Swarthmore College Catalogue, 1998-1999

Swarthmore
College Bulletin 1998-1999
Volume XCVI Number 1
Catalogue Issue August 1998

Directions for Correspondence

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

Alfred H . Bloom

GENERAL COLLEGE POLICY

President

Jennie Keith

ACADEMIC POLICY

Provost

Paul Aslanian

FINANCIAL INFORMATION

Vice President

Maurice G . Eldridge

COLLEGE AND COMMUNITY RELATIONS

Vice President

Lawrence M . Schall

FACILITIES AND SERVICES

Vice President

Robert J . Gross

STUDENT SERVICES

Dean of the College

Robin G . Mamlet

ADMISSIONS AND CATALOGUES

Dean of Admissions

Martin 0 . Warner

RECORDS AND TRANSCRIPTS

Registrar

Laura Talbot

FINANCIAL AID AND
FINANCING OPTIONS INFORMATION

Director of Financial Aid

Thomas Francis

CAREER PLANNING AND PLACEMENT

Director

Barbara Haddad Ryan

GENERAL INFORMATION

Associate Vice President

Swarthmore College does not discriminate in
education or employment on the basis of sex,
race, color, age, religion, national origin, sexu­
al orientation, Vietman-era veteran status,
pregnancy, or disability. This policy is consis­
tent with relevant governmental statutes and
regulations, including those pursuant to Title
IX of the Federal Education Amendments of
1972 and Section 504 of the Federal
Rehabilitation A ct of 1973.
This Bulletin contains policies and program
descriptions as of July 31, 1998, the date of
publication, and should be used solely as an
informational guide. The College reserves the
right to alter or amend at any time the policies
or programs contained in the Bulletin. Students
are responsible for informing themselves of
current policies and meeting all relevant
requirements.

The Swarthmore College Bulletin (ISSN
0888-2126), of which this is Volume XCV1,
number 1, is published in August, September,
December, March and June by Swarthmore
College, 500 College Avenue, Swarthmore, PA
19081-1397.
Periodical postage paid at Swarthmore, PA
19081 and additional mailing offices. Permit
number 0530-620. Postmaster: Send address
changes to Swarthmore College Bulletin, 500
College Avenue, Swarthmore, PA 19081-1397.
Phone (610) 328-8000
Printed in U.S.A.

Table of Contents

CALENDAR 4

i

INTRODUCTION 8
EDUCATIONAL RESOURCES 9

h

ADMISSION 20
EXPENSES 23
FINANCIAL AID 25

hi

COLLEGE LIFE 38

IV

V

VI

EDUCATIONAL PROGRAM 59
FACULTY REGULATIONS 69
DEGREE REQUIREMENTS 73
AWARDS AND PRIZES 74
FELLOWSHIPS 79
COURSES OF INSTRUCTION 82
A rt 83
Asian Studies 90
Biology 94
Black Studies 100
Chemistry 103
Classics 109
Comparative Literature 114
Computer Science 116
Economics 123
Education 129
Engineering 134
English Literature 143
Environmental Studies 167
Francophone Studies 169
German Studies 173
History 175
Interpretation Theory 188

Latin American Studies 191
Linguistics 193
Mathematics and Statistics 199
Medieval Studies 209
Modem Languages and Literatures 211
Music and Dance 235
Peace and Conflict Studies 248
Philosophy 251
Physical Education and Athletics 256
Physics and Astronomy 258
Political Science 265
Psychology 276
Public Policy 285
Religion 289
Sociology and Anthropology 296
Women’s Studies 307

THE CORPORATION and BOARD OF MANAGERS 312
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 316
THE FACULTY 319
ADMINISTRATION 338
VISITING EXAMINERS 350
DEGREES CONFERRED 353
AWARDS AND DISTINCTIONS 358
ENROLLMENT STATISTICS 361
INDEX 362
PLAN OF COLLEGE GROUNDS 366
DIRECTIONS FOR REACHING THE COLLEGE 368

3

Sun Mon Tue Wed Thu

Sun Mon lu e Wed Thu : Fri Sat
1
2 ^; .3- ; 4 ^ 5
6 i 1
8
9 io : 11 ; 12
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20 ' t l ' 22 - .23. 24 : 25 26
2? 28 29 30

6
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27

7
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Sun Mon Tue Wed Thu
1
2
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9 10
6
8
7
15
16
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20 21 22 23 24
27 28 29 30

Sac
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12
19
26

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

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

FEBRUARY
Fri Sat
5
6
12 13
19 20
26 27

Fri Sat
5
6
12 13
19 20
26 27

4

Sun Mon Tue. Wed Thu
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9
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30

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i?

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31

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25 26

Fri Sai

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21
28

W

27

8
15
II

29

FEBRUARY

Fri Sat
5
4
11 12
18 19
25 26

Sun Mon Tue Wed Thu
i ■ 2- 3
8
9 10
6
7
13 14 15 16 17
20 21 22 23 24
27 28 29

:

Fri Sai
5
4
11 12
18 19
25 26

MARCH

Fri Sat
2
3
9 10
16 17
23 24
30 31

Fri Sat
6
7
13 14
20 21
27 28

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

Fri Sat
3
4
10 11
17 18
24 25

OCTOBER
3
10
17
24
31

4
11
18
25

5
12
19
26

6
13
20
27

7
14
21
28

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

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

Fri Sat
5
6
12 13
19 20
26 27

DECEMBER

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

2000
JANUARY

Sun Mon Tue Wed Thu Fri Sat
4
3
1 %2
6
5
1 8 9 IO 11
12 : 13 14 15 16 17 18
19 20 21 22 23 24 25
26 .27 28 29 30, 51

A im
Sun M ai Tue Wed Thu

I

2
9
16
23.
30

3
10
17
24

4
11
18
•25

Fn Sat

5
6
7
12 13 14
19 20 m
26 : m > 28
a f lij

8
15
U

29

MAY
Sun Mon Tue Wed Thu
■ 1
2
3
4
8
9 10 11
7
M 14 16 ■Ï7 18
■ 21 22 23 24 25
28 29 30 31

Fri Sat
6
5
12 13
19 20
26 27

JUNE
Son Mon Tue Wed Thu Fri Sat
3
2
1
8 9 IO
5
6 : 7
4
12 13 14 15 16 17
n
18 19 20 21 22 23 24
25 26 27 28 29 30

NOVEMBER

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

8
15
22
29

SEPTEMBER

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

7
14
21
28

AUGUST

1999
JANUARY
5
12
19
26

6
13
20
27

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

DECEMBER

4
11
18
25

5
12
19
26

4
11
18
25

Fri Sat:
6
7
13 ; 14
20 i t
27
28

Sun Mon Tue Wed Thu Fri
<; 1 : 2 : 3. ■ 4
6
8 i 9 10 ...IT,
?
13 14 15 16 17 18
20 21 22 23 ; 24 25
27 28 29 30 31

3
10
17
24
31

3
10
17
24
31

Sat

JULY

NOVEMBER

Sun Mon Tue Wed Thu

2
9
16
23
30

Fri

JUNE

OCTOBER
Fri S a t:
S u n M o n : T u e W ed T h u
1
2 *. 3
8 : 9
10
6
?
4 i 5 .:
13
15 : 16
17
11
12
14
18
19 : 2 0 J 21 : 22
23
24
29
30
31
25
2 6 :. 27 i 2 8

Sun Mon T ie :Wed Thu
3:
5
: 1 : ■2
4
8
9
to
12
11
15
16
18 19
17
22 23
24 • 25; 26
29 30

g fl|

MAY 1999

1998
SEPTEMBER

Fri Sat
2
3
9 10
16 17
23 24
30

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

Fri Sat
3
4
10 11
17 18
24 25
31

JULY
Sun Mon Ti* Wed Thu
2
9
16
23
30

3
10
17
24
31

4 ' 5
11 12
18 19
25 26

6
13
20
27

Fri Sat
?
14
21
28

8
15
22
29

AUGUST
Sun Mon Tue Wed Thu
2
3
1
8
9
10
6
7
13 14 15 16 17
20 21 • 22 23 24
22 28 29 30 31

Fri Sat
5
4
11 12
18 19
25 26

College Calendar

1998

Fall Semester

August 29
September 2
September 3
September 25-26
October 9
October 19
November 16-24
November 25-December 1
November 25
November 30
December 4-5
December 10-11
December 11
December 12
December 14
December 18
December 22

New student orientation begins
Registration
Classes and Seminars begin
Meeting of the Board of Managers
October holiday begins, end of last class or seminar
October holiday ends, 8:30 a.m.
Advising period
Pre-enrollment for spring semester
Thanksgiving vacation begins, end of last class or seminar
Thanksgiving vacation ends, 8:30 a.m.
Meeting of the Board of Managers
Advising follow-up days
Classes end
Enrollment for spring semester
Final examinations begin
Seminars end
Final examinations end

1999

Spring Semester

January 18
February 26-27
March 5
March 15
March 19-21
April 5-15
April 16-18
April 16-20
April 29-30
April 30
April 30-May 1
May 3
May 6
May 6
May 15

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.
Black Alumni Weekend
Advising period
Parents Weekend
Pre-enrollment for fall semester
Advising follow-up days
Classes and Seminars end
Meeting of the Board of Managers
Enrollment for fall semester
Written Honors examinations begin
Final examinations begin
Final examinations end
The following elates are tentative based on previous assumptions.
Calendar is up for review.
May 17
Written Honors examinations end
May 17-18
Senior comprehensive examinations
May 20-22
Oral Honors examinations
May 30
Baccalaureate
May 31
Commencement
June 4-6
Alumni Weekend

5

1999

Fall Semester

Tentative based on previous assumptions.
Calendar is up for review.
August 28
New student orientation begins
September l
Registration
September 2
Classes and Seminars begin
September 24-25
Meeting of the Board of Managers
October 8
October holiday begins, end of last class or seminar
October 18
October holiday ends, 8:30 a.m.
November 15-23
Advising period
November 24-30
Pre-Enrollment for spring semester
November 24
Thanksgiving vacation begins, end of last class or seminar
November 29
Thanksgiving vacation ends, 8:30 a.m.
December 3-4
Meeting of the Board of Managers
December 9-10
Advising follow-up days
December 10
Classes end
December 11
Enrollment for spring semester
December 13
Final examinations begin
December 17
Seminars end
December 21
Final examinations end

2000

Spring Semester

Tentative based on previous assumptions.
Calendar is up for review.
January 17
Classes and Seminars begin
February 25-26
Meeting of the Board of Managers
March 3
Spring vacation begins, end of last class or seminar
March 13
Spring vacation ends, 8:30 a.m.
April 3-13
Advising period
April 14-18
Pre-Enrollment period for fall semester
April 27-28
Advising follow-up days
April 28
Classes and Seminars end
May 1
Enrollment meeting for fall semester
May 4
Written Honors examinations begin
May 4
Course examinations begin
May 5-6
Meeting of the Board of Managers
May 13
Course examinations end
May 15
W ritten Honors examinations end
May 15-16
Senior comprehensive examinations
May 18-20
Oral Honors examinations
May 28
Baccalaureate
May 29
Commencement
June 2-4
Alumni Weekend

6

Introduction to Swarthmore College

Swarthmore College, founded in 1864 by
members of the Religious Society of Friends as
a coeducational institution, occupies a campus
of more than 300 acres of rolling wooded land
in and adjacent to the borough of Swarthmore
in Delaware County, Pennsylvania. It is a small
college by deliberate policy. Its present enroll­
ment is about 1,300 men and women students.
The borough of Swarthmore is a residential
suburb within half an hour’s commuting dis­
tance of Philadelphia. College students are
able to enjoy both the advantages of nearby
rural settings and the opportunities offered by
Philadelphia. The College’s location 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 individu­
als and as responsible citizens through exacting
intellectual study supplemented by a varied
program of sports and other extra-curricular
activities.
The purpose of Swarthmore College is to make
its students more valuable human beings and
more useful members of society. While it shares
this purpose with other educational institu­
tions, each school, college, and university seeks
to realize that purpose in its own way.
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense of ethical and
social concern.

VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. The Swarth­
more College curriculum is designed to give
recognition to this fact, and seeks to evoke the
maximum effort and development from each
student. The Swarthmore College Honors Pro­
gram offers additional enriching and exciting
intellectual experiences to students who
choose to prepare for evaluation by examiners
from other colleges and universities.
Throughout the curriculum, options for inde­

pendent study and interdisciplinary work offer
opportunities for exploration and development
over a wide range of individual goals. These
opportunities typically include considerable
flexibility of program choices from semester to
semester, so that academic planning may be
responsive to the emerging needs of students.

THE RELIGIOUS TRADITION
Swarthmore College was founded by members
of the Religious Society of Friends (the
Quakers). Although it has been nonsectarian
in control since 1908, and although Friends
now compose a minority of the student body,
the faculty, and the administration, the
College still values highly many of the princi­
ples of that Society.
Foremost among these principles is the indi­
vidual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way of life,
Quakerism emphasizes hard work, simple 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 con­
tinuing 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 condi­
tions and new demands. By being open to
change, Swarthmore tries to provide for its stu­
dents, by means appropriate to the times, the
standard of excellence it has sought to main­
tain from its founding.

Educational Resources

habits of self-education so that they may use
books, libraries, and recorded communication
in all forms for a lifetime of intellectual devel­
opment. To this end the Library acquires and
organizes books, journals, audiovisuals, and
electronic information in a variety of digital
and other formats for the use of students and
THE ENDOWMENT
faculty. While the Library’s collections are
geared primarily towards undergraduate
The educational resources at Swarthmore
instruction, the scope, nature, and depth of
College have been provided by gifts and
student and faculty research require providing
bequests from many alumni, foundations, cor­ a greater quantity of source materials than is
porations, parents and friends. In addition to
typically found in undergraduate libraries.
unrestricted gifts for the operating budget,
Further needs are met through interlibrary
these donors have contributed funds for build­ loan, document delivery and other cooperative
ings, equipment, collections of art and litera­ arrangements.
ture, and permanently endowed professorships,
The Swarthmore College Libraries together
scholarships, awards, book funds and lecture­
with those of Bryn Mawr and Haverford col­
ships. Their gifts to Swarthmore have not only
leges are linked in a fully automated consortial
provided the physical plant, but also have cre­
library system, Tripod, with an online public
ated an endowment fund of approximately
access catalog and reciprocal borrowing.
$854,000,000 at market value on March 31,
Tripod as well as other networked information
1998. Swarthmore ranks among the top ten in
sources can be accessed through the Library’s
the country in endowment per student. Income
Home Page on the World Wide Web. The
from the endowment during the academic year
URL is: http://www.swarthmore.edu/Library/.
1996-97 contributed approximately $19,300 to
Electronic bibliographic indexes and full-text
meet the total expense of educating each stu­
databases have become increasingly important
dent and provide over 33% of the College’s
to undergraduate research. Swarthmore Col­
operating revenues.
lege and the consortium provide a growing
The College’s ability to continue to offer a
selection of electronic research databases
high quality of education depends on continu­ which are available in the Libraries and, in
ing voluntary support. Swarthmore seeks addi­
many cases, networked to dormitory rooms and
tional gifts and bequests for its current opera­ other campus settings.
tions, its permanent endowment, and its capi­
The Thomas B. and Jeanette L. McCabe Library
tal development programs to maintain and
is the center of the College Library system
strengthen its resources. The Vice President in
housing the major portion of the College
charge of development will be pleased to pro­
Library collections, reading and seminar
vide information about various forms of gifts:
rooms, an electronic resources room, a video
bequests, outright gifts of cash or securities,
classroom, and administrative offices. Total
real estate or other property, and deferred gifts
Library holdings amount to 740,000 volumes
through charitable remainder trusts and life
with some 20,000 volumes added annually.
income contracts in which the donor reserves
About 2,000 periodical titles are received reg­
the right to the annual income during his or
ularly. The College participates in the Federal
her lifetime.
Depository Library Program by selecting publi­
cations most appropriate to the needs of the
curriculum and the public, and by making
them easy to find through the Tripod system.
LIBRARIES
The Cornell Library of Science and Engineering
The College Library is an active participant in
houses more than 52,300 volumes and serves
the instructional and research program of the
the scientific, academic and research needs of
College. The primary mission of the Library is students and faculty. The Daniel Underhill Music
to instruct students in effective, efficient use of Library contains around 19,000 books and
the library and to encourage them to develop
scores, 12,500 recordings and listening equip-

The primary educational resources of any col­
lege are the quality of its faculty and the spirit
of the institution. Financial as well as physical
resources play an important supportive role.

9

Educational Resources

ment. A small collection of relevant material is
located in the Black Cultural Center.
Special Library Collections
The College Library contains certain special
collections: British Americana, accounts of
British travellers in the United States; the
works of English poets Wordsworth and
Thomson bequeathed to the Library by Edwin
H. Wells; the works of Seamus Heaney, winner
of the Nobel Prize for Literature, 1995; the W.
H . Auden Collection commemorating the
English poet who taught at Swarthmore in the
mid-forties; the Bathe Collection of the history
of technology donated by Greville Bathe; the
Private Press Collection representing the work of
over 650 presses; and the Swarthmoreana
Collection of over 6,000 publications by gradu­
ates of the College.
The Audiovisual Collection with 2,800 video­
tapes and discs and 1,400 spoken word record­
ings on disc and tape includes contemporary
writers reading from and discussing their works;
full-length versions of Shakespearean plays
(both videocassettes and audiodiscs) and other
dramatic literature; the literature of earlier
periods read both in modem English and in the
pronunciation of the time; recordings of liter­
ary programs held at Swarthmore; and videorecordings of U.S. and foreign classic feature
films, as well as educational, documentary, and
experimental films. These materials support
the study of literature, art, dance, and history
and are housed in the McCabe Library.
W ithin the McCabe Library building are two
special libraries which enrich the academic
background of the College:
The Friends Historical Library, founded in 1871
by Anson Lapham, is one of the outstanding
collections in the United States of manu­
scripts, books, pamphlets, and pictures relating
to the history of the Society of Friends. The
library is a depository for records of Friends
Meetings belonging to Baltimore, New York,
Philadelphia, and other Yearly Meetings. More
than 10,000 record books, dating from the
1670’s until the present, have been deposited.
Additional records are available on microfilm.
The William Wade Hinshaw Index to Quaker
Meeting Records lists material of genealogical
interest. Special collections include materials
on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and

10

the history of women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts of John
Greenleaf Whittier, the Quaker poet), the
Mott manuscripts (over 500 autograph letters
of Lucretia Mott, antislavery and women’s
rights leader), and the Hicks manuscripts
(more than 400 letters of Elias Hicks, a prominent Quaker minister). The library’s collection
of books and pamphlets by and about Friends
numbers more than 43,000 volumes. More
than 200 Quaker periodicals are currently
received. There is also an extensive collection
of photographs of meetinghouses and pictures
of representative Friends and Quaker activities, as well as a number of oil paintings,
including “The Peaceable Kingdom” by Edward Hicks. It is hoped that Friends and others
will consider the advantages of giving to this
library any books and family papers which may
throw light on the history of the Society of
Friends.
The Swarthmore College Peace Collection is of
special interest to research students seeking the
records of the peace movement. The records of
the Women’s International League for Peace
and Freedom and the personal papers of Jane
Addams of Hull-House, Chicago, formed the
original nucleus of the Collection (1930).
Over the years other major collections have
been added including the papers of Devere
Allen, Emily Greene Balch, Julien Cornell,
Homer Jack, Lucy Biddle Lewis, A. J. Muste,
Lawrence Scott, John Nevin Sayre, William
Sollmann, E. Raymond Wilson, and others, as
well as the records of the American Peace
Society, A Quaker Action Group, Business
Executives Move, CCCO , Fellowship of
Reconciliation, Friends Committee on
National Legislation, The Great Peace March,
Lake Mohonk Conferences on International
Arbitration, National Interreligious Service
Board for Conscientious Objectors, National
Council for Prevention of War, National
Council to Repeal the Draft, SANE, War
Resisters League, Women Strike for Peace,
World Conference of Religion for Peace, and
many others. The Peace Collection serves as
the official repository for the archives of many
of these organizations, incorporated here in
more than 10,000 document boxes. The
Collection also houses over 12,000 books and
pamphlets and about 3,000 periodical titles.

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Four hundred periodicals are currently received
from 22 countries. The comprehensive Guide
to the Su/arthmore College Peace Collection, pub­
lished in 1981, and the Guide to Sources on
Women in the Suiarthmore College Peace
Collection describe the archival holdings. Web
site: http://www.swarthmore.edu/Library/peace.

PHYSICAL FACILITIES
Laboratories, well-equipped for undergraduate
instruction and in most cases for research, exist
in astronomy, biology, chemistry, computer sci­
ence, engineering, physics, and psychology.
The Sproul Observatory, with its 24-inch visu­
al refracting telescope, is the center of much
fundamental research in multiple star systems.
A 24-inch reflecting telescope on Papazian
Hall is used for solar and stellar spectroscopy.
The Edward Martin Biological Laboratory pro­
vides facilities for work in molecular, organismal, and population biology. A laboratory for
Interdisciplinary Research, created with a
grant from the Howard Hughes Medical
Institute, is designated for the conduct of inter­
disciplinary scientific research by teams of fac­
ulty and students selected through an internal­
ly conducted, competitive process. The Pierre
S. DuPont Science Building provides accom­
modations for chemistry, mathematics, and
physics. Hicks Hall contains the engineering
laboratories, several of which are equipped for
computer-assisted and computer-controlled
laboratory experimentation and a solar labora­
tory. Papazian Hall provides facilities for work
in psychology, and for the engineering shops.
The List Art Gallery for exhibitions is located in
the Eugene M. and Theresa Lang Performing
Arts Center.
The Eugene M. and Theresa Lang Music Buildmg, opened in 1973, contains an auditorium
seating approximately 500, the Daniel Under­
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program of the
Music Department and for musical activities at
the College.
The Eugene M. and Theresa Lang Performing
Arts Center, opened in January, 1991, houses
the Pearson-Hall Theatre, the largest perform­
ing stage on campus, and also the Frear

Ensemble Theatre, an experimental and in­
structional studio, the Patricia Wityk Boyer
Dance Studio and a Dance Lab, and the List
A rt Gallery. The Lang Performing Arts Center
also houses the offices of the English Literature
Department, Theatre Studies program, and
Dance Department, as well as seminar rooms,
the theatre design studio, and set construction
shop. The Pearson-Hall Theatre has a seating
capacity of about 825 or of over 1,000 if seats
are placed on stage. The theatre can be divid­
ed in two, with a cinema theatre on one side of
a movable soundproof wall and a more inti­
mate performing space on the other. The build­
ing is linked to the second floor of the Lang
Music Building by a walk way and faces Crum
Woods over the Ann Lubin Buttenwieser
Terrace.
The Trotter/North Campus Project is the Col­
lege’s newest and most visual commitment to
enhancing our educational environment.
Built in 1881, Trotter Hall is home to nearly
one-quarter of the faculty and to more than
half of all classes and seminars. Architectural
plans have maintained the historic integrity of
the exterior, while the interior has been com­
pletely renovated to provide technologically
advanced classrooms, inviting seminar rooms,
and modem faculty offices.
A new academic building, Kohlberg Hall, fea­
tures spaces for use by the entire College com­
munity including a commons complete with an
espresso bar, The Scheuer Room for lectures
and gatherings, the Corddry Wing that houses
the Department of Economics, and a dramatic
courtyard. The building also houses the depart­
ments of modem languages and literatures and
sociology/anthropology, 44 faculty offices, 13
classrooms and seminar rooms.
Surrounding these academic buildings are
enhanced landscaping, new pedestrian walk­
ways, and the creation of outdoor spaces con­
ducive to conversing, studying, and relaxing.
The Computing Center, with offices located in
Beardsley Hall, provides computing and
telecommunication resources and support to
all faculty, registered students, and College
staff. Academic computing resources are com­
prised of several components: a number of
DEC Alpha servers running UNIX managed by
the Computing Center, a network of SUN
Sparc workstations in the Computer Science

11

Educational Resources

Department, a network of HP workstations in
the Engineering Department, a Power Mac­
intosh lab in the Mathematics Department;
and DEC Alpha systems in Chemistry,
Astronomy and Physics departments. A spe­
cialized multi-media facility in Beardsley gives
faculty a place to try out new technology and
create presentations and multi-media projects
for their courses. A n Oracle database is used for
the College’s administrative data management
needs. Fiber optic cabling ties these compo­
nents together into a campus-wide network.
The campus network is linked to the Internet
allowing communication and data access on a
global scale.
Macintosh computers are widely used for wofd
processing as well as for data management and
analysis. Power Macintosh computers are
available in public areas in Beardsley, Trotter,
DuPont, Kohlberg, and McCabe and Cornell
libraries. Virtually every administrative and
faculty office is equipped with Macintosh com­
puters. Macintosh computers or any computer
running Windows 95 or better connected to
the residence hall network can be used to gain
access to electronic mail, bulletin boards, the
World Wide Web, Tripod (the library system
shared with Bryn Mawr College and Haverford
College), and a variety of software programs.
Copies of several commonly used commercial
software packages are available on a restricted
basis on the public area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
A computer purchase and a repair service are
both located in Beardsley Hall. A variety of
computer equipment is available for purchase
and repair services for computers purchased on
campus is provided.
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 dor­
mitory room is provided with a private tele­
phone and personal telephone number as well
as a voice mail account. Long distance calling
is available to students.
Assistance with the use of the College’s com­
puting resources is available on a number of
levels. Students may seek help from Consul­
tants who are available in the Beardsley public

12

area throughout most of the day and night,
seven days a week. Faculty may seek assistance
through a Help Desk or through Computing
Center staff assigned to their respective divi­
sion for curricular support.
The Center for Social and Policy Studies, located
in Trotter 105, 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 statisti­
cal consulting for faculty and students. The
Center also supports the concentration in
Public Policy through its physical facilities,
data archives and program of events.

SPECIAL FUNDS AND LECTURESHIPS
The William J. Cooper Foundation provides a
varied program of lectures and concerts which
enriches the academic work of the College.
The Foundation was established by William J.
Cooper, a devoted friend of the College, whose
wife, Emma Mcllvain Cooper, served as a
member of the Board of Managers from 1882 to
1923. Mr. Cooper bequeathed to the College
the sum of $100,000 and provided that the
income should be used “in bringing to the col­
lege from time to time eminent citizens of this
and other countries who are leaders in states­
manship, education, the arts, sciences, learned
professions and business, in order that the fac­
ulty, students and the college community may
be broadened by a closer acquaintance with
matters of world interest.” Admission to all
programs is without charge.
The Cooper Foundation Committee works
with the departments and with student organi­
zations in arranging single lectures and con­
certs, and also in bringing to the College
speakers of note who remain in residence for a
long enough period to enter into the life of the
community. Some of these speakers have been
invited with the understanding that their lec­
tures should be published under the auspices of
the Foundation. This arrangement has so far
produced eighteen volumes.
The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation,
is administered by the Cooper Foundation
Committee. Income fom the Promise Fund
brings guest speakers and performers in music,

film, dance, and theatre who show promise of
distinguished achievement.
The Alfred H. Bloom Jr. and Martha B. Bloom,
parents of Alfred H. Bloom, Memorial Visiting
Scholar Fund is the gift of Frank Solomon Jr.
’50. It brings visiting scholars to campus at the
discretion of the president.
The Barbara Weiss Cartwright Fund for Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. The Fund supports new or
existing programs which encourage involve­
ment in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to partic­
ipate in volunteer service projects linked to the
academic program.
Wendy Susan Cheek ’38 Memorial Fund for
Women's Studies. Established in 1998 by Aimee
Lee and William Francis Cheek, the fund sup­
ports student and/or programming needs of the
Women’s Studies Program, including the cap­
stone seminar for Honors and Course students.
The fund shall be spent at the direction of the
Women’s Studies Coordinator.
The Michael J. Durkan Memorial Fund was
established by family and friends of Michael J.
Durkan, Librarian Emeritus, to support library
collections and to help bring Irish writers to
campus.
The James A. Field, Jr. Memorial Fund was
established by family and friends of James A.
Field, Jr., C lothier Professor Emeritus of
History, to support library collections.
The Bruce Hannay Fund was established by a
gift from the General Signal Corporation in
honor of N. Bruce Hannay '42. The fund will
provide support for the academic program,
with special consideration given to chemistry.
Bruce Hannay was a research chemist with Bell
Laboratories and received an honorary Doctor
of Science degree from Swarthmore in 1979.
The James C . Hormel ’55 Endowment for Stu­
dent Services was established by James Hormel
’55 to support staffing and programs related to
student services and activities, including stu­
dent involvement in volunteering and pro­
grams to encourage greater understanding of,
sensitivity to, and incorporation into the great
society of the differences in culture, sexual ori­
entation, or race.

The William I. Hull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was Professor of History and International Law
at Swarthmore College for 48 years. The Fund
enables the College to bring a noted lecturer
on peace to the campus each year in memory of
Dr. and Mrs. Hull who were peace activists.
The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax Con­
ference on Entrepreneurship and Economic
Anthropology. Jonathan Lax, Class of 1971,
was class agent and a reunion leader. His par­
ents, Stephen ’41 and Frances Lax, and broth­
ers Stephen G. Lax, Jr. (Gerry) ’74, and
Andrew Lax ’78 have been actively involved at
the College.
The List Gallery Exhibit Fund, established
through the generosity of Mrs. Albert List, sup­
ports exhibits in the List Gallery of the Eugene
M. and Theresa Lang Performing Arts Center.
The Joanna Rudge Long '56 Conflict Resolution
Endowment was created in 1996 in celebration
of the donor’s 40th Reunion. The stipend is
awarded to a student whose meritorious pro­
posal for a summer research project or intern­
ship relates to the acquisition of skills by ele­
mentary school or younger children for the
peaceful resolution of conflict.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
'73, a leader in San Diego’s gay community. To
combat homophobia and related discrimina­
tion, the fund sponsors events that focus on
concerns of the lesbian, bisexual, and gay com­
munities and promotes curricular innovation
in the field of Lesbian and Gay Studies. The
fund also sponsors an annual three-day sympo­
sium. The fund is administered by a committee
of women and men from the student body,
alumni, staff, faculty, and administration.
Created in 1996 in honor of Robert Savage,
Professor Emeritus of Biology, the Savage Fund
supports student research and other activities
in cellular and molecular biology.
The Scheuer-Pierson Fund, established in 1978
by Walter and Marge Scheuer ’48, supports the
Economics Department.
The Scott Arboretum. About three hundred
twenty-five acres are contained in the College
property, including a large tract of woodland
and the valley of Crum Creek. Much of this

13

Educational Resources

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. A rthur Hoyt Scott and Owen and
Margaret Moon as a memorial to Arthur Hoyt
Scott of the Class of 1895. The plant collec­
tions are designed both to afford examples of
the better kinds of trees and shrubs which are
hardy in the climate of Eastern Pennsylvania
and suitable for planting by the average gar­
dener, and to beautify the campus. All collec­
tions are labeled and recorded. There are
exceptionally fine displays of hollies, Japanese
cherries, flowering crabapples, magnolias, and
tree peonies, and a great variety of lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed in
several specialty gardens including The Terry
Shane Teaching Garden, The Theresa Lang
Garden of Fragrance, the Dean Bond Rose
Garden, the Isabelle Bennett Cosby ’28
Courtyard, the Nason Garden and outdoor
classroom, and the Metasequoia allée. Many
interested donors have contributed generously
to the collections, and the Arboretum is
funded primarily by a restricted endowment
and by outside grants.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society, the perfor­
mance of hollies through the American Holly
Society, and the National Crabapple Evalua­
tion Program.
The Arboretum offers horticultural education­
al programs to the general public and Swarthmore students. These workshops, lectures, and
classes are designed to cover many facets of the
science/art called gardening. Tours are con­
ducted throughout the year for college people
and interested public groups.
Aiding the Arboretum’s staff, in all of its
efforts, are the “Associates of the Scott Arbo­
retum.” This membership organization pro­
vides not only financial support but also assis­
tance in carrying out the myriad operations
which make up the Arboretum’s total program,
such as plant propagation, public lectures, and
tours to other gardens. About 90 “Arboretum
assistants” aid in campus maintenance on a
regular basis by volunteering. Student mem­

14

berships are available. The Arboretum’s
newsletter, Hybrid, serves to publicize their
activities and provides up-to-date information
on seasonal gardening topics. Maps for selfguided tours and brochures of the Arboretum’s
plant collections are available at the Scott
Offices (610) 328-8025, located in the
Cunningham House.
The Scott Arboretum was accredited by the
American Association of Museums in 1995,
signifying its professional standards of opera­
tion as an arboretum.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes of 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes to
the advancement of music at the College. It
has been used, for example, for concerts on the
campus, for the purchase of vocal and orches­
tral scores and other musical literature, and to
provide scholarships for students in the
Department of Music who show unusual
promise as instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given
by friends in memory of Gene D. Overstreet
(1924-1965), a member of the Political
Science Department, 1957-1964, provides
income to bring a visiting expert to the campus
to discuss problems of developing or moderniz­
ing nations and cultures.
The Benjamin West Lecture, made possible by
gifts from members of the class of 1905 and
other friends of the College, is given annually
on some phase of art. It is the outgrowth of the
Benjamin West Society which built up a col­
lection of paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was bom in a house
which stands on the campus and who became
president of the Royal Academy.
The Swarthmore Chapter of Sigma Xi lecture
series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own
research.
The Lee Frank Memorial Art Fund, endowed by
the family and friends of Lee Frank, Class of
1921, sponsors each year a special event in the

Art Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory of Marjorie Heilman to stim­
ulate interest in art, particularly the practice of
art, on campus.
The Gil and Mary Roelofs Stott Concert Fund
was established in 1997 on the 25th
Anniversary of the Lang Music Building. The
Fund was created as an expression of deep
affection for the Stotts by Eugene M. Lang,
Class of 1938, to recognize their special artistic
talents and all that they have meant to the
Swarthmore community. Each year, a new
musical composition will be commissioned by
the College to be performed at an annual Gil
and Mary Roelofs Stott Concert at which the
Gil and Mary Roelofs Stott Resident Student
Artist will perform.
The Thatcher Fund provides individualized
assistance to students with disabilities. The
purpose of the fund is to enable such students
to take full advantage of the academic and
extracurricular life of the College and to make
Swarthmore a desirable choice for prospective
students with disabilities. The fund was estab­
lished in 1997.

Endowed Chairs

The Edmund Allen Professorship of Chemistry
was established in 1938 by a trust set up by his
daughter Laura Allen, friend of the college and
niece of Manager Rachel Hillbom.
The Franklin E. and Betty Barr Chair in Eco­
nomics was established in 1989 as a memorial
to Franklin E. Barr, Jr. ’48 by his wife, Betty
Barr.
The Albert L. and Edna Pownall Buffington Pro­
fessorship was established by a bequest from
Albert Buffington, Class of 1896, in 1964, in
honor of his wife, Edna Pownall Buffington,
Class of 1898.
The Dorwin P. Cartwright Professorship in Social
Theory and Social Action was created in 1993 by
Barbara Weiss Cartwright, Class of 1937, to
honor her husband, Dorwin P. Cartwright,
Class of 1937. The Professorship shall be
awarded for a period of five years to a full pro­
fessor who has contributed to and has the
promise of continuing major contributions to
the understanding of how social theory can be
brought to bear on creating a more humane
and ethically responsible society.
Centennial Chairs. Three professorships, unre­
stricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. Clothier Professorship of History
and International Relations was created in 1888
by Isaac H. Clothier, member 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. Clothier, Jr., Professorship of
Biology was established by Isaac H. Clothier, Jr.
as a tribute of gratitude and esteem for Dr.
Spencer Trotter, Professor of Biology, 18881926.
The Morris L. Clothier Professorship of Physics
was established by Morris L. Clothier, Class of
1890, in 1905.
The Julien and Virginia Cornell Visiting Profes­
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member of the Board of Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1962, from every comer of the world,
Cornell professors and their families have
resided on the campus so that they might deep­

16

en the perspective of both students and faculty.
The Alexander Griswold Cummins Professorship
of English Literature was established in 1911 in
honor of Alexander Griswold Cummins, Class
of 1889, by Morris L. Clothier, Class of 1890.
The Howard N . and Ada J. Eavenson Professor­
ship in Engineering was established in 1959 by a
trust bequest of Mrs. Eavenson, whose husband
graduated in 1895.
The Lewis H. Elverson Endowed Football Chair
was established in 1989 by alumni who played
for Coach Elverson and his family. The Chair
supports the position of a full-time head coach
for football.
The James H. Hammons Professorship was estab­
lished in 1997 by Jeffrey A. Wolfson, Class of
1975, to recognize the inspiring academic and
personal guidance provided by James H.
Hammons, Professor of Chemistry, who began
his distinguished teaching career at Swarthmore in 1964. The Professorship may be
awarded in any division, with preference given
to the Department of Chemistry.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from James
C. Hormel, Class of 1955, is awarded to a pro­
fessor in any academic division whose teaching
and scholarship stimulate increased concern
for and understanding of social justice issues,
including those pertaining to sexual orienta­
tion.
The Howard M. and Charles F. Jenkins Profes­
sorship of Quaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’26 and member of the Board of Managers, on
behalf of the family of Howard M. Jenkins,
member of the Board of Managers, to increase
the usefulness of the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family,
and by a 1976 bequest from C. Marshall Taylor
’04.
The William R. Kenan, Jr. Professorship was
established in 1973 by a grant from the
William R. Kenan, Jr. Charitable Trust to “sup­
port and encourage a scholar-teacher whose
enthusiasm for learning, commitment to
teaching and sincere personal interest in stu­
dents will enhance the learning process and
make an effective contribution to the under­

graduate community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’38,
member of the Board of Managers, normally
rotates every four years among members of the
Swarthmore faculty and includes one year
devoted entirely to research, study, enrichment
or writing. It carries an annual discretionary
grant for research expenses, books and materi­
als.
The 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 per­
son who has achieved prominence and special
recognition in the area of social change.
The Sara Lawrence Lightfoot Professorship was
created by the College in 1992 in recognition
of an unrestricted gift by James A. Michener,
Class of 1929. The professorship is named in
honor of Sara Lawrence Lightfoot, Class of
1966, Doctor of Humane Letters, 1989, and
former member of the Board of Managers.
The Susan W. Lippincott Professorship of French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member of the Board of
Managers, a contribution from her niece
Caroline Lippincott, Class of 1881, and gifts by
other family members.
The Edward Hicks MagiU Professorship of
Mathematics and Astronomy was created in
1888 largely by contributions of interested
friends of Edward H. MagiU, President of the
College 1872-1889, and a bequest from John
M. George.
The Charles and Harriett Cox McDowell Profes­
sorship of Philosophy and Religion was established
in 1952 by Harriett Cox McDowell, Class of
1887 and member of the Board of Managers, in
her name and that of her husband, Dr. Charles
McDowell, Class of 1877.
The Mari S. Michener Associate Professorship
was created by the College in 1992 to honor
Mrs. Michener, wife of James A. Michener,
Class of 1929, and in recognition of his unre­
stricted gift.
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and Frank
H. Mustin ’44 in 1990. It is unrestricted as to
field.

The Richter Professorship of Political Science was
established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair of Humanities was cre­
ated in 1987 through the gifts of James H.
Scheuer ’42, Walter and Marge Pearlman
Scheuer '44, and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Howard A . Schneiderman ’48 Professorship
in Biology. Established in 1996 by his wife,
Audrey M. Schneiderman, the chair is awarded
to a professor in the Department of Biology.
Howard Schneiderman, Class of 1948, was a
noted corporate leader who developed research
in genetic engineering and initiated research
collaborations with academic institutions. He
enjoyed a successful career in academic re­
search in developmental biology and genetics.
He was awarded an honorary degree from
Swarthmore in 1982 and was elected to the
National Academy of the Sciences and the
American Academy of Arts and Sciences.
The Claude C. Smith ’14 Professorship was es­
tablished in 1996 by members of the Smith
family and friends of Mr. Smith. A graduate of
the class of 1914, Claude Smith was an es­
teemed lawyer with the firm of Duane, Morris
and Heckscher, and was active at the College
including serving as Chairman of the Board of
Managers. This chair is awarded to a member
of the Political Science Department or the
Economics Department.
The Henry C. andj. Archer Turner Professorship
of Engineering was established with their con­
tributions and gifts from members of the
Turner family in 1946 in recognition of the
devoted service and wise counsel of Henry C.
Turner, Class of 1893 and member of the Board
of Managers, and his brother J. Archer Turner,
Class of 1905 and member of the Board of
Managers.
The Daniel Underhill Professorship of Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class of 1894
and member of the Board of Managers.
The Marian Snyder Ware Professorship of
Physical Education and Athletics was established
by Marian Snyder Ware ’38 in 1990. It is to be

17

Endowed Chairs

held by the Chair of the Department of
Physical Education and Athletics.
The Joseph Wharton Professorship of Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
of the Board of Managers.
The Isaiah V. Williamson Professorship of Civil
and Mechanical Engineering was endowed in
1888 by a gift from Isaiah V. Williamson.

18

Admission

Inquiries concerning admission
tions should be addressed to the
missions, Swarthmore College,
Ave., Swarthmore, Pennsylvania

and applica­
Dean of Ad­
500 College
19081-1397.

GEMERAL STATEMENT
In the selection of students, the College seeks
those qualities of character, social responsibili­
ty, and intellectual capacity which it is primar­
ily concerned to develop. It seeks them, not in
isolation, but as essential elements in the
whole personality of candidates for admission.
Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise of distinction in the
quality of their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its stu­
dents on the basis of their individual future
worth to society and of their collective realiza­
tion of the purpose of the College.
It is the policy of the College to have the stu­
dent body represent not only different parts of
the United States but many foreign countries,
both public and private secondary schools, and
various economic, social, religious, and racial
groups. The College is also concerned to in­
clude in each class sons and daughters of alum­
ni and of members of the Society of Friends.
Admission to the first-year class is normally
based upon the satisfactory completion of a
four-year secondary school program. Under
some circumstances, students who have virtu­
ally completed the normal four-year program in
three years will be considered for admission,
provided they meet the competition of other
candidates in general maturity as well as readi­
ness for a rigorous academic program.
All applicants ate selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school princi­
pal, headmaster, or guidance counselor, and
from two teachers.
3. Scores in the SAT-I (or earlier SAT) or the
ACT.
4. Scores in three SAT-II: Subject Tests (or
earlier Achievement Tests) one of which
must be the writing or composition test.

20

Applicants considering a major in engineer­
ing must also take an SAT-II (or Achieve­
ment Test) in mathematics.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer
essay (subject specified).
6. Reading, research, work, and travel experi­
ence, both in school and out.
Applicants must have satisfactory Standing in
school and SAFs, as well as strong intellectual
interests. O ther factors of interest to the
College include strength of character, promise
of growth, initiative, seriousness of purpose,
distinction in personal and extra-curricular
interests, and a sense of social responsibility.
The College values the diversity which varied
interests and backgrounds can bring to the
community.

PREPARATION
Swarthmore does not require a set plan of sec­
ondary school courses as preparation for its
program. The election of specific subjects is left
to the student and school advisers. In general,
however, preparation should include:
1. Accurate and effective use of the English
language in reading, writing, and speaking.
2. Comprehension and application of the prin­
ciples of mathematics.
3. The strongest possible command of one or
two foreign languages. The College encour­
ages students to study at least one language
for four years, if possible.
4- Substantial course work in (a) history and
social studies, (b) literature, art, and music,
(c) the sciences. Variations of choice and
emphasis are acceptable although some work
in each of the three groups is recommended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years of mathematics including algebra, geom­
etry, and trigonometry.

APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through either the Regular Decision or one of

the Early Decision plans. Applicants follow the
same procedures, submit the same supporting
materials, and are evaluated by the same crite­
ria under each plan.
The Regular Decision plan is designed for those
candidates who wish to keep open several dif­
ferent options for their undergraduate educa­
tion throughout the admissions process.
Applications under this plan will be accepted
at any time up to the January 1 deadline, but
Part I should be submitted as early as possible
to create a file for the candidate to which sup­
porting material will be added up to the dead­
line.
The Early Decision plans are designed for can­
didates who have thoroughly and thoughtfully
investigated Swarthmore and other colleges
and found Swarthmore to be an unequivocal
first choice. Early Decision candidates may file
regular applications at other colleges with the
understanding that these applications will be
withdrawn upon admission to Swarthmore;
however, one benefit of the Early Decision
plans is the reduction of cost, effort, and anxi­
ety inherent in multiple application proce­
dures.
Application under any plan must be accompa­
nied by a non-refundable application fee of
$60. Timetables for the plans are:
Fall Early Decision
Closing date for applications
November 15
Notification of candidate
on or before
December 15
Winter Early Decision
Closing date for applications
January 1
Notification of candidate
on or before
February 1
Regular Decision
Closing date for applications
January 1
Notification of candidate
on or before
April 1
Candidates reply date
May 1
Any Early Decision candidate not accepted
will receive one of two determinations: a defer­
ral of decision, which secures reconsideration
for the candidate among the Regular Decision
candidates, or a denial of admission, which
withdraws the application from further consid­
eration.
All applicants for first-year admission must

take the SAT-I (or earlier SAT) or the ACT.
They must also take three SAT-II: Subject
Tests (or earlier Achievement Tests) one of
which must be the writing or composition test.
Applicants considering a major in Engineering
must also take an SAT-11 (or Achievement
Test) in mathematics. It is strongly recom­
mended that students whose first language1is
not English take the TOEFL.
Application to take these tests is usually done
through the secondary school counseling
office, but application may be made directly to
the College Entrance Examination Board, Box
592, Princeton, New Jersey 08540. A bulletin
of 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, Manitoba, Saskatchewan, Mexico,
Australia, and all Pacific Islands including
Taiwan and Japan—should address their
inquiries and send their applications to the
College Entrance Examination Board, Box
1025, Berkeley, California 94701. Application
should be made to the Board at least a month
before the date on which the test will be taken.
For those students wishing to take the ACT,
information may be obtained by writing to
ACT, P.O. Box 414, Iowa City, 1A 52243.
No additional tests are required of candidates
for scholarships. All applicants who would like
to be considered for any of our scholarships
should complete their applications at the earli­
est possible date. Information concerning
financial aid will be found on pages 25-36.
Under certain circumstances, admitted stu­
dents may apply in writing to defer their ad­
mission for one year. These requests must
be approved in writing by the Dean of
Admissions.

