jobs, 25
Comprehensive Examinations, 52, 67
Computer Science, 104
Computing Center, 12
Cooper (W illiam J.) Foundation, 13
Cooperation with neighboring institutions, 60
Cornell Library o f Science and Engineering, 10
Corporation-, officers of, 265
Courses o f Instruction, 77

Course Program, 54
Creative Arts, 59
Curriculum, 51
Dance, 46, 203
Degree Requirements, 67
Degrees offered, 67
Degrees conferred, 304
Dining Hall, 39
Directed Reading, 57
Directions for Correspondence, 2
Directions for reaching the College, 320
Distinction in Course, 54
Distribution requirements, 52
Divisions and Departments, 290
Dormitories, 38
Drama, 47, 136
Du Pont (Pierre S .) Science Building, 12
Economics, 108
Education, 114
Education Abroad, 60
Emeritus Professors, 273
Endowed Chairs, 16
Endowment, 10
Engineering, 118
English Literature, 126
Enrollment statistics, 312
Environmental Studies, 141
Equal Opportunity Office, 295
Equal Opportunity Statement, 2
Examination regulations, 64
Exceptions to the four-year program, 56
Exclusion from College, 66
Expenses, 22
External Examination
(Honors) Program, 51, 54
Extra-curricular activities, 45
Faculty advisers, 41, 52, 53
Faculty, committees of, 288
Faculty members, 273
Faculty Regulations, 63
Fees (tuition, residence, etc.) 22, 68
Fellowships, 74
Financial Aid, 24
Fine Arts, see Art History
Foreign students, 312
Formats o f Instruction, 57
Fraternities, 39
French, 186
Friends Historical Library, 11
Friends Meeting, 40
Geographical distribution o f Students, 312
German, 190
German Studies, 143

313

In d e x

Gifts, 10
Grades, 63
Graduate study, 67
Graduation requirements, 67
(see also Distribution requirements)
Greek, 100
Grenoble Program, 60
Handicapped Student Services, 40, 56
Health care, 40
Health Sciences Advisory Program, 59
History, 145
Honors Program,
(See External Examination Program)
Honors Examiners, 56, 302
Housing, 38
Insurance, 38, 40
Intercultural Center, 39
Interdisciplinary work, 58
International Relations, 156
Interpretation Theory, 158
Judicial Bodies, 37
Lang Music Building, 12, 46
Lang Performing Arts Center, 12
Language Laboratory, 13
Latin, 100
Leaves o f Absence, 65
Libraries, 10
Linguistics, 160
Literature Program, 166
Loans to students, 25
Madrid Program, 61
Map o f College grounds, 318
Martin Biological Laboratory, 12
Master’s degrees, 67
Mathematics and Statistics, 168
McCabe Library, 10
Media, Student, 47
Medieval Studies, 177
Modern Languages and Literatures, 179
Music, 45, 197
Music, performance, 198, 202
Normal Course Load, 57
Observatory, 12, 218
Papazian Hall, 12
Peace and Conflict Studies, 208
Philosophy, 211
Physical Education and Athletics, 216
Physical Education requirements, 65, 216
Physics and Astronomy, 218
Political Science, 225
Practical work, 57
Pre-medical Program, 59

314

Prizes, 69
PROGRAM O F STUDY, 51
Freshmen and Sophomores, 52
Juniors and Seniors, 53
External Examination (Honors) Program, 54
Psychological Services, 4 0
Psychology, 235
Public Policy, 242
Public Relations, 4 9
Publications, College, 48
Publications, Student, 47
Registration, 64
Religion, 246
Religious life, 8 , 39
Requirements for Admission, 19
Requirements for Graduation, 67
(see also Distribution requirements)
Residence, regulations, 38
Russian, 193
Scholarships, 24
Scholastic Aptitude Test, 20
Scott Arboretum, 14
Security Policies and Procedures, 42
Sharpies Dining Hall, 39
Social Affairs Committee, 45
Sociology and Anthropology, 253
Spanish, 194
Special Major, 54
Sproul Observatory, 12, 218
Statistics, 168
Student A rt Association, 45
Student conduct, 37
Student-run courses, 57
Student Council, 45
Student employment, 25
Student Exchange Programs, 60
Study Abroad, 6 0
Summer school work, 65
Swarthmore College Peace Collection, 11
Swarthmore Foundation, 48
Tarble Social Center, 39
Theatre, Courses in, 137
Transfer, application for, 21
Tuition and other fees, 22, 68
Tutorials, 57
Upward Bound, 47
Visiting Examiners, 302
Vocational Advising, 41
Withdrawal and Readmission
for Health Reasons, 41
Women’s Center, 39
Women’s Studies, 261
Worth Health Center, 40

J V v4

'

M
•ML"

ijM|

»• £ W , iAw v

'« o

w

Z f o 'l 1

*

# v
***9

S '*

w

9 f

©

>•*>.