THE INTERVIEW
A n 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 with1no

21

Admission

mote than a half day’s trip are urged to make an
appointment to visit the College for this pur­
pose.* O ther applicants should request a meet­
ing with an alumni representative in their own
area. Interviews with alumni representatives
take longer to arrange than interviews on cam­
pus. Applicants must make alumni interview
arrangements well in advance of the final dates
for receipt of supporting materials.
Arrangements for on-campus or alumni inter­
views can be made by writing to the Office of
Admissions, by calling 610-328-8300 or 800667-3110, or by contacting the office by e-mail:
admissions@swarthmore.edu.

ADVANCED PLACEMENT
Entering first-year students with special cre­
dentials may be eligible during the first semes­
ter for advanced placement (placement into
courses with prerequisites) and/or credit
towards graduation from Swarthmore (32 cred­
its are required). All decisions are made on a
subject by subject basis by individual Swarth­
more departments. Typically, special creden­
tials consist of Advanced Placement examina­
tions of the College Entrance Examination
Board, higher level examinations of the
International Baccalaureate, certain other for­
eign certifications (such as British A-Levels or
the German Abitur), or courses taken at
another college. Every effort is made to place
students at the appropriate level, but no
department is required to give credit for work
done elsewhere. Credit is denied if a student
chooses to take a course at Swarthmore that
essentially repeats the work covered by the
credit.
In some cases students may qualify for
advanced standing—they may become juniors
in their second year. To qualify for advanced
standing a student must 1) do satisfactory work
in the first semester; 2) obtain 14 credits by the
end of the first year; 3) intend to complete the
degree requirements in 3 years; and 4) signify
this intention when she/he applies for a major
by writing a sophomore paper during the spring
of the first year.
Those students who wish to have courses taken
at another college considered for either ad­
vanced placement or credit must provide an

22

official transcript from the institution attended
as well as written work (papers, examinations),
syllabi, and reading lists in order that the
course work may be evaluated by the depart­
ment concerned. Such requests for credit must
be made within the first year at Swarthmore.
Departments may set additional requirements.
For instance, students may be required to take
a placement examination at Swarthmore to
validate their previous work.

APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students but, in fact, is able to accept very few
applicants. Applicants for transfer must have
had an outstanding academic record in the
institution attended and must present full cre­
dentials for both college and preparatory work,
including a statement of honorable dismissal.
They must take the SAT-I (or earlier SAT)
given by the College Entrance Examination
Board or the ACT if one of these tests has not
been taken previously.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a
degree, two of which must be those of the
senior year. Applications for transfer must be
filed by April 1 of the year in which entrance
is desired. Swarthmore does not have a mid­
year transfer application process. Financial
assistance is available for transfer students as
long as they are not foreign nationals.

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

Expenses

STUDENT CHARGES
Total charges for the 1998-99 academic year
(two semesters) are as follows:
Tuition
$23,020
Room
3,854
Board
3,646
Student Activities Fee
220
$30,740
These are the annual charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In
addition, the College will bill for unpaid library
fines, Health Center fees, and other fees and
fines not collected at the source.
Students engaged in independent projects
away from the College for which regular acad­
emic credit is anticipated are expected to regis­
ter 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 of a semester the above charges
may be made on a pro rata basis.
Late fees of VA% per month will accrue on all
past-due balances. Students with past-due bal­
ances will not be permitted to attend college
the following semester, participate in the room
lottery, graduate, nor obtain a transcript.
The regular College tuition covers the normal
program of four courses per term as well as vari­

ations of as many as five courses or as few as
three courses. Students who elect to carry more
than five courses incur a unit charge for the
additional course ($2,877) or half course
($1,478), although they may within the regular
tuition vary their programs to average as many
as five courses in the two semesters of any aca­
demic year. College policy does not permit pro­
grams of fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
Study abroad: Students who wish to receive
Swarthmore credit for study abroad must, for
the semester or year abroad, pay the full
Swarthmore charges (excluding the student
activities fee). Financial aid is normally applic­
able to study abroad, with the approval of the
office for foreign study. Students contemplat­
ing study abroad should contact Steven Piker,
Foreign Study Advisor, well in advance for aca­
demic and administrative planning.

PAYMENT POLICY
Semester bilk are mailed in July and Decem­
ber. Payment for the first semester is due by
August 14 and for the second semester by
January 15. A 1.5 percent late fee will be as­
sessed monthly on payments received after the
due date. Many parents have indicated a pref­
erence to pay college charges on a monthly
basis rather than in two installments. For this
reason, Swarthmore offers a monthly payment

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

23

Expenses

plan, which provides for payment in install­
ments without interest charges. Information
on the plan is mailed to all parents in April.
The following penalties will be imposed on stu­
dents who select a room in the lottery but do
not live in it.
For Fall Semester: If you selected a room in the
lottery and choose to live off-campus but are
still enrolled, you will be assessed a $500.00
penalty unless everyone in the space notifies
the Residential Life Office by the end of the
spring semester that they will not be occupying
that room. If you selected a room in the lottery
and take a Leave of Absence and notify the
Dean’s Office by August 1, there will be a
$100.00 penalty; after August 1 and before
mid-semester, a penalty of $1,000; after mid­
semester, there will be no room refund.
For Spring Semester: If you selected a room in
the lottery and choose to live off-campus but
are still enrolled, you will be assessed a $250.00
penalty unless everyone in the unit leaves this
space.
If you selected a room in the lottery and take a
Leave of Absence and notify the Dean’s Office
by December 1, there will be no penalty;
between December 1 and January 15, a
$100.00 penalty; after January 5 and before
mid-semester, a $1,000 penalty; after mid­
semester, no room refund.
INQUIRIES All correspondence regarding
payment of student charges should be ad­
dressed to Denise Risoli, Bursar, 610/328-8394.

24

Financial Aid

The College strives to make it possible for all
admitted students to attend Swarthmore, re­
gardless of their financial circumstances, and to
enable them to complete their education if fi­
nancial reversals take place. About fifty per­
cent of the total student body currently re­
ceives aid from the College. Most financial aid
awarded by the College is based upon demon­
strated financial need and is usually a combi­
nation of scholarship, loan, and student em­
ployment. The College is committed to meet­
ing all demonstrated financial need, and
demonstrated need is assessed by a careful re­
view of families’ financial circumstances.
A prospective student must apply for Swarthmore and for outside assistance while applying
for admission: admission and financial aid de­
cisions are, however, made separately. Instruc­
tions for obtaining and filing an application are
included in the admissions application. Finan­
cial 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 demands as taxes, living
expenses, medical expenses, and siblings’ un­
dergraduate tuition expenses, etc. Family con­
tribution also includes a $ 1,340—$1,750 sum­
mer earnings contribution as well as a portion
of the student’s personal savings and assets.
For 1998-99 the College bill, which includes
tuition, room and board, and a comprehensive
fee, will be $30,740. This comprehensive fee
covers not only the usual student services—
health, library, laboratory fees, for example—
but admission to all social, cultural, and athlet­
ic events on campus. The total budget figure
against which aid is computed is $32,430. This
allows $1,690 for books and personal expenses.
A travel allowance is added to the budget for
those who live in the U.S. but more than 100
miles from the College.
In keeping with the policy of basing financial
aid upon need, the College reviews each stu­
dent’s award annually. Mid-year each student
who has aid must submit a new financial aid
application for the next academic year. A stu­
dent’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only during a normal-length under­
graduate program (8 semesters) and while a
student makes satisfactory academic progress.
These limitations are also applied in our con­

sideration of a sibling’s educational expenses.
Students who choose to live off campus will
not receive College scholarship or College
loan assistance in excess of their College billThe cost of living off campus will, however, be
recognized in the calculation of a student’s fi­
nancial need and outside sources of aid may be
used to help meet off-campus living expenses.
U.S. students who have not previously re­
ceived financial aid may become eligible and
may apply to receive aid if their financial situ­
ations have changed. A student who marries
may continue to apply for aid, but a contribu­
tion from the parents is expected equal to the
contribution made were the student single.
The College has, by action of our Board, reaf­
firmed its need-blind admission policy and the
related practice of meeting the demonstrated
financial need of all admitted or enrolled stu­
dents. Eligibility for federal aid funds is now
limited to those who are able to complete and
submit to us the Statement of Registration
Compliance, but additional funds have been
made available for those who are unable to ac­
cept need-based federal aid because they have
not registered with the Selective Service.
Financial support for foreign citizens is limited
and must be requested during the admission
application process (no new aid applications
can be considered after admission).
A special brochure has been prepared to advise
families of the various sources of aid, as well as
a variety of financing options. Please request a
copy from our Admissions Office. You may also
find the answers to most of your financial aid
questions at our Website, www.swarthmore.edu
(click on “campus links” to find financial aid).

SCHOLARSHIPS
For the academic year 1998-99 we awarded
more than $12 million in Swarthmore scholar­
ship funds. About one half of that sum was
provided through the generosity of alumni and
friends by special gifts and the endowed schol­
arships listed on pp. 26-36. The Federal gov­
ernment also makes Pell Grants and Supple­
mental Educational Opportunity Grants avail­
able. It is not necessary to apply for a specific
College scholarship; the College decides who is
to receive endowed scholarships and others are

25

Financial Aid

helped from general scholarship funds.
Although some endowed scholarships are re­
stricted by locality, sex, religion or physical
vigor, the College’s system of awarding aid
makes it possible to meet need without regard
to these restrictions. Financial need is a re­
quirement for all College scholarships unless
otherwise indicated.

LOAN FUNDS
Long-term, low-interest loan funds with gener­
ous repayment terms combine with Swarthmore’s scholarship programs to enable the Col­
lege to meet the needs of each student.
Although most offers of support from the Col­
lege include elements of self-help (work and
borrowing opportunities), the College strives
to keep a student’s debt at a manageable level.
Aided students are expected to meet a portion
of their demonstrated need (from $1,000 to
about $5,500) through the federal Stafford
Loan Programs, Perkins Loan, or the Swarthmore College Loan (SCL); the College deter­
mines which source is appropriate for which
student. Each of these programs allows the bor­
rower to defer repayment until after leaving
school, and each allows further deferment of
the debt if the borrower goes on to graduate
school. Up to 10 years may be taken to repay
Stafford, Perkins, or Swarthmore College
Loans. No separate application is needed for
the Perkins or SCL loans since the College ad­
ministers these funds. Stafford Loan applica­
tions must be initiated by the student with a
bank.
Parents who wish to borrow might consider the
Federal PLUS Loan. Up to $30,000 per year is
available at a variable interest rate. Repayment
may be made over a 10 year period.
For more information about these loan pro­
grams read our Financial Aid Brochure (avail­
able from our admission office) or visit our
Website.
The College also maintains special loan funds
which are listed below:
The Jay and Sandra Levine Loan Fund
The Thatcher Family Loan Fund
The Swarthmore College Student Loan Fund
The Joseph W. Canard Memorial Fund, estab­

26

lished by friends of the late Professor Conard,
provides short-term loans without interest to
meet student emergencies. Income earned by
The Alphonse N . Bertrand Fund is also available
for this purpose.

STUDENT EMPLOYMENT
Student employment on the Swarthmore cam­
pus is coordinated by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library, de­
partmental offices, the post office, the studentrun coffee house, etc., and placements can be
arranged when students arrive in the fall. Oncampus rates of pay run from $5.60 to $6.15 per
hour. Students receiving financial aid are usu­
ally offered the opportunity to earn up to
$ 1,340 during the year and are given hiring pri­
ority, 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. We
hope that students will not work more than
seven hours weekly.
For students who qualify under the federal
College Work-Study Program (most aided stu­
dents), off-campus placements in public or pri­
vate, non-profit agencies in the local or Phila­
delphia 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, social
service agencies and local, state or federal gov­
ernment agencies.

Scholarships
All students who demonstrate financial need
are offered our scholarship aid, some of which
is drawn from the following endowments.
Students need not worry if they do not fit spe­
cific restrictions listed below, however, for
their scholarships will be drawn from other
sources not listed here.
(Financial need is a requirement for all scholarships unless otherwise indicated. No separate op-

plication is needed.)
The Aetna Foundation Scholarship Grant pro­
vides assistance to minority students with fi­
nancial need.
The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis of scholar­
ship and need with preference given to those
with a demonstrated interest in the humani­
ties.
The George I. Alden Scholarship Fund estab­
lished as a memorial by the Alden Trust is
awarded on the basis of merit and need with
preference to a student from New England
studying in the sciences or engineering.
The Vivian B. Allen Foundation provides schol­
arship aid to enable foreign students to attend
Swarthmore College, as part of the Founda­
tion’s interest in the international exchange of
students.
The Jonathan Leigh Altman Scholarship, given in
memory of this member of the Class of 1974 by
Shing-mei P. Altman ’76, is awarded, on the
recommendation of the Department of Art, to
a junior who has a strong interest in the studio
arts. It is held during the senior year.
The Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through alum­
ni gifts and bequests.
The Evenor Armmgton Scholarship is given each
year to a worthy student with financial need in
recognition of the long-standing and affection­
ate connection between the Armington family
and Swarthmore College.
The Frank and Marie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personality.
The award is made in honor of Frank
Aydelotte, President of the College from 19211940, and originator of the Honors program at
Swarthmore, and of Marie Osgood Aydelotte,
his wife.
The Philip and Roslyn Barbash, M.D. Scholarship
was endowed in 1990 as a memorial by their
daughter and son-in-law, Babette B. Weksler,
M.D. ’58 and Marc E. Weksler, M.D. ’58. It is
awarded on the basis of merit and need and is
renewable through the senior year. Preference
is given to women with interest in the sciences
and, in particular, in the environment.

The Philip H. Barley Memorial Scholarship, es­
tablished in memory of Philip H. Barley, ’66, by
his family and friends and the Class of 1966,
which he served as president, provides finan­
cial 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 first-year student who has broad
academic and extracurricular interests and who
shows promise of developing these abilities for
the betterment of society. This scholarship is
based on need and is renewable for three years.
The H. Albert Beekhuis Scholarship in engineer­
ing is awarded on the basis of merit and need to
a first-year student and is renewable through
the senior year as long as that student retains a
major in engineering. This scholarship is en­
dowed through the generous bequest of Mr.
Beekhuis, neighbor, friend, and successful engi­
neer.
Patty Y. and A . J. Bekavac Scholarship. Estab­
lished in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the
basis of need, with preference given to students
from western Pennsylvania.
The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
The Curtis Bok Scholarship was established in
the College’s Centennial Year 1964 in honor of
the late Philadelphia attorney, author and ju­
rist, who was a Quaker and honorary alumnus
of Swarthmore. The scholarship is assigned an­
nually to a junior or senior whose qualities of
mind and character indicate a potential for hu­
manitarian service such as Curtis Bok himself
rendered and would have wished to develop in
young people. Students in any field of study,
and from any part of this country or from
abroad, are eligible. The scholarship is renew­
able until graduation.
The Edward S. Bower Memorial Scholarship,
established by Mr. and Mrs. Ward T. Bower in
memory of their son, Class of ’42, is awarded
annually to a man or woman student who
ranks high in scholarship, character, and per­
sonality.
The Daniel Walter Brenner Memorial Scholarship,
established by family and friends in memory of
Daniel W. Brenner, Class of 1974, is awarded
to a senior majoring in biology who is distin-

27

Financial Aid

guished for scholarship and an interest in plant
ecology, or wildlife preservation, or animal be­
havior research. The recipient is chosen with
the approval of biology and Classics faculty.
The Malcolm Campbell Scholarship, established
by Malcolm Campbell ’44 on the occasion of
his 50th Reunion, is awarded to a student who
is an active Unitarian Universalist with finan­
cial need and a strong academic record. The
scholarship is renewable through the senior
year.
The William and Eleanor Stabler Clarke Scholar­
ships, established in their honor by Cornelia
Clarke Schmidt ’46 and W. Marshall Schmidt
’47, are awarded to two worthy first-year stu­
dents with need. Preference is to be accorded
to members of the Society of Friends. These
scholarships are renewable through the senior
year.
The Class of 1930 Scholarship was endowed by
the Class on the occasion of their 60th re­
union. It is awarded alternately to a woman or
a man on the basis of sound character and aca­
demic achievement, with preference to those
who exercise leadership in athletics and com­
munity service. The scholarship is renewable
through the senior year.
The Class of 1939 Scholarship was established at
the 50th reunion of the class in fond memory
of Frank Aydelotte, President of the College
from 1921 to 1940, and his wife, Marie
Aydelotte. It is awarded to a worthy student
with need and is renewable through the senior
year.
The Class of 1941 Scholarship was created in cel­
ebration of the fiftieth reunion of the Class. It
is awarded on the basis of merit and need and
is renewable through the senior year.
The Class of 1943 Scholarship, established to
honor the 50th reunion of that class, is award­
ed to a student in the sophomore class on the
basis of sound character and academic achieve­
ment, with preference given to those partici­
pating in athletics and community service. The
scholarship is renewable through the senior
year.
The Class of 1946 Scholarship, established on
the occasion of the class’s 50th Reunion in
recognition of the Swarthmore tradition which
so influenced its members.
The Class of 1963 Scholarship is awarded on the
baéis of merit and need and is renewable

28

through the senior year. The scholarship was
created in honor of the class’s 25th reunion.
The Class o f 1969 Scholarship was established at
the 25th Reunion of the class in honor of the
contributions made by Courtney Smith, president of Swarthmore College from 1953 to
1969. The scholarship was given with bitter­
sweet memories of the campus turmoil of the
1960s and with confidence in the power of
open discussion and reconciliation. The schol­
arship is awarded on the basis of merit and
need and is renewable through the senior year.
The N . Harvey Collisson Scholarship established
by his family and the Olin Mathieson Chari­
table Trust in memory of N. Harvey Collisson
of the Class of 1922 is awarded to a first-year
man or woman. Selection will place emphasis
on character, personality, and ability.
The David S. Cowden Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarth­
more from 1949 until his death in May 1983. It
is awarded on the basis of financial need.
The Marion L. Dannenberg Scholarship is
awarded to a first-year student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in memo­
ry of Mrs. Dannenberg who was mother and
grandmother of six students who attended
Swarthmore.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded alternately to stu­
dents intending to major either in engineering
or in the humanities. It is awarded on the basis
of need and merit and is renewable annually. It
is the gift of Edith and Russell de Burlo.
The District of Columbia Scholarship was estab­
lished by alumni residents in the area of
Washington, D.C., to encourage educational
opportunity for qualified minority and disad­
vantaged students. Awards are made on the
basis of merit and need.
Edward L. Dobbins ’39 Memorial ScholarshipEstablished by Hope J. Dobbins in memory of
her. hustand, the Dobbins scholarship is
awarded to a worthy student who demonstrates
a commitment to the betterment of society
through involvement in community or envi­
ronmental activism. The scholarship is renew­
able through the senior year. (Preference is
given to residents of Berkshire County,
Massachusetts.)

I
I
|
I
I
I

j

The Francis W. D'Olier Scholarship, in memory
of Francis W. D’Olier of the Class of 1907, is
awarded to a first-year student. Selection will
place emphasis on character, personality, and
ability. It is renewable through the senior year.
The Robert K. Enders Scholarship, established by
his friends and former students, to honor Dr.
Robert K. Enders, a member of the College fac­
ulty from 1932 to 1970, is awarded annually to
a worthy student with an interest in the study
of biological problems in a natural environ­
ment.
The Philip Evans Scholarship is established in
fond memory of a member of the Class of 1948
by his friend Jerome Kohlberg ’46 and seeks to
expand the diversity of the Swarthmore com­
munity by bringing to this campus outstanding
students with need, whether from near or far.
The scholarship is awarded to members of the
first-year class and is renewable annually, and
provides a summer opportunity grant which is
awarded on the recommendation of the Dean.
The Samuel and Gretchen Vogel Feldman Scholarship is awarded to a student interested in pursu­
ing a teaching career. It is awarded on the basis
of need and is renewable through the senior
year.
The Elizabeth Pollard Fetter String Quartet
Scholarships, endowed by Frank W. Fetter '20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter Gilie in memory of Elizabeth P. Fetter
’25, subsidize the private instrumental lessons
of four top-notch student string players 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. A t the beginning
of any semester, other students may challenge
and compete for a place in the Quartet.
The Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang Whitehead ’58 in appreciation of their
kindness and support during her college years.
It is awarded to a first-year student with need
and merit, and is renewable through the senior
year.
The David W. Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends of David Fraser in
honor of his service as President of Swarth­
more College from 1982 to 1991. This need-

based scholarship will be awarded each semes­
ter to one student enrolled in an approved pro­
gram of academic study outside the boundaries
of the United States. Preference will be given
for students studying in Asian, Middle Eastern,
and African countries.
The Theodore and Elizabeth Friend Scholarship is
established as an expression of respect and ap­
preciation by Board members and others who
have been associated with them in the service
of Swarthmore College. The scholarship will
be awarded each year on the basis of need to a
worthy student.
The Joyce Mertz Gilmore Scholarship is awarded
to an entering first-year student, and may be
renewed for each of the following three under­
graduate years. The recipient is chosen on the
basis of mental vigor, concern for human wel­
fare, and the potential to contribute to the
College and the Community outside. The
award was established in 1976 by Harold Mertz
’26 in memory of Joyce Mertz Gilmore, who
was a member of the class of 1951.
The Barbara Entenberg Gimbel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis of need to a worthy student, with prefer­
ence to a black candidate.
The John D. Goldman ’71 Scholarship is awarded
on the basis of need to a student with a strong
academic record and leadership qualities.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of
the Settlement Music School. Accordingly, in
the selection of The Berda Goldsmith Scholar,
preference will be given to a student who at­
tended the Settlement Music School; prefer­
ence also will be given to a student who shows
interest and proficiency in playing the piano.
The Lucinda Buchanan Thomas ’34 and Joseph
H. Hafkenschiel ’37 Scholarship Fund was estab­
lished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A. Thomas ’69, Mark C. ’72, and John
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D. graduated with the Class of 1899. This

29

Financial Aid

scholarship is awarded to a junior and is re­
newable 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
College.
The Mason Hahre Scholarship is given by his
wife, Vivian, in honor of this member of the
Class of 1937, a distinguished psychologist and
sometime member of the Swarthmore College
faculty. The scholarship is awarded to a firstyear student with financial need who is distin­
guished for intellectual promise and leadership.
It is renewable through the senior year.
The Margaret Johnson Hall Scholarship for the
Performing Arts is the gift of Margaret Johnson
Hall, Class of 1941. It provides financial assis­
tance based on merit and need, with preference
to students intending to pursue a career in
music or dance.
The William Randolph Hearst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
The Stephen B. Hitchner, Jr., ’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 ser­
vice to the College. Recipients of this needbased scholarship will be selected horn the ju­
nior class for their interest in a career in the
public or non-profit sectors and is renewable in
the senior year.
The Hispanic Scholarship, funded in part by the
Ahmanson Foundation and in part by John C.
Crowley ’41, supports grants to Hispanic stu­
dents from the Western states.
The Betty Stem Hoffenberg Scholarship, estab­
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student major­
ing in history.
The Carl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference in
the awarding is given to students planning to
major in engineering or pre-law.
The Richard Humphreys Fund Scholarship pro­
vides assistance to a student (or students) of

30

African descent.
The Everett L. Hunt Scholarship, endowed by
the Class of 1937 in the name of its beloved
emeritus professor and dean, provides an unre­
stricted scholarship to be awarded annually by
the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class of 1948, one of the first black
students to attend Swarthmore College, estab­
lished this fund through a bequest “to provide
scholarship aid to needy students.”
The William Y. lnouye ’44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition of his life of ser­
vice as a physician, is awarded to a worthy ju­
nior premedical student with need. The schol­
arship is renewable in the senior year.
The George B. Jackson '21 Scholarship has been
endowed by Gene Lang ’38 in honor of the
man who guided him to Swarthmore. It is to be
awarded on the basis of need and merit with
preference given to a student from the New
York metropolitan area.
The Howard M. and Elsa P. Jenkins Scholarship
in engineering provides financial assistance to
a promising sophomore or junior with need
who is interested in pursuing a career in engi­
neering. It is the gift of Elsa Palmer Jenkins ’22,
Swarthmore’s first woman graduate in engi­
neering.
The Howard Cooper Johnson Scholarship, estab­
lished by Howard Cooper Johnson ’96, is
awarded on the basis of all-around achieve­
ment to a male undergraduate who is a member
of the Society of Friends.
The Edmund A. Jones Scholarship Fund was cre­
ated in 1965, awarding a grant each year to a
graduate of Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 1997, this four-year, renewable
scholarship was designated for graduates of
Strath Haven High School with demonstrated
financial need who attend Swarthmore
College. Edmund A. Jones was the son of
Adalyn Purdy Jones, Class of 1940 and
Edmund Jones, Class of 1939, long-time resi­
dents of Swarthmore.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar­
ship is awarded on the basis of need and merit
and is renewable through four years.

The Florence and Melville Kershaw Scholarship is
endowed in their honor by their son Thomas
A. Kershaw, Class of 1960. It is awarded to a
first-year student on the basis of need and
merit, with preference to those intending to
major in engineering, and is renewable through
the senior year.
The William H. Kisder ’43 Scholarship is en­
dowed in his memory by his wife, Suzanne, and
his friends and former classmates. It is awarded
to a needy and deserving student majoring in
engineering or economics.
The Paul and Mary Jane Kopsch Scholarship
Fund, established through a gift of Paul ].
Kopsch of the Class of ’46, is awarded each year
to a junior premedical student(s) with finan­
cial need. The scholarship is renewable in the
senior year.
The Walter W. Krider '09 Memorial Scholarship.
Established by his wife and daughter in 1965,
the Krider scholarship is awarded to a student
who ranks high in scholarship, character and
personality, and has financial need.
The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle, Jr. ’52, is awarded in the ju­
nior or senior year to a student who has shown
leadership capability, made significant contri­
butions to the life of the College, and demon­
strated the need for financial assistance.
The Laurence Lafore ’38 Scholarship was estab­
lished in his memory in 1986 by family, friends,
classmates, and former students. Professor
Lafore, author of numerous books and essays,
taught history at Swarthmore from 1945 until
1969. This scholarship is awarded to a needy
student showing unusual promise and is renew­
able through four years.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew­
able in the senior year. This scholarship was es­
tablished by Eugene M. Lang ’38 in honor of
his sister.
Eugene M. Lang Opportunity Grants are
awarded each year to as many as five entering
students who are selected by a special commit­
tee on the basis of distinguished academic and
extra-curricular achievement and demonstra­
ble interest in social change. Stipends are
based on financial need and take the form of

full grants up to the amount of total college
charges. Each Lang Scholar is also eligible for
summer or academic year community service
support, while an undergraduate, up to a maxi­
mum of $11,000. Projects, which must be ap­
proved in advance by a faculty committee, are
expected to facilitate social change in a signif­
icant way. The program is made possible by the
gift of Eugene M. Lang ’38.
The Ida and Daniel Lang Scholarship established
by their son, Eugene M. Lang of the Class of
1938, provides financial assistance for a man or
woman who ranks high in scholarship, charac­
ter, and personality.
The Eleanor B. and Edward M. Lapham, Jr. '30
Scholarship established in 1996, is awarded to a
first-year student on the basis of merit and
need. The scholarship is renewable for his or
her years of study at Swarthmore.
The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who show
both merit and need. This scholarship has been
endowed by the family of Stephen Girard Lax
’41, who was Chairman of the Board of
Managers of Swarthmore College from 1971 to
1976.
The Stephen Girard Lax Scholarship, established
by family, friends and business associates of
Stephen Lax ’41, is awarded on the basis of fi­
nancial need every two years to a student en­
tering the junior year and showing academic
distinction, leadership qualities, and definite
interest in a career in business.
The Scott B. Lilly Scholarship, endowed by Jacob
T. Schless of the Class of 1914 at Swarthmore
College, was offered for the first time in 1950.
This scholarship is in honor of a former distin­
guished Professor of Engineering and, there­
fore, students who plan to major in engineering
are given preference. A n award is made
annually.
The Lloyd-Jones Family Scholarship is the gift of
Donald '52 and Beverly Miller ’52 Lloyd-Jones
and their children A nne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dickin­
son '83. It is awarded on the basis of merit and
need and is renewable through the senior year.
Amy Chase Lo/rin ’29 Scholarship. Established
in 1998, the Loftin scholarship is awarded to a
sophomore, with preference given to Native
Americans and African Americans. The schol-

31

Financial Aid

arship 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 per­
sonal courage, high ideals, good humor, and
grace. It is awarded on the basis of merit and
need and is renewable through the senior year.
The David Laurent Low Memorial Scholarship,
established by Martin L. Low, Class of 1940,
his wife, Alice, Andy Low, Class of 1973, and
Kathy Low in memory of their son and broth­
er, is awarded to a man or woman who gives
the great promise that David himself did. The
award assumes both need and academic excel­
lence, and places emphasis, in order, on quali­
ties of leadership and character, or outstanding
and unusual promise. The scholarship is award­
ed to a first-year student and is renewable for
the undergraduate years.
The Lyman Scholarship, established by Frank L.
Lyman, Jr. ’43 and his wife, Julia, on the occa­
sion of his 50th Reunion in 1993, is awarded to
a student who is a member of the Religious
Society of Friends or whose parents are mem­
bers of the Religious Society of Friends, on the
basis of need, and is renewable through the se­
nior year.
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 of need and
merit.
The Thomas B. McCabe Awards, established by
Thomas B. McCabe T5, are awarded to enter­
ing students from the Delmarva Peninsula, and
Delaware County, Pennsylvania. In making se­
lections, the Committee places emphasis on
ability, character, personality, and service to
school and community. These awards provide a
minimum annual grant of tuition, or a maxi­
mum to cover tuition, fees, room and board,
depending on need. Candidates for the
McCabe Awards must apply for admission to
the College by December 15.
The Charlotte Goette ’20 and Wallace M. Mc­
Curdy Scholarship is awarded to a first-year stu­
dent on the basis of need and merit, and is re­
newable annually. It has been endowed by
Charlotte McCurdy ’20.
The Dorothy Shoemaker ’29 and Hugh McDiarmid ’30 Scholarship is awarded to a first-year

32

man or woman on the basis of merit and need
and is renewable through the senior year. It is
the gift of the McDiarmid family in commem­
oration of their close association with
Swarthmore College.
The Helen Osier McKendree ’23 Scholarship was
created in 1998. The scholarship is awarded to
a junior majoring in a foreign language or lan­
guages.
The Norman Meinkoth Scholarship, established
by his friends and former students, to honor Dr.
Norman A. Meinkoth, a member of the Col­
lege faculty from 1947 to 1978, is awarded an­
nually to a worthy student with an interest in
the study of biological problems in a natural
environment.
The Peter Mertz Scholarship is awarded to an en­
tering first-year student outstanding in mental
and physical vigor, who shows promise of
spending these talents for the good of the col­
lege community and of the larger community
outside. 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 Mari Michener Scholarship provides finan­
cial support to four students on the basis of
merit and need. It is the gift of James Michener
’29.
The Hajime Mitarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with interna­
tional backgrounds.
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer­
ence given to students of South Asian origin.
The Florence Eising Naumburg Scholarship,
named in 1975 in honor of the mother of an
alumna of the Class of 1943, is awarded to a
student whose past performance gives evidence
of intellectual attainment, leadership, and
character, and who shows potential for future
intellectual growth, creativity, and scholarship,
and for being a contributor to the College and
ultimately to society.
The Thomas S. ’30 and Marian Hamming Nicely
'30 Scholarship is awarded to a first-year student
with need who shows promise of academic
achievement, fine character, and athletic abil-

ity. Preference will be given to a person who
has been on the varsity tennis, squash, rac­
quets, 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 ’31 Scholarship has been
endowed in his memory by his wife, Jean
Walton Noyes ’32, his three sons and his many
friends. The scholarship is available to an in­
coming first-year student, with preference
given to those from the southwest, especially
Texas. It is awarded on the basis of need and
merit to students with broad interests and is re­
newable through four years.
The Tory Parsons ’63 Scholarship was established
in 1991 in his memory by a member of the
Class of 1964 to provide scholarship aid to stu­
dents with demonstrated need.
The J. Roland Pennock Scholarships were estab­
lished by A nn and Guerin Todd ’38 in honor of
J. Roland Pennock ’27, Richter Professor
Emeritus of Political Science. Income from this
endowment is to be used to award four scholar­
ships on the basis of merit and need, preferably
to one scholar in each class.
The Wmnifred Poland Pierce Scholarship Fund is
awarded on the basis of merit and financial
need and is renewable through the senior year.
The Cornelia Chapman and Nicholas O. Pittenger
Scholarship, established by family and friends, is
awarded to an incoming first-year man or
woman who ranks high in scholarship, charac­
ter, and personality and who has need for fi­
nancial assistance.
Laurama Page Pixton '43 Scholarship provides fi­
nancial assistance for foreign students studying
at Swarthmore, with preference for those from
the former Soviet Union and Eastern Europe.
It is a gift of her brother Edward Page, Class of
1946.
The Anthony Beekman Pool Scholarship. This
scholarship is awarded to an incoming firstyear man of promise and intellectual curiosity.
It is given in memory of Tony Pool of the Class
of 1959.
The Richard ’36 and Helen Shilcock Post ’36
Scholarship, established in 1995 by Helen
Shilcock Post ’36, Bill ’61 and Suzanne Rekate
Post ’65, Carl ’66 and Margery Post Abbott ’67,

Barbara Post Walton, Betsy Post Falconi,
Richard W. ’90 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
first-year student who demonstrates merit,
need, and an interest in athletic endeavors. It
is renewable through four years.
The Henry L. Price, Jr., M .D ., ’44 Scholarship
in Natural Sciences was established in 1994 by
Hal and Meme Price and is awarded to a stu­
dent who has declared the intention to choose
a major in the Division of Natural Sciences ex­
cluding engineering. It is awarded on the basis
of merit and need and is renewable through the
senior year. This scholarship is in memory of
Dr. Price’s parents Sara Millechamps Anderson
and Henry Locher Price.
The Raruey-Chandra and Niyomsit Scholarships
are given by Renoo Suvamsit ’47 in memory of
his parents. They are given in alternate years:
the Raruey-Chandra Scholarship to a woman
for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a de­
ceased mother or father.
The Byron T. Roberts Scholarship, endowed by
his family in memory of Byron T. Roberts, T2,
is awarded annually to an incoming student
and is renewable for his or her years of study at
Swarthmore.
The Louis N . Robinson Scholarship was estab­
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member of
the Swarthmore College faculty and founder of
the Economics Discussion Group. A member
of the junior or senior class who has demon­
strated interest and ability in the study of
Economics is chosen for this award.
The Edwin P. Rome Scholarship provides finan­
cial assistance to worthy students with need. It
was established in memory of Edwin P. Rome
’37 by his wife, Mrs. Rita Rome, and the
William Penn Foundation on whose board he
served.
The Alexis Rosenberg Scholarship Fund, estab­
lished by The Alexis Rosenberg Foundation,
provides aid for a first-year student. It is award­
ed annually to a worthy student who could not
attend the College without such assistance.
The Ida and William Rosenthal Scholarship was

Financial Aid

established by Elizabeth Coleman ’69 to be
awarded to a student with need from a middle
income family.
The Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis of merit and
need, with preference to an economics major.
It is renewable in the senior year. The Marcia
Perry Ruddick Cook ’27 Scholarship is award­
ed to a junior on the basis of merit and need,
with preference to an English Literature major,
and is renewable for the senior year. Both
scholarships are endowed by J. Perry Ruddick
in memory of his parents.
The David Barker Rushmore Scholarship, estab­
lished in honor of David Barker Rushmore,
Class of 1894, by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy stu­
dent who plans to major in Engineering 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 con­
sideration. Awarded in honor of Katharine
Scherman, of the Class of 1938, it is renewable
for the full period of undergraduate study.
The Howard A. Schneiderman, Class o f 1948,
Scholarship, established in 1991 by his family, is
awarded to a first-year student and is renewable
through the senior year. Preference is given to
students with interest in the biological sci­
ences.
The Joe and Terry Shane Scholarship, created in
honor of Joe Shane ’25, who was Vice Presi­
dent of Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 1950-1972,
and his wife, Terry, who assisted him in count­
less ways in serving the College, was estab­
lished by their son, Larry Shane ’56, and his
wife, Marty Porter Shane ’57, in remembrance
of Joe and Terry’s warm friendship with gener­
ations of Swarthmore alumni. This award is
made to a first-year student on the basis of
merit and need. It is renewable through four
years.
The Florence Creer Shepard '26 Scholarship, es­
tablished by her husband, is awarded on the
basis of high scholastic attainment, character,
and personality.
The William C. and Barbara Tipping Sieck Schol­
arship is awarded annually to a student showing

34

I1

distinction in academics, leadership qualities,
and extracurricular activities, and who indi­
cates an interest in a career in business.
The Nancy Baxter Skallerup Scholarship, estab­
lished by her husband and children, is awarded
to an incoming first-year student with financial
need. It is renewable through four years.
The William W. Slocum, Jr. Scholarship fund es­
tablished in 1981 by a member of the Class of
1943 is awarded to a deserving student on the
basis of merit and need.
The Courtney C. Smith Scholarship is for stu­
dents who best exemplify the characteristics of
Swarthmore’s N inth President: intellect and
intellectual courage, natural dignity, humane I
purpose, and capacity for leadership. Normally
the award will be made to a member of the
first-year class on the basis of merit and need.
It is renewable during the undergraduate years.
Holders of this scholarship gain access to a spe­ I
cial file in the Friends Historical Library left by
the scholarship’s creator, the Class of 1957,
inviting them to perpetuate the memory of this
individual’s sixteen years of stewardship of the I
College’s affairs and his tragic death in its ser­
vice.
The W.W. Smith Charitable Trust provides
scholarships to students who qualify on the
basis of need and merit.
The Harold E. and Ruth Colwell Snyder Pre­ I
medical Scholarship is the gift of Harold E.
Snyder, Class of 1929. It provides support up to
full tuition and fees for junior or senior pre­
medical students and is awarded on the basis of
merit and need.
The Cindy Solomon Memorial Scholarship is
awarded with preference to a young woman in
need of financial assistance, and who has spe­
cial talent in poetry or other creative and
imaginative fields.
The Helen Solomon Scholarship is given in her I
memory by her son, Frank Solomon Jr. of the I
Class of 1950. It is awarded to a first-year stu­
dent on the basis of merit and need and is re­
newable through the senior year.
The Babette S. Spiegel Scholarship Award, given
in memory of Babette S. Spiegel, Class of 1933,
is awarded to a studertt showing very great
promise as a creative writer (in any literary
form) who has need of financial assistance.
The Department of English determines those
eligible.

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The Harry E. Sprogell Scholarship was estab­
lished in 1981 in memory of Harry E. Sprogell
’32, and in honor of his class’s 50th reunion. It
is awarded to a junior or senior with financial
need who has a special interest in law or music.
C.V. Starr Scholarship Fund, established by The
Starr Foundation as a memorial to its founder,
provides scholarship assistance on the basis of
merit and need.
The David Parks Steelman Scholarship Fund, es­
tablished in his memory in 1990 by C. William
’63 and Linda G. Steelman, is awarded annual­
ly to a deserving male or female student on the
basis of merit and need, with a preference for
someone showing a strong interest in athletics.
The Stella Steiner Scholarship, established in
1990 by Lisa A. Steiner ’54, in honor of her
mother, is awarded to a first-year student on
the basis of merit and need. This scholarship is
renewable through the senior year.
The Clarence K. Streit Scholarship is awarded to
a student entering the junior or senior year and
majoring in history. Preference is given to per­
sons, outstanding in initiative and scholarship,
who demonstrate a particular interest in
American pre-Revolutionary War History.
This scholarship honors Clarence K. Streit, au­
thor of Union Now: A Proposal For A n
Atlantic Federal Union of the Free, whose
seminal ideas were made public in three
Cooper Foundation lectures at Swarthmore.
The Katharine Bennett Tappen, Class of 1931,
Memorial Scholarship, established in 1980 is
awarded to a first-year student. The scholarship
is renewable for four years at the discretion of
the College. Preference is given to a resident of
the Delmarva Peninsula.
The Newton E. Tarble Award, established by
Newton E. Tarble of the Class of 1913, is
granted to a first-year man who gives promise
of leadership, ranks high in scholarship, char­
acter, and personality, and resides west of the
Mississippi River or south of Springfield in the
State of Illinois.
The Audrey Friedman Troy Scholarship, estab­
lished by her husband, Melvin B. Troy ’48, is
awarded to a first-year man or woman. The
scholarship is renewable through four years at
the discretion of the College. In awarding the
scholarship, prime consideration is given to the
ability of the prospective scholar to profit from
a Swarthmore education, and to be a contribu­

tor to the College and ultimately to society.
The Robert C. and Sue Thomas Turner Scholar­
ship is awarded to a deserving student on the
basis of merit and financial need.
The Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’28 through life income gifts, to provide
financial assistance to needy students.
The Stanley and Corinne Weithom Scholarship
Fund was established to provide financial assis­
tance on the basis of need and merit.
The Elmer L. Winkler Scholarship Fund, estab­
lished in 1980 by a member of the Class of
1952, is awarded annually to a deserving stu­
dent on the basis of merit and need.
The Letitia M. Wolverton Scholarship Fund,
given by Letitia M. Wolverton of the Class of
1913, provides scholarships for members of the
junior and senior classes who have proved to
be capable students and have need for financial
assistance to complete their education at
Swarthmore College.
The Frances ’28 and John Worth ’30 Scholarship
was established by Frances Ramsey Worth in
1993 and is awarded to a first-year student with
strong academic credentials and with financial
need. The scholarship is renewable through
the senior year.
The Harrison M. Wright Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Pro­
fessor of History and International Relations,
upon the occasion of his retirement from the
College. The annual scholarship supports a stu­
dent for a semester of study in Africa.
The Michael M. and Zelma K. Wynn Scholarship
was established in 1983 by Kenneth R. Wynn
’73 in honor of his mother and father. It is
awarded annually to a student on the basis of
need and merit.
The income from each of the following funds is
awarded at the discretion of the College.
The Barcus Scholarship Fund
The Belville Scholarship
The Book and Key Scholarship Fund
The Leon Willard Briggs Scholarship Fund
The John S. Brod Scholarship
The Robert C. Brooks Scholarship Fund
The Chi Omega Scholarship
The Class of 1913 Scholarship Fund

35

Financial Aid

The Class of 1914 Scholarship Fund
The Class of 1915 Scholarship Fund
The Class of 1917 Scholarship Fund
The Class of 1925 Scholarship Fund
The Class of 1956 Scholarship Fund
The Susan P. Cobbs Scholarship
The Cochran Memorial Scholarship Fund
The Sarah Antrim Cole Scholarship Fund
The Charles A . Collins Scholarship Fund
The Stephanie Cooley '70 Scholarship
The Ellsworth F. Curtin Memorial Scholarship
The Delta Gamma Scholarship Fund
The George Ellsler Scholarship Fund
The J. Horace Ervien Scholarship Fund
The Howard S. and Gertrude P. Evans
Scholarship Fund
The Eleanor Flexner Scholarship
The Joseph E. Gillingham Fund
The Mary Lippincott Griscom Scholarship
The Stella and Charles Guttman Foundation
Scholarhips
The Hadassah M. L. Holcombe Scholarship
The J. Philip Herrmann Scholarship
The A . Price Heusner Scholarship
The Rachel W. Hillbom Scholarship
The Aaron B. Ivins Scholarship
The William and Florence Ivins Scholarship
The George K. and Sallie K. Johnson Scholarship
Fund
The Kappa Kappa Gamma Scholarship
The Jessie Stevenson Kovalenko Scholarship Fund
The Lafore Scholarship
The E. Hibberd Lawrence Scholarship Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The Long Island Quarterly Meeting, N . Y.,
Scholarship
The Mary T. Longstreth Scholarship Fund
The Clara B. Marshall Scholarship Fund
The Edward Martin Scholarship Fund
The Franz H. Mourner Scholarship
The James E. Miller Scholarship
The Howard Osborn Scholarship Fund
The Harriet W. Paiste Fund
The Rogers Palmer Scholarships

36

The Susanna Haines '80 and Beulah Haines
Parry Scholarship Fund
The T.H. Dudley Perkins Scholarship Fund
The Mary Coates Preston Scholarship Fund
The David L. Price Scholarship
The Robert Pyle Scholarship Fund
The George G. and Helen Gaskill Rathje '18
Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Fred C. and Jessie M. Reynolds Scholarship
Fund
The Lily lily Richards Scholarship
The Adele Mills Riley Memorial Scholarship
The Edith A . Runge Scholarship Fund
The Amelia Emhardt Sands Scholarship Fund
The William G. and Mary N . Serrill Honors
Scholarship
The Clinton G. Shafer Scholarship
The Caroline Shero Scholarship
The Annie Shoemaker Scholarship
The Sarah W. Shreiner Scholarship
The Walter Frederick Sims Scholarship Fund
The Frank Solomon Memorial Scholarship Fund
The Mary Sproul Scholarship Fund
The Helen G. Stafford Scholarship Fund
The Francis Holmes Strozier Memorial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Phebe Anna Thome Fund
The Titus Scholarships Fund
The Daniel Underhill Scholarship Fund
The William Hilles Ward Scholarships
The Deborah F. Wharton Scholarship Fund
The Thomas H. White Scholarship Fund
The Samuel Willets Scholarship Fund
The l.V. Williamson Scholarship
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship Fund
The Mary Wood Scholarship Fund
The Roselynd Atherholt Wood '23 Fund

College Life

STATEMENT OF STUDENT RIGHTS,
RESPONSIBILITIES, AND CODE
OF CONDUCT
Preamble
Under Objectives and Purposes of this publica­
tion it is stated that: “The purpose of Swarthmore College is to make its students more valu­
able human beings and more useful members of
society. . . . Swarthmore seeks to help its stu­
dents realize their fullest intellectual and per­
sonal potential combined with a deep sense of
ethical and social concern.” Although the
College places great value on freedom of ex­
pression, it also recognizes the responsibility to
protect the structures and values of an academ­
ic community. It is important, therefore, that
students assume responsibility for helping to
sustain an educational and social community
where the rights of all are respected. This in­
cludes conforming their behavior to standards
of conduct that are designed to protect the
health, safety, dignity, and rights of all. The
College community also has a responsibility to
protect the possessions, property, and integrity
of the institution as well as of individuals. The
aim of both this Statement and the Student
Judicial Procedures is to balance all these
rights, responsibilities, and community values
fairly and efficiently.
Swarthmore College policies and jurisdiction
normally apply only to the conduct of matricu­
lated students occurring on Swarthmore Col­
lege property or at College-sanctioned events
that take place off-campus. In situations in
which both the complainant and accused are
matriculated Swarthmore College students,
however, College policies and jurisdiction may
apply regardless of the location of the incident.
Students should also realize that they have the
responsibility to ensure that their guests do not
violate College policies, rules, and regulations
while visiting and that students may be subject
to disciplinary action for misbehavior of their
guests.
A complaint against a student may be made to
the deans by a student, a Public Safety officer,
a member of the College’s faculty or staff, or a
College department. If the alleged incident
represents a violation of federal, state, or local
law, the complainant also has the option of intiating proceedings in the criminal or civil
court system regardless of whether a complaint

38

is filed within the College system.
The following is a summary and explanation of
the rights, responsibilities, and rules governing
student conduct at Swarthmore College. This
Statement serves as a general framework and is
not intended to provide an exhaustive list of
all possible infractions. Students violating any
of the following are subject to disciplinary ac­
tion. All sanctions imposed by the judicial sys­
tem must be obeyed or additional penalties will
be levied. For a description of the College’s ju­
dicial process, please see the section below on
Student Judicial System.
1. Academic and Personal Integrity
Academic Freedom & Responsibility
Swarthmore College has long subscribed to the
fundamental tenets of academic freedom artic­
ulated in the 1940 Statement of Principles on
Academic Freedom and Tenure by the American
Association of University Professors. This doc­
trine has been reiterated and amplified in the
Association’s 1970 Statement on Freedom and
Responsibility. Swarthmore College adheres to
the 1970 Statement, relevant portions of
which are reproduced below. The complete
texts of the Association’s 1940 and 1970 state­
ments may be found in AAUP publications:
“Membership in the academic community im­
poses on students, faculty members, adminis­
trators, and trustees an obligation to respect
the dignity of others, to acknowledge their
right to express differing opinions, and to foster
and defend intellectual honesty, freedom of in­
quiry and instruction, and free expression on
and off the campus. The expression of dissent
and the attempt to produce change, therefore,
may not be carried out in ways which injure in­
dividuals or damage institutional facilities or
disrupt the classes of one’s teachers or col­
leagues. Speakers on campus must not only be
protected from violence, but also be given an
opportunity to be heard. Those who seek to
call attention to grievances must not do so in
ways that significantly impede the functions of
the institution.”
The College policy governing faculty obliga­
tion in the area of academic freedom and re­
sponsibility is found on page II-A-1 of the
Faculty Handbook. If a student has a grievance
against a faculty member that cannot be re­
solved directly through the faculty member in­
volved, the student should take her or his con-

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cems to the department chair. If the grievance
remains unresolved, the student should con­
tact the Provost.
Academic Honesty
(Adopted by the Faculty May 19,1984)
The Faculty Handbook states, “Academic hon­
esty is a foundation of academic life.” One of
its tenets is that all scholars present as their
work only that which is truly their own. For
students this standard embraces all work sub­
mitted for academic purposes, not only exami­
nations, laboratory reports, term papers, essays,
etc., handed in for academic credit, but also pa­
pers written for seminar or for class discussion,
whether graded or not. Transgressions of this
principle are known as plagiarism, the use of an­
other’s ideas, language or thoughts and repre­
sentation of them as one’s own.
When an instructor suspects plagiarism in a
piece of written work, the instructor should
present the evidence to the student who sub­
mitted it. If the student is unable to remove the
instructor’s suspicion of guilt, the instructor is
required to submit the case to the Dean for
consideration by the College Judicial Commit­
tee. In its deliberations, the Committee con­
siders the following to be evidence of plagiarism in a piece of writing: 1) the failure to put
quotation marks around (or, when appropriate,
to indent and to single-space) words, symbols,
phrases, or sentences quoted verbatim from any
source, whether published or not; 2) the failure
to acknowledge one’s use of reworded or restated material—even when loosely paraphrased;
3) the inclusion of another’s data, ideas or ar­
guments when not acknowledged by footnote
and reference.
Writers may refer to a handbook on scholarly
writing for information about correct citation
procedures. The MLA Handbook is particularly
useful since it also provides examples of plagia­
rism. Supplementary departmental regulations
governing joint projects, etc., may be found on
file in departmental offices. The informal na­
ture of some writing may obviate the necessity
of rigorously formal citation, but still requires
honest attribution to original authors of all
borrowed materials. Students should feel free
to consult with instructors whenever there is
doubt as to proper documentation.
Fear of being charged with plagiarism need not
inhibit anyone from appropriately using

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another’s ideas or data in a piece of writing.
Even direct quotation frequently serves as an
effective device in developing an argument.
Academic honesty requires only that writers
properly acknowledge their debts to other au­
thors at least by means of quotation marks,
footnotes, and references, if not also with intext phraseology like “Einstein argued in 1900
th a t...” or “As Melville implies in Chapter 3 of
Moby Dick. ...” Such usage is fully within the
tradition of forthright academic work.
Because plagiarism is considered so serious a
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 suit­
able; for a second offense the penalty should
normally be expulsion. Cases of alleged acade­
mic dishonesty are brought before the College
Judicial Committee.”
Submission of the Same Work in
More than One Course
W hen submitting any work to an instructor for
a course, it is assumed that the work was pro­
duced specifically for that course. Submission
of the same work in more than one course
without prior approval is prohibited. If the
courses are being taken concurrently, approval
of the professors for both courses is required. If
a student wishes to submit a paper which was
written for a course taken in a previous semes­
ter, the student need only obtain the permis­
sion of the professor teaching the current
course involved.
Library/Educational Materials Ethics
Students may not hinder the educational op­
portunity of other students by behavior such as
removing, hiding, or defacing educational ma­
terials.
Statement on Computing
Use of the Swarthmore College computer sys­
tem and networks is governed by the general
norms of responsible community conduct de­
scribed in the student, faculty and staff hand­
books, by local, state and federal laws, and by
College policies specific to use of the comput­
er systems and networks, which are described
in the following sections.
Swarthmore College normally grants access to
its computing network and systems to current­
ly enrolled students, to current and emeritus
faculty, and to currently employed staff. By

39

College Life

users, this document refers to all who use the
pected to report it to a system administrator.
computers, networks, and peripherals owned or
Violations of these rules which come to the at­
operated by the College, or who gain access to
tention of The Computing Center will be re­
third party computers and networks through
ferred as appropriate to the offices of the Dean,
the College’s system, whether these individuals
Provost or Personnel. These offices will consid­
have regular accounts or are system adminiser violations using information provided by the
trators.
Computing Center. In cases of violation of “f
1. Users of services operated by Swarthmore
above, the Computing Center may temporari­
College have the following obligations and re­ ly withhold services from students, faculty or
sponsibilities:
staff. The case will then be referred in a timely
manner to the appropriate College authorities.
a. To respect software copyright. The copying
or use of copyrighted software in violation of 2. Swarthmore College for its part assures users
vendor license requirements is strictly forbid­
that College personnel are obliged:
den. N ot only does such violation (“software
a. To grant personal files on College comput­
piracy”) wrongly appropriate the intellectual
ers (for example, files in a user’s account) the
property of others, but it places the individual
same degree of privacy as personal files in
user and the College at risk of legal action.
College-assigned space in an office, lab or dor­
b. To protect their accounts from unautho­
mitory (for example, files in a student’s desk);
rized use by others. Users are responsible for all
to grant private communications via computer
activities under their userid, and must take rea­
the same degree of protection as private com­
sonable steps to insure that they alone, or some
munications in other media; and to treat an ar­
authorized person under their direct control,
ticle on a USENET newsgroup or other bul­
have access to the account.
letin board analogously to a poster or a College
c. To respect the integrity of other user’s ac­ publication.
counts. Individuals must not use another per­
b. To take reasonable steps to protect users
son’s userid without express permission or at­ from unauthorized entry into their accounts or
tempt to decode passwords or to access infor­ files, whether by other users or by system ad­
mation illegitimately. A system administrator
ministrators, except in instances where a sys­
is allowed to decode passwords as part of regu­ tem-related problem requires such entry.
lar operations.
c.
To take reasonable steps to prevent the dis­
d. N ot to send forged Email (mail sent under
semination of information concerning individ­
another user’s name) , or to read Email ad­ ual user activities, for example, records of users
dressed to another user, for example, by access­ entering a bulletin board network.
ing their electronic mailbox, or mail residing in
Acknowledgements: Some of the above rules
system files. Potentially offensive electronic
and guidelines have been adapted from earlier
communication shall be considered as it would
statements in the Swarthmore College Student
be if conveyed by other media.
Handbook, and from materials made available
e.
To avoid excess use of shared resources,from the Electronic Frontier Foundation, in­
whether through monopolizing systems, over­ cluding the policy statements of the American
loading networks, misusing printer or other re­ Association of University Professors, Columbia
sources, or sending “junk mail.” The
University, the University of Delaware, the
Computing Center will from time to time issue
University of Southern California at Los
guidelines to the use of shared resources. Since
Angeles, and Virginia Tech University.
Swarthmore College provides and maintains
False Information, Misrepresentation, and
these systems to further its academic mission,
Identification
using computers for non-academic purposes
A student may not knowingly provide false in­
has low priority.
formation or make misrepresentation to any
f.
To avoid engaging in any activity that may College office. Students are obligated to pro­
reasonably be expected to be harmful to the
vide College personnel with accurate identifi­
systems operated by the College or a third party
cation upon request.
or to information stored upon them. W hen a
system vulnerability is discovered, users are ex­

40

Forgery, Fraud, and Unauthorized Possession
In addition to the forgery, alteration, or unau­
thorized possession or use of College docu­
ments, records, or instruments of identifica­
tion, forged communications (paper or elec­
tronic mail) are prohibited.
2. Violence, Assault, Intimidation,
and Harassment
(for sexual violations see Sexual Misconduct)
Swarthmore College seeks to maintain an en­
vironment of mutual respect among all its
members. All forms of violence, assault, intim­
idation, and harassment, including that based
on sex, race, color, age, religion, national ori­
gin, sexual preference, or handicap, undermine
the basis for such respect and violate the sense
of community vital to the Colleges education­
al enterprise. This statement of policy should
not be taken to supersede the Colleges com­
mitment to academic freedom, which it hereby
reaffirms. The reasoned expression of different
views plays a particularly vital part in a college
community. Freedom of expression, fundamen­
tal to an exchange of views, carries with it
corollary responsibilities equally basic to rea­
soned debate.
Violence and Assault
Students may not engage in physical violence
against others. Those who do will be subject to
serious sanctions.
Intimidation
Verbal, written, or electronic threats of vio­
lence or other threatening behavior directed
toward another person or group that reason­
ably leads the person or persons in the group to
fear for their physical well-being constitutes in­
timidation and is prohibited. Anyone who at­
tempts to use intim idation or retaliation
against someone who reports an incident,
brings a complaint, or participates in an inves­
tigation in an attempt to influence the judicial
process will be subject to serious sanctions.
Harassment
The College seeks to sustain an environment

in which harassment has no place. Those who
harass others will be subject to serious sanc­
tions.
Definition, Principles, and Criteria: Harass­
ment can take many forms, and it needs to be
emphasized that harassment can be and often
is non-physical, including words, pictures, ges­
tures, and other forms of expression. To count
as harassment, such expression must be reason­
ably regarded as (a) taunting1, vilifying12, or de­
grading3 whether (b) directed at individuals or
groups [subject to the clarification and qualifi­
cation below] and (c) where reasonable people
may suppose that such expression harms its tar­
g e ts) by substantially interfering with their
educational opportunities, peaceful enjoyment
of residence and community, or terms of em­
ployment. Further, to count as harassment sub­
ject to possible formal grievance procedures,
such expression must (d) be taken either with
the intent to interfere with the protected in­
terests mentioned in (c), above, or with reck­
less disregard to the nature of the conduct.
Such intent or recklessness must be inferred
from all the circumstances. Finally (e), such
expression must be repeated and persistent. To
be “repeated and persistent,” the offending
conduct must have been brought to the atten­
tion of the defendant (though not necessarily
by the complainant), be of the same kind, and
repeated. There are two reasons for adding (e):
first, the College wishes to have the opportuni­
ty to educate those who may not realize that
certain expression constitutes harassment; sec­
ond, by requiring that the expression be re­
peated and persistent, the College helps estab­
lish intent or recklessness. However: (f) before
any expression can be considered for possible
formal grievance procedures, it must be clear
that no substantial free expression interests are
threatened by bringing a formal charge of ha­
rassing expression. This strict criterion for pos­
sible formal grievance procedures must be im­
posed to insure that the College does nothing
that would tend to diminish free expression or
compromise principles of academic freedom in

1 Derisive, mocking, ridiculing, or jeering ex­
pression.
2 Forceful defaming or degrading expression
with intent to make the target of the offend­
ing expression vile or shameful, or recklessly

disregarding the effects of one’s expression in
these respects.
3 Subjecting one to public shame that normal­
ly cause feelings of inferiority or loss of selfrespect.

41

College Life

the vigorous and often contentious examina­
tion and criticism of ideas, works of art, and po­
litical activity that marks Swarthmore College.
Because groups have been included in (b),
above, the following clarification and qualifi­
cation is in order. If expression that would be
regarded as harassing if directed at an individ­
ual is directed at a group—where no individu­
als are specifically named or referred to as tar­
gets—any member of that group will have an
adjudicable complaint only if it can be estab­
lished that a reasonable person would regard
that offending expression as harassing each and
every member of the group os individuals.
Stalking
Stalking is a form of harassment, which, fol­
lowing the PA Criminal Code, occurs when a
person engages in a course of conduct or re­
peatedly commits acts toward another person,
including following the person without proper
authority, under circumstances that demon­
strate either of the following: placing the per­
son in reasonable fear of bodily injury; or rea­
sonably causing substantial emotional distress
to the person.
3. Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­
tion and is a serious violation of the Colleges
code of conduct. Both women and men can be
subject to and can be capable of sexual mis­
conduct. It can occur between two people
whether or not they are in a relationship in
which one has power over the other, or are of
different sexes.
Charges of sexual misconduct may be handled
according to either informal or formal proce­
dures. Regardless of whether or not options for
resolution are pursued within the College sys­
tem, complainants always have the option of
filing charges in civil or criminal court. It is im­
portant to note that discussing concerns with
or seeking clarification or support from the
Gender Education Advisor, a dean, or others
does not obligate a person to file a formal com­
plaint initiating judicial procedures. The
Gender Education Advisor will register each
request for assistance in resolving a case in­
volving charges of sexual misconduct, whether
formal or informal. These records will be kept
confidential to the extent permitted by law.

42

Sexual Assault and Abuse
Students are prohibited from engaging in sex­
ual assault or abuse of any kind.
Definition: Sexual assault is defined as any sex­
ual contact that occurs without the consent of
the other person. Specifically, it is intentional
physical contact with an intimate part of the
body or with clothes covering intimate body
parts without the consent of the person
touched. Sexual assault includes but is not lim­
ited to sexual penetration of an unwilling per­
sons genital, anal, or oral openings; touching
an unwilling persons intimate parts such as
genitalia, groin, breasts, lips, buttocks or the
clothes covering them; or forcing an unwilling
person to touch another persons intimate parts
or clothes covering them. W hen sexual asault
occurs repeatedly between individuals, it is re­
ferred to as sexual abuse.
Consent: Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent. If a person indicates that
she/he does not want sexual contact then any
further sexual contact is considered to be with­
out the persons consent. If the person has
agreed to sexual interaction, she/he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
action. A person has the right to indicate
she/he does not want any further sexual con­
tact no matter how much sexual interaction
has already taken place. Valid consent cannot
be obtained from someone who is asleep, un­
conscious, coerced, or is otherwise unable to
give informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially im­
pair judgment and the ability to give consent.
Those who willingly permit themselves to be­
come impaired by alcohol or other drugs may
be putting themselves at greater risk, but this
impaired state provides no defense for those
who take advantage of people whose judgment
and control are impaired.
Sexual Harassment
The following definition is based on that for­
mulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of dis­
crimination based on sex, gender, or sexual ori­
entation, clearly endangers the environment of
mutual respect and is prohibited. Because be­
havior that constitutes sexual harassment is a

violation of federal law (Title Vll of the Civil
Rights Act of 1964, Title IX of the Education
Amendments of 1972), any individual who
feels that she or he has been subjected to sexu­
al harassment has the right to initiate legal
proceedings in criminal or civil court in addi­
tion to or in lieu of a complaint pursuant to
this policy.
Definition: Sexual harassment is of two basic
types: a. any action, verbal expression, usually
repeated or persistent, or series of actions or ex­
pressions that have either the intent, or are
reasonably perceived as having the effect, of
creating an intimidating, hostile, or demeaning
educational, employment, or living environ­
ment for a student or College employee, by fo­
cussing on that person’s gender. A hostile envi­
ronment is defined as one that interferes with
the ability to learn, exist in living conditions,
work (if employed by the College), or have ac­
cess and opportunity to participate in all and
any aspect of campus life. (Harassment creat­
ing a hostile environment); b. any action in
which submission to conduct of a sexual nature
is made either explicitly or implicitly a term or
condition of an individual’s education or em­
ployment, or submission to or rejection of such
conduct is used as the basis for academic or em­
ployment decisions affecting that individual.
(Quid Pro Quo Harassment).
Because at Swarthmore it is not unusual for
students to supervise other students, or for stu­
dents to have actual or perceived power or in­
fluence over another students academic perfor­
mance (e.g., student graders, student laborato­
ry assistants, and student writing associates),
there can exist a power imbalance between stu­
dents that makes it possible for quid pro quo
harassment to occur between them.
Descriptions: Sexually harassing behaviors dif­
fer in type and severity and can range from sub­
tle verbal harassment to unwelcome physical
contact. Sexual harassment includes but is not
limited to: a. unwelcome verbal or physical ad­
vances, persistent leers, lewd commentsjb. the
persistent use of irrelevant references that in­
sult or degrade a person’s gender, or the use of
sex stereotypes to insult or degrade;c. the use
by a person in authority of his/her position to
coerce another person to do something of a
sexual nature that she/he would not otherwise
do. Coercion need not involve physical force.
Scope and Resolution: There is a wide range of

behaviors that falls within the general defini­
tion of sexual harassment and many differing
notions of what behaviors are and are not ac­
ceptable. Key factors that determine instances
of sexual harassment are that the behavior is
unwelcome, is gender-based, and is reasonably
perceived as offensive and objectionable. Such
behavior need not produce or threaten some
tangible loss to the receiver in order to be
deemed harassment. If it is unclear that the be­
havior constitutes harassment, a person who
thinks s/he has been harassed should not spend
considerable time struggling alone with this
issue. Students are strongly encouraged to
bring their issues to the Gender Education
Advisor, a dean, or others trained in this area
for support, clarification, and to discuss options
for informal resolution or formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person is
aware of the way in which his or her behavior
has been interpreted. There are a number of
ways to make a person aware that his/her be­
havior constitutes sexual harassment. The
grievant is never under any obligation to take
any steps that would cause him/her to come
into contact with the harasser in ways he/she is
unwilling to do. Instead, the grievant can con­
sider all the informal and formal means open to
him/her for resolution and choose what seems
most useful and workable in his/her particular
case. The grievant must also weigh, however,
the fact that without in some way being made
aware of his/her actions, the harasser may con­
tinue the offensive behavior. In the most seri­
ous instances of sexual harassment, it is unrea­
sonable to expect grievants to confront their
perceived harassers; in these cases the grievant
should enlist the help of a trained third party
such as the Gender Education Advisor, a dean,
or another person trained in this area.
It is important to remember that any member
of the community can be guilty of sexually ha­
rassing any other member regardless of position
of authority or status. Although students have
often found it difficult to come forward when
the perceived harasser is in a position of au­
thority or is threatening, procedures are in
place to respond and to provide support
throughout the resolution process.
Support
Support is available through the Gender
Education Advisor, a group of trained faculty

43

College Life

and staff members comprising the response
team, and the deans for students who feel that
they have been subjected to any form of sexual
misconduct. Consultation with any of these in­
dividuals in no way limits a students options
for resolution nor commits the student to a
particular course of action. The College also
provides support when requested through the
Deans Office to those students charged with
sexual misconduct . There are specific rights
for complainants of sexual misconduct and for
those students accused of sexual misconduct;
these rights are listed in detail in the Student
Handbook. In addition, students are encour­
aged to discuss their concerns with a dean
when deciding whether to file a formal com­
plaint.
Related Policies
The College also has sexual misconduct poli­
cies as they relate to staff-student behavior and
faculty-student behavior. The College policy
governing staff and the related grievance pro­
cedure can be found in the Staff Handbook.
The College policy governing faculty and the
related grievance procedure can be found in
the Faculty Handbook.
4. Actions Potentially Injurious to
Oneself or Others
Alcohol and Other Drugs
The possession and use of alcoholic beverages
on the campus are regulated by Federal, State,
and local law and are limited to those areas of
the campus specified by Student Council and
the Dean. The observance of moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the in­
fluence of alcohol or other drugs is not an ex­
cuse for violation of the Statement of Student
Rights, Responsibilities, and Code of Conduct and
does not reduce a students accountability. For a
complete description of the Colleges alcoholic
beverage policy guidelines, please see the sec­
tion in the Student Handbook.
The use, possession, or distribution of injurious
drugs or narcotics without the specific recom­
mendation of a physician and knowledge of the
deans subjects a student to possible suspension
or expulsion.

44

Smoking
Smoking is prohibited in all public spaces
throughout the College: meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy, and students
can be removed from non-smoking College
housing if they smoke in rooms on non-smok­
ing halls. Smoking is allowed outdoors and in
the student’s room (in certain residence halls),
provided that the door remains closed.
Climbing on College Buildings or Structures
Climbing on any College building, or being
present on building roofs is not allowed. In un­
usual circumstances, arrangements to climb
predesignated locations, may be coordinated
through the Department of Public Safety.
Fire Safety Equipment and Alarms
Tampering or interference with, as well as de­
struction or misuse of, fire safety and fire pre­
vention equipment is prohibited and is a viola­
tion of state law. A n automatic fine of $125 for
each piece of equipment plus the cost of re­
placement of equipment is charged to any stu­
dent violating this regulation, and further dis­
ciplinary action may be taken. Any student
who causes an alarm to be set off for improper
purposes is liable for the expenses incurred by
the fire department(s) in responding to the
alarm. If no individuals accept responsibility
when a violation of this policy occurs in a res­
idence hall, all residents of that residence hall
are subject to fines and charges for costs in­
curred by the College and/or fire department(s).
Firearms; Fireworks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, handguns,
air guns, and gas-powered guns and all ammu­
nition or hand-loading equipment and supplies
for the same, are not allowed in any student
residence or in any College building. Requests
for exceptions must be made to the Dean. No
student may possess or use fireworks on
Swarthmore College property or its environs.
Reckless Conduct
Conduct which places oneself or another in
imminent danger of bodily harm is prohibited.
The standard as to what constitutes imminent
danger is solely at the discretion of the Dean
and/or the judicial body hearing the case.

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5. College and Personal Property
Illegal Entry
Unauthorized entry into or presence within
enclosed and/or posted College buildings or
areas, including student rooms or offices, even
when unlocked, is prohibited and may subject
a student to fines and other sanctions.
Locks and Keys
Tampering with locks to College buildings,
unauthorized possession or use of College keys,
and alteration or duplication of College keys is
against college policy.
Theft or Damage
Theft and negligent or intentional damage to
personal or College property will subject a stu­
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a
residence hall for which no one assumes re­
sponsibility, payment for damages will be di­
vided equally among all residents of that hall.
For damage that occurs during a student event
in a space other than a residence hall and for
which no individual student(s) accept(s) re­
sponsibility, the sponsoring students and/or or­
ganization will be held accountable for the
money for replacement or repair of the dam­
aged property and may be subject to further
disciplinary action.
Parking
No student may park an automobile on
College property without permission from the
Car Authorization Committee, a student-administration group.
6. Guests
Friends of Swarthmore students are welcome
on campus. If a guest of a student will be stay­
ing in a residence hall over night, the Resident
Assistant and the Housekeeper must be noti­
fied. A guest is not permitted to stay in a resi­
dence hall more than four consecutive nights.
Requests for exceptions must be made to the
Director of Residential Life.
Student hosts are responsible for the conduct
of their guests on campus and will be held ac­
countable for any violation of the code of con­
duct or other rules of the College committed
by a guest.
7. Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs in­

side and outside the classroom and to support
causes publicly, including by demonstrations
and other means.
These freedoms of expression extend so far as
conduct does not impinge on the rights of
other members of the community or the order­
ly and essential operations of the college. Dis­
orderly conduct is not permitted.
Violation of the orderly operation of the col­
lege includes, but is not limited to:l. Excessive
noise, noise, once identified, which interferes
with classes, College offices, dorm neighbors,
or other campus and community activities; 2.
Unauthorized entry into or occupation of a pri­
vate work area;3. Conduct that restricts or pre­
vents faculty or staff from performing their du­
ties; 4. Failure to maintain clear passage into ot
out 6f any college building or passageway.
8. Violation of Local, State, or
Federal Law
Violation of the laws of any jurisdiction,
whether local, state, federal or (when on for­
eign study) foreign, may at the discretion of the
Dean subject a student to College disciplinary
action. A pending appeal of a conviction shall
not affect the application of this rule.

STUDENT JUDICIAL SYSTEM
The formal judicial system at Swarthmore
College has two main components: 1) adjudi­
cation by individual deans of minor infractions
of College regulations, where a finding of guilt
would result in a sanction less severe than sus­
pension; and 2) adjudication by the College
Judicial Committee of serious infractions of
College regulations, including all formal
charges of academic dishonesty, assault, harass­
ment, or sexual misconduct. The College
Judicial Committee is composed of faculty,
staff, and administrators who have undergone
training for their role.
In all cases of formal adjudication, whether by
a dean or by the College Judicial Committee,
the deans will keep records of the violation(s)
and of the sanction(s) imposed on a student.
Sanctions are cumulative, increasing in severi­
ty for repeat offenders. Notational sanctions
are recorded permanently on the back of the
students record card but do not appear on the
face of the academic record. Therefore an offi-

45

College Life

cial transcript of an academic record, which is
a copy of the face of the record card, does not
reflect notational sanctions. Non-notational
sanctions are not so recorded, but are entered
into the students personal file as a separate let­
ter which is destroyed at the time of the stu­
dents graduation.
These formal procedures are separate from the
various informal methods of conflict resolution
available such as facilitated discussion by a
dean or other trained facilitators, or mediation,
a non-adversarial method of resolving interper­
sonal disputes. It is important to remember
that all possible avenues of conflict resolution
be considered thoroughly when deciding upon
a course of action. A more complete descrip­
tion 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 as­
sociation of students and instructors is an im­
portant element in education. Most students
live in College residence halls, which include
coeducational housing as well as single sex dor­
mitories and sections. New students are re­
quired to live in the residence halls and are
therefore guaranteed College housing. In the
event of a housing shortage, priority is given to
seniors, followed by juniors and, finally, by
sophomores. Many members of the faculty live
on or near the campus, and they are readily ac­
cessible to students.
Residence Halls
Twelve residence halls, ranging in capactiy
from 21 to 214 students, offer a diversity of
housing styles. Several of the residence halls
are a 5-15 minute walk to the center of cam­
pus. These residence halls include: Woolman
House; Dana and Hallowell Halls; the upper
floors in the wings of Parrish Hall; W harton
Hall, named in honor of its donor, Joseph
W harton, at one time President of the Board of
Managers; Palmer, Pittinger, and Roberts Halls
on South Chester Road; one building on the
Mary Lyon School property; Worth Hall, the
gift of William P. and J. Sharpies Worth, as a
memorial to their parents; Willets Hall, made
possible largely by a bequest from Phebe

46

Seaman, and named in honor of her mother
and aunts; and Mertz Hall, the gift of Harold
and Esther Mertz.
About eighty-five percent of residence hall
areas are designated as coeducational housing
either by floor, section, or entire building; the
remaining areas are reserved for single-sex
housing. In these single-sex sections, students
may determine their own visitation hours up to
and including twenty-four-hour visitation.
First-year students are assigned to rooms by the
Deans. Efforts are made to follow the prefer­
ences indicated, and to accommodate special
needs, such as documented disabilities. Other
students choose their rooms in an order deter­
mined by lot or by invoking special options—
among these are block housing, allowing
friends to apply as a group for a section of a par­
ticular hall. There is also the opportunity to re­
side at neighboring Bryn Mawr and Haverford
Colleges in a cross-campus housing exchange
that proceeds on a matched one-for-one basis.
First- and second-year students typically reside
in one-room doubles while juniors and seniors
have a wider selection of room types. All stu­
dents are expected to occupy the rooms to
which they are assigned or which they have se­
lected through the regular room choosing
process unless authorized by the Deans to
move. Permission must also be obtained from
the Deans to reside outside College housing.
Resident Assistants, selected from the junior
and senior classes, are assigned to each of the
residence hall sections. These leaders help cat­
alog activities for students, serve as support ad­
visers to their hallmates, and help enforce
College rules for the comfort and safety of the
residents.
Residence halls remain open during October,
Thanksgiving, and Spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and
Spring breaks. A t the end of the fall semester
students are expected to vacate their rooms
within 24 hours after their last scheduled ex­
aminations. Freshmen, sophomores, and ju­
niors are expected to leave immediately after
their last examination in the spring so that
their rooms may be prepared for use by
Commencement visitors. Storage areas are
provided in each residence hall plus a limitedaccess storage room for valuables.

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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.
More detailed housing rules and regulations are
found in the Student Handbook, updated and
distributed each year, and in the Guide to the
Housing Lottery published before the spring
housing lottery.
Sharpies Dining Hall
All students living on campus are required to
subscribe to the College board plan for meals
in the Philip T. Sharpies Dining Hall. Students
living off campus may purchase the board plan
if they wish. Within the contracted 20 meal
program, each student has access to 3 admissions to Sharpies Dining Hall Monday through
Saturday and 2 admissions on Sunday, based on
our weekly meal programming. Dining
Services offers a 14 meal plan with a $100 dedining balance per semester for sophomores,
juniors and seniors. There are 14 meals offered
per week which can be used at Sharpies for a
meal or Essie Mae’s in Tarbles in exchange for
meal credit. The $100 per semester declining
balance can be used as cash at Sharpies, Essie
Mae’s or the Cappucino Bar at Kohlberg. If you
do not use the $100 in a semester, there is no
refund or credit.
Although an effort is made to meet the dietary
needs of all students, not all special requirements can be accommodated; permission to reside off campus after their first year at Swarthmore will be extended to students not able to
participate in the board plan. The dining hall
is closed during the fall, winter, and spring
breaks.

SOCIAL CENTERS
Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class of 1913 and his widow,
Louise A. Tarble, the reconstructed Tarble
Social Center in Clothier Memorial opened in
April of 1986. The facility includes recreational areas, a snack bar, lounge, student activities

offices, a multi-purpose performance space as
well as the bookstore. Under the leadership of
a Student Activities Coordinator, student co­
directors, and the Social Affairs Committee,
many major social activities (parties, concerts,
plays, etc.) are held in Tarble.
Other Centers
The Women’s Resource Center (WRC) is a space
open to all women on campus. It is organized
and run by a student board of directors to bring
together women of the community with multi­
ple interests and concerns. The resources of the
center include a library, kitchen, various meet­
ing spaces, computer, and phone. The WRC
also sponsors events throughout the year which
are open to any member of the College com­
munity.
The Black Cultural Center, located in the
Caroline Hadley Robinson House, provides a
library, class room, computer room, tv lounge,
kitchen, all-purpose room, a living room/
gallery, two study rooms and administrative
offices. The Center offers programming and ac­
tivities designed to stimulate and sustain the
cultural, intellectual and social growth of
Swarthmore’s Black students and community.
Further, the Center functions as a catalyst for
change and support to the College’s effort to
achieve pluralism. The Center’s programs are
open to all members of the College commu­
nity. The Center and its programs are guided
by the Director, Tim Sams, with the assistance
of a committee of Black students, faculty, and
administrators.
The lntercultural Center is a multipurpose cen­
ter devoted to developing greater awareness of
Asian/Asian American, Latino/Hispanic, Gay/
Lesbian/Bisexual contributions to Swarthmore
College as well as the broader society. The IC
provides a supportive environment where stu­
dents are welcomed to discuss and understand
the educational, political, and social concerns
that affect their groups. The IC fosters the ed­
ucation of its members and the wider commu­
nity about cultural, ethnic, class, gender and
sexual orientation differences. Through co­
sponsoring programs and building alliances
with the administration, other campus groups
and departments, the lntercultural Center in­
creases diversity and respect for differences at
all levels of campus life. The lntercultural
Center provides academic resources, support
services and programming that address the

47

College Life

needs of students based in the IC and the en­
tire college community.
The director, interns and associate interns are
responsible for the Center’s programming and
operational functions. The Intercultural
Center is located in the far southern comer of
Tarble-in-Clothier. The Center is open
Monday through Sunday, 8:30 a.m. to mid­
night. To reach the Intercultural Center
director or any of the three organizations,
please call (610) 328-7350.
Adjunct Centers. There are two fraternities at
Swarthmore: Delta Upsilon, affiliated with a
national organization, and Phi Omicron Psi, a
local association. The fraternities are student
organizations considered adjuncts to the
College social program; they receive no
College or Student Activities funds. The fra­
ternities, Delta Upsilon and Phi Omicron Psi,
maintain separate lodges on campus that they
rent from the College. The lodges do not con­
tain dormitory accommodations or eating fa­
cilities. New members usually join fraternities
after at'least one semester at the College. In
recent years about seven percent of male stu­
dents have decided to affiliate with one of the
fraternities.

RELIGIOUS ADVISORS
Religious Advisors are located in the
Interfaith Center in Bond Hall and currently
consist of Jewish, Catholic and Protestant
professionals. The Advisors and the Interfaith
Center provide members of the Swarthmore
community opportunities and resources, in an
atmosphere free from the dynamics of persua­
sion, in which they can explore a variety of
spiritual, ethical and moral meanings, pursue
religious and cultural identities and engage in
interfaith education and dialogue. The
Center is comprised of offices, a large Com­
mon Worship Room, and a private Medi­
tation Room.
Student groups of many faiths also exist for
the purpose of studying religious texts, partic­
ipating in community service projects, and
exploring common concerns of religious faith,
spirituality, and culture.
Various services are available on campus, and
area religious communities welcome Swarth-

48

more students.

HEALTH
Worth Health Center
The W orth Health Center, a gift of the Worth
family in memory of William Penn Worth and
Caroline Hallowell, houses offices of the
nurses, consulting physicians, out-patient
treatment facilities, offices of Psychological
Services staff, and rooms for students who re­
quire in-patient care. Psychological Services
is administered separately from the Health
Service and is housed in the North Wing of
Worth Health Center. Health and Psycho­
logical Services open with the arrival of the
first year class in the fall and close for the win­
ter break and for the summer following com­
mencement in the spring. Students must
make their own arrangements for health and
psychological care when the Health Center is
closed. The College contracts with the Crozer
Keystone Health System for physician ser­
vices. Should in-hospital treatment be indi­
cated, one of these consultant physicians will
oversee the care if the student is admitted to
Crozer Chester Medical Center, a medical
school affiliated teaching hospital.
The medical facilities of the College are avail­
able to students who are ill or who are injured
in athletic activities or otherwise, but the
College cannot assume additional financial
responsibility for medical, surgical, or psycho­
logical expenses which are not covered by an
individual’s health insurance. The College no
longer provides the minimal coverage for all
students it has in the past. We expect most
students to be insured through family or other
plans. For those who have no health insur­
ance, we offer a new and more comprehensive
plan at a cost of $340. Students on financial
aid may have the cost of the premium de­
frayed. Please remember that students and
family are responsible for medical expenses
incurred while students are enrolled at col­
lege. Students who have no insurance, or stu­
dents with insurers who have no local office
or arrangements with local HMOs, do not
provide for emergency and urgent care locally,
do not cover hospital admissions locally, or,
do n o t provide coverage while studying
abroad, should enroll in the College Plan.

The College provides health insurance for stu­
dents who are actively participating in inter­
collegiate and club sports. For further informai tion please consult the insurance leaflet mailed
Ito all students at the beginning of each acade­
mic year or the Health Center administrative
assistant.
Health Services
Physicians and nurse practitioners hold hours
every weekday at the College, where students
may consult them without charge. Students
should report any illness to the Health Center
staff but are free to seek treatment at another
facility if they prefer to do so. Also, the Health
Service staff are willing to coordinate care with
personal health care providers.
As a part of the matriculation process each stu­
dent must submit a brief medical history and
health certificate prepared by the family physiician on a form supplied by the College.
Pertinent information about such matters as
medical problems, handicaps, allergies, med­
ications, or psychiatric disturbances will be es­
pecially valuable to the College Health Service
in assisting each student. All this information
will be kept confidential.
Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from communicable
disease such as chicken pox may not remain in
their residence hall room and therefore 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
$300.00 per semester. A charge is made for spe­
cial medicines and immunizations, certain lab­
oratory tests, and transportation when neces­
sary to local hospitals.
The Health Center staff cooperates closely
with the Department of Physical Education
and Athletics. Recommendations for limited
activity may be made for those students with
physical handicaps. Rarely are students ex­
cused entirely from the requirements of the
Physical Education Department because adap­
tive programs are offered.
Psychological Services
Services for students include counseling and
psychotherapy, after hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs or other concerns, and educa­
tional talks and workshops. Psychological

Services participates in training Resident
Assistants and provides consultation to staff,
faculty, and parents.
The staff of Psychological Services represents a
diverse group of psychological, social work, and
psychiatric professionals. The director and staff
are all part-time but collectively provide regu­
lar appointment times Monday through Friday.
Students may be referred to outside mental
health practitioners at their request or when
long-term or highly specialized services are
needed.
We maintain a strict policy of confidentiality
except where there may be an imminent threat
to life or safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 am and 4:30
pm, Monday through Friday. In the event of an
after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
Information regarding readmission after with­
drawal for health related reasons may be found
in the section on Student Leaves of Absence,
Withdrawal, and Readmission, page 71.
For more detailed information about our
services, please check our pages on the World
Wide Web @http://www.swarthmore.edu/
Admin/health/.

STUDENT ADVISING
Each first-year student is assigned to a faculty
member or administrator who acts as course
adviser until this responsibility falls to the
chair of the student’s major department at the
end of the sophomore year. Requests for a
change of adviser should be addressed to the
Associate Dean and will be freely granted, sub­
ject only to equity in the number of advisees
assigned to individual faculty members.
The Deans hold overall responsibility for the
advising system. They are themselves available
to all students for advice on any academic or
personal matter, and for assistance with special
needs, such as those arising from physical dis­
abilities.
Career Planning and Placement
The Career Planning and Placement Office
works with students to help them develop
knowledge of themselves and of careers, to ad-

49

College Life

vance their career planning and decision-mak­
ing abilities, and to help them develop job­
finding and application skills. Individual coun­
seling sessions and group workshops are de­
signed to help students expand their career op­
tions through exploration of their values, skills,
interests, abilities, and experiences. Programs
are open to students in all classes and are de­
velopmental in nature.
Career exploration and experiential education
are encouraged during summer internships and
jobs, during a semester or year off, and during
the school year. Students taking a leave of ab­
sence from Swarthmore can participate in the
College Venture Program, which assists under­
graduates taking time off from school in find­
ing worthwhile employment during their time
away. Assistance is provided in helping stu­
dents locate and secure appropriate jobs, in­
ternships, and volunteer opportunities, and ef­
forts are made to help students learn the most
they can from these experiences. Sophomore
and junior students in particular are encour­
aged to test options by participating in the
Extern Program. This program provides on-site
experience in a variety of career fields by pair­
ing students with an alumnus/a to work on a
mutually planned task during one or more
weeks of vacation.
Additional help is provided through career in­
formation panels, on-site field trips, workshops
on topics such as resume writing and cover let­
ter writing, interviewing skills, and job search
techniques. The office cooperates with the
Alumni Office, the Alumni Association, and
the Parents Council to help put students in
touch with a wide network of people who can
be of assistance to them. The Career Resources
Library includes many publications concerning
all stages of the job search process. The office
hosts on-campus recruiting by representatives
from business, industry, government, non-prof­
it organizations, and graduate and professional
schools. Notices of job vacancies are collected,
posted, and included in the office’s newsletter.
Credential files are compiled for interested stu­
dents and alumni to be sent to prospective em­
ployers and graduate admissions committees.
Academic Support
A program of academic support is available to
help all students with difficulties they might
encounter in their courses. Recent innovations
include a Student Academic Mentoring pro­

50

gram open especially to first-year students as
well as upperclass students, and a January
Academic Skills Workshop. Additional pro­
grams include time management workshops;
test-taking workshops; special review sections
and clinics attached to introductory courses in
the natural sciences, philosophy, and econom­
ics; a mathematics lab; an expository writing
course; and a reading and study skills work­
shop. These programs are overseen by the
Deans in cooperation with the academic de­
partments. There are no fees required for any of
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 se­
lected courses.