©
Explanation of Buildings
1. Parrish Hall—Admissions Office, administration offices, business offices,
classrooms, and dormitory 2 . Parrish Annex —Faculty offices, personnel offices
3. S c o tt Building —R elief map o f campus
4 . The Eugene M . and Theresa Lang Performing A rts Center —Theatre, dance,
and English
5 . Lang M usic Building —Underhill Music Library and music
6 . M artin Biological Laboratory and Animal Laboratory —Biology, language
laboratory, and Kirby Lecture Hall

r& S
W

7 . C ornell Science Library
Du Pont Science Building —Chemistry, mathematics, physics, and astronomy
Beardsley Hall-—Art history and studio art, and Computing Center
Hicks Hall—Engineering
Trotter Hall—Social sciences and Center for Social and Policy Studies
Pearson Hall—Education, religion, faculty offices, Credit Union, Foreign Study

8.
9.
10.
11.
12.

O ffice

318

13. Papazian Hall—Linguistics, philosophy, psychology, and engineering laboratories
14. Friends Meeting House
15. W h ittier H ouse

16.

22

23

v,» 4 » h r s / i>l » l 'j -• î ', ’'■ f a ! .'•W

/ 'V v'?itôiv -■■"•■

'~ ~ v >

1ÉPI1

¿«fc,

»»

w n jjjf,
16. Cunningham House—
Scott Arboretum Offices and
The Shane Teaching Garden
17. W ister Greenhouse
18. M cCabe Library
19. O ld Tarble
20 . W orth H ealth Center
21. Benjam in W est House—
Birthplace o f Benjamin
West (designated a
national historical
r
landmark)—Visitor information,
I
security, and communications
2 2 . Bond M em orial and
Lodges— Dormitory space
and meeting rooms
23. R obinson H ouse— Black
Cultural Center
24. Ashton G uest House
25. Faulkner Tennis Courts
26. Cunningham Fields

2 7 . C lothier Fields
2 8 . Barn
29 . Lam b-M iller Field House—
Physical education
30 . Tarble Pavilion— Physical education
31. W are Swimming Pool
3 2 . Squash Courts
33 . Service Building— Maintenance, grounds, and
environmental services
34 . Heating Plant
35 . Fraternity and Social Lodges, Sharpies III
meeting room

3 6 . Sharpies Dining Hall
3 7 . Tarble Social C enter in Clothier Memorial—
Snack bar, student offices, bookstore,
Intercultural Center
3 8 . Sproul O bservatory—Astronomy and computer
science
3 9 . S c o tt O utdoor Auditorium

Dormitories and Residences
1.
Parrish Hall
A. Dana D orm itory
B. Hallowell D orm itory
C. W harton Hall
D. W illets Dorm itory
E. W orth Dorm itory
F. Mertz Hall
G. Palmer Hall
H. Pittenger Hall
I. R oberts Hall
J . M ary Lyon Building
K. W oolman House
L Professors’ Houses
M. Employees’ Houses
N. Courtney Sm ith House—

President’s House

319

Directions for Reaching
Swarthmore College
DRIVING
From Pennsylvania Turnpike, going East
From Exit 2 4 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2 Yi
miles to 1-476 South. Take 1-476 approx. 13 miles to Exit 2, Media/
Swarthmore. A t bottom o f exit ramp, follow sign for Swarthmore by turning
left onto Baltimore Pike. (See below for " . . . the rest o f the way.” )

From Pennsylvania Turnpike, going West
From Exit 25 (Norristown) follow signs for 1-476 South. Stay on 1-476
approx. 17 miles to Exit 2, Swarthmore/Media. At bottom o f exit ramp,
follow sign for Swarthmore by turning left onto Baltimore Pike. (See below
for " . . . the rest o f the way.” )

From the New Jersey Turnpike
Take Exit 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, 1-476
North/Plymouth Meeting. Take 1-476 to Exit 2, Media/Swarthmore. At
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 way”
Stay in right lane and in less than lA mile turn right onto Route 3 2 0 South
(watch turns on Route 3 2 0 ). Proceed to second light at College Avenue, turn
right, and follow the road to visitor parking. Entrance to the Admissions
Office is through the archway at the back of Parrish Hall.

TRAIN
The College is readily accessible from Philadelphia by train. Amtrak trains
from New York and Washington arrive hourly at Philadelphia’s 30th Street
Station. From 30th Street Station, the SEPTA Media Local (R 3 ) takes 21
minutes to reach the campus.

AIR
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 $18.00, and the trip requires
about 2 0 minutes. By car from the airport, take 1-95 South to Exit 7 , 1- 476
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.”

320

Second-Class Postage Paid
Swarthmore College
5 0 0 College Avenue
Swarthmore, PA 19081-1391
ISSN -0888-2126

Swarthmore College
5 0 0 College Avenue
Swarthmore, PA 19081-1397
2 1 5 -3 2 8 -8 0 0 0