STATEMENT OF SECURITY POLICIES AND
PROCEDURES
Swarthmore College is a coeducational institu­
tion founded in 1864 by members of the
Religious Society of Friends. It occupies ap­
proximately 300 acres of privately owned land
adjacent to the borough of Swarthmore in
Delaware County, Pennsylvania. There were
1,369 undergraduate students enrolled for the
1997/98 academic year with approximately
1,230 occupying college housing. Approxi­
mately 660 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 of the cam­
pus. Its mission is to “protect persons and prop­
erty, to preserve the peace, to deter crime, to
apprehend criminal offenders, to recover lost
and stolen property, to perform services as re­
quired, to enforce appropriate college regula­
tions, and to maintain a sense of community
security and confidence in the department.” It
endeavors to accomplish this task through a
department comprised of a Director, Assistant
Director, Lieutenant, two Sergeants, one
Corporal, six full-time and four part-time pa­

trol officers. All full-time patrol officers under­
go a thorough background check, psychologi­
cal screening and physical examination before
hiring. They are subsequently sworn in as
Special Officers after completing a recognized
Pennsylvania State Police Training Academy
course for Municipal Police Officers. These of­
ficers may exercise foil police powers on
Swarthmore College property. Local jurisdic­
tion is shared with Swarthmore Borough Police
Department with whom a close working rela­
tionship is maintained. Campus officers 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 certifications.
Ongoing training after the Police Academy is
provided for all foil-time officers.
The Department of 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. N on­
emergency matters should be reported on ex­
tension 8281. These numbers are conspicuous­
ly placed on or near all college phones. They
are also prominently listed in the college tele­
phone directory and included on the depart­
ment’s printed publications and correspon­
dence. The information received by the
Communications staff is broadcast to on duty
patrol officers who respond to the problem.
Swarthmore Borough Police vehicles are
equipped with transceivers and may also re­
spond. Other appropriate assistance is sum­
moned by the College Communications
Officers.
The Department of Public Safety notifies one
of the College’s student Deans in the event of
any serious incident involving a student. The
Dean may mobilize any number of support op­
tions for victims of a crime. The Worth Health
Center (x8058) is professionally staffed 24
hours a day, seven days a week, while classes
are in session. Psychological Services (x8059),
the Equal Opportunity Office (x8312), and

Resident Assistants round out available on
campus options. Women Against Rape (WAR)
maintain active chapters near Swarthmore and
a 24-hour hot line (566-4342). A n up-to-date
listing of local therapists including clinical psy­
chologists, social workers, and psychiatrists in
private practice is available in the Health
Center on request. College employees may use
a free, confidential Employee Assistance
Program (ACORN) that provides professional
counseling to cope with a variety of issues.
They can be contacted 24 hours a day by call­
ing 1-800-223-7050 or 610-664-8350.
Public telephones are located on the campus.
These are connected to a county wide 911 net­
work for toll free connection to Delaware
County Communications Center who would
dispatch Swarthmore Borough fire or police
departments to a campus incident.
Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are reported
to Swarthmore Borough Police on a regular
basis. Similarly, criminal events occurring in
Swarthmore Borough that could impact the
College community are transmitted to the
Department of Public Safety. The College does
not have any off-campus organizations.
The College community is kept apprised of se­
curity matters in a number of ways. Serious in­
cidents are detailed in flyer form and are im­
mediately posted in residence halls, libraries,
dining areas and other key locations through­
out the campus. Information is also sent via
electronic mail to all faculty, staff, and stu­
dents. This same flyer is also promptly mailed
to academic departments and other campus en­
tities. A Resident Assistant phone tree system
assists in the rapid dissemination of critical in­
formation as does the College’s radio station
(WSRN 91.5 FM). The Office of News and
Information works closely with the local news
media when any significant College event
transpires. Less serious criminal activity is pub­
lished weekly in the Phoenix (the student news­
paper).
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

51

College Life

limited to those areas of the campus which are
specified by the Student Council and the
Dean. The observance of moderation and
decorum in respect to drink is a student oblig­
ation. Disorderly conduct is regarded as a seri­
ous offense. The College’s alcoholic beverage
policy can be found in its entirety within the
annual publication of the Student Handbook.
The College’s drug-free campus policy is avail­
able in the Student Handbook and in the
Human Resources office for employees. It is
also included in the staff Employee Handbook,
as Appendix E and is distributed annually to all
students, faculty, and staff.
The use or possession of firearms or other dan­
gerous weapons is not permitted by students,
staff, or College Public Safety officers. Known
criminal records of students and employees are
taken into consideration before admission
and/or hiring.
Swarthmore is primarily a residential college in
recognition that the close association of stu­
dents and instructors is an important element
in education. Most students live in College res­
idence halls. Single, double and group rooms
are available. There are no graduate or married
housing accommodations. Many members of
the faculty and staff live on or near the campus
and are readily accessible to students.
New students are assigned to rooms by the
Office of Residential Life. Efforts are made to
follow the preferences indicated by the stu­
dents and to accommodate special needs.
Other students choose their rooms in an order
determined by lot or by invoking special op­
tions. Requests for room changes can be made
by notifying the Director of Residential Life of
room preferences under guidelines distributed
by the Residential Life Office throughout the
year.
Students are permitted guests in College hous­
ing so long as their resident assistants and
housekeepers are duly notified. Guests of the
College are housed separately in facilities apart
from the main campus. Residence Halls (ex­
cept Parrish Hall) are normally locked 24
hrs./day. Automatic locks on outside residence
hall doors are supplemented by posted warn­
ings that these facilities are private property
and access is restricted. Students’ residence
hall room doors are individually keyed. Cores
are changed in response to any significant se­

52

curity breach such as a stolen room key.
Residence hall room doors are augmented with
safety chain locks. Residence hall windows are
equipped with screens and locking devices to
deter unauthorized entry. Regular interior and
exterior patrols are made by College Public
Safety officers. Resident assistants are selected
to serve in all residence halls and have on-site
responsibility for security, fire protection, and
general safety. A review of security concerns,
procedures, and services are published yearly in
the Swarthmore College Student Handbook.
The Department of Public Safety operates
under the philosophy that it is preferable to
prevent crime from occurring than to react to
it after the fact. The principal instrument for
accomplishing this goal is the College’s Crime
Prevention program. It is based upon the dual
concepts of eliminating or minimizing criminal
opportunities whenever possible and encourag­
ing community members to be responsible 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 College Shuttle Bus: A student op­
erated, radio equipped van transports students
free of charge in and around the main campus
during the evening and early morning hours.
Tri-College Shuttle Bus: Free transportation is
provided to students traveling between
Haverford, Bryn Mawr and Swarthmore col­
leges. This service is available from approxi­
mately 7:00 a.m. to 2:00 a.m.
Escort Service (Garnet Patrol): The Student
Garnet Patrol program provides a deterrent to
assault on campus and increases security con­
sciousness in the College community. Members
escort people after dark, notice and report to
Public Safety suspicious strangers or incidents,
increase the Public Safety Department’s aware­
ness of students’ concerns, and increase the
level of traffic along key walkways on campus.
Crime Prevention Publicity: Articles and mater­
ial are routinely published and distributed. Fire
and Crime Prevention films are shown to
R.A.’s and student groups on request.
Electronic Alarm Systems: A proprietary elec­
tronic alarm system monitors a network of in­
trusion detection and duress alarm systems.
Architectural Design: Crime Prevention strate­
gies and concepts are considered in the design

of new and renovated campus facilities as it re­
lates to physical and electronic systems.
Security Surveys: Comprehensive security sur­
veys are made for a number of campus offices
and facilities each year.
Operation Identification: This community ven­
ture into property identification works to deter
thefts and assist in the recovery of stolen items.
Bicycle Registration: The Department of Public
Safety encourages bicycle owners to register
their bikes. Decals and engraving are part of
this free program. High security bike locks are
carried by the college Bookstore.
Rape Awareness, Education & Prevention: Pre­
sentations and publications are made each year
to members of the college community.
Crime statistics and rates for the most recent
three-(3) year period are available on request
from the Department of Public Safety.
Swarthmore College’s Statement of Security
Policies and Procedures is written to comply
with the (PA) College and University Security
Information Act - 24 P.S., Sec. 2502-3 (c), and
the Federal “Crime Awareness and Campus
Security Act.” For a full copy of this document,
or to discuss any questions or concerns, contact
Owen Redgrave, Director of Public Safety..

COCURRICULAR ACTIVITIES
Student Council
The thirteen-member, semi-annually elected
Student Council is the chief body of student
government and exists to serve and represent
the students of Swarthmore College. The pow­
ers and responsibilities of the Student Council
are: 1) the administration of the Student
Activities Fund; 2) the appointment of stu­
dents to those committees within the college
community upon which student representa­
tives are to serve; 3) the oversight of those stu­
dents of those committees; 4) the operation of
just elections; 5) the execution of referendums;
6) the representation of the student body to
the faculty, staff, and administration, and to
outside groups, as deemed appropriate; 7) the
formulation of rules needed to exercise these
powers and to fulfill thses responsibilities.
Student Council provides a forum for student
opinion and is willing to hear and, when

judged appropriate, act upon the ideas, griev­
ances, or proposals of any Swarthmore student.
Major committees of the Council include the
Appointments Committee, Budget Commit­
tee, and Social Affairs Committee. The five
member Appointments Committee selects
qualified student applicants for positions on
student, faculty, and administration commit­
tees. The Budget Committee, made up of ten
appointed members, a Treasurer, and two
Assistant Treasurers, allocates and administers
the Student Activity Fund. The Social Affairs
Committee (SAC) allocates funds to all cam­
pus events, maintains a balanced social calen­
dar and is responsible for organizing formals
and various other activities that are designed
to appeal to a variety of interests and are open
to all students free of charge. SAC consists of
ten appointed members and two Co-directors
who are hired by the Concessions Committee.
Music
The Department of Music administers and
staffs several performing organizations. The
College Chorus, directed by John Alston, re­
hearses three hours per week. The College
Chamber Choir, a select small chorus drawn
from the membership of the Chorus, rehearses
an additional two hours twice a week. The
College Orchestra, directed by Sarah Ioannides,
rehearses twice a week. The Chamber Orchestra,
directed by John Alston, gives one concert
each semester; its rehearsals closely precede the
concert, and its members are drawn from The
College Orchestra. The fall concert will be
Beethoven’s Ninth Symphony. The Orchestra
(Chamber Orchestra), Chorus (Chamber
Choir), and Jazz Ensemble require auditions for
membership. The Wind Ensemble, which re­
hearses one night weekly and gives two major
concerts each year, is under the direction of
Michael Johns. The Early Music Ensemble, di­
rected by Michael Marissen, meets each week
and gives two concerts during the year.
Gamelan Semara Santi performs traditional and
modem compositions for Balinese Gamelan
(Indonesian percussion orchestra) under the
direction of Thomas Whitman. This group re­
hearses three hours per week and gives one
concert each semester.
The Jazz Ensemble, the Department’s large jazz
group directed by John Alston, rehearses week­
ly and gives two concerts each year. More in­
formation about joining these performing

53

College Life

groups can be found on the bulletin boards on
the upper level of Lang.
Instrumentalists and singers can also participate in the chamber music coaching program
coordinated by Dorothy Freeman. Several stu­
dent chamber music concerts (in which all in­
terested students have an opportunity to per­
form) are given each semester. These concerts
also provide an opportunity for student com­
posers to have their works performed.
The Swarthmore College String Quartet, com­
posed of four outstanding student string players
who also serve as principal players in the
College Orchestra and Chamber Orchestra,
performs frequently at the College and else­
where.
We offer academic credits in conjunction with
subsidies to support private instrumental and
vocal lessons for qualified students; please refer
to pages 74-81 (awards and fellowships) and
page 236 (Music Department, 48).
The Orchestra each year sponsors a Concerto
Competition, open to all Swarthmore College
students. Auditions for the competition are
normally held the first Thursday after winter
vacation. The winner performs with the
Orchestra at its spring concert.
Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(most with at least one piano), a concert and a
rehearsal hall (each with its own concert
grand), two organs, and two harpsichords. The
Daniel Underhill Music Library has excellent
collections of scores, books, and records.
The William J. Cooper Foundation presents a dis­
tinguished group of concerts each year on the
campus. The Department of Music and Dance
administers a separate series of public concerts.
FebFest, a month-long college-wide focus on
the arts, takes place each year at the beginning
of the spring semester. Symposia, concerts and
workshops by world-famous visiting artists and
on-campus ensembles as well as an annual
opera created and performed especially for
local school children are the central compo­
nents of the Festival.
Orchestra 2001, an acclaimed professional en­
semble devoted to the performance of contem­
porary music, is in residence at the College.
Under the direction of Professor of Music
James Freeman, the group gives an annual se­
ries of four or five concerts in Lang Concert

54

Hall, exploring music of the present time and
often including recent works by composers at
the College. World renowned soloists are fea­
tured, and student musicians are sometimes in­
vited to perform with the ensemble.
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 of 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 col­
leges. Lecture demonstrations for public
schools and for organizations within the sur­
rounding communities are also a regular part of
the yearly dance performance schedule.
For the past few years Swarthmore College has
been the recipient of Pennsylvania Council of
the Arts and National Endowment for the Arts
grants which have enabled the College, in con­
junction with the William J. Cooper Founda­
tion, to bring outstanding professional dance
companies to campus for short term residen­
cies.
These residencies typically last from three days
to two weeks, and include master classes, lec­
tures, performances, and sometimes, the cre­
ation of a new work by a guest artist for student
performers.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series of perfor­
mances and symposia focused on specific
themes.
Scholarships for summer study are available to
dance students through funds provided by the
Friends of Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded annu­
ally by the Department.
The Department of Physical Education and
Athletics sponsors a coeducational perfor­
mance group in Folk Dance.
Theatre
Associate Professor Allen Kuharski is Director

of The Theatre. He supervises the Theatre
Studies program. Interested students should
consult the departmental statem ent for
Theatre Studies.
Internships in film production, casting, devel­
opment and other departments are available at
theatres throughout the Philadelphia area. See
Mr. Kuharski for details.
Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be justi­
fied by the contributions which it can make to
the educational development of the individual
student who chooses to participate. In keeping
with this fundamental policy, Swarthmore’s
athletic program is varied, offering every stu­
dent a chance to take part in a wide range of
sports. Within the limits of finance, personnel,
and facilities, the College feels that it is desir­
able to have as many students as possible com­
peting on its intercollegiate or club teams, or in
intramural sports. Many faculty members serve
as advisers for several of the varsity athletic
teams. They work closely with the teams, at­
tending practices and many of the scheduled
contests.
Extracurricular Activities
There is a great variety of extracurricular life
more fully detailed in the Guide to Student Life.
The more than one hundred student organiza­
tions range in scope from Student Council to
Amnesty International to WSRN (the student
radio station). Social, athletic, political, cul­
tural, and community groups also provide stu­
dents with a wealth of opportunity and choice.
The College encourages students to participate
in whatever activities best fit their personal
talents and inclinations.
Publications and Media
The Phoenix, the weekly College newspaper,
the Halcyon, the college yearbook, and
WSRN, the campus radio station are com­
pletely student-run organizations. In addition,
there are more than fourteen other student
publications, including literary magazines and
newsletters. The current list of publications
can be found in the Guide to Student Life.

OUTREACH PROGRAMS
The Swarthmore College TRIO/Upward Bound
Program
TRIO/Upward Bound develops young leaders.
TRIO/Upward Bound offers academic and cul­
tural enrichment activities to high school stu­
dents in the surrounding community and pri­
marily the city of Chester. The primary goal of
this national program is to prepare urban high
school students for post-secondary education.
The TRIO/Upward Bound Program at Swarth­
more College began in 1964, and continues
with federal support from the U.S. Department
of Education. More than 700 TRIO Programs
exist on college campuses throughout the
United States. TRIO/Upward Bound is one of
the oldest and most active community out­
reach programs at Swarthmore College.
TRIO/Upward Bound offers both a six-week
residential summer school in which Swarth­
more students may serve as Tutor/Counselors,
and a series of activities during the academic
year in which Swarthmore students serve as
Tutors. For over 30 years, Swarthmore College
students have volunteered time to successfully
tutor and mentor hundreds of TRIO/Upward
Bound participants. The program is adminis­
tered by a full-time Project Director, Michael
Robinson.

OFFICE OF VOLUNTEER PROGRAMS
One of the College’s most tangible examples of
its commitment to foster a deep sense of ethi­
cal and social concern is its support of student
involvement in community service, advocacy
and social change. The Office of Volunteer
Programs connects community-articulated
needs with students, faculty and staff interested
in making a difference; and promotes student
leadership in development and implementa­
tion of community-based initiatives. The
Office provides training and coordination for
CIVIC (Cooperative Involvement of Volun­
teers In Communities), a collection of studentinitiated and led organizations engaged in a
wide array of efforts in Chester and the Greater
Philadelphia metropolitan area, including tu­
toring and after school programs, adult literacy,
environmental advocacy, programs for immi-

55

College Life

grant and refugee adults and children, classroom-based programs in local public schools,
and alternative break projects during Fall,
W inter and Spring breaks. The Office of
Volunteer Programs maintains a Clearinghouse
and web site listing nearly 500 individual vol­
unteer opportunities in the area, and supports
faculty in the development and implementa­
tion of courses that employ community-based
learning. Coordinator Patricia James supports
student, faculty and staff service efforts, orga­
nizes trainings and workshops, and manages li­
ability, budget and transportation for Collegesponsored volunteer efforts.
Civic Programs:
1. Chester Community Improvement Project
renovates abandoned houses for subsidized pur­
chase by low-income families.
2. Homework Enrichment Program is an after­
noon homework clinic for elementary school
children.
3. Chester Tutorial helps elementary school
children with homework two evenings per
week.
4. Students Promoting Environmental Equity
In Chester (SPEEC) works with a grassroots
community organization to provide informa­
tion to residents about issues of environmental
justice; and conducts a children’s environmen­
tal education program.
5. SRS Tutors meet once a week with students
at the nearby SRS elementary school to pro­
vide tutoring and homework enrichment.
6. Teaching Leadership In Chester (TLC)
works with middle school students in Chester
to provide training in leadership and non-vio­
lent conflict resolution.
7. Chinatown Tutorial works with ChineseAmerican and immigrant children in
Philadelphia to improve language and academ­
ic skills, and to increase self-esteem. This is a
cooperative project with students from Bryn
Mawr, Haverford and the University of
Pennsylvania.
8. Serving The Homeless In Philadelphia
(SHIP) provides food, clothing and informa­
tion about human services for homeless people
in Philadelphia. They offer hands-on educa­
tion programs for children to gain a better un­
derstanding of homelessness.
9. Science For Kids works with students at a

56

local elementary school once a week to foster
interest and excitement about science.
10. Fall, W inter & Spring Break Service Proj­
ects: Students work on various community-de­
fined projects in the Norris Square Neigh­
borhood of Philadelphia.
New CIVIC groups include a leadership program for middle school girls, a community gardening program at a shelter, a prison literacy
program, an adult literacy program for Asian
immigrants, and a program with elderly resi­
dents of a nearby care center.
Landis Community Service Fund
The Landis Community Service Fund was established in 1991 by James Hormel, Class of
1955, and other friends of Kendall Landis,
Class of 1948, in recognition of his 18 years of
service to the College. Grants are awarded
from this fund at the direction of the Dean’s
Office to faculty and students for community
outreach service programs.
Swarthmore Foundation
The Swarthmore Foundation awards grants to
students (including graduating seniors), faculty
or staff, for participation in community service
during the College year and/or summer. Grants
ranging from $500 to $3,000, for living expenses or essential project materials, are
awarded three times each year by the Swarthmore Foundation Committee (Catalogue p.
322). During the 1997-98 academic year, the
Foundation awarded $70,000 in grants.
Preference is given to projects in Chester,
Philadelphia, Delaware County, or the applicant’s home town. For further information consuit Verna Cole, chair of the Swarthmore
Foundation Committee, or Gilmore Stott in
the Dean’s Office.

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ALUMNI RELATIONS
Alumni Relations is the primary communication link between the College and its alumni,
enabling them to maintain an on-going relationship with each other. Some of the office s
programs and activities include Alumni
Weekend, an Alumni College, the Alumni
Council, Parents Weekend, alumni gatherings
all over the country, and alumni travel. The
Alumni Office hires students as events interns,
and to help at alumni events on campus.

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The Alumni Office works closely with the
Office of Career Planning and Placement to fa­
cilitate networking between students and
alumni and among alumni, to take advantage
of the invaluable experience represented
among the alumni. The Alumni Office also
helps officers of the senior class and alumni
groups plan special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in
1882, and to the Alumni Council, the govern­
ing body of the Alumni Association. The
Alumni Office gives staff support also to re­
gional alumni and parent groups, called
Connections, in Philadelphia, New York City,
Boston, Washington, D.C. and Baltimore,
North Carolina, Chicago, Los Angeles, San
Francisco, and Seattle.
There are 16,722 alumni: 8,671 men, 8,051
women, and 2,276 married to each other, giv­
ing substance to the traditional appellation for
the College of “the Quaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.

sources and expertise of the faculty and profes­
sional staff. The News and Information Office
prepares two publications. On Campus, a
monthly schedule of campus activities that are
open to the public, is distributed on request to
more than 2,000 households in the Phila­
delphia area. The Weekly News, a newsletter of
events and announcements, is distributed to
faculty, staff, and students. The office lends
support for special events and projects, and
provides public relations counsel for the
College.
The Office hires students as feature writers,
events publicity writers, and clerical help.

COLLEGE PUBLICATIONS
The Publications Office creates a variety of
printed communications for the College com­
munity. The quarterly Swarthmore College
Bulletin is sent free of charge to all alumni, par­
ents, friends, and members of the senior class.
Other publications produced by the office in­
clude an annual engagement calendar, the bi­
annual Garnet Letter, a report of donations to
the College, a parents newsletter, and this cat­
alogue. Members of the Publications staff and a
student intern provide editorial, photographic,
graphic design, and print production services
to other offices on campus.

NEWS AND INFORMATION
The Office of News and Information works
with the faculty, students, and staff to provide
news about the College to the public, primari­
ly through the print and broadcast media. It
publicizes all public events on campus, and re­
sponds to requests from the media for informa­
tion on a variety of subjects by using the re-

57

IV
Educational Program
Faculty Regulations
Degree Requirements

58

Awards and Prizes
Fellowships

Educational Program

GENERAL STATEMENT
Swarthmore College offers the degree of
Bachelor of Arts and the degree of Bachelor of
Science. The latter is given only to students
who major in Engineering; the former, to stu­
dents in the Humanities, the Social Sciences,
and the Natural Sciences. Four years of resi­
dent study are normally required for a
Bachelor’s degree (see page 73), but variation
in this term, particularly as a result of
Advanced Placement credit, is possible (see
page 22).
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 cit­
izens 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 aesthet­
ic values, and with the development of analyt­
ical abilities. Intellectually it aims to enhance
resourcefulness, serious curiosity, open-mind­
edness, perspective, logical coherence, insight,
discrimination.
The Swarthmore curriculum requires of the
student both a diversity of intellectual experi­
ence sufficient to test and develop different
capacities and perspectives and concentration
on some field(s) sufficiently intensive to devel­
op a serious understanding of problems and
methods and a sense of the conditions of mas­
tery. These ends of a liberal education are
reflected in requirements for distribution and
for the major.
During the first half of their college program all
students are expected to satisfy most if not all
of the distribution requirements, to choose
their major and minor subjects, and to prepare
for advanced work in these subjects by taking
certain prerequisites. The normal program
consists of four courses each semester chosen
by the student in consultation with his or her
faculty advisor.
All students must fulfill the requirements for
the major, and before the end of the senior
year, students are required to pass a compre­
hensive examination or its equivalent, given
by the major department.

For Honors candidates, courses and seminars
taken as preparation for external evaluation
occupy approximately one-half of the student’s
work during the last two years. In addition to
work taken as a part of the Honors Program,
the students take other courses which provide
opportunities for further exploration. During
the senior year many departments offer a spe­
cially designed Senior Honors Study for
Honors majors and minors to encourage
enhancement and integration of the Honors
preparations. A t the close of the senior year,
candidates for Honors will be evaluated by
visiting examiners.
The program for engineering students follows a
similar basic plan, with certain variations
which are explained on page 136. Courses out­
side the technical fields are distributed over all
four years.
The course advisors of freshmen and sopho­
mores are members of the faculty appointed by
the Dean. For juniors and seniors the advisors
are the chairs of their major departments or
their representatives.

PROGRAM FOR FRESHMEN
AND SOPHOMORES
The major goals of the first two years of a
Swarthmore education are to introduce stu­
dents to a broad range of intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require­
ments are designed to aid students in achieving
these goals.
To meet the distribution requirements, a student
must:
1) complete at least 20 credits outside the
major before graduation;
2) take at least three credits in each of the
three divisions of the College (listed below),
the third credit of which can be AP credit or
credit awarded for work done elsewhere;
3) of the three credits in each division, take at
least two credits which are in different depart­
ments and are also designated Primary Distri­
bution courses. This will make a total of six
Primary Distribution courses, each in different
departments, and spanning the three divisions

59

Educational Program

equally.
For purposes of the distribution requirements
the three divisions of the College are consti­
tuted as follows:
Humanities: Art, Classics (literature), English
Literature, Modem Languages and Literatures,
Music and Dance, Philosophy, Religion.
Natural Sciences and Engineering: Biology,
Chemistry, Computer Science, Engineering,
Mathematics and Statistics, Physics and
Astronomy.
Social Sciences: Classics (ancient history),
Economics, Education, History, Linguistics,
Political Science, Psychology, Sociology and
Anthropology.
Primary Distribution courses place particular
emphasis on the mode of inquiry in a particu­
lar discipline. In teaching students to be self
conscious about how knowledge is generated,
these courses seek to develop an appreciation
of both the power and the limits of each disci­
pline within a broader system of knowledge. In
recognition of the importance of writing as an
integral part of the learning process in disci­
plines across the curriculum, Primary Distri­
bution courses also provide considerable prac­
tice in expressing analytic and synthetic
thought in writing. Primary Distribution cours­
es are intended to be appropriate both for those
students who continue in a field and for those
who do not. To promote discussion they are
restricted to 25 students or have accompanying
small laboratories or discussion sections.
Courses which count for Primary Distribution
are designated in the departmental listings.
The requirement of six Primary Distribution
courses must be satisfied by courses taken at
Swarthmore and, with the exception of litera­
ture courses taught in a language other than
English, will normally be completed before the
student enters the junior year.
Any course in a division (with the exception of
English Literature courses numbered 1A, IB,
1C, Music courses numbered 40-49, and Dance
courses numbered 1-12 and 40) may be chosen
as the third Distribution course in that divisidft, including AP credit or credit awarded for
work done elsewhere. Some courses may be
designated as qualifying for distribution (in­
cluding Primary Distribution) within more
than one division. One-credit courses so desig­
nated can be counted in only one of those divi­

60

sions; multi-credit courses so designated may
be counted for distribution in two or more divi­
sions.
A course cross-listed between departments,
within or across divisions, will fulfill the distri­
bution requirement only for the department
and division of the professor who offers the
course. Unless designated otherwise, courses
taught jointly or alternately by faculty mem­
bers of departments in different divisions may
not be used to satisfy distribution requirements.
Students who have been granted credit and
advanced placement in two departments in the
same division for work done prior to matricula­
tion at Swarthmore will be exempted from one
Primary Distribution requirement in that divi­
sion on the condition that they take an addi­
tional 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 of those departments. Students
who enter Swarthmore as transfer students
with eight credits of college work will be
exempted from one Primary Distribution
requirement in each division. Students who
enter Swarthmore with at most four semesters
remaining to complete their degree will be
exempted from the Primary Distribution component of the distribution requirement.
It is most desirable that students include in
their programs some work in a foreign language, beyond the basic language requirement
(see p. 73). A student who intends to major in
one of the natural sciences, mathematics, or
engineering should take an appropriate mathematics course in the freshman year. Students
intending to major in one of the social sciences
should be aware of the increasing importance
of mathematical background for these subjects.
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 72.
Early in the sophomore year, the student
should identify two or three subjects as possible
majors, paying particular attention to departmental requirements and recommendations. 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 two

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years. This plan will be submitted to the chair
I of the student’s proposed major as a part of the
I application for a major. Acceptance will be
I based on the student’s record and an estimate
of his or her capacities in the designated major.
I Students who fail to secure approval of a major
I may be required to withdraw from the College.
I While faculty advisors assist students in preparI ing their academic programs, students themI selves are individually responsible for planning
I and adhering to programs and for the comple] tion of graduation requirements. Faculty advi­
sors, department chairs, other faculty members,
the Deans, and the Registrar are available for
information and advice.

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PROGRAMS FOR JUNIORS AND SENIORS
The major goals of the last two years of a
Swarthmore education are to engage students
with a chosen field of inquiry and to assist
them in assuming an independent role in cre­
ating and synthesizing knowledge within it.
The breadth of exposure, acquisition of skills,
and development of a critical stance during the
I first two years prepare students to pursue these
goals. With the choice of a major, the focus
shifts from scope to depth. Students become
involved for two years with a discrete field of
inquiry and demonstrate their mastery of that
field through the completion of courses within
the major and courses taken outside the major
which serve to expand and deepen the stu­
dent’s perspective on the major.
All students are required to include sufficient
work in a single department or program (desig­
nated as a “major”) to make an equivalent of at
least eight courses before graduation.
To complete a departmental major, a student
must be accepted as a major, and in addition to
the standard eight courses and comprehensive
requirement in the major department, must
fulfill other specific departmental require­
ments. The requirements for acceptance to
departmental majors and for completion of
them are specified in this catalogue under the
| respective departmental listings, and are
designed to ensure a comprehensive acquain­
tance with the field. The completion of two
majors is allowed depending upon the permisI sion of both departments of the proposed dou­

ble major for the student. Triple majoring is
not allowed. A student must accumulate twen­
ty course credits outside his or her major, hut
there is no other limit on the number of cours­
es that a student may take in his or her majpr.
W ith departmental permission(s) it is possible
for a student to plan a Special Major that
includes closely related work in one or more
departments. A Special Major is expected to be
integral in the sense that it specifies a field of
learning (not necessarily conventional) or
topic or problems for sustained inquiry that
crosses departmental boundaries and can be
treated as a sub-field within the normal depart­
mental major. Special Majors consist of at least
10 credits and normally of no more than 12
credits. Students with Special Majors normally
complete a minimum of six courses in the pri­
mary department, omitting some of the
breadth requirements of the major field; but
course requirements central to systematic
understanding of the major field will not be
waived. Students with Special majors must
complete the major comprehensive require­
ment, which may consist of a thesis or other
written research project(s) designed to inte­
grate the work across departmental boundaries.
By extension, Special Majors may be formu­
lated as joint majors between two departments,
normally with at least five credits in each
department and 11 in both departments,
which, in such programs, collaborate in advis­
ing and in the comprehensive examination. In
some areas, such as Biochemistry, Computer
Science, Dance, Linguistics, and Psycho­
biology, in which special majors are done fre­
quently, the departments involved provide rec­
ommended programs. These are described in
the relevant department sections of the Bulletin
or in material available from department
chairs.
During the junior and senior years, students are
advised by the chair of the major department
(or a member of the department designated by
the chair) whose approval must be secured for
the choice of courses each semester.

HONORS PROGRAM
The Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most
recently in 1994, is a distinctive part of

61

Educational Program

Swatthmore’s educational life.
The Honors Program has as its main ingredi­
ents student independence and responsibility
in shaping the educational experience; colle­
gial relationships between students and faculty;
peer learning; opportunity for reflection on and
integration of specific preparations; and evalu­
ation by external examiners. Honors work may
be carried out in the fall range of curricular
options, including studio and performing arts,
study abroad, and community-based learning.
Students and their professors work in collegial
fashion as Honors candidates prepare for eval­
uation by external examiners from other acad­
emic institutions. While Swarthmore faculty
grade most of the specific preparations, the
awarding of honorifics on a student’s diploma is
solely based on the evaluation of the external
examiners.
Preparations for Honors are defined by each
Department, and include seminars, indepen­
dent projects in research as well as in studio
and performing arts, and specially designated
pairs of courses. In addition, many departments
offer their own format for Senior Honors
Study, designed to enhance, and where appro­
priate integrate, the preparations in both major
and minor.
Each Honors candidate’s program will include
three preparations for external examination in
a major and one in a minor, or four prepara­
tions in a special or interdisciplinary major.
Students offering three preparations in a major
or four preparations in a special or interdisci­
plinary major will be exempted from compre­
hensive exams in those majors. (Double majors
may participate in the Honors Program
through three preparations in one major and
one preparation in the other). Preparations for
both majors and minors will be defined by each
department, program, and interdisciplinary
major that sponsors a major. In addition,
minors may be defined by any program or con­
centration.
Each Honors candidate’s program will also
include at least one credit of Senior Honors
Study, in which preparations in both major and
minor are included. For the purposes of the 20course rule, up to one credit of Senior Honors
Study does not count as in the major depart­
ment. All preparations will be graded by
Swarthmore instructors with the exception of

theses and other original work. Grades for
those and for Senior Honors Study will correspond to the level of Honors awarded by external examiners. Except in the case of theses or
other original work, modes of assessment by
the external examiners will include written
exams and/or other written assignments completed in the spring of the Senior year. In addition, during Honors week at the end of the
Senior year, every Honors candidate will meet
on campus with external evaluators for an oral
examination of each preparation. Specific formats for preparations and for Senior Honors
Study are available in each department office.
Students will normally include their intention
to prepare for Honors in their Plan of Study for
the Last Two Years, written in the spring of
their Sophomore year. They must also submit
to the Office of the Registrar a formal application for a specific program of Honors preparation. The Registrar provides a form for this purpose. Departments, Programs and Concentra­
tions, will make decisions about acceptance of
Honors programs at the end of the Sophomore
year. Students will be accepted into Honors
with the proviso that their work continue to be
of Honors quality. Students may also apply to
enter Honors during their Junior year, in which
case the decision will be made at the end of the
Junior year. Any proposed changes to the
Honors program must be submitted for
approval on a form provided for this purpose by
the Registrar. Honors programs may not be
changed after December 1 of a student’s senior
year. The decision of the departments or inter­
disciplinary programs will depend on the pro­
posed program of 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 of hon­
ors candidacy. The major department or inter­
disciplinary program is responsible for the orig­
inal plan of work and for keeping in touch with
the candidate’s progress from semester to
semester.
A t the end of the senior year the decision of
the degree of Honors to be awarded the candi­
dates is entirely in the hands of the visiting
examiners. Upon their recommendation, suc­
cessful candidates are awarded the Bachelor’s
Degree with Honors, with High Honors, or
with Highest Honors.

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j EXCEPTIONS TO THE FOUR-YEAR
PROGRAM

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Although the normal period of uninterrupted
work toward the Bachelor of Arts and Bachelor
of Science degrees is four years, graduation in
three years is freely permitted when a student
can take advantage of Advanced Placement
credits, perhaps combining them with extra
work by special permission. In some cases stu­
dents may qualify for advanced standing—they
may become juniors in their second year. To
qualify for advanced standing a student must 1)
do satisfactory work in the first semester; 2)
obtain 14 credits by the end of the first year; 3 )
intend to complete the degree requirements in
3 years; and 4) signify this intention when
she/he applies for a major by writing a sopho­
more paper during the spring of the first year.
When circumstances warrant, a student may
lengthen the continuous route to graduation to
five years by carrying fewer courses than the
norm of four although College policy does not
permit programs of fewer than three credits for
degree candidates in their first eight semesters
of enrollment. A course load lower than the
norm may be appropriate for students who
enter Swarthmore lacking some elements of
the usual preparation for college, who are phys­
ically handicapped, or who wish to free time
for activities relating to their curricular work
although not done for academic credit. Such
five-year programs are possible in Music and
Studio Arts for students who are taking
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 applica­
tion to and selection by the department con­
cerned, which will look for exceptional accom­
plishment or promise. In all cases where it is
proposed to reduce academic credit and
lengthen the period before graduation the
College looks particularly to personal circum­
stances and to careful advising and necessarily
charges the regular annual tuition (see the pro­
visions for overloads, p. 23). Full-time leaves of
absence for a semester or a year or more are
freely permitted and in some cases encouraged,
subject also to careful planning and academic
advising. Information about work opportuni­
ties for leave-takers available through the
College Venture Program is in the Career

Planning and Placement office.

NORMAL COURSE LOAD
Although normal progress toward the degree of
Bachelor of Arts or Bachelor of Science is
made by eight semesters’ work of four courses
or the equivalent each semester, the object of
progress toward the degree is not the mere
accumulation of 32 credits. Students may and
frequently do vary this by programs of five
courses, or three courses, with special permis­
sion. College policy does not permit programs
of fewer than three courses within the normal
eight semester enrollment. Programs of more
than five courses or fewer than four courses
require special permission (see p. 23 on tuition
and p. 70 on registration).

FORMATS OF INSTRUCTION
While classes and seminars are the normal cur­
ricular formats at Swarthmore, faculty regula­
tions encourage other modes as well. These
include various forms of individual study, stu­
dent-run courses, and a limited amount of
“practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission of the instruc­
tor, a project of additional reading, research,
and writing. If this attachment is taken con­
currently with the course it is normally done
for half credit. If it is taken in a later semester
(preferably the semester immediately follow­
ing), it may be done for either half or full cred­
it. This kind of work can be done on either a
small-group or individual basis. It is not possi­
ble 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 candi­
dates it is an alternative to seminars as a prepa­
ration for papers. Students who decide before
the middle of the semester to do a half-credit
attachment may, with permission, withdraw
from a regular course and carry three and a half
credits in that term to be balanced by four and

63

Educational Program

a half credits in another term. Students may do
as many as two attachments each year.
Directed Reading and Tutorials
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, opportuni­
ties 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 considered
appropriate, and it is generally desirable 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 permits.
Student Run Courses
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 exami­
nation or equivalent administered by him or
her, but normally with no further involvement
of faculty. In organizing such a course students
obtain provisional approval and agreement to
serve as course supervisor from a faculty mem­
ber by December 1st (for the spring term) or
May 1st (for the fall term) on the basis of an
initial memorandum emphasizing the principal
subject matter to be studied, the questions to
be asked about it, the methods of investigation,
and providing a preliminary bibliography. The
course is then registered by its organizers with
the Provost, who has administrative supervi­
sion of such work, and who may waive the fore­
going deadlines to recognize problems in the
organization of such courses. The course super­
visor consults his or her department, and in the
case of an interdepartmental course, any other
department concerned, whose representatives
together with the Provost will decide whether
to approve the course. The supervisor also
reviews the course outline and bibliography
and qualifications and general eligibility of stu­
dents proposing to participate in the course.
After a student-run course has been found
acceptable by the appropriate department (or
departments) and the Provost, the course
supervisor’s final approval is due ten days

64

before the term begins, following which a
revised reading list and class list are given to
the Librarian and the course title and class list
are filed with the Registrar. A t the end of the
course the supervisor evaluates and grades the
students’ work in the usual way or arranges for
an outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provision­
ally 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, con­
tinued for the balance of the term for full cred­
it. Alternatively, student-run courses may be
started after the beginning of the semester (up
to midsemester) for half credit and then be
continued, on the same basis, into the follow­
ing term. Or they may be taken for half credit
over a full term. The role of the course super­
visor may exceed that in planning and evalua­
tion outlined above and extend to occasional
or regular participation. The only essentials,
and the purpose of the procedures, are suffi­
cient planning and organization of the course
to facilitate focus and penetration. The course
planning and organization, both analytical and
bibliographical, are also regarded as important
ends in themselves, to be emphasized 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 like­
ly to contribute to a student’s progress in regu­
lar course work, and subject to four conditions:
(1) agreement of an instructor to supervise the
project; (2) sponsorship by the instructor’s
department, and in the case of an interdiscipli­
nary project, any other department concerned,
whose representatives together with the
Provost will decide whether to grant permis­
sion for the applied or practical work before
that work is undertaken; (3) a basis for the pro­
ject in some prior course work; and (4) nor­
mally, the examination of pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience of the offcampus world or responsible applications of

academic learning or imaginative aspects of
the practice of an art are the primary elements.
Because such work is likely to bear a loose rela­
tion to organized instruction and the regular
curriculum, the College limits academic credit
[for it while recognizing its special importance
for some students’ programs.

INTERDISCIPLINARY WORK
The requirements of the major typically leave
room for significant flexibility in students’ pro­
grams, both within and outside the major. This
may be used to pursue a variety of interests and
[to emphasize intellectual diversity; it may also
be used for the practical integration of individ­
ual programs around interests or principles sup­
plementing the major. The College offers
[interdepartmental majors in Asian Studies,
Medieval Studies, and Comparative Literature,
and formal interdisciplinary programs called
Concentrations in Black Studies, Computer
Science, Environmental Studies, Francophone
ptudies, German Studies, Interpretation
Theory, Latin American Studies, Peace and
Conflict Studies, Public Policy, and Women’s
Studies. Study in a Concentration can either
[be in combination with a student’s regular
major or prepared as a minor in the Honors
Program. The specific requirements for these
programs are outlined in the relevant sections
of the Bulletin.
It should be recognized that some departments
are themselves interdisciplinary in nature; that
a considerable number of courses are cross-list­
ed between departments; that each year some
courses are taught jointly by members of two or
[more departments; and that departments com­
monly recommend or require supporting work
[for their majors in other departments. Many
father opportunities exist informally—e.g., in
African studies, in American studies, in reli­
gion and sociology-anthropology, in engineer­
ing and social sciences, or in chemical physics.
Students are encouraged to seek the advice of
faculty members on such possibilities with
respect to their particular interests.

HEALTH SCIENCES ADVISORY PROGRAM
The function of the health sciences advisory
program is twofold: to advise students interest­
ed in a career in the health sciences, and to
prepare letters of recommendation for profes­
sional schools to which students apply. The let­
ters are based on faculty evaluations requested
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 nec­
essary requirements, as well as the general
College requirements. The following courses
are among the minimum requirements for stu­
dents entering medical or dental schools:
Biology 1, 2 (students who have earned
advanced placement credit for either Biology 1
or 2 should take one other biology course);
Chemistry 10, 22, 32,38; Physics 3, 4; Math 5
and one additional math course; and English
Literature, two semester courses. The work of
the junior and senior years may be completed
in either the Course or the Honors Program,
and in any major department of the student’s
choice. However, professional schools in the
health sciences generally require a demon­
strated proficiency in the basic sciences. All
required courses should therefore be taken on a
graded basis after the first semester of the fresh­
man year.
Almost all medical schools require applicants
to take the Medical College Admission Test
which is given in April and August 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 A ptitude Test, are often
required 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
Office: Medical School Admission Requirements
and Admission Requirements of American Dental
Schools. Catalogs for most medical and veteri­
nary schools are also on file in the Advisory
Office.
The Health Sciences Advisor meets periodi-

65

Educational Program

cally with students interested in health careers
and is available to assist students in planning
their programs in cooperation with students’
own academic advisors. The Health Sciences
Office publishes two booklets “Guide to
Premedical (Predental and Preveterinary)
Studies for First- and Second-year Students at
Swarthmore College” and “Guide to Applying
to Medical School for Swarthmore Under­
graduates and Alumni/ae” which contain spe­
cific information about the Swarthmore cur­
riculum. Further information on opportunities,
requirements and procedures can be obtained
from the Health Sciences Advisor but it is the
student’s responsibility to make his or her
intentions known to the Advisor at the earliest
possible date.

CREATIVE ARTS
Work in the creative arts is available both in
the curriculum of certain departments and on
an extracurricular basis. Interested students
should consult the departmental statements in
Art, English Literature, and Music and Dance.

COOPERATION WITH NEIGHRORING
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 of extra tuition. Students are ex­
pected to know and abide by the academic reg­
ulations of the host institution. (This arrange­
ment does not apply to the summer sessions of
the University of Pennsylvania and Bryn Mawr
College.) Final grades from such courses are
recorded on the Swarthmore transcript, but
these grades are not included in calculating the
Swarthmore grade average.

STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,

Pomona College, Rice University, and Tufts
University. Selection is made by a committee
of the home institution from among applicants
who will be sophomores or juniors at the time
of 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
exchange takes place.

STUDY ARROAD
The College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts of their degree programs. The Office for
Foreign Study, and the Foreign Study Adviser,
will help all interested students at every
stage—planning, study abroad, return—of the
process.
To be accepted for credit toward the Swarth­
more degree, foreign study must meet Swarth­
more academic standards. W ith proper plan­
ning, this condition normally is readily met.
Proper planning begins with seeing the Foreign
Study Adviser as early as possible in one’s col­
lege career. Credit for study abroad is awarded
according to College regulations for accredit­
ing work at other institutions; and the process
must be completed within the academic year
following return to the College. All students
who study abroad must complete the accredita­
tion process immediately upon return.
The Swarthmore Program in Grenoble, France,
inaugurated in the fall of 1972. Students enter­
ing this program spend either one or two
semesters at the University of Grenoble, where
their course of study is the equivalent of one or
two semesters at Swarthmore. This program,
under the auspices of the Department of
Modem Languages and Literatures, is open to
students from any department, but especially
those in the humanities and social sciences.
Should there be places available, applications
from students at other institutions are accept­
ed. The number of participants is limited to
twenty-five.

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Students are integrated into the academie life
at the University of Grenoble through regular
e
courses, when their language competence
s
allows, or through special courses for foreign
e students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation of External Examination papers is
d
e possible in certain fields. The program is
is designed primarily for juniors and second
il semester sophomores, but seniors can be
e accommodated in special cases.
A member of the Department of Modem
e Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program and
the living arrangements of the students, and
advises on all educational or personal prob­
lems. A coordinator of the program at
Swarthmore handles such matters as admis­
>f
o sions to the program (in consultation with the
il Deans), financial aid, transfer of academic
>r credit to departments within the College and
r, to institutions whose students participate in
the program. Applications for the fall semester
Y
ie must be submitted by March 15 and for the
spring semester by October 15.
Academic Year in Madrid, Spain. This program is
i'
administered by the Romance Language
ii* Department of Hamilton College, in coopera­
tion with faculty members of Williams and
t.
Swarthmore Colleges. Students may enroll for
n
the fall academic year or for either the fall or
è
spring semester. (Credit at Swarthmore must
d
be obtained through the departments con­
ss I cerned.) The program attempts to take fall
ir I advantage of the best facilities and teaching
es I staff of the Spanish community, while adhering
i' I to the code of intellectual performance charac­
teristic of the most demanding American insti­
tutions.
A distinguishing aspect of the program is the
r'
individual guidance provided students in nonb
academic areas, especially in (1) the efforts
re
that are made to find homes well suited for stu­
)r
i, I dent lodging, and (2) the activities which are
planned to insure ample contact with Spanish
3:o II students.
ly The program is based in Madrid, where the cul­
s. I tural, educational and geographic benefits are
1S I optimal. Classrooms and office space are locat­
t' I ed at the International Institute (Miguel Angel
:o I 8, Madrid). The Institute houses a library emi­
nently suited for study and research, and it
s

I

sponsors a series of lectures, concerts, and
social activities.
The program is under the general guidance of a
committee comprised of members of the
Hamilton College Department of Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges, serve
also as directors-in-residence in Madrid.
Applications and further information are avail­
able from the Department of Modem Lan­
guages and Literatures.
In addition to the programs in Grenoble and
Madrid, there are a number of excellent foreign
study programs throughout the world. The
Foreign Study Office, along with the academic
departments and programs of the College, will
advise students on this. Information on foreign
study programs is available in the Foreign
Study Office.
Financial aid may be applied to study abroad,
with the approval of the Foreign Study Office.
Fot students who are in good academic stand­
ing and who plan to attend academically and
credit worthy programs, approval is normally
routine.
Study abroad students who wish to receive
credit toward the Swarthmore degree for their
completed work will pay, for the semster or
year abroad, fall Swarthmore tuition, room,
and board to Swarthmore, and Swarthmore
will pay the foreign study programs on their
behalf. Complete information on payment pro­
cedures for study abroad is available in the
Foreign Study Office.
The Olga Lamkert Memorial Fund. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor of Russian at Swarthmore
College from 1949 to 1956, is available to stu­
dents with demonstrated financial need who
wish to attend a Russian summer school pro­
gram in this country or either the Leningrad or
Moscow semester programs. Awards based on
merit and financial need will be made on the
recommendation of the Russian section of the
Department of M odem Languages and
Literatures.
The Eugene M. Weber Memorial Fund. Income
from a fund established in 1986 to honor the
memory of Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demonstrat­
ed financial need who wish to attend an acad-

67

Educational Program

emic program in a German-speaking country.
Awards based on merit and financial need will
be made on the recommendation of the
German section of the Department of Modem
Languages and Literatures.

STUDENT RIGHT TO KNOW
Swarthmore College’s six-year graduation rate,
based on the 1991 new First-Year student co­
hort, is 92.2%.

68

Faculty Regulations

ATTENDANCE AT CLASSES
Regular attendance is expected. Faculty mem­
bers will report to the Dean the name of any
student whose repeated absence is in their
opinion impairing the student’s work. The
number of absences allowed in a given course is
not specified, a fact which places a heavy
responsibility on all students to make sure that
their work is not suffering as a result of
absences. Since first-year students must exer­
cise particular care in this respect, and since
the Faculty recognizes its greater responsibility
toward them in the matter of class attendance,
it is expected that first-year students, especial­
ly, will attend all classes.
When illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course with­
out attending class meetings by reading the
material prescribed by a syllabus and taking a
final examination, under the following condi­
tions:
1) The student must signify intent to do so at
the time of registration, having obtained the
instructor’s approval in advance.
2) If after such registration the student wishes
to resume normal class attendance, the instruc­
tor’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 ade­
quate evaluation of his or her performance.
4) The final grade will be recorded by the
Registrar exactly as if the student had attended
classes normally.

GRADES
Instructors report to the Dean’s and Registrar’s
offices at intervals during the year upon the
work of students in courses. Informal reports
during the semester take the form of comments
on unsatisfactory work. A t the end of each
semester formal grades are given in each course
either under the Credit/No Credit (CR/NC)
system, or under the letter system, by which A
means excellent work, B good work, C satisfac­
tory work, D passing but below the average
required for graduation, and NC (no credit) for

uncompleted or unsatisfactory work. Letter
grades may be qualified by pluses and minuses.
W signifies that the student has been permitted
to withdraw from the course. X designates a
condition; X means that a student has done
unsatisfactory work in the first half of a year
course, but by creditable work during the sec­
ond half may earn a passing grade for the full
course and thereby remove the condition. R is
used to designate an auditor or to indicate
cases in which the work of a foreign student
cannot be evaluated because of deficiencies in
English.
In Progress
IP (In Progress) is the grade used when nor­
mally everyone in a class continues working on
a project into the next semester; IP is given at
the end of the first semester to indicate “In
Progress.” Final grades are normally due at the
end of the succeeding semester.
Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or exami­
nations. The Faculty has voted that a student’s
final grade in a course should incorporate a
zero for any part of the course not completed by
the date of the final examination, or the end of
the examination period. However, if circum­
stances beyond the student’s control preclude
the completion of the work by this date, a
grade of Incomplete (Inc.) may be assigned with
the permission of the Registrar. In such cases
incomplete work must normally be made up
and graded and the final grade recorded within
five weeks after the start of the following term.
Except by special permission of the Registrar
(on consultation with the Committee on
Academic Requirements) all grades of Inc. still
outstanding after that date will be replaced on
the student’s permanent record by NC (no
credit). Waiver of this provision by special per­
mission shall in no case extend beyond one
year from the time the Inc. grade was incurred.
Credit/No Credit
The only grades recorded on students’ records
for courses taken during their first semester of
the freshman year are CR (credit) and NC (no
credit). In the balance of their work at
Swarthmore, students may exercise the option
to take up to four more courses for Credit/No
Credit by informing the Registrar’s Office
within the first two weeks of the term in which

69

Faculty Regulations

the course is taken. U ntil the middle of the
semester, students may reconsider and opt to
receive a formal grade in the course. This
course will count as one of the four optional
Credit/No Credit courses. Repeated courses
may not be taken Credit/No Credit. Courses
only offered as Credit/No Credit do not count
in the four optional elections. For freshmen
and sophomores CR will be recorded for work
that would earn a grade of straight D or higher;
for juniors and seniors (that is, students with at
least 16 credits, not counting AP credits) the
minimum equivalent letter grade for CR will
be straight C. Instructors are asked to provide
the student and the faculty adviser with evalu­
ation of the student’s Credit/No Credit work.
The evaluation for first-semester freshmen
includes a letter-grade equivalent; for other
students the evaluation may be either a lettergrade equivalent, or a comment. Such evalua­
tions are not a part of the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be provid­
ed to other institutions if requested by the stu­
dent and absolutely required by the other insti­
tution.
Some courses can be repeated for credit; these
are indicated in departmental course descrip­
tions. For other courses, the following rules
apply: Permission to repeat a course must be
obtained from the Swarthmore instructor
teaching the repetition. To take a course at
another school to serve as a repeat of a course
previously taken at Swarthmore, permission
must be obtained from the chair of the
Swarthmore department in which the original
course was taken. For possible credit for such
work done elsewhere, the chair’s permission
needs to be obtained as a part of the credit
approval and validation processes.
For repeated courses in which the student
withdraws before the mid-point of the semes­
ter, the grade and credit for the previous
attempt will stand. For other repeated courses,
the grade for the previous attempt will be pre­
served in brackets on the permanent record,
and any credit for the previous attempt will be
permanently lost; the final grade and any cred­
it earned in the repetition are the grade and
credit applicable to the Swarthmore degree.
Repeated courses may not be taken Credit/No
Credit.
Reports of grades are sent to students at the

70

EX«

end of each semester. They are not routinely
sent to parents or guardians, but such informa­
tion may be released when students request it.
A C (2.0) average is required in the courses
counted for graduation. A n average of C is
interpreted for this purpose as being a numeri­
cal average of at least 2.0 (A+, A = 4.0, A - =
3.67, B+ = 3.33, B = 3.0, B - = 2.67, C+ = 2.33,
C = 2.0, C - = 1.67, D+ = 1.33, D = 1.0, D- =
0.67). Grades of Credit/No Credit and grades
on the record for work not taken at Swarth­
more College are not included in computing
this average.

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REGISTRATION
All students are required to register and enroll
at the time specified in official announcements
and to file programs approved by their faculty
advisors. Fines are imposed for late or incom­
plete registration or enrollment.
A regular student is expected to take the pre­
scribed number of courses in each semester. If
more than five or fewer than four courses seem
desirable, the faculty advisor should be con­
sulted and a petition filed with the Registrar.
Applications for late entrance into a course or
for withdrawal (with deleted course registra­
tion) must be delivered to the Registrar’s
Office within the first two weeks of the semes­
ter. Applications involving withdrawal from a
course (with the permanent grade notation W)
must be received not later than the middle of
the semester, or the mid-point of the course if
it meets for only one-half a semester. After the
mid-point of the semester, or of the course if it
meets for part of a semester, late withdrawals
are recorded on the student’s record with the
notation N C (No Credit).
Students do not register for audits. Successfully
completed audits are recorded (with the nota­
tion R) at the end of the semester (except in
cases where the student has withdrawn after
the first two weeks of the semester, in which
cases the appropriate withdrawal notation
stands).
A deposit of $100 is required of all returning
students prior to their enrollment in both the
spring and fall semesters. This deposit is
applied to charges for the semester, and is not
refundable.

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EXAMINATIONS
Any student who is absent from an examina­
tion, announcement of which was made in
advance, shall be given an examination at
another hour only by special arrangement with
the instructor in charge of the course.
No examination in absentia shall be per­
mitted—instructors shall give examinations
only at the College and under direct depart­
mental supervision.

ACADEMIC HONESTY
Members of an academic community have an
unequivocal responsibility to present as the
result of their own work only that which is
truly theirs. Cheating, whether in examina­
tions or by plagiarizing the work of others, is a
most serious offense, and one which strikes at
the foundations of academic life.
The responsibility of the Faculty in this area is
three-fold: to explain the nature of the prob­
lem to those they teach (the Faculty’s state­
ment concerning plagiarism may be found in
The Student Handbook), to minimize tempta­
tion, and to report any case of cheating to the
Dean for action by the College Judiciary
Committee.
The College Judiciary Committee will consider
the case, make a finding of guilty or not guilty,
and determine an appropriate sanction if a
finding of guilt is reached. The order of magni­
tude of the penalty should reflect the serious­
ness of the transgression. It is the opinion of
the Faculty that for the first offense failure in
the course and, as appropriate, suspension for a
semester or deprivation of the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description of College judicial procedure may
be obtained from the Office of the Dean.

STUDENT LEAVES OF ABSENCE,
WITHDRAWAL, AND READMISSION
Leaves of Absence
Student leaves of absence are freely permitted
provided the request for leave is received by

the date of enrollment and the student is in
good standing. Students planning a leave of
absence should consult with a dean and com­
plete the necessary form prior to the deadline
published each semester (usually December 1
and April 1). The form indicates the date of
expected return; students need only notify the
dean of their return if their return date changes
from that originally indicated on the com­
pleted form.
Withdrawal
Withdrawal from the College may occur for
academic, disciplinary, health, or personal rea­
sons, and may be voluntary or required by the
College.
For health-related withdrawal, in no case will a
student’s mental or physical condition itself be
a basis for a required withdrawal. However,
when health problems of a physical or psycho­
logical nature result in behavior that substan­
tially interferes with a student’s academic per­
formance or the educational endeavors of
other students, or poses a significant threat to
the student’s safety or safety of others, the stu­
dent may be required to withdraw by the
College. After a considered review of the prob­
lematic behavior, this determination is made
by the Evaluation Committee, chaired by the
Associate Dean for Academic Affairs and com­
prised of the Associate Dean for Student Life,
and the Assistant Dean/Director of Residential
Life. The Evaluation Committee may consult
with the Director of Worth Health Center, the
Director of Psychological Services, or any
other appropriate College official when mak­
ing its decision. Decisions of the Evaluation
Committee may be appealed to the Dean of
the College.
Readmission
A student who has withdrawn from the
College for any reason, voluntarily or involun­
tarily, may apply for readmission by writing to
the Dean of the College. In the case of mental
health withdrawal, normally the College will
not accept applications for readmission until a
full semester, in addition to the semester in
which the student has withdrawn, has passed.
A student applying to the College for readmis­
sion after withdrawal will be required to pro­
vide appropriate documentation of increased
ability to function academically and in a resi­
dential environment, and/or of decreased haz-

71

Faculty Regulations

ard to health and safety of self and/or others. In
addition, the student will generally be required
to show evidence of successful social, occupa­
tional, and/or academic functioning during the
time away from the College. This may include
the completion of any outstanding “Incom­
plètes” on record.
After such evidence has been provided, the
materials will be forwarded to the Evaluation
Committee. In the case of health-related with­
drawals, the student will be required to be eval­
uated in person by the Director of Worth
Health Center and/or the Director of Psycho­
logical Services, or designates as appropriate.
A t the discretion of the Evaluation Com­
mittee, such evaluations may be required for
other types of withdrawals as appropriate.
These evaluations will provide adjunctive
information to the Committee’s decision-mak­
ing process.
Short-term Health Related Absences
Students who are hospitalized for a period dur­
ing the semester are subject to the readmission
procedures described above before they may
return to campus to resume their studies. In
these situations the Evaluation Committee
may also counsel and advise the student about
options for how best to approach the remain­
ing academic work in the semester.
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 variety
of fields including the environment, education,
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 AND OTHER
WORK DONE ELSEWHERE
Students desiring to receive Swarthmore Col­
lege credit for work at another school are
required to obtain preliminary approval and

72

after the fact validation by the chair of the
Swarthmore department or program con­
cerned. Preliminary approval depends upon
adequate information about the content and
instruction of the work to be undertaken.
Preliminary approval is tentative. Final valida­
tion of the work for credit depends upon eval­
uation of the materials of the course including
syllabus, reading lists, written papers, and
examinations by the Swarthmore department
or program concerned after the work has been
done. Validation may include an examination,
written or oral, administered at Swarthmore.
All decisions are made on a case by case basis.
A n official transcript from the other school
must be received by the Office of the Registrar
before validated work can be recorded for cred­
it. By College policy, in order for work done
elsewhere to be granted Swarthmore College
credit, the grade for that work must be the
equivalent of a straight C or better, but a bet­
ter than C grade does not in itself constitute
Swarthniore accreditability.
Requests for credit must be made within the
academic year following the term in which the
work was done. Credit is lost if a student takes
a course at Swarthmore that essentially repeats
the work covered by the credit.

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 instruc­
tion. (See the departmental statement of the
Department of Physical Education and Ath­
letics.)

EXCLUSION FROM COLLEGE
The College reserves the right to exclude at
any time students whose academic standing it
regards as unsatisfactory, and without assigning
any further reason therefor; and neither the
College nor any of its officers shall be under
any liability whatsoever for such exclusion.

Degree Requirements

BACHELOR OF ARTS AND BACHELOR
OF SCIENCE
The degree of Bachelor of Arts or Bachelor of
Science is conferred upon students who have
met the following requirements for graduation.
The candidate must have:
1. Completed thirty-two course credits or their
equivalent.
2. An average grade of C in the courses
counted for graduation. (See page 70.)
3. Complied with the distribution require­
ments and have completed at least twenty
credits outside the major. (See pages 59-61.)
4. Fulfilled the foreign language requirement,
having either: a) passed three years or their
equivalent (as determined by the Provost) of
one foreign language while in grades nine
through twelve; or, b) achieved a score of 600
or its equivalent in a foreign language on a
standard achievement test; or, c) passed one
year of a foreign language while at Swarthmore.
5. Met the requirements in the major and sup­
porting 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 of the senior year.
8. Completed the physical education require­
ment set forth on page 72 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

mitted as candidates for the Master’s degree at
Swarthmore.
The candidate’s record and a detailed program
setting forth the aim of the work to be pursued
shall be submitted, with a recommendation
from the department or departments con­
cerned, to the Curriculum Committee. If
accepted by the Committee, the candidate’s
name shall be reported to the faculty at or
before the first faculty meeting of the year in
which the candidate is to begin work.
The requirements for the Master’s degree shall
include the equivalent of a full year’s work of
graduate character. This work may be done in
courses, seminars, reading courses, regular con­
ferences with members of the faculty, or
research. The work may be done in one depart­
ment 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 exam­
ined by outside examiners, provided that where
this procedure is not practicable, exceptions
may be made by the Curriculum Committee.
The department or departments concerned, on
the basis of the reports of the outside examin­
ers, together with the reports of the student’s
resident instructors, shall make recommenda­
tions to the faculty for the award of the degree.
A t the option of the department or depart­
ments concerned, a thesis may be required as
part of the work for the degree.
A candidate for the Master’s degree will be
expected to show before admission to candida­
cy a competence in those languages deemed by
his or her department or departments most
essential for the field of research. Detailed lan­
guage requirements will be indicated in the
announcements of departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $23,020.

The degree of Master of Arts or Master of
Science may be conferred subject to the fol­
lowing requirements:
Only students who have completed the work
for the Bachelor’s degree with some distinc­
tion, either at Swarthmore or at another insti­
tution of satisfactory standing, shall be ad­

73

Awards and Prizes

The Ivy Award is made by the Faculty each year
to the man of the graduating class who is out'
standing in leadership, scholarship, and contri­
butions to the College community.
The Oak Leaf Award is made by the Faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
The McCabe Engineering Award, founded by
Thomas B. McCabe, 1915, is presented each
year to the outstanding engineering student in
the Senior Class. The recipient is chosen by a
committee of the faculty of the department of
Engineering.
Flack Achievement Award, established by Jim
and Hertha Flack in 1985, is given to a deserv­
ing student who, during his or her first two
years at the College, has demonstrated a good
record of achievement in both academic and
extracurricular activities and has leadership
potential.
The Academy of American Poets awards $100
each year for the prize poem (or group of
poems) submitted in a competition under the
direction of the Department of English
Literature.
The Adams Prize of $200 is awarded each year
by the Department of Economics for the best
paper submitted in quantitative economics.
The Stanley Adamson Prize in Chemistry is
endowed in memory of Stanley D. Adamson
’65 by his parents, June and George Adamson.
It is awarded each spring to a well-rounded
Junior majoring in Chemistry or Biochemistry
who, in the opinion of the Department, gives
most promise of excellence and dedication in
the field.
The Jonathan Leigh Altman Summer Grant,
given in memory of this member of the Class of
1974 by Shing-mei P. Altman ’76, is awarded
by the Department of Art to a junior who has
strong interest and potential in the studio arts.
It provides up to $2,000 to support purposeful
work in the studio arts during the summer
between the junior and senior years.
American Chemical Society Award is given to
the student who is judged by the Department
of Chemistry to have the best performance in
chemistry and overall academic achievement.
American Institute of Chemists Award is given to
the student who is judged by the Department
of Chemistry to have the second best record in

74

chemistry and overall academic performance.
Boyd Barnard Music Awards. Established in
1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a lim­
ited number of advanced students. These
awards, which are given by the Music faculty
each semester to approximately 6-8 students,
are determined through competition. Recip­
ients participate as leaders in performance on
campus, normally as members of one of the
Music and Dance Department’s performing
organizations, or, in the case of pianists and
organists, as accompanists.
The Boyd Barnard Prize. Established by Boyd T.
Barnard T7, the Barnard Prize of $1,000 is
awarded by the Music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.
The James H. Batton ’72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava Harris
Stanley, M.D. ’72, is awarded for the personal
growth or career development of a minority
student with financial need.
The Paul H. Beik Prize in History of $100 is
awarded each May for the best thesis or
extended paper on an historical subject by a
History major during the previous academic
year.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority stu­
dent who has shown exemplary academic per­
formance and community service.
The Brand Blanshard Prize, honoring Brand
Blanshard, Professor of Philosophy at Swarthmore from 1925 to 1945, has been established
by David H. Scull, of the Class of 1936. The
award of $100 is presented annually to the stu­
dent who, in the opinion of the Department,
submits the best essay on any philosophical
topic.
The Sophie and William Bramson Prize is
awarded annually to an outstanding student
majoring in sociology and anthropology. The
prize recognizes the excellence of the senior
thesis, in either the course or external exami­
nations program, as well as the excellence of
the student’s entire career in the department.
The Bramson prize is given in memory of the
parents of Leon Bramson, founding chairman
of Swarthmore’s Sociology-Anthropology De­
partment, and it carries a cash stipend.

The Heinrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor of his 80th birth­
day. Awards of $100 are presented annually to
the student or students who, in the opinion of
the Department of Mathematics and Statistics,
submit the best paper on a mathematical
subject.
The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory of her grand­
mothers, Sarah Kaighn and Sarah Cooper, is
awarded to the member of the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar­
ship, character, and influence.
The Anna May Courtney Au/ard. The Anna
May Courtney Award, named in honor of the
late singer who performed often in Lang
Concert Hall, is given each semester by the
Music faculty to an outstanding voice student.
The award subsidizes the entire cost of private
lessons for the semester.
The Alice L. Crossley Prize in Asian Studies of
$100 is awarded to the student who, in the
opinion of the Asian Studies Committee, sub­
mits the best essay on any topic in Asian
Studies.
The George P. Cuttino Scholarship, established
in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.
The Rod Dowdle '82 Achievement Award in ten­
nis is given annually to the male varsity tennis
player who best exhibits qualities of persever­
ance and strong personal effort to achieve a
meaningful personal or team goal.
The Robert Enders Field Biology Award, estab­
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970, is awarded
to support the essential costs of the study of
biological problems in a natural environment.
The Anne and Alexander Faber International
Travel Fund, established by family and friends
in honor of Anne Faber and in memory of
Alexander L. Faber, parents of three Swarthmore graduates, provides grants for travel out­
side the United States and Canada for students
majoring in the Humanities.
The Arthur Fennimore Award. The Arthur

Fennimore Award, named in memory of the
distinguished pianist who lived in Swarthmore,
is given each semester by the Music faculty to
an outstanding pianist. The award subsidizes
the entire cost of private lessons for the semes­
ter.
Fetter String Quartet Awards. The Elizabeth
Pollard Fetter String Quartet Awards, endowed
by Frank W. Fetter ’20, Robert Fetter ’53,
Thomas Fetter ’56, and Ellen Fetter Gille in
memory of Elizabeth P. Fetter ’25, subsidize the
private instrumental lessons of four top-notch
student string players at the College. Interested
applicants should write to the Chair of the
Music and Dance Department and should plan
to play an audition at the College when com­
ing for an interview. Membership in the
Quartet is competitive. A t the beginning of
any semester, other students may challenge and
compete for a place in the Quartet.
Friends of Music and Dance Summer Awards.
Each Spring, the Music and Dance Depart­
ment selects recipients of Friends of Music and
Dance Summer Awards on the basis of written
proposals. These awards provide stipends for
attendance at summer workshops in music and
in dance and for other further study in these
fields.
The Renee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore
College Gospel Choir who is studying voice
through the Music 48 (Individual Instruction)
program. The award subsidizes the entire cost
of voice lessons for that semester.
Edwin B. Garrigues Music Awards. Naming
Swarthmore as having one of the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
awards to subsidize the entire cost of private
instrumental or vocal lessons for a limited
number of gifted students, often incoming firstyear students. These awards, which are given
each semester by the Music faculty to approxi­
mately 10-15 students, are determined by com­
petition on campus and by audition (either in
person or by tape) for incoming first-year stu­
dents. Recipients participate as leaders in per­
formance on campus, normally as members of
one of the Music and Dance Department’s per­
forming organizations, or, in the case of
pianists and organists, as accompanists.

75

Awards and Prizes

The Dorothy Differ Gondos Award, bequeathed
by Victor Gondos, Jr., in honor of his wife,
Class of 1930, is given every other year to a stu­
dent of Swarthmore College who, in the opin­
ion of a faculty committee, submits the best
paper on the subject dealing with a literature of
a foreign language. The prize of $100 or more
is awarded in the spring semester. Preference
will be given to essays based on works read in
the original language. Awarding of the prize
will be under the direction of the Literature
Committee.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Samuel L. Hayes III Award. Established in
1991 through the generosity of members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of the
Board of Managers and the Jacob Schiff
Professor of Business at the Harvard Business
School. The award provides support for student
summer research in economics and is adminis­
tered by the Economics Department.
The Philip M. Hicks Prizes are endowed by
friends of Philip M. Hicks, former Professor of
English and Chairman of the Department of
English Literature. They are awarded to the
two students who in the opinion of the
Department submit the best critical essays on
any topic in the field of literature.
The Jesse H. Holmes Prize in Religion of $150,
donated by Eleanor S. Clarke of the Class of
1918 and named in honor of Jesse Holmes,
Professor of History of Religion and Philosophy
at Swarthmore from 1899 to 1934, is awarded
to the student who, in the opinion of the
Department of Religion, submits the best essay
on any topic in the field of religion.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory of Michael’s per­
sonal courage and high ideals. It carries a cash
stipend.
The Naomi Kies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community ser­
vice outside the academic setting, alleviating
discrimination or suffering, promoting a demo­
cratic and egalitarian society, or resolving

76

social and political conflict. It carries a cash
stipend.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Department of Physical Education and
Athletics to the senior man who best exemplifies the Society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.
The Lande Research Fund. The Lande fund was
established in 1992 through a gift by S. Theodore Lande to provide support for student
research in field biology both on and off-campus. Grants are awarded at the direction of the
Provost and the Chair of the Department of
Biology.
The Eugene M. Lang Summer Initiative Awards
are made each spring to 15 students who are
selected by the Provost in consultation with
the appropriate Division heads to support faculty-student research (five awards), independent student research (five awards), and stu­
dent social service activity specifically related
to research objectives and tied to the curriculum, under the supervision of faculty members
(five awards).
The Genevieve Ching-wen Lee '96 Memorial
Fund, established in her memory by family and
friends, recognizes the importance of mutual
understanding and respect among the growing
number of ethnic groups in our society. The
Fund supports an annual lecture by a promi­
nent scholar of Asian American Studies and/or
an annual award to two students to assist in
projects pertaining to Asian American Studies.
The Leo M. Leva Memorial Prize, established by
his family and friends, is awarded by the
Biology Department to a graduating senior
whose major is Biology and whose work in the
field shows unusual promise.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in lin­
guistics. Two awards of $100 each are present­
ed annually, one for linguistic theory and one
for applied linguistics, to the two students who,
in the opinion of the Program in Linguistics,
submit the best senior papers or theses in these
area.
The Norman Meinkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
of the College faculty from 1947 to 1978, is

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awarded to support the essential costs of the
study of biological problems in a natural envi­
ronment.
The Monsky Prize was established by a gift from
his children in memory of Morris Monsky who
fell in love with mathematics at Boys’ High
and at Columbia University, and maintained
the passion all his life. It is awarded to a firstyear student who has demonstrated outstand­
ing promise and enthusiasm.
The Ella Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide
income for a poetry reading contest as well as
funds for visiting poets and writers.
The Kathryn L. Morgan Award. The Morgan
Award was established in 1991 in honor of Sara
Lawrence Lightfoot Professor Emerita of
History Kathryn L. Morgan. The award recog­
nizes the contributions of members of the
African-American community at the College
to the intellectual and social well-being of
African-American students. The Morgan fund
also supports acquisitions for the Black
Cultural Center Library. The fund is adminis­
tered by the Dean’s Office and the Black
Cultural Center in consultation with alumni.
The Lois Morrell Poetry Award, given by her
parents in memory of Lois Morrell of the Class
of 1946, goes to that student who is judged to
have submitted the best original poem in the
annual competition for this $200 award. The
Fund also supports campus readings by visiting
poets.
Music 48 Special Awards. Endowed by Boyd T.
Barnard T7 and Ruth Cross Barnard ’19, grants
are given by the Music faculty to students at
the College who show unusual promise as
instrumentalists or vocalists. All grants subsi­
dize two-thirds of the cost of ten lessons, as part
of the Music 48 program. For more informa­
tion, please refer to Credit for Performance—
Individual Instruction (Music 48).
The A. Edward Newton Library Prize endowed
by A. Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually to that undergraduate
who, in the opinion of the Committee of
Award, shows the best and most intelligently
chosen collection of books upon any subject.
Particular emphasis is laid not merely upon the
size of the collection but also upon the skill
with which the books are selected and upon

the owner’s knowledge of their subject-matter.
The Mark L. Ostenveil ’94 Memorial Fund was
established by his family and friends to assist
students conducting historical research. Pref­
erence shall be given to independent or joint
faculty-student research projects dealing with
European history or U.S.-European relations.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member,
is presented by the faculty of the Department
of Physical Education and Athletics to the
senior woman who by her loyalty, sportsman­
ship, and skill in athletics has made a valuable
contribution to Swarthmore College.
The Drew Pearson Prize of $100 is awarded by
the Dean on the recommendation of the edi­
tors of The Phoenix at the end of each staff
academic year to a member of The Phoenix for
excellence in journalism. The prize was estab­
lished by the directors of The Drew Pearson
Foundation in memory of Drew Pearson, Class
of 1919.
The David A . Peele ’50 Sportsmanship Award is
made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory of her husband’s love and
advocacy of tennis and carries a cash stipend.
The John W. Perdue Memorial Prize, established
in 1969 in memory of an engineering student
of the Class of 1969, is awarded by the
Department of Engineering to the outstanding
student entering the junior class with a major
in engineering.
The William Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection of recorded literature
described on page 11, sponsors awards for the
best student short stories, and is a major source
of funds for campus appearances by poets and
writers.
The Dinny Rath Award. The Rath Award is
given to a senior woman who demonstrates the
highest degree of achievement, commitment
to intercollegiate athletics, high regard for fair
play, and awareness of the positive values of
competition. The Rath Award is administered
by the Athletics Department.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written dur­
ing the junior or senior year. The papermay be
in satisfaction of a course, a seminar, or an
independent project, including a thesis. The

77

Awards and Prizes

paper is nominated by a faculty member and
judged by a committee of the Department of
Political Science to be of outstanding merit
based upon originality, power of analysis and
written exposition, and depth of understanding
of goals as well as technique.
The James H. Scheuer Summer Internship m
Environmental and Population Studies Endow­
ment. Established in 1990 the Scheuer Summer
Internship supports student research in envi­
ronmental and public policy issues. Interns are
selected by the coordinators of the Environ­
mental Studies and Public Policy concentra­
tions in alternate years.
The Frank Solomon, Jr. Student Art Prize Pur­
chase Fund permits the A rt Department to pur­
chase for the College one or two of the most
outstanding student works from the year’s stu­
dent art exhibitions.
The Hally Jo Stem Award, endowed in her
memory by her brother Craig Edward Stein ’78,
is given to an outstanding student who in the
view of the Dance faculty best exemplifies
Hally Jo’s dedication to the ideals of dance. It
carries a cash stipend.
The Karen Dvonch Stemmetz ’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 outstanding
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 T9.
The Pat Tarble Summer Research Fund.
Established in 1986 through the generosity of
Mrs. Newton E. Tarble, the Tarble Summer
Research Fund supports undergraduate re­
search. The fund is administered by the Office
of the Provost.
The Melvin B. Troy Prize. The Melvin B. Troy
Prize of $250 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends of Melvin B. Troy ’48.
The P. Unwood Urban, Jr. Prize, honoring Lin
Urban, Professor of Religion at Swarthmore

78

from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli­
gious studies either in seminary or graduate
school.
The Albert Vollmecke Engineering Service Award.
Established in 1990 in memory of Albert
Vollmecke, father of Therese Vollmecke ’77,
the Vollmecke prize is awarded for service to
the student engineering community. The fund
is administered by the Engineering Depart­
ment.
The Eugene Weber Memorial Fund. The Eugene
Weber Fund was established in honor of the
late Eugene Weber, professor of German. The
Weber Fund supports foreign study by students
of German language and literature.

FACULTY AWARD
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity to
a member of the Swarthmore Faculty, to help
meet the expenses of a full year of leave devot­
ed to research and self-improvement. This
award acknowledges the particularly strong
link that exists at Swarthmore between teach­
ing and original scholarly work. The award
itself is to be made by the President upon the
recommendation of the Provost and the candi­
date’s academic department. This award is
made possible by an endowment established by
James M. Hack and Hertha Eisenmenger Hack
’38.

Fellowships

I Three fellowships (the Leedom, Lippincott, and
Lockwood Fellowships—see below) are awarded
annually by the Faculty, and two fellowships
(the Mott and Tyson Fellowships—see below)
are awarded by the Somerville Literary Society,
I to seniors or graduates of the College for the
pursuit of advanced work. These awards are
made on recommendation of the Committee
| on Fellowships and Prizes for a proposed pro­
gram of study which has the approval of the
Faculty. Applications must be in the hands of
the Committee by March 23. The Committee
I considers applicants for all of these fellowships
I for which they are eligible and makes recom­
mendations which overall do not discriminate
on the basis of sex. These fellowships are:
The Hannah A. Leedom Fellowship founded by
the bequest of Hannah A. Leedom.
i The Joshua Lippincott Fellowship founded by
Howard W. Lippincott, of the Class of 1875, in
memory of his hither.
The John Lockwood Memorial Fellowship,
founded by the bequest of Lydia A. Lockwood,
j New York, in memory of her brother, John
Lockwood. It was the wish of the donor that
the fellowship be awarded to a member of the
Society of Friends.
The Lticretia Mott Fellowship, founded by the
Somerville Literary Society and sustained by
the contributions of Swarthmore alumnae. It is
awarded each year to a woman senior who is to
pursue advanced study in an institution
approved by the Committee.
The Martha E. Tyson Fellowship, founded by the
[ Somerville Literary Society in 1913 and sus­
tained by the contributions of Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen­
tary or secondary school work. The recipient of
the award is to pursue a course of study in an
institution approved by the Committee.
Other fellowships are awarded under the con­
ditions described below:
Susan P. Cobbs Prize Fellowship, established to
honor the memory of Dean Susan P. Cobbs, is
awarded at the discretion of the Classics
Department to a student majoring in Classics
for study in Greece or Italy.
The General Electric Foundation Graduate Fel­
lowship, to be awarded to a graduating senior
for the first year of graduate work, is intended
to encourage outstanding scholars to pursue an

academic career. The recipient, who must be a
United States citizen or permanent 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 poli­
cies of the university and department chosen
for graduate work.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of
Pennsylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a pro­
gram of advanced study in some branch of the
liberal arts.
The Thomas B. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship. This Fellowship,
awarded annually to a graduate of the College,
provides a grant toward the first year of study at
the Harvard Business School. Yvonne and
Thomas B. McCabe, Jr., were for a time resi­
dents of Cambridge, Massachusetts, and Mr.
McCabe received the M.B.A. from Harvard
and was a Visiting Lecturer there. In selecting
the recipient, the Committee on Fellowships
and Prizes follows the standards that determine
the McCabe Achievement Awards, giving spe­
cial consideration to applicants who have
demonstrated superior qualities of leadership.
Young alumni and graduating seniors are eligi­
ble to apply.
Mellon Minority Undergraduate Fellowship Pro­
gram. The Andrew W. Mellon Foundation has
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 acade­
mic career. The Foundation’s grant provides
term and summer stipends for students to work
with faculty mentors, as well as a loan-forgive­
ness component to reduce undergraduate
indebtedness for those Fellows who pursue
graduate study. The Fellowships are limited to
the Humanities, a very few of the Social
Sciences, and selected Physical Sciences. A
faculty selection committee invites nomina­
tions of sophomore students in February and
awards the Fellowships in consultation with
the Dean and Provost.
The John W. Nason Community Service
Fellowship. The John W. Nason Community

79

Fellowships

Service Fellowship celebrates the contribu­
tions of Swarthmore’s eighth president by sup­
porting students pursuing off-campus commu­
nity service related to their academic program.
The Nason Fellowship was initiated by mem­
bers of the Class of 1945 in anticipation of
their 50th Reunion. The Nason Fellowship is
administered by the Swarthmore Foundation.
The ]. Roland Pennock Undergraduate Fellowship
in Public Affairs. The Fellowship, endowed by
friends of Professor J. Roland Pennock at his
retirement in 1976 and in recognition of his
many years of distinguished teaching of
Political Science at Swarthmore, provides a
grant foras much as $2,500 to support a sub­
stantial research project (which could include
inquiry through responsible participation) in
public affairs. The Fellowship, for Swarthmore
undergraduates, 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 of 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 certi­
fied to teach. Fellows will work alongside
exceptional teachers in alternative East Har­
lem public schools that are nationally recog­
nized as meeting the challenge of educating
children in the inner city.

FACULTY FELLOWSHIPS
The Mary Albertson Faculty Fellowship was
endowed by an anonymous gift from two of her
former students, under a challenge grant
issued by the National Endowment for the
Humanities. It will provide an annual award of
a semester’s leave at full pay, to support
research and writing by members of the
humanities faculty. Mary Albertson joined the
Swarthmore faculty in 1927 and served as
chairman of the history department from 1942
until her retirement in 1963. She died in May,
1986.

80

The George Becker Faculty Fellowship was en­
dowed by Ramon Posel ’50 under a challenge
from the National Endowment for the Hu­
manities, in honor of this former member of
the English department and its chairman from
1953-70. The fellowship will provide a semes­
ter of leave at full pay for a member of the
humanities faculty to do research and write, in
the fields of art history, Classics, English litera­
ture, history, linguistics, modem languages,
music, philosophy, or religion, but with prefer­
ence 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 for­
mer faculty member Brand Blanshard.
Blanshard taught philosophy at Swarthmore
from 1925 to 1944. The Fellowship will pro­
vide a semester leave at full pay for a member
of the humanities faculty to do research and to
write. Upon recommendation of the Selection
Committee, there may be a small additional
grant for travel and project expenses. Any
humanities faculty member eligible for leave
may apply. Fellows will prepare a paper about
the work of their leave year and present it pub­
licly to the College and wider community. The
Blanshard Fellowship is made possible by an
anonymous donor who was Blanshard’s student
at Swarthmore, and a challenge grant from the
National Endowment for the Humanities.
The Eugene M. Lang Faculty Fellowship is
designed to enhance the educational program
of Swarthmore College by contributing to fac­
ulty development, by promoting original or
innovative scholarly achievement of faculty
members, and by encouraging the use of 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 recom­
mendation of the Selection Committee, there
may be a small additional grant for travel and
project expenses and for library book purchas­
es. The Selection Committee shall consist of
the Provost, three Divisional Chairmen, and
three others selected by the President, of whom
at least two must be Swarthmore 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 of these
papers. These fellowships are made possible by
an endowment established by Eugene M. Lang
’38.

81

V
Courses of Instruction
The course (semester course) is the unit of
credit. Seminars and colloquia are usually
given for double credit, i.e., equivalent to two
courses. A few courses are given for half-course
credit.
Courses are numbered as follows:
1 to 10 — introductory courses
11 to 99 — other courses (Some of these
courses are not open to fresh­
men and sophomores.)
100 to 199 — seminars for upperclass persons
and graduate students.

Year courses, the number of which are joined
by a hyphen (e.g., 1-2) must be continued for
the entire year; credit is not given for the first
semester’s work only, nor is credit given for the
first semester if the student fails the second
semester.
Course listings in this catalogue are intended
to facilitate planning. They represent offerings
projected for a two-year period, but are subject
to change. A better guide to course offerings in
any particular semester is the schedule of
classes available before enrollment for that
semester.

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82

Art

MICHAEL W .COTHREN, Professor of A rt History
RANDALL L . EXON, Professor of Studio Art and Chair
CONSTANCE CAIN HUNGERFORD, Professor of A rt History
T. KAORIKITAO, Professor of Art History2
OMAN A . MEUNIER, Professor of Studio Art3
MARIDETH GRAYBILL, Associate Professor of Art History
SYD CARPENTER, Assistant Professor of Studio Art
CELIA R.REISM AN, Assistant Professor of Studio Art
PAUL H- KING, Visiting Lecturer in Studio Art
GAIL MAXWELL, Visiting Lecturer in A rt History5
SANDY SORLEIN, Visiting Lecturer in Studio A rt5
JUNE V. CIANFRANA, Administrative Assistant

2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.

5 Spring semester, 1999.

The Department of A rt offers historical, criti­
cal, and practical instruction in the visual arts.
Courses in art history consider questions hav­
ing to do with the forms, traditions, meanings,
and historical contexts of works of art and
architecture; studio arts courses explore practi­
cal, theoretical processes which arise in the
creation of objects in various media.
List Gallery: The List Gallery was established
to enhance the art curriculum. Each year the
gallery mounts six or seven exhibitions of both
emerging and nationally-known artists; the
months of April and May feature a series of
Senior Thesis exhibitions by art majors and an
Alumni Weekend exhibition takes place in
June. Together with the Gallery Director, the
Exhibition Committee selects exhibitions that
complement and strengthen the studio arts and
art history curriculum. Exhibiting artists come
to campus as visiting critics and lecturers, giv­
ing students access to a broad range of media
and interpretation. A selection of works from
Swarthmore’s permanent collection can be
viewed in the inner room of the List Gallery.
Occasionally, the gallery presents historical
exhibitions that offer art history students op­
portunities for direct observation and analysis.
Both contemporary and historical exhibitions
demonstrate excellence in the visual arts and
engage the college community in an ongoing
dialogue. Because artists raise important ques­
tions about history, society, and identity, major

exhibitions offer opportunities for interdiscipli­
nary study and are often co-sponsored by other
departments. Located in the Lang Performaing
Arts Center, the List Gallery’s 1,200 square
foot facility was made possible in part through
generous gifts by Vera List and by Eugene and
Theresa Lang. The Phillip Bruno Fine Art
Fund supports work with the permanent col­
lection. The A nn Trimble Warren Exhibition
Fund supports List Gallery exhibitions.
Heilman Artist: Each year the Department of
Art invites a distinguished artist to the College
as the Marjorie Heilman Visiting Lecturer. The
work of the invited artist is exhibited in the
List Gallery, and while on campus, she or he
gives a public lecture, critiques work in the stu­
dios, and meets with both majors and non­
majors.
Lee Frank Lecture: See p. 14.
Benjamin West Lecture: See p. 14Jonathan Leigh Altman Scholarship: See p. 27.
Jonathan Leigh Altman Summer Grant:
See p. 74.
Frank Solomon, Jr. Student Art Prize: See p. 78.

REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 1 is the prerequisite for
most other art history courses in the
Department. STUA 1 is the prerequisite for all

83

Art

studio arts courses, even for seniors; it may be
waived only by presenting a portfolio for eval­
uation. Students are advised that graduate
work in art history requires a reading knowl­
edge of at least German and French. The
Department approves a credit for Advanced
Placement, grade 5 in Art History and Studio
Arts (with submission of a portfolio), but it
does not normally waive the prerequisite.
Study Abroad: The A rt Department strongly
encourages those with an interest in art to con­
sider incorporating foreign study—either dur­
ing a summer or a regular academic term—into
their Swarthmore program. Important exam­
ples of art and architecture are scattered
throughout the world, and the encounter with
works still imbedded in their original context is
vital to an understanding of their historical
and contemporary significance. Past experi­
ence has shown, however, that art courses in
most foreign study programs fall considerably
below the academic standards of comparable
courses at Swarthmore. To aid students in their
attempt to gain Swarthmore credit for study
abroad, the Department has established the
following guidelines. (1) No request for trans­
fer credit in art history will be considered
unless a student has already taken ARTH 1
(the normal prerequisite for work in art history
at Swarthmore) before taking a course abroad.
(2) Students who are interested in bettering
their chances of gaining a full Swarthmore
credit for a course taken in a foreign program
are advised to attempt to arrange with a
Swarthmore professor, before leaving the campus,
to write, if necessary, a supplementary research
paper as a part of the course. Such papers will
be evaluated by the Department as part of the
process of determining transfer credit. (3)
Students interested in Studio Arts, Design, and
Architecture are particularly encouraged to
consider the Pitzer College in Parma, Italy,
which offers courses at the Istituto dell’Arte
Paolo Toschi; a semester of Italian preceding
going broad is well advised.
The Course Major in Art History: A rt History
majors are required to take ARTH 1, ARTH 2,
one credit in Asian Art, ARTH 98, five other
credits in art history, and one course in studio
arts. The five elective credits must include (1)
one credit in Western A rt before 1700, (2) one
credit in Western A rt after 1700, and (3) one
seminar (2 credits). The comprehensive con­

84

sists of a special essay, completed in conjunc­
tion with ARTH98 in Spring of the Senior
year.
The Course Major in Art: The combined pro­
gram of the Course Major in A rt consists of
four courses in A rt History (ARTH 1, ARTH 2
or ARTH 3 or another course on art before
1700, and three elective credits) and seven
courses in Studio Arts (including courses in
drawing, another 2-D medium, and a 3-D
medium). The comprehensive consists of a
Senior Exhibition and written artist statement
prepared during the Fall and Spring of the
senior year. Studio Arts Facilities are closed
during Summer and normally during October,
Winter, and Spring Holidays.
Majors and Minors in The External Examination
Program: Students may formulate Honors
Programs as either majors or minors, in either
art history or art. For details consult guideline
available in the department office.

A rt History
1 . Critical Study in the Visual Arts.
This introduction to the study of the visual arts
will investigate formal analysis, iconography,
and methods of historical interpretation, using
examples of art and architecture drawn from a
variety of cultures and historical periods. The
course will emphasize learning to see vividly
and systematically and to write accurately
about what is seen. Topics for discussion will
include technique and production, visual nar­
rative and didacticism, patronage and biogra­
phy, and approaches such as psychoanalysis,
Marxism, and feminism.
Primary distribution course.
Each semester. Staff.

2. Western Art.
A n historical introduction to the forms, mean­
ings, functions, and contexts of Western art
and architecture from ancient Mediterranean
civilizations to the 20th century.
No prerequisite.
Fall semester. Kitao.

3. Asian Art.
A selective introduction to the forms, func­
tions, and contexts of the arts of Asia, from
prehistoric to early modem times. The course

I aims to introduce both a wide geographic range
I of Asian regional cultures (from India, the
Himalayas and Southeast Asia, to China and
japan), as well as basic art historical strategies
I for analyzing various media (architecture,
sculpture, painting, and the decorative arts).
Fulfills the requirement for a foundation course
in a program in Asian Studies.
I No prerequisite; open to Freshmen.
I Spring semester. Maxwell.

14. Medieval Art and Architecture.
I
I
I
I
I
I
I
I
I
I
I
|
I
I

An introduction to European art and architecture from late antiquity to the twelfth century.
Special attention will be given to the
“Romanization” of Christian art under
Constantine, the Celtic Christian heritage of
the British Isles and its culmination in the
Book of Kells, Justinianic Constantinople and
Ravenna, the Carolingian Renaissance,
Romanesque sculpture as ecclesiastical propaganda, the efflorescence of monastic art under
the Cluniacs and Cistercians, and the neoplatonic aesthetic that gave birth to the Gothic.
Prerequisite: ARTH 1.
Fail semester. Cothren.

17. Nineteenth-Century European Art.
I Art of the revolutions of 1789, 1830, and 1848
(David, Delacroix, Courbet); addresses to
j modem life by the Pre-Raphaelites and by
Manet, Degas, and such Impressionists as
| Monet and Morisot; challenges to realism by
I Rodin, Cezanne, van Gogh, and Gauguin. The
I work of individual artists considered with refI erence to social, political, economic, and culI tural factors and with reference to current theI oretical debates regarding interpretation.
I Fall semester. Hungerford.

I 18. IWentieth-Century Western Art.
I
I
I
I
I
I
I
I
I
I

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

I 25. Arts of Africa.

29. Film: Form and Signification.
Study of film as visual and iconic discourse as
opposed to narrative text, dealing with the
principles of framing, editing, and mise-enscene understood as critical tools and as a his­
torical evolution from the silent days to
Godard and Bergman. Topics include: rise of
photography; magic shows and the comic strip;
silent comedy and the musical; cinema and
painting, Renoir and Italian Neorealism, and
Dreyer and semiotics of cinema. Two lectures
and a screening session.
No prerequisite. Sophomore and above.
Limited to 20.
Not offered 1998-99. Kitao.

3 1. Japanese Civilization and Culture.
(Cross-listed as History 72.) An interdiscipli­
nary introduction to traditional Japan, from its
origins through the nineteenth century.
Japanese political and social history will be
viewed together with its visual and material
culture. Topics covered include Japan’s prehis­
toric origins, state formation under the influ­
ence of Chinese culture, the evolution of the
imperial system and samurai class, early con­
tacts with the West, and the distinctive urban
culture of the merchant class.
No prerequisite; open to freshmen. Fulfills the
requirement for a foundation course for a pro­
gram in Asian Studies; counts as distribution
for Humanities.
Fall semester. Graybill and Li.

32. Arts of the Buddhist Temple in Japan.
A study of the arts associated with the
Buddhist temple in Japan, from the 7th
through 13th centuries.
Offered occasionally. Graybill.

34. Japanese Art of the Early Modern
Period: Painting and Prints, 1550-1850.
A n examination of major schools and genres of
painting and prints of Japan’s early modem
period.
Not offered 1998-99. Graybill.

38. Ritual and Image in the Buddhist
Tradition.
(Cross-listed as Religion 28.) A n interdiscipli­
nary exploration of the unity and variety of
Buddhist traditions of Asia, within their his­
torical development. Our goal will be to under-

I Not offered. 1998-99.

85

Art

stand Buddhist visual arts (including narrative
and iconic sculpture and painting, and shrine
and monastic architecture) and material cul­
ture (such as shrines and their relics, pilgrim­
age places, mummies and portraits, and texts),
in relation to ritual practice.
Prerequisite: ARTH 1 or 3, or RELG 1, 8, 9,
12, or 13. Counts toward a program in Asian
Studies. Honors candidates may combine this
course with ArtH 38A, a seminar attachment.
Spring semester. Graybill.

38A. Seminar attachment to ARTH 38 for
honors preparation.
Prerequisite: Permission of the instructor.

38B. Buddhist Art: icon, Narrative and
Sacred Space.
A survey, of the rich variety of Buddhist archi­
tecture, sculpture, and painting, in South,
Southeast, Central and East Asia.
Prerequisite: Sophomore standing or above.
Not offered 1998-99. Graybill.

39. Mei|i Japan: Ideology and
Representation.
(Cross-listed as East Asian Studies H290B at
Haverford College.) A n interdisciplinary study
of the ideology of the construction of Japan as
a modem nation.
Not offered 1998-99. Graybill and Mizenko.

46. Monasticlsm and the Arts in the
Christian Middle Ages.
(Also listed as Religion 29.) This course will
investigate the significance of Christian
monastic communities as major artistic centers
during the middle ages with an emphasis on
the way the social context of production and
consumption effected the works of art them­
selves and the way we have traditionally cho­
sen to study them.
Prerequisite: ARTH 1.
Not offered 1998-99. Cothren and Ross.

4 7. Special Topics in Medieval Art.
In a colloquium setting students will study in
depth and from a variety of critical perspec­
tives a small set of medieval works of art. In
Fall 1999 the focus will be on visual narrative.
Prerequisite: ARTH 1.
Fall semester. Cothren.

86

5 1. Renaissance Picture.
Study of the picture as conceived and shaped
in the Renaissance and further developed
thereafter, examining topics of pictorial repre­
sentation both in theory and in practice.
Prerequisite: ARTH 1 or 2.
Not offered 1998-99. Kitao.

53. Michelangelo and His Times.
Michelangelo, his art and thought, his
Quattrocento sources, and his relationship
with Leonardo, Raphael, the Mannerists, and
his patrons in 16th Century Italy.
Prerequisite: ARTH 1 or 2.
Fall semester. Kitao.

55. Rembrandt and His Times.
See description for ARTH 155.
Not offered 1998-99. Kitao.

61. Everyday Things.
Historical and cross-cultural study of artifacts
in our everyday visual and physical environ­
ment, from paper clips and nails to furniture
and appliances, as well as machines and appar­
el items—how they are conceived, made, seen,
used, and interpreted; design theory and semi­
otics, handicraft and manufacture; standardiza­
tion; marketing, packaging, and advertising.
Sophomore and above.
No prerequisite.
Not offered 1998-99. Kitao.

62. Streets and Passages.
Historical and cross-cultural study of architec­
tural and urban spaces in the light of semiotics
and design theory. How spaces and their com­
ponents are conceived, constructed, experi­
enced, used, and interpreted.
No prerequisite. Sophomore and above.
Not offered 1998-99. Kitao.

64. Philadelphia and American
Architecture.
American architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper,
Art Nouveau, A rt Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.
Prerequisite: ARTH 1 and/or ARTH 61 or 62.

I Fall semester. Kitao.

74. History of Photography.
Spring semester. Hungerford.

75. Special Studies In Cinema.
I
I
I
I
I

Study of selected films in wide-ranging genre
but with a special focus, encompassing semiotics and other critical theories and problems.
Prerequisite: ARTH 1and/or ARTH 9.
Offered occasionally. Kitao.

86. Architectural Theory.
I
I
I
I
I
I
I

Special study on traditional and contemporary
architectural thoughts: classicism, functionalism, systems design, semiotics, structure and
decoration, and other topics.
Prerequisite: ARTH 61 or 64 and instructor’s
approval.
Offered occasionally. Kitao.

96. Directed Reading.
I Staff.

98. Senior Workshop: Art History.
I

[

I

I

This capstone colloquium for art history majors
will explore various approaches to historical
interpretation of the visual arts. A ttention will
be given to art historiography—both theory
and practice—through the critical reading of
some important recent texts which propose
and/or challenge novel interpretive strategies
from a variety of perspectives. As a part of the
course, students will write the senior essay
which constitutes the comprehensive require­
ment for the art history major.
(Students who are not art history majors but
have taken ARTH 1 and three other credits in
art history will be admitted to this course with
the permission of the instructor.)
Spring semester. Cothren.

I 180. Thesis.
I
I
I
I
I

A two-credit thesis normally carried out in the
Fall of the Senior Year. The topic must be submitted and approved by the instructor-incharge before the end of the Junior Year.
Staff.

199. Senior Honors Study.
I Staff.

SEMINARS
Unless otherwise noted the prerequisite for all
seminars is two courses in ARTH including
ARTH 1.

132. Arts of the Ruddhist Temple in
Japan.
See description for ARTH 32.
Offered occasionally. Graybill.

135. Eighteenth-Century Japanese
Painting and Its Contexts.
A n exploration of intersections between the
visual arts and the political, social, and intellectural history of 18th-century Japan.
Not offered 1998-99. Graybill.

136. Japanese Popular Culture of the Edo
Period: Sex, Lies, and Mass Marketing.
A study of the performance and commodifica­
tion of gender and class in the literature, illusrtrated books and prints, kabuki theatre, and
prostitution quarters of 17th and 18th century
Japan.
Not offered 1998-99. Graybill.

138. Islamic Painting.
After a brief general introduction to Islamic
art, the seminar will explore the history and
evolution of the pictorial narrative tradition
within Islamic culture from A.D. 691 to A.D.
1548.
Offered occasionally. Cothren.

145. Bothic Art and Architecture.
The formation of “The Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle of the 13th centu­
ry; monasteries, cathedrals, and chapels; neo­
platonism and the new aesthetic; “court style”
and political ideology; structural technology
and stylistic change; patronage and produc­
tion; contextualizing liturgy and visualizing
dogma.
Spring semester. Cothren.

153. Michelangelo and His Times.
See description for ARTH 53.
Not offered 1998-99. Kitao.

155. Rembrandt and His Times.
Rembrandt, Dutch Painting, and the nature of
picture making: Protestantism and mercantile

87

Art

milieu, portraiture and self-portraiture, the
genre, optics and painting, the print as medi­
um; and theatricality, narrative and realism.
Not offered 1998-99. Kitao.

164. Modern Art.
The critical debate addressing artists such as
Courbet, Manet, Degas, Gauguin, Cezanne,
Picasso, and Pollock and the issue of
“Modernism” in nineteenth- and twentiethcentury painting.
Fall semester. Hungerford.

Studio Arts
1 . Foundation.
A theoretical and practical exploration of the
elements of visual thinking. Through weekly
assignments, primarily in drawing, attention
will be given to the following elements of pic­
torial and spacial design: value, color, perspec­
tive, proportion, figure/ ground and volume/
mass. (This course is a prerequisite for all other
courses in studio art.)
Each semester. Staff.

3. Drawing.
Work in various media directed toward a clear­
er perception of space, light and form. A course
for all levels of ability. Weekly outside drawing
problems and a final project.
Not offered 1998-99. Reisman.

4. Multimedia Sculpture.
This course will cover a wide range of contem­
porary sculptural concepts and techniques.
These techniques will include: clay modeling,
multi-media assemblage, casting, and construc­
tion.
Not'offered 1998-99. Meunier.

5. Ceramics.
A wide spectrum of approaches to clay for
functional as well as sculptural expression.
Students are encouraged to work towards
developing their own vocabulary of design and
form within a series of class projects while
acquiring a fundamental understanding of
processes, contemporary developments and
traditions. Open to beginning, intermediate,
and advanced students.
Not offered 1998-99. Carpenter.

88

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

8. Painting I.
Investigation in oil paint of pictorial structure
and of the complex nature of color—how it
can define surface, space, light, temperature
and mood.
Fall semester. Exon.

9. Life Modeling.
This course will cover the principles and prac­
tice of life modeling through the study of the
human form. Working in clay, we will explore
a range of sculptural approaches, from the tra­
ditional study of anatomy, to the more con­
temporary use of the body form as abstracton.
Spring semester. Carpenter.

10. Life Drawing.
Work in various media directed toward a dear­
er perception of the human form. The class is
centered on drawing from the model, and with­
in this context. The elements of gesture, line,
structure, and light are isolated for the purpose
of study.
Spring semester. Exon.

1 1 . Watercoior.
A complete exploration of water soluble media
with an emphasis on transparent, gum arabic
based watercoior. Other materials and tech­
niques will include: ink wash, gouache, silk
colors, collage, hand-made papers, matting,
and pen-making using reeds and quills. When
in the studio the class will work from the figure
and still life. The central motif, however, will
be painting the landscape. Whenever possible
we shall work outdoors. There will be occa­
sional field trips to locales other than the
campus.
Not offered 1998-99. Exon.

15. The Potter’s Wheel.
This class provides experience on the potter’s
wheel through intensive practice, demonstra­
tions and slide lectures. Students gain profi­
ciency as well as insights into the traditional
and contemporary application of the art of the

potter. Weekly critiques of homework assign­
ments encourage students to consider design
and craftsmanship in their developing work.
Open to beginning and intermediate students.
Spring semester. Carpenter.

dents will gain insight into the range of visual
languages represented in this art form. Guest
artists will present lectures and demonstra­
tions.
Fall semester. Carpenter.

19. Works On Paper.

25. Advanced Studies II.

Investigations into printmaking and other
materials that use paper as a support. Emphasis
will be placed on drawing concepts. In addition
to class assignments, students will be encour­
aged to work on independent projects.
Fall semester. Reisman.

Continuation of STUA 20. on a more ad­
vanced level.
Prerequisite STUA 20. Staff.

20. Advanced Studies.
20A. Ceramics
20B. Drawing
20C. Painting
20D. Photography
20E. Sculpture
20E Printmaking
These courses are designed to usher the inter­
mediate and advanced student into a more
independent, intensive study in one or more of
the fields listed above. A discussion of formal
issues generated at previous levels will contin­
ue, with greater critical analysis brought to
bear on stylistic and thematic direction. Each
student will enroll under the guidance of a pro­
fessor in the chosen medium, to whom a writ­
ten statement of purpose must be submitted at
the time of pre-registration. In addition to
individual conferences, a colloquium meeting
may be scheduled every two or three weeks.
During these gatherings the entire studio facul­
ty, (and occasional visiting artists), all ad­
vanced study students, and art majors will cri­
tique and share issues of artistic intent.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 'A
credit semester.
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
Each semester. Staff.

30. Senior Workshop.
A course designed to strengthen critical, theo­
retical, and practical skills on an advanced
level. Critiques by the resident faculty and vis­
iting artists, as well as group critiques with all
members of the workshop, will guide and assess
the development of the students’ individual
directed practice in a chosen field. Assigned
readings and scheduled discussions will initiate
the writing of the thesis for the senior exhibi­
tion. (This course is required of senior art
majors.)
Fall semester. Carpenter.

40. Senior Advanced Study.
During the spring semester of the senior art
major, students will write their senior artist
statement and mount an exhibition in the Vera
List Gallery of the Performing Arts Center.
The artist statement is a discussion of the
development of the work to be exhibited. The
exhibition represents the comprehensive
examination for the studio art major. Students
may choose advanced study credit for work
completed for the comprehensive. Gallery
exhibitions are reserved for studio art majors
who have passed the senior workshop and ful­
filled all requirements including the writing of
the senior art major statement.
Staff.

199. Senior Honors Study.
Staff.

21. African Pot.
Traditional forms in a wide range of African
pottery making will serve as models for this stu­
dio course in beginning ceramics. Students will
learn coil building and surface treatments
reflective of African stylistic and formal influ­
ences. Through exploration of technical,
iconographic and aesthetic considerations, stu­

89

Asian Studies

Coordinator: MARIBETH GRAYBILL (Art)
Faculty:

Alan BeikOWltZ (Modem Languages and Literatures, Chinese)
MafiS Gillette (Sociology/Anthropology)4
Bruce Giant (Sociology/Anthropology)*

Steven Hopkins (Religion)
Halil Kong (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Lillian Li (History)
Gail Maxwell (Art History)’
Jeanne Marecek (Psychology)*
Deepa Ollapally (Political Science)5
Stephen Piker (Sociology/Anthropology)*
Donald Swearer (Religion)3
Larry Westphal (Economics)
lyrene White (Political Science)
Thomas Whitman (Music)

3 Absent on leave, 1998-99.
4 Fall semester, 1998.
5 Spring semester, 1999.

* Affiliated faculty (do not teach courses on
Asia but available for independent
study projects).

Asian Studies is an interdisciplinary program
that aims to introduce students to the immea­
surably vast range of human experience, both
historical and contemporary, on the Asian
continent, Horn South Asia (India, Sri Lanka,
and the Himalayas), to peninsular and insular
Southeast Asia, to East Asia (China, Korea,
and Japan). Courses on Asia are offered in the
Departments of A rt, Economics, History,
Modem Languages and Literatures (Chinese),
Music and Dance, Political Science, Religion,
and Sociology/Anthropology. Asian Studies
majors construct individualized programs of
study, with a focus on either a particular coun­
try or region, or on a comparative theme—
such as classical traditions in Asian literature
and art; Buddhist studies; Asian nationalisms
and the emergence of nation-states; or the
political economy of Asian development (to
name only a few of the possibilities). In all
cases, however, the core of the major lies in
exposure to multiple regions, for cross-cultural
comparisons, and multiple disciplines.
Students interested in Asian Studies are invit­
ed to meet with the Coordinator well in
advance of preparing a Sophomore paper, to

discuss how to plan an individualized program
with intellectual coherence and rigor.
Advance planning is especially critical to inte­
grate study abroad into the major.
Language Study & Study Abroad
While not required, majors are strongly urged
to consider the study of an Asian language and
a period of study abroad in Asia. At
Swarthmore we presently offer only Chinese,
but it is possible to study Japanese at
Haverford, and many other Asian languages
can be studied at U Penn during the regular
academic year; in summer language programs;
or abroad. Language courses above the firstyear level count toward the major. The Asian
Studies faculty can recommend academically
rigorous programs in several Asian countries,
often tailored to a student’s particular interest.
Study abroad is the ideal arena for intensive
language study; non-language courses taken
abroad may also be applied toward the major, if
credit has been granted by the College, subject
to the approval of the Asian Studies
Committee. However, normally at least half of
the credits toward a student’s Asian Studies
major should be taken at Swarthmore.

90

REQUIREMENTS
The Asian Studies major inherently makes
greater demands than a departmental major,
for the final responsibility falls on each student
to make connections between courses that dif­
fer widely in content and method. W hen con­
sidering applicants to the major, therefore, the
Asian Studies Committee looks for evidence of
intellectual flexibility and independence, as
well as the demonstrated ability to do work at
the B- level or above in at least two Asia-relat­
ed courses, in different departments.
The Asian Studies Course Major
The major in Asian Studies consists of a mini­
mum of 9 credits, with requirements and distri­
bution as follows:
(1) Geographic Breadth: Coursework must be
completed concerning more than one of
the regions of Asia (South, Southeast,
East Asia). This can be accomplished by
taking at least two courses that are panAsian or comparative in scope; or by tak­
ing at least one full course on a country
other than that of the principal focus in an
individual student’s program.
(2) Disciplinary Breadth: Classes must be
taken in at least three different depart­
ments.
(3) Foundations: For a broad background in
Asian Studies, 2 credits must be taken
from the following range of introductory
courses: ARTH 3 (Asian Art); CHIN
16/LITR 16Ch (Substance, Shadow, and
Spirit in Chinese Literature and Culture);
CHIN 18/LIT 18Ch (The Classical
Tradition in Chinese Literature); HIST 9a
(Chinese Civilization); ARTH 31/HIST
72 (Japanese Civilization and Culture);
MUSI 8 (Music of Asia); RELG 8
(Patterns of Asian Religions); RELG 9
(The Buddhist Tradition); RELG 12 or 13
(History, Religion, and Culture of India, I
and II); or SOAN 41 (Comparative
Studies of China and Japan).
(4) Intermediate and Advanced Work: A
minimum of .6 credits of work must be
completed at the intermediate or ad­
vanced level in at least two departments.
This may include the study of an Asian
language above the first year, to a maxi­
mum of four credits.

(5) 1- or 2- credit senior thesis in the student’s
area of specialization, followed by an oral
exam. The thesis is no t required for
Honors majors, but they may write a twocredit thesis for one of their exams.
Students must enroll for the thesis no later
than fall semester of the senior year.
The Asian Studies Honors Major
The Honors Major in Asian Studies consists of
a minimum of 10 credits (two foundation
courses plus four preparations). To be admitted
to the honors major, students should have
completed at least two Asia-related courses, in
different departments, at the level of B+ or
above.
(1) Geographic and disciplinary breadth
requirements are the same as those for the
course major.
(2) Because Asian Studies is an interdiscipli­
nary major, all four fields presented for
external examination must be Asian
Studies subjects. The student has the
option of omitting a minor field designa­
tion. Alternatively, one of the four fields
can be designated as a minor, in which
case the student must fulfill all the require­
ments of that department for an honors
minor.
(3) Honors preparations must represent at
least two different departments.
(4) Honors preparations in Asian Studies may
consist of 2-credit seminars, designated
pairs of courses, 1-credit attachments to
designated 1-credit courses, a 1-credit the­
sis in conjunction with a 1-credit course,
or a 2-credit thesis. W ith the advance
approval of the Asian Studies committee,
course work or research done in study
abroad may be incorporated into the
preparation.
(5) Senior Honors Study for Majors, normally
done in the Spring semester of the senior
year, will consist of one of the following
options, each worth 0.5 credits. W hich
option a student chooses will be deter­
mined in close consultation with the
Asian Studies Program Chair. (Note: the
examples below assume that one prepara­
tion in Asian Studies will be put forth as a
Minor in a discipline. However, it is also
possible to do four preparations in Asian
Studies, without a minor, in which case

91

Asian Studies

the maximum length of the SHS essay will
increase to 10,000 words.)
(a) the integrative paper: an essay that
integrates the work of multiple prepa­
rations, examining the issues dealt
with in each in light of the methods
and content of the other. (Note: If all
three preparations are covered, the
essay should be 7000-8000 words in
length. If only two of the preparations
are considered, the integrative essay
should be 5000 to 6000 words in
length, and a separate paper, normal­
ly a revised seminar paper of 25004000 words, must be submitted for the
third preparation.)
(b) the intellectual bibliography: an essay
of 7000-8000 words in length, cover­
ing all three preparations, that identi­
fies and discusses critically the contri­
butions of major writers/writings,
both historical and contemporary,
that have shaped the student’s under­
standing of Asia and the issues posed
in the various disciplines.
(c) separate preparations: W hen the
fields of preparation are widely diver­
gent, an integrative essay may be
unwieldy or unfeasible. In such cases,
an acceptable alternative for SHS is
to prepare revised versions of writings
done for each of the three or four
preparations submitted for examina­
tion. The essay for each single prepa­
ration, in this case, should be 25004000 words in length.
Note: The word limits given above include
notes but not bibliography, charts, graphs,
computer programs, etc.) SHS materials may
be examined in regular written exams; they
must be examined in oral exams.
The Asian Studies Honors Minor
(1) A n Honors Minor in Asian Studies con­
sists of a minimum of 5 credits, in at least
two departments, and with exposure to
more than one country of Asia. Normally,
two of these courses should come from the
list of “foundation courses” (see above).
One credit of language study above the
first-year level may be counted. Work from
study abroad may be counted, if credit has
been granted by the College, with the

92

approval of the Asian Studies faculty.
(2) A n Honors Minor in Asian Studies will
submit one preparation, normally a twocredit seminar, for examination.
(3) Senior Honors Study for Minors, normally
done in the Spring semester of the senior
year, will consist a single paper of 25004000 words, revising work done for the
seminar. Preparations for the minor will be
examined in the same way as those for the
major (see above). No course credit will be
given for the SHS for minors.

COURSES
(See catalogue sections for individual depart­
ments to determine specific offerings in 19981999; additional departmental courses may be
considered, pending approval.)

Art (Art History)
3.
31.
32.
34.

38.
38b.
39.
132.
135.
136.

Asian Art
Japanese Civilization and Culture
Arts of the Buddhist Temple in Japan
Japanese A rt of the Early Modem
Period: Painting and Prints, 15501850
Ritual and Image in Buddhist
Tradition
Buddhist Art: Icon, Narrative and
Sacred Space
Meiji Japan (1868-1912): Ideology
and Representation
Arts of the Buddhist Temple
Eighteenth-Century Japanese
Painting and Its Contexts
Japanese Popular Culture of the Edo
Period: Sex, Lies, and Mass
Marketing

Asian Studies
96. Thesis (one credit)
98. Directed Reading (one-half to one
credits)
180. Thesis (two credits)
199. Senior Honors Study for Honors
Majors (one-half credit)

Economics
81. Economic Development
83. Asian Economies
181. Economic Development

History

Linguistics
33. Introduction to Classical Chinese

Modern Languages and Literatures,
Chinese

17.

18.
20.
21.
23.
25.
33.
56.
63.
66.
81.

91.

8. The Music of Asia
49. Balinese Gamelan

Political Science

9a. Chinese Civilization
9b. Modem China
10G. Women, Family, and State in
China
72. Japanese Civilization and Culture
75. Modem Japan
77. Orientalism East and West
144- Modem China

IB, 2B.
3B, 4B.
11.
11A.
12.
12A.
16.

93. Directed Reading

Music

Introduction to Mandarin Chinese
Second-year Mandarin Chinese
Third-year Chinese
Third-year Chinese Conversation
Advanced Chinese
Advanced Chinese Conversation
Substance, Shadow, and Spirit in
Chinese Literature and Culture.
The Legacy of Chinese Narrative
Literature: The Story in Dynastic
China
The Classical Tradition in Chinese
Literature
Readings in Modem Chinese
Topics in Modem Chinese
Modem Chinese Literature
Contemporary Chinese Fiction
Introduction to Classical Chinese
Chinese Film in the 20th Century
Comparative Perspectives: China
in the Ancient World
Chinese Poetry.
Transcending the Mundane:
Taoism in Chinese Literature and
Culture
Special Topics in Chinese
Literature and Culture in
Translation

55. China and the World
56. Politics of South and Southeast
Asia
64. American-East Asian Relations
108. Comparative Politics: Greater
China

Religion
8. Patterns of Asian Religions
9. The Buddhist Traditions of Asia
12. History, Religion, and Culture of
India, I
13. History, Religion, and Culture of
India, II
26B. Buddhist Social Ethics
27B. Asian Religions in America
28. Ritual and Image in the Buddhist
Tradition
104. Buddhism and Society in Southeast
Asia
108. Poets, Saints, And Storytellers:
Religious Literatures of India
110. Comparative Religious Ethics
Seminar
113. From Buddha’s Relics to the Body
of God: Hindu and Buddhist
Devotion

Sociology and Anthropology
2. Nations and Nationalisms
41. Comparative Study of China and
Japan
93. Southeast Asia: Culture and
History, Independent Study
102. History and Myth

Biology

SCOTT F. GILBERT, Professor
MARK JACOBS, Professor
JOHN B. JENKINS, Professor and Associate Chair
TIMOTHY C. WILLIAMS, Professor
RACHEL A . M ERZ, Associate Professor
KATHLEEN SIWICKI, Associate Professor and Chair
AMY C. VOLLMER, Associate Professor
SARA HIEBEKT, Assistant Professor
ROGER LATHAM, Assistant Professor
COLIN PURRIN6T0N, Assistant Professor
ELIZABETH A . VALLEN, Assistant Professor3
TAMI H. MYSLIWIEC, Visiting Assistant Professor
DARLENE BRAMUCCI, Laboratory Instructor
MEGAN STREAMS, Laboratory Instructor
THOMAS VALENTE, Laboratory Instructor
MARIA MUSIKA, Administrative Assistant

3 Absent on leave, 1998-99.

Students are introduced to biology by enrolling
in Biology 1 and Biology 2 which serve as pre­
requisites for all intermediate and advanced
biology courses. Intermediate courses are num­
bered 10-50; courses numbered beyond 100 are
advanced and may be used to prepare for the
Honors Program.

REQUIREMENTS AND RECOMMENDATIONS
Students electing to major in Biology must
have a grade point average of C in Biology 1
and 2 (or in the first two Swarthmore biology
courses), and a C average in all Swarthmore
College courses in the natural sciences. The
biology major must include the following sup­
porting subjects in addition to the minimum of
eight biology credits composing either the
Honors or the course major: Introductory
Chemistry, at least one semester of Organic
Chemistry, and two semesters of college math­
ematics (not Stat 1 or Math 3) or the comple­
tion of Calculus II (Math 6A and 6B, or 6C).
One semester of statistics (Stat 2. or 23) is
strongly recommended.
Students majoring in Biology must take at least
one course or seminar in each of the following

94

three groups: I. Cell and Molecular Biology; II.
Organismal Biology; and III. Population
Biology. Course majors must take at least one
advanced course or seminar in Biology and sat­
isfy the general college requirement of a com­
prehensive experience and examination in
biology by participation in Bio 97, Senior
Comprehensive Exam.
Special majors in biochemistry, psychobiology,
and bioanthropology are also offered- Students
wishing to obtain secondary teacher certifica­
tion in biology must successfully complete a
major in biology which should include at least
one course in plant science, in evolution, and
in physics.

HONORS PROGRAM
Admission to the Honors Program either as a
major or a minor is based on academic record
(average of B or better in Swarthmore College
courses in the natural sciences) and comple­
tion of prerequisites for the courses or seminars
used in preparation for Honors exams.
Qualified students will prepare for two external
exams from the following areas: Animal
Orientation, Animal Physiology, Behavioral

Ecology, Biomechanics, Cell Biology, Devel­
opmental Genetics, Human Genetics, Micro­
biology, Neurobiology, Plant Physiology, and
Plant Ecology. Students in Honors also will
undertake a substantial research project (Bio
180) and participate in Senior Honors Study
(Bio 199). These efforts will be evaluated by
external examiners who will determine the
level of honorific and grades for Bio 180 and
199.

6. History and Critique of Riology.
The topics of this course focus on the history
and sociology of genetics, development, and
evolution; science and theology; and feminist
critiques of biological sciences. (43)
Prerequisites: Biology 1 and 2.
Alternate years, spring semester. Gilbert.

GROUP I
CELLULAR AND MOLECULAR RIOLOGY
(10-19)

Biology course numbers were changed to
reflect study at different levels of organization
—General studies (1-9), Intermediate courses
in Cellular and Molecular Biology (10-19),
Organismal Biology (20-29), Population
Biology (30-39), Seminars in Cellular and
Molecular Biology (110-119), Seminars in
Organismal Biology (120-129) and Seminars
in Population Biology (130-139). The new
numbers are shown below; the former numbers
are in parentheses following each offering’s
description.

10. Genetics.

COURSES

14. Cell Riology.

GENERAL STUDIES
1 . Cellular and Molecular Riology.
An introduction to the study of living systems
illustrated by examples drawn from cell biolo­
gy, biochemistry, genetics, microbiology, neu­
robiology, and developmental biology. (1)
One laboratory period per week.
Primary distribution course.
Fall semester. Staff.

2. Organismal and Population Riology.
Introduction to the study of organisms empha­
sizing the adaptive aspects of morphology,
physiology, behavior, ecology, and evolution of
whole organisms and populations. (2)
One laboratory per week.
Primary distribution course.
Spring semester. Staff.

A n introduction to genetic analysis and mole­
cular genetics. The course explores basic prin­
ciples of genetics, the chromosome theory of
inheritance, classical and molecular strategies
for gene mapping, strategies for identifying and
isolating genes, the genetics of bacteria and
viruses, replication, gene expression, and the
regulation of gene activity. Major concepts will
be illustrated using human and non-human
examples. (20)
One laboratory period per week.
Prerequisite: Biology 1.
Spring semester. Jenkins.
A study of the ultrastructure, molecular inter­
actions and function of cell components. (21)
One laboratory period per week.
Prerequisites: Biology 1 and Chemistry 22.
Fall semester. Mysliwiec.

15. Tumor Riology.
A n introduction to the current topics in can­
cer research. This course will examine the
molecular and cellular aspects of oncogenesis.
Topics include cell cycle and apoptosis con­
trols, angiogenesis and metastasis, growth flictors and oncogenes, chemotherapeutic drugs
and resistance, tumor virology, cancer preven­
tion and control.
One laboratory period per week.
Prerequisites: Biology 1.
Spring semester. Mysliwiec.

16. Microbiology.
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory

95

Biology

exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both Biology
16 and 17 for credit.(38)
One laboratory period per week.
Prerequisites: Biology 1 and Chemistry 22.
Alternate years, spring semester.
Not offered 1998-99. Vollmer.

1 7 . Microbial Pathogenesis and the
Immune Response.
A study of infectious agents and of the humoral
and cellular mechanisms by which vertebrates
respond to agents. Students may not take both
Biology 16 and 17 for credit. (34)
One laboratory period per week.
Prerequisites: Biology 1 and 2; Chemistry 22
recommended.
Spring semester. Vollmer.

GROUP II
ORGANISMAL BIOLOGY (20-29)
20. Animal Physiology.
A n examination of the principles and mecha­
nisms of animal physiology ranging from the
subcellular to the integrated whole animal.
(15)
Prerequisites: Bio 1, Bio 2, Chem 10 recom­
mended.
Primary distribution course.
Fall semester. Hiebert.

22. Neurobiology.
A study of the basic principles of neuroscience,
with emphasis on the electrical and chemical
signalling properties of neurons and their
underlying cellular and molecular mechanisms,
as well as the functional organization of select­
ed neural systems. (29)
One laboratory period per week.
Prerequisite: Biology 1, Chem 10.
Fall semester. Siwicki.
Not offered 1998-99.

24. Embryology.
This analysis of animal development will com­
bine descriptive, experimental, and evolution­
ary approaches. Laboratories will involve dis­
section and manipulation of invertebrate and
vertebrate embryos. (33)
One laboratory period per week.

96

Prerequisites: Biology 1 and 2.
Spring semester. Gilbert.
Not offered 1997-98.

26. Invertebrate Zoology.
Evolution, morphology, ecology, and physiolo­
gy of invertebrate animals. (36)
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Alternate years, fall semester. Merz.

27. Crop Plants.
A n introduction to the plants used as food by
humans: their origins and evolution, growth
and development, nutritional value, produc­
tion methodology and breeding for yield
improvement and pest resistance. Labs will
examine the preparation and processing of
crops for use as food by man and will include
several field trips to production farms and
experimental farms in the area.
One laboratory period per week.
Prerequisite: Biology 2, or permission of the
instructor.
Spring semester. Jacobs.

GROUP III
POPULATION BIOLOGY (30-39)
30. Animal Behavior.
A n introduction to the biological study of ani­
mal behavior. Topics include Primate social
systems, behavioral ecology, orientation and
migration. Laboratory emphasizes field tech­
niques. (25)
One laboratory or field period per week.
Prerequisites: Biology 2; Stat 2 recommended.
Spring semester. Williams.

32. Field Ornithology.
The biology of birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive physi­
ology and behavior. (14)
Prerequisites: Biology 2, or AP Biology, or con­
sent of instructor.
Alternate years, fall semester. Williams.

32-A. Spring Ornithology.
A field course in bird songs, identification, and
behavior.
Prerequisites: Biology 32.

Sfning Semester. Williams.
I !4 credit.

34. Evolution.
This course focuses on how the genetic struc| ture of a population changes in response to
mutation, natural selection, and genetic
drift. Other topics, such as evolutionary rates,
speciation, and extinction provide a broader
view of evolutionary processes.
One laboratory period or field trip per week.
I Prerequisites: Bio 1 and 2; Bio 10 recommended.
Fall semester. Purrington.

I

I 36. Ecology.
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The scientific study of the relationships that
determine the distribution and abundance of
organisms, with a focus on plants. Topics
include population dynamics, species interactions, community ecology, and nutrient
cycles. (39)
One laboratory period or field trip per week.
Prerequisites: Biology 1 and 2.
Fall semester. Latham.

I 37. Systematic Botany.
I

Principles and methods of plant systematics,
the study of plant diversity, approached
through the classification and identification
of the major families of vascular plants. (17)
One laboratory period per week.
Prerequisites: Biology 2 or consent of instruC'
tor.
Alternate years, spring semester.

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I 39. Marine Biology.
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Ecology of oceans and estuaries, including
discussions of physiological, and structural
and behavioral adaptations of marine organisms. (50)
One laboratory per week; several all-day field
trips.
Prerequisites: Biology 1 and 2.
Alternate years, fall semester. Merz.

I INDEPENDENT STUDIES
I 93. Independent Study.
I A program of directed reading or laboratory
I or field work in a designated area of biology.

One-half or one credit. (93)
Fall or spring semester. Staff.

94. Research Project.
W ith the permission of the Department,
qualified students may pursue a research pro­
gram for course credit. (94)
Fall or spring semester. Staff.

180. Honors Research.
Independent research in preparation for an
Honors Research thesis.
Fall or spring semester. Staff.

SENIOR COMPREHENSIVE EXAMINATION
95,97, and 199 are not part of 8 credit mini­
mum in Biology.

95. Senior Project.
W ith the permission of the department a stu­
dent may write a senior paper in Biology for
satisfaction of the requirement of a compre­
hensive examination for graduation. (95)

97. Senior Seminar.
A consideration of a topic from the perspec­
tives of several biological subdisciplines.
Participation of all Biology majors in course.
(97)
Fall semester. Staff.

HONORS STUDY
199. Senior Honors Study.
A interactive, integrative program to allow
Honors students to finalize their research
thesis spring semester. Staff. (100)

SEMINARS (Itoo Credits)
110 . Human Genetics.
A seminar exploring the genetic analysis of
the human genome. Nonhum an model
systems will be examined along with human
systems. (56)
Laboratory Project.
Prerequisites: Biology 10 or consent of
instructor.
Spring semester. Jenkins.

Biology

exercises include techniques for detecting, iso­
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both Biology
16 and 17 for credit.(38)
One laboratory period per week.
Prerequisites: Biology 1 and Chemistry 22.
Alternate years, spring semester.
Not offered 1998-99. Vollmer.

1 7 . Microbial Pathogenesis and the
Immune Response.
A study of infectious agents and of the humoral
and cellular mechanisms by which vertebrates
respond to agents. Students may not take both
Biology 16 and 17 for credit. (34)
One laboratory period per week.
Prerequisites: Biology 1 and 2; Chemistry 22
recommended.
Spring semester. Vollmer.

GROUP II
ORGANISMAL BIOLOGY (20-29)
20. Animal Physiology.
A n examination of the principles and mecha­
nisms of animal physiology ranging from the
subcellular to the integrated whole animal.
(15)
Prerequisites: Bio 1, Bio 2, Chem 10 recom­
mended.
Primary distribution course.
Fall semester. Hiebert.

22. Neurobiology.
A study of the basic principles of neuroscience,
with emphasis on the electrical and chemical
signalling properties of neurons and their
underlying cellular and molecular mechanisms,
as well as the functional organization of select­
ed neural systems. (29)
One laboratory period per week.
Prerequisite: Biology 1, Chem 10.
Fall semester. Siwicki.
Not offered 1998-99.

24. Embryology.
This analysis of animal development will com­
bine descriptive, experimental, and evolution­
ary approaches. Laboratories will involve dis­
section and manipulation of invertebrate and
vertebrate embryos. (33)
One laboratory period per week.

96

Prerequisites: Biology 1 and 2.
Spring semester. Gilbert.
Not offered 1998-99.

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Evolution, morphology, ecology, and physiology of invertebrate animals. (36)
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Alternate years, fall semester. Merz.
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A n introduction to the plants used as food by
humans: their origins and evolution, growth
and development, nutritional value, production methodology and breeding for yield
improvement and pest resistance. Labs will
examine the preparation and processing of
crops for use as food by man and will include
several field trips to production farms and
experimental farms in the area.
One laboratory period per week.
Prerequisite: Biology 2, or permission of the
instructor.
Spring semester. Jacobs.

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GROUP III
POPULATION BIOLOGY (30-39)

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A n introduction to the biological study of animal behavior. Topics include Primate social
systems, behavioral ecology, orientation and
migration. Laboratory emphasizes field techniques. (25)
One laboratory or field period per week.
Prerequisites: Biology 2; Stat 2 recommended.
Spring semester. Williams.

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32. Field Ornithology.

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The biology of birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive physiology and behavior. (14)
Prerequisites: Biology 2, or AP Biology, or consent of instructor.
Alternate years, fall semester. Williams.

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26. Invertebrate Zoology.

32-A. Spring Ornithology.
A field course in bird songs, identification, and I
behavior.
Prerequisites: Biology 32.

Students with preparation outside biology
should seek permission of the instructor.
Spring semester. Williams.

131. Animal Orientation and Migration.
The way in which animals, from whales to
)- I bacteria, find their way around the world. A
multi-disciplinary approach including senI sory systems, evolution, and ecology is used
I to investigate large scale animal movements
including bird migration. Laboratory in­
cludes experience with both radar ornithol­
ogy and direct visual techniques; field trips
I and group or independent research projects
| I at the advanced level.
> I Prerequisites: Bio, 20, Bio 22, Bio 30, Bio 32,
Id I Bio 20 or permission of the instructor. Physics
.11 I (high school or above) and statistics recoinrf I mended.
k I Alternate years, fall semester. Williams.

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134. Coevolution.

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Seminars focusing on the selective pressures,
and consequent genetic changes, associated
with interactions of individuals from two or
more species.
One seminar meeting each week and continuing, independent laboratory projects.
Prerequisites: Biology 1 and 2, and Biology
34; Stat 2 and Biology 10 recommended.
Purrington.

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137. Biodiversity.

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The ecology of patterns in species diversity
and their causes at global, regional and local
scales. Readings and presentations also
encompass problems in paleobiology, systematics, biogeography, geology, macroevolution,
extinction, and ethical, cultural and economic issues pertaining to biodiversity and
its conservation. Attendance is required on
several all-day field trips (returning as late as
7 p.m.). Students form small research groups;
each group designs and implements an independent field research project or a component of a larger project conducted by more
than one group.
Prerequisites: Bio 2 and Bio 36 or equivalent.
Fall semester. Latham.

Black Studies

Coordinator: SARAH WILLIE (Sociology/Anthropology)
Committee:

Timothy BllfkO (History)
Syd Carpenter (Art)
Yvonne Chireau (Religion)
Alison Dorsey (History)
Charles James (English Literature)
Colin Loach (Psychology)
Micholino RiCO-Maximin (Modem Languages)1
Peter Schmidt (English Literature)

3 Absent on leave, 1998-99.

The aims of the Black Studies Program are
twofold: to make available to students an inter­
disciplinary structure of study of Black people
in Africa, the Americas and elsewhere in the
diaspora; and to provide sites where the various
fields of study intersect and where students
may explore variable approaches to an emer­
gent discipline.
All majors may add the concentration to their
program of study or include Black Studies as
the focus of their minor in the External
Examination Program by fulfilling the require­
ments stated below. Applications for admission
to the concentration are normally made in the
spring term of the sophomore year. All pro­
grams must be approved by the Committee on
Black Studies.

REQUIREMENTS
All candidates for the concentration in Black
Studies are expected to take either History 7,
Religion 10, or English 57 and Black Studies
91 (members of the class of 1999 may substi­
tute Linguistics 19 for the required History,
Religion or English course). Concentrators
must complete a minimum of five courses in
Black Studies. These must include at least
three courses outside the major, one of which
may include Black Studies 91 and two of which
must each come from separate departments.
Starting with the Class of 2002, all concentra­
tors are expected to satisfy the History,
Religion, or English requirement noted above

by completing Black Studies 15.
Black Studies 91, Special Topics in Black
Studies, may take the form of a tutorial (if
there are three or fewer students in any given
class) or a seminar (if there are four or more
students), with all senior concentrators partic­
ipating. The tutorial or seminar will normally
be conducted in the spring term of the senior
year, and will culminate in a thesis adminis­
tered by the Black Studies Committee. Please
note: it is often possible to combine a student’s
Black Studies thesis with the senior project for
the major. Students who apply their thesis
credit to both the major and the concentration
must receive advanced approval from the
Black Studies Program and the major depart­
ment.
The Honors Minor
All students participating in the Honors
Program are invited to add the minor in Black
Studies by defining a two-credit preparation in
the concentration. Normally this preparation
will be based on two units of credit chosen
from the courses approved by the Black Studies
Program or it may take the form of a two-cred­
it thesis written under Program supervision.
All minors must otherwise meet the require­
ments of the concentration as noted above.
The Honors minor may pair Black Studies
courses together. Such course combinations
could include, say, History 8B and Linguistics
37 or Modem Languages 77 and English
Literature 78 or Economics 82 and Political
Science 58.With respect to course combinations, it should be noted that all Honors work

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is normally done during the junior and senior
years.
The two-credit Honors thesis option must
include work done for the concentration and
should entail some unifying or integrative principle of coherence. In addition, an Honors thesis must also include substantial work (normally 50% or more) drawing upon a discipline that
is outside of the major. One unit of the twocredit preparation by minors will satisfy the
Black Studies 91 requirement. The proposal for
the two-credit Honors thesis must be approved
by the Black Studies committee, normally in
the Fall of the student’s senior year.
After consultation with their major department, minors may draw on these preparations
to enhance or, where appropriate, to integrate
their completed or ongoing Senior Honors
Study for the major. Work in Black Studies
may be represented in the Honors portfolio
sent to the external examiner by the inclusion
of such things as an essay designed to enhance
and/or integrate work done in two or more
courses, revised and enriched seminar paper or
a term paper from a Black Studies course, a
video or audio tape of a creative performance
activity in dance or music, or other approved
creative work.
Courses of the Black Studies concentration are
listed below. Courses of independent study,
special attachments on subjects relevant to
Black Studies, and courses offered by visiting
faculty (those courses not regularly listed in the
College Bulletin) may, at the discretion of the
Black Studies Committee, be included in the
Program. Students, who wish to pursue these
possibilities should consult with the appropri­
ate department and with the Black Studies
Committee.

COURSES*
*Find descriptions of courses listed in the bul­
letin with the appropriate departments.

Ait 21. African Pot.
Black Studies 15. Introduction to Black
Studies.
This course will introduce students to the
breadth and depth of the discipline of Black
I Studies using primary source material. It begins

with an examination of current debates that
define theory, method, and goals in Black
Studies; it examines the movement from the
more object-centered Africana Studies to sub­
ject and agentic-oriented Black Studies that
occurred in the United States as a result of the
Civil Rights Movement and challenges to
Colonialism in Africa, the Caribbean, and
Europe. The course demonstrates the interplay
between traditional academic disciplines and
the challenges that were levied against them
with the rise of anti-racist scholarship. It
briefly examines the conversation between
American, Caribbean and African post-colo­
nialists, and finally it allows students to delve
into a some of Black Studies most current and
exciting scholarship with a focus on the
United States.
Fall 1998. Willie.

Black Studies 91. Special Topics in Black
Studies (Thesis).
Dance 9. Music and Dance of Africa.
Dance 2 1. History of Asian and African
Dance.
Dance 43,53 . African Dance I and II.
Economics 7 1 . Labor Economics.
Economics 73. Women & Minorities in
the Economy.
Economics 82. The Political Economy of
Africa
Economics 1 7 1 . Labor and Social
Economics.
Economics 18 1. Economic Development.
English Literature 57. The African
American Writer.
English Literature 58. Intimacy and
Distance: Faulkner, Wright, Morrison,
and Welty.
English Literature 59. The Harlem
Renaissance.
English Literature 60. The Contemporary
African American Writer.
English 78. The Black African Writer.
English 79. Fiction from the Black
Atlantic.

101

Black Studies

English 12 1. The Harlem Renaissance and
the J a a Age.
History 7A-B. History of the African
American People.
History 8 A . Africa in the Era of the Slave
Trade, 1500-1850.
History 8 B. Modern Africa, 1880 to
Present.
History 101. First Year Seminar: African
American Women.
History 53. Topics in African American
Women’s History.
History 60. Cultural Constructions of
Africa: Images, Inventions, ideologies.
History 63. History of Southern Africa.
History 67. Race in Latin America.
History 13 7. African American History.
History 140. The Colonial Encounter in
Africa.
Linguistics 37. Languages of Africa.
Linguistics 52. Historical and
Comparative Linguistics.
Literature 70F. Caribbean and French
Civilizations and Cultures.
Modern Languages 12L. Introduction à
l’analyse littéraire.
Modern Languages 33. Le Monde
francophone: résistances et
expressions littéraires.
Modern Languages 75F. Haiti, the French
Antilles and Guyane in Translation.
Modern Languages 76. Femmes
écrivains.
Modern Languages 7 7 . Prose
francophone:littérature et société.
Modern Languages 78. Théâtre
d’écritures françaises.
Modern Languages 93. French Caribbean
Literature in Translation.
Modern Languages 110 . Ecritures
françaises hors de France: Fiction et
réel.
Music 3. Jazz History.

102

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Music 5. Music as Social History.
Music 61. Jazz Improvisation.
Political Science 33. Race, Ethnicity and
Public Policy.
Political Science 58. African Politics.
Political Science 110 . Comparative
Politics: Africa.
Psychology 45. Psychology of Oppression
and Resistance.
Religion 10. African American Religions.
Religion 24B. From Vodun te Voodoo:
African Religions in the Old and New
World.
Religion 25B. Black Women and Religion
in the United States.
Religion 109. Afro-Atlantic Religions.
Sociology/Anthropology 1 1 . Race and
Ethnicity in the US.
Sociology/Anthropology 4 3 .20th Century
Black Political Thought.

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n01

Chemistry

ROBERT F. PASTERNACK, Professor
JUDITH G. VOET, Professor
ROBERTS. RALEY, Associate Professor and Chair
THOMAS A . STEPHENSON, Associate Professor
KATHLEEN P. HOWARD, Assistant Professor
AHAMINDRA JAIN, Visiting Assistant Professor
PAUL R. RABLEN, Assistant Professor3
DAVID E- ROOT, Visiting Assistant Professor
MICHAEL WEDLOCK, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer
DONNA T. PERRONE, Laboratory Instructor
BRENDA L . WIDO, Laboratory Instructor
KAY McGINTY, Administrative Assistant

3 Absent on leave, 1998-99.

The aim of the Department of Chemistry is to
provide sound training in the fundamental
principles and basic techniques of the science
and to provide interested students with the
opportunity for advanced work in the main
subdisciplines of modem chemistry.

I REQUIREMENTS AND RECOMMENDATIONS
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The normal route for entrance to the advanced
level program is to take Chemistry 10 followed
by 22, 32, and 38. Students with an especially
strong pre-college background in chemistry are
advised to begin with Chemistry 10H. Such
students will normally be asked to take a placement examination.
Students
seeking
Advanced Placement credit may also be
required to take this examination. Consult
with the Department Chair.
The minimum requirement for a major in
Chemistry is nine credits in the Department.
These must include Chemistry 10, 22, 32, 34,
38, 45A/B, 46, 50 and one single-credit seminar. Students should note the Mathematics
and Physics prerequisites for Inorganic and
Physical Chemistry. Those considering a major m
Chemistry are strongly urged to complete Math 5,
6A, 6B, 18 and Physics 3 ,4 (or 7, 8) by the end
of die Sophomore year. In addition, all students
must complete Chemistry 10, 22 and 34 before

enrolling in a Chemistry Department seminar.
Students should complete these requirements
by the fall semester of the junior year.
Those students planning professional work in
Chemistry should include in their programs a
fourth semester of mathematics and at least
two additional credits in chemistry.
Accreditation by the American Chemical
Society (ACS) is useful for those who intend
to pursue a career in chemical industry and
requires a year of independent research
through Chemistry 94,96, or 180. Further, pro­
ficiency in reading scientific German, Russian,
or French is an asset to the practicing chemist.
Students desiring teacher certification in
chemistry must complete Biology 1, 2 in addi­
tion to the Chemistry major program. All can­
didates for teacher certification are required to
assist in the instruction of the laboratory of an
introductory chemistry course on one after­
noon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems under
investigation.

103

Chemistry

BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department of
Biology, the Department of Chemistry also
offers a Special Major in Biochemistry (see dis­
cussion of Special Major, page 61), which pro­
vides the student with the opportunity to gain
a strong background in chemistry with special
emphasis on the application of chemistry to
biochemical and molecular biological prob­
lems. The requirements include Chemistry 22,
32, 34, 38, 45A/C, 46, 50 and 108. Biochem­
istry majors must also complete either (1) a
biochemically related, sophomore-level Biol­
ogy course (with lab) and a biochemically
related advanced Biology seminar (with lab),
OR (2) two biochemically related, sophomorelevel Biology courses (with labs). The term
“biochemically-related” is defined here to
include all Biology Group I courses and other
courses that are deemed appropriate by annual
consultation among members of the Chemistry
and Biology Departments. Students should
note the Mathematics, Physics, Chemistry, and
Biology prerequisites for these courses. Those
considering a major in Biochemistry are
strongly urged to complete Math 5, 6A, 6B, 18
and Physics 3, 4 (or 7, 8) by the end of the
Sophomore year. In addition, all students must
complete Chemistry 10, 22 and 34 before
enrolling in a Chemistry Department seminar.
Students should complete these requirements
by the fall semester of the junior year. Research
opportunities are available in both the Biology
and Chemistry Departments. Interested stu­
dents should consult the Chairs of the two
departments.

CHEMICAL PHYSICS SPECIAL MAJOR
In collaboration with the Department of
Physics and Astronomy, the Department of
Chemistry also offers a Special Major in
Chemical Physics (see discussion of Special
Major, page 61), which provides the student
with the opportunity to gain a strong back­
ground in the study of chemical processes from
a microscopic and molecular point of view.
The Special Major combines course work in
chemistry and physics at the introductory and
intermediate levels, along with advanced work
in physical chemistry and physics, for a total of

104

between 10 and 12 credits. Laboratory work at
the advanced level in either chemistry or
physics is required; mathematics courses in linear algebra and multivariable calculus are prerequisites to this work.
In preparation for a major in chemical physics,
students must complete by the end of the
sophomore year: (1) Chemistry 10/10H and
22; (2) Physics 6, 7, 8 (Physics 3,4 can substitute, but the 6, 7, 8 sequence is strongly recommended); (3) farther work appropriate to
the major in either chemistry (34, 45A/B
and/or 46) or physics (14 and 50); (4) Math 16
and 18. A n example of a Major in Chemical
Physics follows: Chemistry 22, 34, 45A/B, 46,
50,104; Physics 7, 8,14, 50, 111, 113.

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H0H0RS PROGRAM
Fields Available for Examination: The fields
offered by the Department of Chemistry for
examination as part of the Honors program are:
Topics in Modem Organic Chemistry; Topics
in Bioinorganic and Organometallic Chemistry; Chemical Dynamics; Theory and
Applications of Spectroscopy; Topics in
Biochemistry. The Department will offer 3 of
these preparations during each academic year.
In addition, a two credit Research Thesis will
be offered during each academic year. All
Honors majors in Chemistry will be required to
include a Research Thesis as one of their three
fields of study.
Preparation for a Research Thesis within an
Honors program consists of enrollment in two
credits of Chemistry 180 during the senior year.
Preparations for the other five fields consist of
completion of the relevaint single-credit semi­
nar and associated prerequisites. For each of
the preparations, these prerequisites include
Chemistry 10,22, and 34; Math 5 ,6A, and 6B;
Physics 3 and 4- Individual preparations carry
additional requirements and prerequisites, as
noted below:
Topics in Modem Organic Chemistry: Chemistry 32, 102 (seminar). Chemical Dynamics:
Chemistry 45B, 104 (seminar); Math 18.
Theory and Applications o f Spectroscopy:
Chemistry 45B, 105 (seminar); Math 18.
Topics in Bioinorganic and Organometallic
Chemistry: Chemistry 32, 46, 106 (seminar).

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Topics in Biochemistry: Chemistry 32, 38, 45
I A/B or A/C, 108 (seminar); Biology 1.
I Chemistry Majors: Honors majors in Chemistry
] will be required to complete three preparations
in Chemistry, one of which must be the
J Research Thesis. Regardless of the fields se] lected for external examination, all Honors
majors in Chemistry are required to complete
Chemistry 10, 22, 32, 34, 38, 45A/B, 46, and
50.
Biochemistry Majors: The Honors program in
Biochemistry will consist of four preparations
I in at least two departments, as follows: (1)
I Topics in Biochemistry (Chemistry 108); (2)
I One biochemically oriented preparation from
the Biology Department; (3) A two credit bio­
chemically oriented Research Thesis carried
out under the supervision of faculty from the
Chemistry and/or Biology Departments; (4)
One additional preparation chosen from the
Chemistry Department or the biochemically
related preparations offered by Biology and
Psychology Departments. In addition to the
academic credits that comprise the Honors
program, Biochemistry majors are required to
complete Chemistry 45A/C, 46, and 50.
I Students should note the Chemistry, Biology,
Physics and Mathematics prerequisites to these
courses and the seminars that are included in
the Honors program.
[ Chemistry Minors: All of the fields available to
Chemistry and Biochemistry majors are avail­
able for students wishing to minor in
Chemistry, with the exception of the Research
Thesis. All minors must meet the same prereq­
uisite requirements for seminars established by
the Department for Chemistry and Biochem­
istry majors.

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COURSES

public policy aspects of these problems as well
as the chemistry will be encouraged. Assigned
reading material will be non-mathematical and
emphasize organic and bio-chemistry as well as
general chemical principles.
One laboratory period every second week.
Primary distribution course.
Spring semester. Wedlock.

10. General Chemistry.
A study of the general concepts and basic prin­
ciples of chemistry; atomic and molecular
structure, bonding theory, molecular interac­
tions and the role of energy in chemical reac­
tions. Applications will be drawn from current
issues in fields such as environmental, transi­
tion metal, and biological chemistry.
One laboratory period weekly.
Primary distribution course.
Fall semester. Pasternack, Staff.

10H. General Chemistry: Honors Course.
Topics will be drawn from the traditional
General Chemistry curriculum, but discussed
in greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation of molecular struc­
ture and reactivity, with examples drawn from
biological, transition metal, and environmen­
tal chemistry. Some familiarity with elemen­
tary calculus concepts will be assumed.
Open to first-year students only.
One laboratory period weekly.
Prerequisites: A score of at least 3 on the
Advanced Placement Chemistry exam or at
least 5 on the International Baccalaureate
Advanced Chemistry exam or equivalent per­
formance on the departmental placement
exam or permission of the instructor.
Primary distribution course.
Fall semester. Jain.

1. Chemistry in the Human Environment.

22. Organic Chemistry I.

This course will include the study of the cen­
tral concepts of chemistry in the context of
current problems that impact on the human
environment. This list includes the greenhouse
effect, ozone depletion, acid rain, energy uti­
lization, waste disposal, air and water quality,
nutrition, food production, toxic substances,
drugs, AIDS, brain chemistry and medicine.
Class discussion into the philosophical and

A n introduction to the chemistry of some of
the more important classes of organic com­
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepara­
tion and reactions of aliphatic and aromatic
hydrocarbons, halides and monofunctional
oxygen compounds, with an emphasis on ionic
reaction mechanisms.
One laboratory period weekly.

105

Chemistry

Prerequisite: Chemistry 10.
Spring semester. Jain, Staff.

32. Organic Chemistry II.
A continuation of Chemistry 22 with emphasis
on more advanced aspects of the chemistry of
monofunctional and polyfunctional organic
compounds, multi-step methods of synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Paley, Staff.

34. Principles of Physical Chemistry.
A survey of some basic concepts of physical
chemistry including states of matter, the laws
of thermodynamics, chemical equilibria, elec­
trochemistry, chemical kinetics and introduc­
tions to quantum theory, atomic and molecular
structure, and spectroscopy.
One laboratory period weekly.
Prerequisites: Chemistry 10, Math 5, 6A, 6B,
Physics 3 ,4 (or 7, 8).
Fall semester. Wedlock.

38. Biological Chemistry.
A n introduction to the chemistry of living sys­
tems: protein conformation, principles of bio­
chemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter­
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisite: Chemistry 32 (Biology 1 recom­
mended).
Spring semester. Voet, Staff.

45A. Intermediate Physical Chemistry I.
Continued discussion of the principles intro­
duced in Chemistry 34, focusing on thermody­
namics, the properties of condensed matter,
and non-ideal systems.
O ne laboratory period weekly.
Prerequisites: Chemistry 34, Math 18.
Spring semester, first half. Stephenson.

45B. Intermediate Physical
Chemistry il.
Continued discussion of the principles intro­
duced in Chemistry 34, focusing on chemical
bonding, spectroscopic methods, statistical
thermodynamics, and chemical reaction
dynamics.

106

One laboratory period weekly.
Prerequisites: Chemistry 34, Math 18.
Spring semester, second half. Root.

45C. Biophysical Chemistry
Continued discussidn of the principles intro­
duced in Chemistry 34, focusing on the appli­
cation of physical chemistry to the study of
biological problems such as the determination
of macromolecular structure and the measure­
ment of both intramolecular and intermolecular interactions important in stabilizing bio­
logical structures.
One laboratory period weekly.
Prerequisites: Chem 34, 38.
Spring semester, second half. Howard.

46. Inorganic Chemistry.
A study of the structure, bonding, and reactiv­
ity of inorganic compounds with emphasis on
the transition metals. Included in the syllabus
are discussions of crystal and ligand field
theories, organometallic chemistry and bio­
inorganic chemistry. The laboratory compo­
nent emphasizes the synthesis, spectroscopy,
and magnetic properties of transition metal
complexes including organometallic sub­
stances and ones of biochemical interest.
One laboratory period weekly.
Prerequisite: Chemistry 34.
Spring semester. Pasternack.

50. Modern Instrumental Methods in
Chemistry and Biochemistry.
This laboratory-intensive course centers on
modem instrumental methods, including fluo­
rescence, infrared, ultraviolet, and mass spec­
trometry. Special emphasis is given to Fouriertransform nuclear magnetic resonance.
Approximately five hours of laboratory weekly.
Prerequisites: Chemistry 32 and either 38 or
46. Concurrent or prior courses in Physical
Chemistry are recommended. Beginning in
1996, prior or concurrent registration in
Chemistry 34 is required.
Fall semester. Howard, Voet.

SEMINARS
The following single credit seminars may be
taken for credit towards a degree in Course or

for Papers in the External Examination Pro­
gram. All students should note that Chemistry
10,22, and 34 constitute a minimum set of pre­
requisites for enrollment in any Chemistry
Department seminar. These requirements
should be completed by the end of the Fall
semester of the junior year. Individual seminars
carry additional prerequisites, as listed below.

102. Topics in Modern Organic Chemistry
This course will address selected advanced top­
ics of current interest in the fields of synthetic
and physical organic chemistry. Materials will
be drawn both from textbooks and from the
current research literature, and will cover such
topics as methods for forming carbon-carbon
bonds, control of relative and absolute stereo­
chemistry, applications of stoichiometric and
catalytic organometallic chemistry in synthe­
sis, self-assembly, mechanisms of complex or
unusual reactions, experimental methods for
determining reaction mechanisms, and molec­
ular orbital theory.
Prerequisite: Chem 32.
Alternate years, Fall semester. Not offered 199899. Paley, Rablen.

104. Chemical Dynamics
An examination of the theories and experi­
mental techniques that explore chemical reac­
tivity, focusing on microscopic and macroscop­
ic time-resolved phenomena. Examples will be
drawn from solution and gas-phase systems,
ranging from atmospheric chemistry and mole­
cular beam scattering to electron transfer and
chemical substitution reactions in solution.
Prerequisites: Chem 45B, Math 18; Chem 38
or 46 recommended.
Alternate years, Spring semester. Not offered
1998-99. Pasternack, Stephenson.

105. Theory and Applications of
Spectroscopy
An examination of topics in molecular spec­
troscopy, beginning with quantum mechanical
principles and extending to chemical applica­
tions of NMR, electronic and ro-vibrational
spectroscopies.
Prerequisites: Chem 45B, Math 18.
Alternate years, Spring semester. Howard, Wedlock.

106. Topics in Bioinorganic and
Organometallic Chemistry.
Topics at the interface of inorganic, bio- and
organic chemistry, including bonding theory
for transition metal complexes, physical meth­
ods for their study, mechanistic and synthetic
aspects of Werner and organometallic com­
plexes, self-assembly processes, and bioinor­
ganic chemistry.
Prerequisites: Chem 32, 46.
Alternate years, Fall semester. Paley, Pasternack.

108. Topics in Biochemistry
Physical methods used to study high resolution
biomacromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces stabiliz­
ing intramolecular and intermolecular interac­
tions, and their application to proteins, nucle­
ic acids, carbohydrates and lipid membranes
will be included.
Recent developments in the rational design of
ligands for biological receptors, based on results
from the physical methods described above,
will be used to highlight the importance of
diverse approaches to the study of biomolecular recognition.
Prerequisites: Chemistry 38, Biology 1. Prior or
concurrent enrollment in Biology 10 or 14 or
16 or 17 and/or Chemistry 45 A/B or A/C is
recommended.
Spring semester. Voet, Jain.

STUDENT RESEARCH
All students who enroll in one or more
research courses during the academic year are
required to attend weekly colloquium meetings
and to present the results of their work during
the spring semester.

94. Research Project.
This course provides the opportunity for quali­
fied students to participate in research with
individual staff members. Students who pro­
pose 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.

107

Chemistry

96. Research Thesis.
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee
to consist of (but not be limited to) two mem­
bers of the Chemistry Department, one of
whom is to act as the student’s research men­
tor. Whereas the details of the research thesis
program will be determined by the committee
and the student, certain minimum require­
ments must be met by all students selecting
this option:
i) A minimum of two credits of Chemistry 96
to be taken during the last three semesters
of the student’s residence at Swarthmore.
ii) A thesis based upon the student’s research
activity to be submitted prior to the last
week of classes of the final semester.
Guidelines for the preparation of the
theiis will be provided to the student.
Each semester. Staff.

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

108

Classics

GILBERT P. ROSE, Professor
WILLIAM M. TURPIN, Professor and Chair
ROSARIAV. MUNSON, Associate Professor’
GRACE M . LEDBETTER, Assistant Professor7
PETER ARONOFF, Visiting Assistant Professor
ROBERT J . SKLENAR, Visiting Assistant Professor
FRANCESCA GIEGENGACK, Administrative Assistant

I 3 Absent on leave, 1998-99.

Classics is the study of the ancient Greeks and
Romans, who produced some of the world’s
greatest literature and influenced the entire
subsequent course of Western history and cul­
ture. The Department of Classics teaches the
Greek and Latin languages and literatures from
the beginning level through Honors seminars.
Any student who wishes to major or minor in
Greek or Latin can do'so without having stud­
ied it before entering college. Those who begin
a language at Swarthmore start to read litera­
ture by the end of one year. After two years stu­
dents are usually prepared for seminars, in
which they read and discuss in depth the works
of such authors as Homer, Sappho, Aeschylus,
Sophocles, Euripides, Plato, Thucydides,
Herodotus, Cicero, Tacitus, Catullus, Horace,
and Virgil.
The ancient languages are studied in courses
numbered from 1 to 19 and in seminars.
Courses (not seminars) numbered 20 and over
have no prerequisites and assume no knowl­
edge of Greek or Latin; instead, English trans­
lations are used to introduce students to the
history, literature, philosophy, mythology, reli­
gion, and archaeology of the ancient world.
The courses specifically in ancient history
count as prerequisites toward advanced courses
in the Department of History and as part of a
major in History.
The Department of Classics encourages both
majors and non-majors to spend a semester,
usually during their junior year, at the
Intercollegiate 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

7 Joint appointment with Philosophy.

Academy in Rome and the American School
of Classical Studies in Athens, and its students
have privileges at those institutions. Classics
students are eligible for the Susan P. Cobbs
Scholarship and the Susan P. Cobbs Prize
Fellowship for study abroad or for intensive
beginning language study in the summer (see
pp. 36 and 79).
The Classics Department participates in the
Medieval Studies Program, the Women’s
Studies Program, the Comparative Literature
major, and a Special Major in Linguistics.

REQUIREMENTS FOR A MAJOR
Greek, Latin, or Ancient History may be a stu­
dent’s major subject in either the Course or the
Honors Program, and a minor in the latter pro­
gram. Those who intend to major or minor in
Greek or Latin should complete courses num­
bered 11 and 12 (or their equivalent) as early
as possible.
A major in Greek or Latin consists of at least
eight credits beyond Greek 1-2 or Latin 1-2,
and includes three or four seminars. A major in
Ancient History consists of Classics 31, 32,42,
44, a one-credit attachment to any of the
above (see p. 63, Formats of Instruction), and a
second one-credit attachment or else another
course in Classical Civilization. One of the fol­
lowing seminars is also required for Ancient
History: Latin 102, Latin 105, Greek 113.
In their last semester, majors who are not in
the Honors Program take a comprehensive
examination.

109

Classics

THE HONORS PROGRAM IN CLASSICS
For a major in Greek or Latin, preparation for
Honors exams will normally consist of three
seminars (students may take a fourth seminar
in the major, but not for external examina­
tion). A student minoring in Greek or Latin
will take one external examination based on
one seminar. Minors are, however, strongly
encouraged to take more than one seminar, in
order to be adequately prepared for the exami­
nation.
For a major in Ancient History, one of the
three preparations for Honors, as for the major
itself, must be a Greek or Latin seminar; the
other two will both normally be course-plusattachment (this differs from the requirements
for the major itself). Students minoring in
Ancient History will take three courses in
Ancient History and add an attachment to one
of them. That course-plus-attachment will be
the preparation for the external exam. No
ancient language is required for this minor.
Senior majors and minors will select one paper
from each seminar to be sent to the external
examiner for that seminar. The student is free
to submit the paper with minor or major revi­
sions or no revisions at all. There are no
absolute word-limits, although 1,500-2,500
words would be an appropriate guideline.
Majors will, thus, submit three such papers,
and minors will submit one. Students offering a
course-plus-attachment as a seminar-equiva­
lent will not be required to submit anything in
addition.
The portfolio sent to examiners will contain
the seminar papers, together with syllabi and
related materials, if any, from the instructors. A
combination of (three-hour) written and oral
exams will be the mode of external assessment
for seminars. For course-plus-attachment, the
exam will be just an oral.

Latin.
Primary distribution course, Humanities.
Year course. Aronoff.

9 ,1 0 . Greek Prose Composition.
Extensive translation of English into Greek.
Meets one hour per week.
Half course. Sirring semester. Sklenar.

1 1 . Intermediate Greek.
The chief reading is usually a work of Plato.
The course emphasizes both language skills and
the discussion of literature and philosophy.
O ther readings may include selections from the
Greek historians, orators, or tragedians (e.g.,
Euripides’ Medea).
Primary distribution course, Humanities.
Fall semester. Aronoff.

12 . Homer.
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder of the poem
is read in translation.
Primary distribution course, Humanities.
Spring semester. Ledbetter.

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

Latin
1-2. Intensive First-year Latin.
Students learn all the basics of the language,
begin reading major classical writers, and are
introduced to the culture and thought of the
Romans. The course meets four times a week
and carries l'A credits each semester.
Primary distribution course, Humanities.
Year course. Rose.

9 ,1 0 . Latin Prose Composition.

Greek

Extensive translation of English into Latin.
Meets one hour per week.
Half course. Not offered 1998-99.

1-2. Intensive First-year Greek.

1 1 . Introduction to Roman Poetry.

Students learn all the basics of 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 l'A credits-each semester. There is
no assumption that students have studied

After a review of grammar, students read and
discuss major lyric and epic poets of the
Golden Age of Roman literature (e.g.,
Catullus, Virgil). The course emphasizes both
language skills and literary criticism, eliciting
the special characteristics and concerns of

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Roman poetry. Normally taken after Latin 2 or
three to four years of high school Latin.
Primary distribution course, Humanities.
Fall semester. Rose.

12. The Latin Novel and Satire.
This course will consider the Roman novel and
its relation to prose and verse satire. Texts will
be studied both as products of Roman imperial
society and as part of a broader literary tradi­
tion that extends from the ancient Greek
novel down to Cervantes, Fielding, and Fellini.
Readings in Latin may include the Satyricon of
Petronius, the Apocolocyntosis of Seneca, the
Metamorphoses of Apuleius, and the satires of
Persius and Juvenal.
Prerequisite: Latin 11 or equivalent.
Spring semester. Turpin.

13. Literature of the Augustan Age.
A portrait of the Age of Augustus from the
point of view of one or more contemporary
poets, such as Ovid, Virgil, Horace, and
Propertius, who contributed to the greatness of
the period while often questioning its assump­
tions.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Sklenar.

14. Medieval Latin.
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Not offered 1998-99.

16. Republican Prose: Cicero.
Cicero stood at the political and cultural cen­
ter of the late Roman Republic. Readings are
chosen from his speeches. We examine his
prose style, especially his use of rhetoric and
invective as means of persuasion. We also study
his role in transmitting Greek culture to the
Romans, and by extension to ourselves.
Prerequisite: Latin 11 or equivalent.
Spring semester. Aronoff.

1 7. Latin Poetry and the Modernists.

ticular, Ezra Pound and T.S. Eliot. The Latin
texts are read in the original, for their own sake
and in their own context, but we also explore
the readings given them by the Modernists, in
an attempt to assess the uses and importance of
their common literary tradition.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Not offered 1998-99.

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

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

20. Plato.
Cross-listed as Philosophy 20,
Spring semester. Ledbetter.

31. History of Greece.
A study of the political and social history of the
Greek cities from the Mycenaean or Bronze
Age to the end of the classical period. Topics
include the growth of the city-states, the devel­
opment of democracy, the period of Athenian
political and cultural leadership, and Athens’
rivalry with Sparta.
Primary distribution course, Social Sciences.
Fall semester. Turpin.

32. The Roman Republic.
A study of Rome from its origins to the civil
wars and the establishment of the principate of
Augustus (753-27 B.C.). Topics include the
legends of Rome’s foundation and of its repub­
lican constitution; the conquest of 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.
Fall semester. Not offered 1998-99.

This course explores Latin poems influential in
the creation of the Modernist verse of, in par­

1 11

Classics

33. Homer and Greek Tragedy.
The two most popular types o f literature
among the ancient Greeks were epic and
tragedy. This course studies the major works of
both genres in detail through English transla­
tions. We place them into their cultural and
performance contexts, and discuss their explo­
ration of such fundamental human issues as the
relations between humans and divinity, indi­
vidual and state, and men and women, as well
as their differing conceptions of the hero.
Readings include the Iliad and Odyssey and
plays by Aeschylus, Sophocles, and Euripides,
no prior knowledge of which is assumed.
Primary distribution course, Humanities.
Fall semester. Rose.

34. Women in Classical Literature.
Helen, Penelope, Clytemriestra, Electra,
Antigone, Deianira, Medea, Phaedra, Ariadne,
Dido— these Greek and Roman women,
admirable 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 rela­
tion between such portrayals and the lives of
actual women in those societies.
Fall semester. Not offered 1998-99.

35. Decadence and Salvation.
Latin authors typically saw themselves as living
in a decadent age and regarded their own times
as politically, morally, and aesthetically inferi­
or to the past. Often this sentiment took the
form of angry polemic or wistful nostalgia.
Some writers, however, willingly embraced
decadence and its pleasures, while still others,
especially during the Roman Empire, turned to
religious salvation. In this course students will
read, in English translation, Latin authors from
Sallust, Ovid, and Petronius to St. Augustine,
in an attempt to understand the nature and
variety of these responses to the perception of
the decline of civilization.
Spring semester. Sklenar.

36. Classical Mythology.
The myths of the Greeks and Romans are cen­
tral to the study of the ancient world and have
had an enormous influence upon subsequent
literature and other arts. This course examines
selected myths in such major works of Greek

1 12

and Latin literature as the Iliad and the
Odyssey, the tragedies of Aeschylus, Sophocles,
and Euripides, and Ovid’s Metamorphoses.
Myths are treated both as traditional tales
about gods and heroes and as evolving narra­
tives, subject to the influences of political,
social, and sexual ideologies.
Spring semester. Ledbetter.

37. Greek and Roman Religion.
A study of selected issues basic to the under­
standing of religion in ancient society: the
gods, cults, festivals and rituals, beliefs about
the afterlife, oracles and prophecy, the interac­
tion of philosophy and religion, and the social
context of early Christianity. Cross-listed as
Religion 37.
Not offered 1998-99.

42. Democratic Athens.
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all of these and shaped the Greek
world in the 5 th and early 4th centuries B.C.
Primary distribution course, Social Sciences.
Spring semester. Not offered 1998-99.

44. The Early Roman Empire.
A detailed study, using primary sources, of the
political, economic, social, and cultural history
of the Roman world from the fall of the
Republic through the Antonine Age (50 B.C.A.D. 192).
Primary distribution course, Social Sciences.
Spring semester. Turpin.

52. Introduction to Greek Archaeology.
This course traces the development of Greek
civilization as documented by archaeology and
includes data ranging from monumental art
and architecture to coins and potsherds. There
is special emphasis on such important sites as
Knossos, Mycenae, Delphi, Olympia, and
Athens.
Primary distribution course, Humanities.
Not offered 1998-99.

60. Dante and the Classical Tradition.
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 pos­
sibly selections from Petrarch and Boccaccio
are read in English.
Faß semester. Not offered 1998-99.

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

ment in the context of the Augustan Age.
Spring 2000.

1 1 1 . Greek Philosophers.
This seminar is devoted mainly to the study of
Plato, which is supplemented by study of the
pre-Socratic philosophers and of Aristotle and
the Hellenistic schools. The orientation of the
seminar is primarily philosophical, although
the literary merits of the Greek philosophers
receive consideration.
Fall 1998. Ledbetter.

112 . Greek Epic.
SEMINARS
102. The Roman Emperors.
This seminar explores Latin authors of the first
and second centuries A.D., with particular
attention to their responses to the social and
political structures of the period. Expressed
attitudes toward the emperors range from adu­
lation to spite, but the seminar concentrates on
authors who fall somewhere in between, writ­
ing skeptically or subversively. Both prose writ­
ers (e.g., Tacitus, Suetonius, Pliny) and poets
(e.g., Lucan, Seneca, Juvenal) are included.
Foil 1999.

103. Latin Epic.
This seminar usually focuses on Virgil’s Aeneid,
although it may include other major Latin
epics.
Spring 1999. Aronoff.

This seminar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
Spring 1999. Rose.

113 . Greek Historians.
This seminar is devoted to a study of
Herodotus and Thucydides, both as examples
of Greek historiography and as sources for
Greek history.
Fall 1999.

114 . Greek Drama.
This seminar usually focuses on one play by
each of the major tragedians—Aeschylus,
Sophocles, and Euripides. Other plays are read
in translation. The works are placed in their
cultural setting and are discussed as both drama
and poetry.
Spring 2000.

105. The Fall of the Roman Republic.
This seminar examines Latin texts from the
traumatic period of the Late Republic (70-40
B.C.). It focuses on the social and political cri­
sis of the period, as well as its connections with
the artistic and philosophical achievements of
the first great period of Latin literature.
Authors include Lucretius, Catullus, Cicero,
and Sallust.
Fall 1998. Turpin.

107. Horace.
The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the histo­
ry of satire and literary criticism. A n effort is
made to grasp the totality of Horace’s achieve­

113

Comparative Literature

Coordinator: CAROLYN LESJAK (English Literature)
Committee: Alan Beikowitz (Modem Languages and Literatures)
Elizabeth Bolton (English Literature)1
Thompson Bradley (Modem Languages and Literatures)
Marion Faber (Modem Languages and Literatures)
John HaSSOtt (Modem Languages and Literatures)
Goorge Moskos (Modem Languages and Literatures)
Gil Rose (Classics)
Philip Weinstein (English Literature)2
Nansjakob Werlen (Modem Languages and Literatures)2

2 Absent on leave, spring semester, 1999.

3 Absent on leave, 1998-1999.

The Comparative Literature major is adminis­
tered by a Comparative Literature Committee
made up of the Coordinator and faculty repre­
senting the Departments of Classics, English
Literature and Modem Languages and Litera­
tures. The basic requirement for the major is
work in two literatures in the original language.
In planning a Comparative Literature major,
students should look at course listings in the
departments of Classics, English and Modem
Languages. O f courses in Classics and Modem
Languages and Literatures, only courses in the
original language numbered 11 or above are
counted as constituents of the Comparative
Literature major. O f English courses numbered
5A-X, only one may be counted for the major.
Students applying for the major will submit to
the Comparative Literature Coordinator a pro­
posal of integrated study which sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program
of study is based. The student will also submit a
6-10 page writing sample from a previously
completed course. The Committee will review
the proposal and the essay and advise the stu­
dent.
Note: In lieu of a regular course, the Compara­
tive Literature Committee will consider pro­
posals for one or more research papers written
as course attachments as well as proposals to
substitute an extended research paper for
course credit.

REQUIREMENTS FOR A MAJOR IN COURSE

114

1. Ten credits in two or more literatures in the orig­
inal languages, including a substantial con­
centration of work—normally four or five
courses—in each of the literatures. The the­
sis (described below) does not count toward
these ten credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long
as it is deeply relevant to their plan of study.
Students working in English and any lan­
guage other than Chinese must do all of
their work in the original languages. Due to
the special demands of Chinese language
and literature, students working in Chinese
may propose a program based on attach­
ments (in Chinese) to literature courses
taught in translation.
2. A one- or two-credit thesis, covering work in
at least two languages, planned in the spring
of the junior year, and submitted in the
spring of the senior year, no later than April
30th.
Before the end of the junior year, the student
will submit to the Committee an outline for
the thesis and propose faculty advisors from
appropriate departments. In some cases the
Committee may ask that the thesis be writ­
ten in whole or in part in the language of a
literature studied other than English.
3. An oral comprehensive examination, one to
one and a half hours in length, at the end of
the senior year, based on the thesis and on

the courses and seminars comprising the
major.

REQUIREMENTS FOR A MAJOR OR MINOR
IN THE HONORS PROGRAM
Major: Four two-credit preparations in at least
two literatures in the original language, one of
which is a thesis. One of the preparations may
be used as an independent minor (in Russian
or German Studies, for instance) if the minor’s
departmental requirements have been met.
Minors requiring unrelated preparations such
as Biology or Psychology are not allowed: all
four honors preparations are necessary compo­
nents of the comparative literature honors
major.
Minor: A two-credit thesis integrating prepara­
tions that have been done in two literatures in
the original language.
Prerequisite for admission into the Honors
Program: Successful completion of an ad­
vanced course in literature in each of the liter­
atures of the student’s program of study. A min­
imum grade of a B is required.
Mode of examination: For each preparation, a
three-hour written examination prepared by
the external examiner and a thirty-minute oral
based on the contents of the written exam.
Procedures for all majors: All majors will meet
with members of the Comparative Literature
Committee before the end of the junior year to
review and assess the student’s program. A t this
time, both course and honors majors will
submit thesis proposals and propose faculty
advisors.
The courses and seminars that compose the
Comparative Literature major’s formal field of
study will naturally differ with each major. In
order to give some sense of the range of possi­
bilities available, a series of sample programs
are offered below.

SAMPLE: COMPARATIVE LITERATURE
COURSE MAJOR
Focus: The Black Atlantic
English 5R: Fictions of Identity
French 12L: Introduction à l’analyse littéraire

English 54: Faulkner, Morrison and the
Representation of Race
French 25: Centers and Peripheries in the
Francophone World
English 59: The Harlem Renaissance
French 77: Prose francophone
English 79: Fiction from the Black Atlantic
French 110: Ecritures françaises hors de
France (Caribbean)
English 86: Postcolonial Theory and Lit.
One-credit thesis

SAMPLE: COMPARATIVE LITERATURE
HONORS MAJORS
Focus: Modernism
Courses:
German 13: Introduction to German
Literature
German 52: The Body Machine:
Deconstructing the Body Politic
in Postwar German Drama
English 45: Modem British Poetry
English 53: American Poetry
Seminars:
English 115: Modem Comparative Literature
English 121: The Harlem Renaissance and the
Jazz Age
German 109: Rise of the Modem German
Novel
Two-credit thesis

SAMPLE: COMPARATIVE LITERATURE
HONORS MINOR
Two-credit thesis: Kant’s influence on
Hölderlin and Pio Baroja
Background Courses:
German 13: Introduction to German
Literature
German 91: Rethinking Representation (plus
attachment in German)
Spanish 11: Introduction to Spanish
American Literature
Spanish 70: Rebeldía y renovación artística: la
generación de 98

115

Computer Science

CHARLES F. KELEM EN, Professor and Program Director
JAM ES MARSHALL, Visiting Instructor
USA MEEDEN, Assistant Professor
JOAN M . McCAUL, Administrative Assistant
Committee: Charles Grinstead (Mathematics)
Bruce Maxwell (Engineering)
Ann McNamee (Music & Dance)
a student to be selected

Computer Science is the study of algorithms
and the issues involved in implementing them.
This includes the study of computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of the­
ories and models to aid in the understanding
and analysis of the properties of algorithms,
computing systems, and their interrelationship.
The Computer Science Program is designed to
provide students with a flexible set of offerings
in computing that can be tailored to satisfy in­
terests in various areas and at several levels of
depth. All the courses emphasize the funda­
mental concepts of computer science, treating
today’s languages and systems as current exam­
ples of the underlying concepts. The Computer
Science Laboratory provides up-to-date soft­
ware and hardware facilities. There are three
entry points to the CS curriculum at
Swarthmore.
‘CSIO: Great Ideas in Computer Science’ is de­
signed for Freshmen with little or no experi­
ence in computer science. It is an introduction
that emphasizes breadth of coverage over
depth or skill building. Most appropriate for
first or second year students who lack confi­
dence in their abilities in Computer Science.
‘C S2I: The Imperative Paradigm: UNIX and C ’
falls between CSIO and CS22 in pace. No pre­
vious experience with computers is necessary.
CS21 will introduce fundamental ideas in
computer science while building skill in soft­
ware development. This course is appropriate
for all students who want to be able to write
programs. It is for students who are comfortable
with computers. This is the usual first course
for Computer Science Majors and Concen­
trators. Students with AP credit or extensive
programming experience may be able to place
out of this course.

110

‘CS22: Structure and Interpretation of Computer
Programs' is designed for students who plan to
take several courses in Computer Science. This
course is a fast-paced introduction to the kind
of abstraction used in all areas of Computer
Science. The language used is a dialect of LISP.
For students who intend to be Computer
Science majors, minors, or concentrators AND
are fluent in a language like C AND feel com­
fortable about their abilities, this is the best
first course.
Students or advisors who want more advice on
placement in CS courses should feel free to
contact any CS faculty member by phone or in
person.
The Computer Science Program offers special
majors, majors and minors in the Honors
Program, and concentrations. Students inter­
ested in any of these options are encouraged to
meet with the director of the computer science
program as early in their Swarthmore years as
possible. The concentration in computer sci­
ence is designed for students who desire a co­
herent introduction to the core topics in the
field but cannot afford the number of courses
required of a major. Students completing the
concentration will possess a number of intel­
lectual skills useful in many disciplines.

SPECIAL MAJOR IN COMPUTER SCIENCE
The requirements for a Special Major in com­
puter Science consist of:
2 mathematics courses numbered above 8
(Math9 and M athló recommended);
Each of CS21, CS22, CS23, CS35, CS46,
CS97;
Three of CS40, CS41, CS43, CS63, CS75,

CS81, Math72, Engin21, Engin24, Ling50, or
Lingl08.

CONCENTRATION IN COMPUTER SCIENCE
The Concentration in Computer Science can
be combined with any major in the College. It
provides students with a well-rounded back­
ground in computer science sufficient to devel­
op significant, creative applications and to
keep up with the rapid changes in the filed.
Students interested in a Concentration in
Computer Science should submit a concentra­
tion proposal for approval by the Computer
Science Committee, preferably by the end of
their Sophomore year. If this proposal is not
part of the Sophomore paper, it should include
a copy of the Sophomore paper with it. Both
the student’s major advisor and the Director of
the Computer Science Program should be con­
sulted when writing such a proposal. While
some flexibility is possible, thé requirements
for the Concentration in Computer Science
will consist of six courses including a compre­
hensive experience. The six courses should be
selected as follows:
Each of CS21, CS22, Math9, CS35, CS97;
One of CS23, CS41, or CS46.
The comprehensive experience will ordinarily
be satisfied by completing CS97: Senior
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 of the Computer Science
Program and the other department must be ob­
tained before embarking on the project.

Approval of a special major is not guaranteed.
It will depend upon the availability of fesources (both faculty and equipment) and the
student’s demonstrated ability to work inde­
pendently.

HONORS PROGRAM
Honors majors and minors in computer science
are available.

HONORS MAJOR
A n honors major in CS will consist of: two 2credit preparations, one 2-credit research re­
port or thesis, a minor preparation, and a se­
nior honors study portfolio.
The following will be submitted to external ex­
aminers to be evaluated as described in more
detail below:
A) Two 2-credit preparations to be selected
from the combinations of courses listed below.
Each of these 2-credit preparations will be ex­
amined by a 3 hour written exam and an oral
exam;
B) One 2-credit research report or thesis to be
read by an external examiner and examined
orally;
C) Senior Honors Study portfolio.
We expect that all CS examiners will meet to­
gether to discuss honors recommendations for
CS majors and minors.

JOINT SPECIAL MAJORS
Students desiring to integrate computer sci­
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major combining computer science and anoth­
er area. Such special majors require the ap­
proval of the Computer Science Committee
and the other department involved. Special
majors should be designed in consultation with
the Director of the Computer Science Program
as early in the student’s program as possible.

117

Computer Science

DETAILS
A)

Currently approved papers for part A.
Preparation

Course Combination

Algorithms

two of CS41 Algorithms, CS35, or
Math 72 Combinatorial Optimization

Algorithms & Theory

CS41 Algorithms
CS46 Theory of Computation

Artificial Intelligence &
Robotics

CS81 Building Intelligent Robots
CS63 Artificial Intelligence

Compiler Design & Theory

CS46 Theory of Computation
CS75 Compiler Design & Construction

Computer Architecture

Engin21 Digital Logic Design
CS23 Computer Architecture

Programming Languages

CS43 Programming Languages
CS75 Compiler Design & Construction

Selections to satisfy part A must include 4 distinct courses. In certain circumstances, the CS
Program may be willing to consider other
groupings of courses, seminars, or courses with
attachments. In all cases the Computer
Science Program must approve the student’s
plan of study.
B) A t a minimum this will involve a review of
one or more scholarly papers from the primary
literature of computer science and the writing
of a scholarly scientific paper. We hope that
the paper will report on a research experience
involving the student and faculty (here or else­
where). It is expected that most of the research
or scholarly ground work will be completed be­
fore the Fall semester senior year either by one
credit of work in the Spring semester Junior
year or full-time summer work. Students will
register for at least one credit of thesis work in
the Fall of the senior year to complete the work
and write the paper. It is expected that the
paper will be completed by the end of the Fall
semester.
C) Senior Honors Study will consist of full par­
ticipation in CS97 Senior Conference with
course students in the Spring semester of the
Senior year. In addition, honors students will
be provided with a set of questions (generated
by Swarthmore faculty) designed to encourage

118

integration and synthesis of various topics in
computer science. Honors students will answer
a subset of these questions (in less than 6000
words) which will be included with written
work from CS97 as Seniors Honors Work. This
material will be sent to all CS external exam­
iners.
To be eligible for an honors major in computet
science students must
1) have a B+ average in all CS courses com­
pleted by the end of Junior year. These must in­
clude: CS21, CS22, CS35, and at least one of
CS23 or CS46.
2) have demonstrated proficiency in mathe­
matical argument and reasoning by the end of
the Junior year. Ordinarily this proficiency will
be assumed if the student has:
a) passed Math 9 and Math 16 with a grade
of B+ or better or
b) passed M athl6H with a grade of B or bet­
ter or
c) completed Math47 or Math49 with a
grade of B- or better.
3) complete by the end of the senior year both
of CS23 and CS46, and in addition CS93, and
CS97.

HONORS MINOR IN CS
One 2-credit preparation to be selected from
combinations of courses listed in A above. An
examiner will set both a 3 hour written exam
and an oral exam for the preparation.
To be eligible for an honors minor in comput­
er science a student must
1) have a B+ average in all CS courses com­
pleted by the end of Junior year. These must in­
clude: CS21, CS22, CS35, and at least one of
the CS23 or CS46.
2) have demonstrated some proficiency in
mathematical argument and reasoning by the
end of the Junior year. Ordinarily this profi­
ciency will be assumed if the student has:
a) passed Math 9 or Math 16 with a grade of
B or better or
b) passed M athl6H or Math47 or Math49
with a grade of B- or better.

STUDY ABROAD
Students planning to concentrate or major in
Computer Science may opt to study abroad for
one semester or a whole year. Because ad­
vanced courses in Computer Science are of­
fered only in alternate years, some selections
will be unavailable to some students. A course
of study abroad should be agreed upon with the
Program before it is taken. The Computer
Science Program will give credit for appropri­
ate courses taken aboard. The Program deter­
mines credit earned by students on their return
to Swarthmore on the basis of evidence pre­
sented by the student. Depending upon the re­
sources available to the Program, independent
study and/or reading courses may occasionally
be offered to accommodate students who are
unable to take desired offerings because of
study abroad.

neering and completed a sufficient number and
selection of Computer Science courses. The
choice of the appropriate major and computing
courses will depend on the student’s interests
and should be made in consultation with the
director of the Computer Science Program.
Other majors are also reasonable for students
with special interests. For example, a major in
Linguistics or Psychology might be appropriate
for a student interested in Artificial Intelli­
gence or Cognitive Science. In such cases, stu­
dents 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.

COMPUTER SCIENCE COURSES
(Courses numbered above 40 will be offered in
alternate years.)

10. Great Ideas in Computer Science.
This course will introduce a number of funda­
mental ideas in computer science. Topics to be
covered include: history, applications, the basic
design of a digital computer, the programming
process, theory of computability, artificial in­
telligence, and the social implications of com­
puting. Students will contribute to and modify
the emphasis of the course by writing and pre­
senting papers in the last third of the semester.
No previous experience with computers or
computing will be assumed and programming
will not be emphasized in this course.
Nonetheless, much of the material will be en­
countered in laboratory sessions in addition to
the lecture-discussion sessions.
Lab work required. This course is a Science
Primary Distribution Course. It is designed for
Freshmen and they will be given enrollment
preference.
Each semester. Staff.

2 1. The Imperative Paradigm: Unix and C.
GRADUATE STUDY
Students interested in graduate study in
Computer Science will be well prepared by a
Special Major in Computer Science. Some
graduate programs will also accept students
who have majored in Mathematics or Engi­

This course introduces students to fundamen­
tal aspects of the field of computing, focusing
on problem-solving, software design concepts,
and their realization as imperative programs
run on the Unix operating system. An intro­
duction to the Unix operating system and the
C programming language for the purpose of

119

Computer Science

gaining mastery of these principles will be pro­
vided. Topics to be covered include: Von
Neumann architecture, operating system
overview, Unix, Emacs editor, C programming,
control structures, arrays, procedural abstrac­
tion, pointers, iteration, recursion, sorting,
data types and their representation, elementary
data structures, Lists, Stacks, Queues, informal
analysis of algorithms, informal verification
using loop invariants, elementary Unix tools
(such as grep, sort, tr), introduction to shell
scripts.
Lab work required. This course is a Science
Primary Distribution Course.
Prerequisites: none.
Each semester. Marshall, Meeden.

22. Structure and Interpretation of
Computer Programs (formerly CS20).
This course is a serious introduction to the
study of computer programs; and, through pro­
grams, some central ideas in computer science.
By studying programs that make repeated and
deep use of abstraction, students will learn how
to generate precise specifications 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 cov­
ered include: programming idioms and para­
digms (functional and object-oriented), recur­
sion, abstract data structures (lists, queues,
trees and sets), information retrieval, binding
and scope, and interpreters.
Lab work required. This course is a Science
Primary Distribution Course.
Prerequisite: Comfort with your computing
abilities.
Fall semester. Marshall.

23. Computer Architecture.
A n in-depth tour of current computer technol­
ogy, including selected RISC and CISC micro­
processor instruction sets and addressing
modes, superscalar architectures, interrupts
and DMA, peripherals, memory system hierar­
chy, virtual memory, and computer networks.
Fundamental operating system concepts.
Parallel and distributed computer systems. The
laboratory will include studies of specific ma­
chines from microcontrollers to workstations.
Cross-listed as Engineering 22: Micro­
processors and Computer Architecture.

120

Prerequisites: CS21, some experience with
UNIX and C, or permission of instructor.
Spring semester. Maxwell.

35. Algorithms and Object Oriented
Computing.
This course completes the broad introduction
to computer science begun in CS21 or CS22. It
provides a general background for further study
in the field. Topics to be covered include: ob­
ject-oriented programming in Java or C++, ad­
vanced data structures (trees, tries, graphs,
etc.) and algorithms, software design and veri­
fication, and parallel and distributed algo­
rithms. Students will be expected to complete
a number of programming projects illustrating
the concepts presented.
Lab work required. Prerequisites: CS21 or per­
mission of instructor. Math9 recommended.
Spring semester. Kelemen.

40. Computer Graphics.
Techniques used to model and display three-di­
mensional scenes. Topics include 2D and 3D
transformations, clipping, scan conversion,
projections, coordinate systems, rendering, ray
tracing, representing curves/surfaces/solids,
color, lighting, and software and hardware for
graphics systems. A laboratory will involve
programming user-interface systems and im­
ages using the X I1 package, an interactive X
toolkit, and PEX.
Prerequisites: CS21, extensive familiarity with
C, or permission of instructor. Linear algebra
and some calculus is helpful. Cross-listed with
E26.

4 1. Algorithms.
The study of algorithms found to be useful in
many diverse areas. Considerable attention is
paid to correctness and time and space re­
sources required. Topics to be covered include:
abstract data types, trees (including balanced
trees), graphs, searching, sorting, and the im­
pact of several models of parallel computation
on the design of algorithms and data structures.
Prerequisite: CS 35.
Fall 1998. Kelemen.

43. Foundations of Programming
Language Design.
A study of the organization and structure of
modem programming languages with an em­
phasis on semantic issues. Topics include: spec­

ifying syntax and semantics, conventional and
abstract data types, control structures, proce­
dural languages, functional languages, objectoriented languages, other classes of languages,
program correctness, concurrency and syn­
chronization, language design and evaluation,
and implementation issues.
Lab work required. Prerequisite: CS 35.
Next offered Fall 1999.

46. Theory of Computation.
The study of various models of computation
leading to a characterization of the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means of classifying them with re­
spect to how difficult they are to solve. Topics
to be covered include: formal languages and fi­
nite state devices, Turing machines and other
models of computation, computability, and
complexity.
Prerequisite: CS 35.
Spring 99. Kelemen.

63. Artificial Intelligence.
The unifying theme of this course is the con­
cept of an intelligent agent. Based on this per­
spective, the problem of AI is seen as describ­
ing and building agents that receive percep­
tions from an environment and perform appro­
priate actions based on them. This course will
examine many different methods for imple­
menting this mapping from perceptions to ac­
tions including: production systems, reactive
planners, logical planners, and neural net­
works. We will use robots to explore these
methods.
Lab work required. Prerequisite: CS35.
Fall 98. Meeden.

81. Building Intelligent Robots.
This course addresses the problem of control­
ling robots that will operate in dynamic, un­
predictable environments. In laboratory ses­
sions, students will work in groups to build
small, lego-based mobile robots and to program
them to perform a variety of simple tasks
such as obstacle avoidance and light following.
In lecture/discussion sessions, students will ex­
amine the major paradigms of robot control
through readings with an emphasis on adaptive
approaches.
Next offered Fall 99.

91. Special Topics in Computer Science.
In general, subject matter for CS91 is depen­
dent 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.

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

97. Senior Conference.
This course provides senior concentrators and
special majors an opportunity to delve more
deeply into a particular topic in computer
science synthesizing material from previous
courses. Recent topics have been robotics and
embodied intelligence (1997), complexity, en­
cryption, and compression (1996), and parallel
processing (1995). CS97 is the usual method
used to satisfy the comprehensive requirement
for a computer science major or concentrator.
Spring semester: Staff.

75. Principles of Compiler Design and
Construction.
This course presents an introduction to the de­
sign and construction of language translators
for imperative, procedure oriented program­
ming languages. Topics covered include: formal
grammars, lexical analysis and finite automata,
syntax analysis and pushdown automata, LL
and LR parsing, semantic analysis and table
handling, error detection and recovery, code
generation and optimization, compiler writing
tools.
Prerequisite: CS 35.

SEMINARS
128. Computational Models of Learning.
A study of computer-based representational
formalisms and algorithms that facilitate learn­
ing behaviors with a focus on models inspired
by biological sciences. Strong emphasis on the
study of connectionist models that are based
on neural network abstractions. Other ap­
proaches covered include genetic algorithms
and symbol-based models. The course includes

121

Computer Science

a laboratory component for hands-on experi­
ments with various models and algorithms in
the development of learning behaviors.
Prerequisites: Psy 28 or Psy 33 or CS 20 or CS
21 and by instructor’s permission.
Cross-listed as Psychology 128.
Spring semester. Dufour and Meeden.

199. Senior Honors Study.

t

122

Economies

STEPHEN S. GOLUB, Professor3
ROBINSON G. HOLLISTER, J R ., Professor
MARK KUPERBERG, Professor, Chair
STEPHEN A . O’CONNELL, Professor
BERNARO SAFFRAN, Professor
LARRY E . WESTPHAL, Professor
JOHN P. CASKEY, Associate Professor
PHILIP N. JEFFERSON, Associate Professor
ELLEN B. MAGENHEIM, Associate Professor1
AMANDA BAYER, Assistant Professor
PEGGY dePROPHETIS, Visiting Lecturer
MARY ANNE STEWART, Administrative Assistant

1 Absent on leave, fall semester 1998.

3 Absent on leave, 1998-99.

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 took for analyzing economic processes
and institutions; and 3) to build a foundation
for reaching informed judgments 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 sta­
tistics requirement by taking Econ 31
(Statistics for Economists) or its equivalent 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 of statistical
tools to economic problems; the statistics
courses in the Mathematics and Statistics
Department focus more on the derivation of
the mathematical and statistical properties of
various estimators.
In order to read the literature in economics
critically, a knowledge of elementary calculus is
extremely useful. The department very strong­
ly 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 (Several
Variable Calculus) are valuable for those

intending to focus on the more technical
aspects of economics. Students planning to
attend graduate school in economics should
give serious thought to taking additional math­
ematics courses, such as Math 30 (Differential
Equations) and Math 47 (Introduction to Real
Analysis).
Students contemplating careers in business or
law may wish to take accounting. In turn, stu­
dents contemplating careers in international
economics or business are strongly urged to
have a mastery of at least one modem foreign
language.
To graduate as a major, a student must: have at
least eight credits in economics; meet the the­
ory and statistics requirements; and, in the
senior year, pass the comprehensive examina­
tion given early in the Spring semester (course
students) or the honors examinations given at
the end of the Spring semester (honors stu­
dents). To be prepared for the comprehensive
exam, course students are strongly advised to
complete Econ 11, Econ 21, and Econ 31 (or
its equivalent) before the second semester of
their senior year.
Students who are contemplating a major in
economics should consult “Economics at
Swarthmore: Department Handbook” (avail­
able in the department office) for additional
information regarding the details of the pro­
gram.

123

Economies

COURSES
1 . Introduction to Economics.
Covers the fundamentals of micro and macro
economics: supply and demand; market struc­
tures; income distribution; fiscal and monetary
policy in relation to unemployment and infla­
tion; economic growth; and international eco­
nomic relations. Focuses on the functioning of
markets as well as on the rationale for and the
design of public policy. Prerequisite for all fur­
ther work in economics. Primary Distribution
Course.
Fall and spring semesters. Staff.

3. The World According to Economics.
This course explores from an economic per­
spective the economic content of 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 1998-99.

5. Savage Inaccuracies: The Facts and
Economics of Education in America.
(cross-listed as Education 69): This course
investigates the relationship between issues of
resource allocation and educational attain­
ment. It examines the facts about student
achievement and educational expenditure in
the U.S. and the relationship between them. It
studies what is known about such questions as:
Does reducing class size improve student
achievement? Does paying teachers more
improve teacher quality and student outcomes?
The course also investigates the relationship
between educational attainment and wages in
the labor market. Finally, it analyzes the effects
of various market oriented education reforms
such as vouchers and charter schools.
Prerequisites: Economics 1 and any statistics
course (or the consent of the instructor),
Education 14 is strongly recommended.
Fall semester. Kuperberg.
6.

The U.S. Economy & Economic
Thought: Roosevelt Through Clinton.
The course will examine the development of
the U.S. economy since the nineteen twenties.
There will be two major themes—how did eco­

124

nomic analysis respond to changing economic
problems and what effect did the new analysis
have on the economic policies that the gov­
ernment pursued.
Spring semester. Saffian.

10. Current Issues In Economic Policy.
Examines current micro and macro economic
policy issues. Topics vary year to year depend­
ing on developments in the economy. Recent
topics have included flagging economy-wide
performance, health care, tax reform, and per­
sonal finance. The format is seminar-like.
Reading material includes the economic and
financial pages of current periodicals, reports of
think tanks and other current literature.
Fall semester. Saffian.

1 1 . Intermediate Microeconomics.
Provides a thorough grounding in intermedi­
ate-level microeconomics. The standard topics
are covered: behavior of consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solv­
ing to facilitate the learning of theory and see
practical applications.
Fall semester. Westphal.

12. Games and Strategies.
How should you bargain for a used car or medi­
ate a contentious dispute? This course is an
introduction to the study of strategic behavior
and the field of game theory. We analyze situa­
tions of interactive decision-making in which
the participants attempt to predict and to
influence the actions of others. We use exam­
ples from economics, business, biology, politics,
sports and everyday life. This course may be
counted toward a concentration in Peace and
Conflict Studies.
Spring semester. Bayer.

2 1. Intermediate Macroeconomics.
Intermediate-level macroeconomics. Models
are developed of the determination of output,
interest rates, prices, and other aggregate vari­
ables in closed and open economies. Students
analyze conflicting views of business cycles,
stabilization policy, inflation/unemployment
tradeoffs, and fiscal and trade deficits.
Extensive problem-solving stresses the applica­
tion of theoretical took to policy issues.
Spring semester. Jefferson.

22. Banking and Financial Markets.

35. Econometrics

This course examines the economics of finan­
cial institutions and markets. Among the top­
ics considered are: (1) the payments system;
(2) economic explanations for the existence
and operations of banks; (3) the regulation of
financial institutions and markets; and (4) the­
ories of stock, bond, futures and option prices.
Spring semester. Caskey.

Quantitative methods used in estimating eco­
nomic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems
in business, economics and public policies.
Prerequisite: Econ 31 or equivalent; or instruc­
tor’s permission.
Fall semester. Jefferson.

31. Statistics for Economists.

4 1. Public Finance.

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

This course focuses on government expendi­
ture, tax, and debt policy. A major part of the
course is devoted to an analysis of current pol­
icy issues in their institutional and theoretical
contexts. The course will be of most interest to
students having a concern for economic policy
and its interaction with politics. This course
may be counted toward a concentration in
Public Policy.
Recommended: Econ 11.
Spring semester. Safffan.

32. Operations Research.

42. Law and Ecnnomics.

(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 junior
and senior students. Primary Distribution
Course, Natural Sciences only; and only if
enrolled for Engineering 57.
Prerequisites: elementary linear algebra and
high school algebra
Fail semester. McGarity.

The purpose of this course is to explore the
premises behind the use of utilitarian con­
structs in the analysis of public policy issues. In
particular, the appropriateness of the growing
utilization of economic methodology will be
examined through an intensive study of issues
in property, tort, contract, and criminal law.
This course may be counted toward a concen­
tration in Public Policy.
Recommended: Econ 11.
Not offered 1998-99.

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

43. Public Policy and the American
Family.
The American family has undergone tremen­
dous change over the last century: family size
has decreased, mothers of young children have
entered the labor market in large numbers, the
divorce rate and the rate of births to single
mothers have risen, and relationships between
generations within a family have grown more
distant. This course will examine these and
related changes and attempt to understand
what their causes and effects are and the role
that public policy plays in causing the changes
or responding to them. This course may be
counted toward concentrations in Public
Policy and Women’s Studies.
Not offered 1998-99.

125

Economics

44. Urban Economics.
The topics covered in this course include: the
economic decline of central cities, trans­
portation policies, local taxation, theories of
urban growth patterns, local economic devel­
opment initiatives, and the economics of
land use and housing.
Fall semester. Caskey.

5 1. The International Economy.
This course surveys the theory of trade
(microeconomics) and of the balance of pay­
ments and exchange rates (macroeconom­
ics). The theories are used to analyte topics
such as trade patterns; trade barriers; flows of
labor and capital; exchange-rate fluctuations;
the international monetary system; and
macroeconomic interdependence. This
course may be counted toward a concentra­
tion in Public Policy.
Prerequisite: Econ 11 or Econ 21; Recom­
mended: both.
Spring semester. Caskey.

53. International Political Economy.
(Cross-listed with Political Science 68) This
course uses political and economic perspec­
tives to analyze the international economy.
Topics include: the rise and decline of hege­
monic powers, the controversy over “free”
versus “fair” trade under the GATT/WTO,
foreign debt and default, the role of the state
in economic development, international
financial markets, the history of the interna­
tional monetary system.
Prerequisite: Pol Sci 4 and Econ 1.
Not offered 1998-99.

6 1. Industrial Organization.
This course examines why firms and markets
are organized as they are and how their orga­
nization affects the way they
operate. Topics include the relationship
between market structure and firm behavior;
particular aspects of firm behavior—pricing,
advertising, and collusion; and the effects of
regulation. This course may be counted
toward a concentration in Public Policy.
Recommended: Econ 11.
Not offered 1998-99.

7 1 . Labor Economies
Labor market operations are the focus. Topics

126

covered include: determinants of wage and
benefit levels; growth in inequality of earn­
ings; employment, unemployment; the
changing role of unions; discrimination on
the basis of race and gender; the effects of
immigration; returns to education. This
course may be counted toward concentra­
tions in Black Studies and Women’s Studies.
Recommended: Econ 11.
Not offered 1998-99.

73. Women and Minorities in the
Economy.
This course focuses on the roles of gender,
race and diversity in economic systems.
Topics include: the economic status of
women and minorities; sources of race and
gender inequality, including wage and job
discrimination; public policy issues (e.g.,
comparable worth, affirmative action, child
care, welfare reform); bias in economic theo­
ry and policy. This course may be counted
toward concentrations in Public Policy,
Women’s Studies, and Black Studies.
Spring semester. Bayer.

75. Health Economics.
Topics addressed in this course include the
economics of health care demand and supply;
the changing organization of health care
delivery; demographic change and demands
on the health care system; problems of access
to health care services; economic analysis of
standard and new medical treatments; supply
and demand for doctors and nurses; govern­
ment financing and regulation; health insur­
ance; comparative analysis of health care sys­
tems in different countries. This course may
be counted toward a concentration in Public
Policy.
Not offered 1998-99.

76. Economics of the Environment and
Natural Resources.
Micro and macro economic approaches, long
run implications of resource use for econom­
ic growth, alternative uses of natural envi­
ronments and approaches to pollution con­
trol. Government response to situations
involving externalities, public goods, and
common property resources. Case studies.
This course may be counted toward concen­
trations in Environmental Studies and Public
Policy.

Recommended: Econ 11.
Spring semester. Westphal.

SEMINARS

81. Economic Development

101 A . Economic Theory: Advanced
Microeconomics (1 credit).

A survey covering the principal theories of
economic development and the dominant
issues of public policy. W ithin a perspective
that emphasizes choice and transfer of tech­
nology as well as technological development,
emphasis is given to agricultural and indus­
trial development, to interactions among
sectors, and to international trade and capi­
tal flows (including foreign aid). This course
may be counted toward a concentration in
Public Policy, as well as programs in Black
Studies and Asian Studies.
Not offered 1998-99.

82. Political Economy of Africa.
A survey of economic development experi­
ence in Sub-Saharan Africa, focusing on the
post-independence period. We study policy
choices in their political and institutional
context using case study evidence and the
analytical tools of positive political economy.
Topics of current interest include the eco­
nomic role of the state, risk management by
firms and households, devaluation in the
CFA zone, and international financial flows.
This course may be counted towards concen­
trations in Black Studies and Public Policy.
Fall semester. O ’Connell.

83. Asian Economies.
Examines economic development and cur­
rent economic structure, along with major
policy issues (domestic plus vis-a-vis the
US), in some of the principal economies of
Asia, focusing on those in East Asia but
including at least one South Asian country as
well. A major paper on an Asian economy is
required. This course may be counted toward
a concentration in Public Policy as well as a
program in Asian Studies.
Not offered 1998-99.

99. Directed Reading.
With consent of a supervising instructor,
individual or group study in fields of interest
not covered by regular course offerings.
Fall and spring semesters. Staff.

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

1018. Economic Theory: Advanced
Macroeconomics (1 credit).
Subjects covered include: micro foundations
of macroeconomics, monetary and fiscal pol­
icy with multiple assets, dynamic aggregate
supply and demand, growth theory, rational
expectations, New Classical and New
Keynesian macroeconomics. Techniques
used include: comparative statics with linear
algebra and economic dynamics with differ­
ential equations
Prerequisites: Econ 21 and at least one of the
following: Math 16, Math 18 or Math 30.
Spring semester. Kuperberg.

122. Financial Economics.
The seminar examines modem develop­
ments in the theory of asset prices and the
economics of financial institutions. Topics
include: (1) the payments system; (2) eco­
nomic explanations for the existence and
operations of banks; (3) the regulation of
financial institutions and markets; and (4)
theories of stock, bond, futures, and option
prices.
Prerequisites: Econ 11, Math 6A and 6C, and
Econ 31.
Spring semester. Caskey.

135. Econometrics.
Quantitative methods used in estimating
economic models and testing economic the­
ories are studied. Students learn to use statis­
tical packages to apply these methods to
problems in business, economics and public
policies. Studies applying econometric meth­
ods to major economic issues are critiqued by
students. A substantial individual empirical
research project is required.
Prerequisite: Econ 31, equivalent, or permis-

127

Economics

sion of the instructor.
Fall semester. Jefferson.

14 1. Public Finance.
This seminar focuses on the analysis of govern­
ment expenditure, tax and debt policy. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: Econ 11; Recommended: Econ
21.

Spring semester. Saffran.

15 1. International Economics.
Both micro and macro economics are applied
to an in-depth analysis of the world economy.
Topics include: trade patterns; trade barriers;
international flows of labor and capital;
exchange-rate fluctuations; the international
monetary system; macroeconomic interdepen­
dence; case studies of selected industrialized,
developing, and Eastern bloc countries. This
seminar may be counted toward a concentra­
tion in Public Policy.
Prerequisite: Econ 11 and Econ 21.
Not offered 1998*99.

16 1. Industrial Organization and Public
Policy.
The seminar examines the organization of
firms and markets and the relationship
between organization and outcomes with
respect to pricing, advertising, product differ­
entiation, and other aspects of behavior. Other
topics include the effects of antitrust policy;
economic regulation and deregulation. This
course may be counted toward a concentration
in Public Policy.
Prerequisite: Econ 11.
Not offered 1998-99.

1 7 1 . Labor and Social Economics.
Students discuss such topics as: the organiza­
tion of work within firms; labor market opera­
tions, unions and labor relations, unemploy­
ment and macro-conditions; economic analysis
education, health care, housing, discrimina­
tion; determinants of income inequality; gov­
ernment policies with respect to health, educa­
tion, and welfare. This course may be counted
toward a concentration in Public Policy (one
credit) and Black Studies.
Recommended: Econ 11.
Spring semester. Hollister.

128

18 1. Economic Development.
A survey of theories of growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
of current interest include the Asian “miracle,”
technological change, and the political econo­
my of government policy. Students write sever­
al short papers examining the literature and a
longer paper analyzing a particular country’s
experience. This seminar may be counted
toward a concentration in Public Policy, as
well as programs in Black Studies and Asian
Studies.
Prerequisite: Econ 11 or Econ 21.
Fall semester. O’Connell.

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

199. Senior Honors Study.
Senior Honors Study consists of a seminar
taken in the second semester of senior year.
Majors rewrite and present one seminar paper
from each of their three preparations. Minors
rewrite and present a seminar paper from their
one preparation. These rewritten seminar
papers will be sent to the examiner who is
examining that preparation. Majors receive 1
credit and minors 'A. credit.

Education

K. ANN RENNINGER, Professor
EVA F. TRAVERS, Professor1
LISASMULYAN, Associate Professor and Program Director
WESLEY SHUMAR, Visiting Assistant Professor
DIANE ANDERSON, Lecturer
RORERT GROSS, Dean of Students
KAE KALWAIC, Administrative Assistant

1 Absent on leave, 1998-99.

The Program in Education has three purposes:
to expose students to issues in education from
a variety of disciplinary perspectives, to pro­
vide a range of field experiences for students
who wish to explore their aptitude and interest
in teaching, counseling or research in an edu­
cational setting, and to prepare students to be
certified for entry into public school teaching.
Courses in the Program in Education are
intended to be integral to the College’s acade­
mic offerings. The Program’s most important
goal is to help students learn to think critically
and creatively about the process of education
and the place of education in society. To this
end, both its introductory and upper level
courses necessarily draw on the distinctive
approaches of Psychology, Sociology, Anthro­
pology, Political Science, Philosophy, and
History. Because students major in one of the
traditional disciplines, courses in Education
offer both an opportunity to apply the particu­
lar skills of one’s chosen field to a new domain
and interaction with other students whose dis­
ciplinary approaches may differ significantly
from their own. There is a limit of four fieldbased Education credits (currently Education
16, 17, and 91A) that can be counted toward
graduation.

SPECIAL MAJORS
There is no major in Education, but Special
Majors with Linguistics, Political Science,
Psychology, and Sociology/Anthropology are
regularly approved, and Special Majors with
other fields can be developed. Special Majors
involving Education usually include ten to
twelve credits, generally six credits in the pri­

mary department and four in Education or at
least five in each of the two disciplines. A the­
sis or a comprehensive examination integrat­
ing work in the two fields is required. Both
departments collaborate in advising students
pursuing Special Majors.

HONORS PROGRAM
Students may pursue the Honors Program in
Education either as a part of a Special Major or
as a Minor. Special Major Honors Programs will
take one of the following forms: 1) two prepa­
rations in Education and two in the other dis­
cipline that is part of their special major; 2)
three preparations in Education and one in the
other discipline; or 3) two and a half prepara­
tions in Education and one and a half in the
other discipline (or vice versa) when an inte­
grative, two-credit thesis receives one credit
from both departments. All Education Special
Majors in the Honors Program will complete a
two credit thesis and will write an intellectual
essay which will be included in a portfolio sub­
mitted to the honors examiner. Education
Minors in the Honors Program will take either
a two credit seminar or a course and attach­
ment to prepare for the external examination
and will also write an integrative essay for their
portfolio.

FOREIGN STUDY
Students may apply for Education credit for
work done abroad (either in a formal course or
in a field placement in an educational setting),

129

Education

provided that they have taken Introduction to
Education at Swarthmore. The Swarthmore
course may be taken prior to study abroad or
subsequent to it.

Studies and Science Methods.

TEACHER CERTIFICATION

Students planning to seek secondary certification should take Introduction to Education,
Educ. 14, by the end of their Sophomore year
and enroll for Practice Teaching, Educ. 16 (a
double credit course) and Curriculum and
Methods Seminar, Educ. 17 in their senior year
or during a ninth semester. In addition, they
must complete the following sequence of
courses:
• Educational Psychology, Educ. 21
• Adolescence, Educ. 23
• A n additional elective course from the
following:
a. Counseling: Principles and Practices,
Educ. 25
b. Special Education Issues and Practice,
Educ. 26
c. Educating the Young Learner, Educ. 42
d. Ethnographic Perspectives in Education,
Educ. 48
e. Gender and Education, Educ. 61
f. School and Society, Educ. 63
g. Environmental Education, Educ. 65
h. Child Development and Social Policy,
Educ. 66
i. Political Economy of Education,
Educ. 67
j. Urban Education, Educ. 68
A n Honors Seminar in education may be substituted for the elective course.
Students will be admitted to the certification
program after submitting their Sophomore
Paper and taking Introduction to Education.
Students must attain at least a grade point
average of C in courses in their major field of
certification and at least a grade of C+ in
Introduction to Education in order to student
teach. In addition, students must be recom­
mended by their major department, by their
Cooperating Teacher in Introduction to
Education, and by members of the faculty in
Education who have taught the student.
Placement of students for practice teaching is
contingent on successful interviews with the

Swarthmore offers a competency-based teacher
preparation program for students who seek sec­
ondary certification from the Commonwealth
of Pennsylvania. Competency is judged by an
interdisciplinary committee of the faculty
whose members have established criteria for
certification in Biology, Chemistry, English,
French, German, Mathematics, Physics,
Spanish, and Social Studies. Individual pro­
grams are developed in conjunction with
departmental representatives and members of
the Education staff. All students seeking certi­
fication must meet Swarthmore College’s gen­
eral requirements for course distribution and a
major. A list of specific requirements for certi­
fication in each subject area are available in
the Education Office as well as the relevant
departmental office.
9th semester option: Students who have com­
pleted all the requirements for certification in
their discipline and in Education, except for
Student Teaching (Education 16) and Curric­
ulum and Methods Seminar (Education 17)
may apply to return following graduation to
complete the teacher certification program
during a ninth semester. During this semester
they take Education 16 and 17; they pay for a
total of one course of tuition; and are not eligi­
ble for campus housing. Further information on
the 9th semester option is available in the
Education Office.
Elementary certification: Swarthmore College
does not offer certification in elementary edu­
cation. However, if students complete the
Swarthmore courses listed below and enroll for
two courses at Eastern College (Communi­
cation Arts For Children and Teaching of
Reading), they can receive elementary certifi­
cation through Eastern College. The required
Swarthmore courses for elementary certifica­
tion are: Introduction to Education, Educa­
tional Psychology, Developmental Psychology,
Teaching the Young Learner, Practice
Teaching, Curriculum and Methods Seminar,
and a series of workshops in Math, Social

130

REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
I
I

I
I

I
I
I
I

I
I

Director of the Education Program and with
appropriate secondary school personnel.

COURSES
1C. The Writing Process.
(See English 1C.)
Fall semester. Blackburn.

14. Introduction to Education.
A survey of issues in education within an inter­
disciplinary framework. In addition to consid­
ering the theories of individuals such as Dewey,
Skinner, and Bruner, the course explores some
major economic, historical, and sociological
questions in American education and discusses
alternative policies and programs. The course
gives students an opportunity to determine
their own interest in preparing to teach, and
furnishes them with first-hand experience in
current elementary and secondary school prac­
tice. Field work is required. This course is nor­
mally a prerequisite for further course work in
Education.
Primary distribution course.
Each semester. Staff.

16. Practice Teaching.
Supervised teaching in either secondary or ele­
mentary schools. Double credit. Students seek­
ing secondary certification must take Educa­
tion 17 concurrently. (Single credit practice
teaching may be arranged for individuals not
seeking secondary certification.)
Each semester. Staff

17. Curriculum and Methods Seminar.
This course will consider theoretical and
applied issues related to effective classroom
instruction. It must be taken concurrently with
Educ. 16.
Each semester. Staff.

21. Educational Psychology.
(Also listed as Psychology 21.) This course
focuses on issues in learning and development
which have particular relevance to under­
standing student thinking. Research and theo­
retical work on student learning and develop­
ment provide the core readings for the course.
In addition, students tutor in local schools and
participate in a laboratory section which pro­

vides an introduction to the process of
research.
Fall semester. Renninger.

23. Adolescence.
(Also listed as Psychology 23.) This course uses
a developmental perspective to examine
salient characteristics of adolescence. The goal
is to obtain a theoretical understanding of ado­
lescence and an overview of major research.
During the first part of the term, students
explore various aspects of individual develop­
ment (e.g., cognitive, affective, physiological,
etc.). The second part of the semester focuses
on the adolescent’s adaptation in major social
contexts (e.g., family, peer group, school, etc.).
Spring semester. Smulyan.

25. Counseling: Principles and Practice.
A n introductory course which critically exam­
ines counseling theories and techniques used
within the context of school and communitybased counseling agencies. Students will devel­
op and practice counseling skills through case
studies, role plays, and other modelling exer­
cises.
Not offered 1998-99. Metherall-Brenneman.

26. Special Education: Issues and
Practice.
This course explores current definitions and
approaches to the field of Special Education,
focusing mainly on the learning disabled and
socio-emotionally troubled student popula­
tions. Classwork includes readings from both
Education and Psychology. Field placement
required.
Spring semester. Linn.

42. Educating the Young Learner.
This course explores the ways in which chil­
dren construct meaning within their personal,
community, and school lives. Areas to be
explored include conditions of learning, con­
structivist theory, problem solving, reading,
schema theory, the intersection of school,
home, and community contexts, ways in which
we can learn from the learner, and the similar­
ities and differences in learning in various dis­
ciplines. Field placement is required. Required
for elementary teaching certification.
Spring semester. Anderson.

131

Education

48. Ethnographie Perspectives in
Education.
This course examines the issues of culture,
identity, and learning in a number of current
ethnographies of education. Questions of thè
status of knowledge, teacher-student rela­
tions, teacher-administrator relations, and
the role of schools will be explored.
Not offered 1998-99.

54. Oral and Written Language.
(See Linguistics 54.)
Not offered 1998-99. Napoli.

61. Gender and Education.
This course uses historical, psychological,
and social frameworks to explore the role of
gender in the educational process. It exam­
ines student, teacher and administrator expe­
rience in schools, concentrating on how gen­
der influences experiences of teaching and
learning and how schools both contribute
and respond to social constructions of gen­
der. It also looks at how curriculum, school
structures and patterns of classroom interac­
tion reflect and reinforce gendered construc­
tions of self and knowledge and explores the
extent to which schools can be agents of
social change. Some fieldwork required.
Fall semester. Smulyan.

63. School and Society.
(Also listed as Soc./Anthro. 69.) This course
examines the paradoxical nature of schools as
possible agents of social change and as insti­
tutions which perpetuate existing social
structures. It focuses on the relationships
between individuals and schools and the
relationships among individuals, institutions,
and the larger society within which they
operate.
Not offered 1998-99. Smulyan.

65. Environmental Education.
This course will explore the developments in
environmental education, earth education
and Watershed programs from practical, cur­
ricular and philosophical perspectives. We
will assess the possibility of making environ­
mental education a central part of the cur­
riculum. We will investigate political and
economic issues of environmental racism and
the ways in which programs in communities
and schools have responded. Students will

132

survey current programs, curricula and
research and consider the role of formal edu­
cation in generating environmental aware­
ness in light of global ecological crises.
Fieldwork is required.
Fall semester. Shumar.
6 6 . Child Development and Social

Policy.
This course provides students with an under­
standing of the implications of developmen­
tal psychology for social policy. Literature in
child development and educational psychol­
ogy is used to study particular educational
problems and policies. Field research is
required.
Not offered 1998-99. Renninger.

67. Political Economy of Education.
(Also listed as Political Science 35.) This
course will explore the political economic
forces in U.S. society and relate them to the
history of American education. In particular,
we will examine the ways in which inequali­
ties have been structured in the U.S. econo­
my and the impact of those inequalities on
schools.
Not offered 1998-99. Shumar.
68 . Urban Education.
(Also listed as Sociology-Anthropology 68.)
This course will focus on issues facing urban
educators and policy makers, including
desegregation, compensatory education, cur­
ricular innovation, decentralization, bilin­
gual education, standardized testing, school
restructuring, and multiculturalism. Field
work is required.
Not offered 1998-99. Travers.

69. Savage Inaccuracies: The Fad s and
Economics of Education in America.
(Also listed as Economics 5.) This course
investigates the relationship between issues
of resource allocation and educational attain­
ment. It examines the facts about student
achievement and educational expenditures
in the U.S. and the relationship between
them. It studies what is known about such
questions as: Does reducing class size improve
student achievement? Does paying teachers
more improve teacher quality and student
outcomes? The course also investigates the
relationship between educational attainment

and wages in the labor market. Finally, it ana­
lyzes the effects of various market oriented
education reforms such as vouchers and char­
ter schools.
Prerequisites: Economics 1 and any statistics
course (or the consent of the instructor),
Education 14 is strongly recommended.
Fall semester. Kuperberg.

70. The Arts as Community Service/
Social Change.
(See Dance 70.)
Spring semester. Sepinuck.

91A. Special Topics.
With the permission of the instructor, quali­
fied students may choose to pursue a topic of
special interest in education through a field
project involving classroom or school prac­
tice.
Available as a credit/no credit course only.
Each semester. Staff.

91B. Special Topics.
With the permission of the instructor, stu­
dents may choose to pursue a topic of special
interest by designing an independent reading
or project which usually requires a compre­
hensive literature review, laboratory work,
and/or field-based research.
Each semester. Staff.

Prerequisites: Education 14 and 21.
Spring semester. Renninger.

131. Social and Cultural Perspectives
on Education.
In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns of
thought, behavior, and knowledge produc­
tion.
Not offered 1998-99. Smulyan.

14 1. Educational Policy.
This seminar will analyze and evaluate edu­
cational policy issues and implementation at
the federal, state and local levels. Field work
in a policy-related educational organization
will be required.
Not offered 1998-99. Travers.

180 Honors Thesis.
A two-credit thesis is required for students
completing Special Honors Majors including
Education. The thesis may be counted for
two credits in Education or for one credit in
Education and one credit in the other disci­
pline in the student’s Honors program.

96-97. Thesis.
One or two credits, normally in conjunction
with Special Majors.

SEMINARS
121. Child Psychology and Practice.
Selected topics in child psychology will be
read and their implications for theory,
method and practice will be considered.
Students will be involved in: a) developing
an understanding of the relation between
change and development through study of
the constraints and conditions necessary for
learning; b) designing a tutorial setting
which responds to the needs of students, par­
ents and the school; and c) articulating links
between issues in cognitive science and top­
ics in education.

133

Engineering

H .S EA R L DUNN, Professor
NELSON A . MACKEN, Professor2
ARTHUR E . McGARITY, Professor
FREDERICK L . ORTHLIED, Professor3
FARUQ M .A . SIDDIQUI, Professor and Chair
ERIK CHEEVER, Associate Professor
ERICH CARR EVERDACH, Associate Professor
LYNNE A . MOLTER, Associate Professor
DRUCE A . MAXW ELL, Assistant Professor
ROSE E . MARTIN, Administrative Assistant

2 Absent on leave, spring semester, 1999.

3 Absent on leave, 1998-99.

The professional practice of engineering
requires creativity and confidence in applying
scientific knowledge and mathematical meth­
ods to the solution of technical problems of
ever-growing complexity. The pervasiveness of
advanced technology within our economic and
social infrastructures demands that engineers
more fully recognize and take into account
potential economic and social consequences
that may follow from resolving significant and
analytically well-defined technical issues. A
responsibly educated engineer must therefore
not only be in confident command of current
analytic and design techniques, but also have a
thorough understanding of social and econom­
ic influences and an abiding appreciation for
cultural and humanistic traditions. Our pro­
gram supports these needs by offering each
engineering student the opportunity to acquire
a broad yet individualized technical and liberal
education.
Mission of the Engineering Program: As stated in
the Introduction page of this catalog, Swarthmore seeks to help its students realize their
fullest intellectual and personal potential,
combined with a deep sense of ethical and
social concern. W ithin this context, the
Department of Engineering seeks to graduate
students with a broad, rigorous education
emphasizing strong analysis and synthesis
skills. Our graduates will be well-rounded and
responsible, and able to adapt to new technical
challenges, communicate effectively and col­
laborate well with others.
Objectives of the Engineering Program: Graduates

with the BS degree in Engineering will have:
1. proficiency in the analysis of engineering
systems;
2. proficiency in engineering design;
3. a broad background in the liberal arts;
4. effective oral and written communica­
tions skills; and
5. the ability to adapt to changing situations
and new technical challenges.
Our departmental major program leading to
the degree of Bachelor of Science in
Engineering is accredited by the Engineering
Accreditation Commission of the Accredita­
tion Board for Engineering and Technology.
The structure of the Department’s curriculum
permits engineering majors to devote as much
as three eighths of their course work to the
humanities and social sciences. About half our
majors pursue either a concentration or a dou­
ble major leading to two degrees, the Bachelor
of Science in Engineering and a Bachelor of
Arts in a second academic discipline within
their four-year course of study. Departmental
approval of a Double Major requires a B aver­
age among courses in Mathematics, Science
and Engineering.
The Department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, electro­
magnetism, optics, systems dynamics and con­
trol, communications, engineering materials,
solid and structural mechanics, fluid mechan­
ics, fossil and solar energy conversion,
acoustics, non-linear dynamics, and environ-

134

mental water and air pollution control. W ithin
I these laboratories is a wide variety of modem
measurement equipment configured for comI puter-assisted data acquisition and process con­
trol; data files are directly accessible from the
college computer network. A workstation labj oratory with high performance color graphics
I and industry-standard engineering design,
analysis and graphics software is also part of our
departmental facilities. Electronics, metal and
woodworking shops that support our courses
and laboratories are also available for student
use.
Courses Readily Available to Non-Majors
High Performance Composites (1), Exploring
Acoustics (2), Problems in Energy Technology
(3), and Art and Science of Structures (7) are
designed chiefly for students contemplating
only an introduction to engineering. Me­
chanics (6) is primarily for prospective majors,
but other interested students, particularly
those preparing for a careers in architecture or
biomechanics, are encouraged to enroll.
Introduction to Environmental Protection
(32), Operations Research (57), Solar Energy
Systems (35), Water Quality and Pollution
Control (63), Swarthmore and the Biosphere
(64), Environmental Systems (66), and
Environmental Policy (68) appeal to many stu­
dents majoring in other departments, particu­
larly those pursuing the Environmental Studies
concentration. Students interested in comput­
ers, including those in the Computer Science
concentration, may wish to consider Digital
Logic Design (21), Microprocessors and
Computer Architecture (22) and Computer
Graphics (26). Students majoring in the phys­
ical sciences or mathematics may enroll rou­
tinely in advanced engineering courses.
Students may major or minor in the Honors
Program in the Engineering Department by
taking appropriately related advanced engi­
neering courses in preparation for external
examinations. Department faculty also support
concentrations in Computer Science and
Environmental Studies and a special major
with the Program in Linguistics.
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 30 (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 science
course in category (ii) should be chosen to
complement the student’s overall program of
study; only courses acceptable for credit toward
a minimal major in the offering department are
admissible toward an Engineering major.
W ithin category (i), the following core courses
are required of all students: Mechanics,
Physical Systems Analysis I and II, Experi­
mentation for Engineering Design, Thermofluid Mechanics, and Engineering Design. Of
these, the first four are normally taken as fol­
lows: Mechanics in the spring semester of first
year, Physical Systems Analysis I in the fall
semester of sophomore year and the next two
in the spring semester of sophomore year.
Thermofluid Mechanics is normally taken in
the fall of junior year, and Engineering Design,
the culminating experience for engineering
majors, must be taken in the spring of senior
year. Submission and oral presentation of the
Final Project Report in Engineering Design
constitutes the comprehensive examination for
majors in Engineering.
Elective Program for Course Majors: In consulta­
tion with his or her advisor, each student devis­
es a program of advanced work in the
Department. These programs, normally includ­
ing six courses, are submitted for Departmental
approval as part of the formal application for a
major in engineering during the spring semes­
ter of sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area of engineering specialization, e.g., electri­
cal, mechanical, civil. Thus, for each plan of
advanced work, the Department requires a
coherent, well-justified program that, in its
judgment, meets the student’s stated educa­
tional objectives.
Typical elective program plans include:
(1) electrical engineering group: Electronic
Circuit Applications, Physical Electronics,
Semi-conductor Devices and Circuits,

135

Engineering

Electrodynamics, and Control Theory and
Design. Students having an interest in dig­
ital systems might replace one or more of
these courses with Digital Logic Design,
Microprocessors and Computer Architec­
ture, or Computer Graphics;
(2) computer engineering group: Digital Logic
Design, Microprocessors and Computer
Architecture, and Computer Graphics.
Students with an interest in computer
hardware may include Electronic Circuit
Applications, Semiconductor Devices and
Circuits, Physical Electronics or Control
Theory and Design;
(3) mechanical engineering group: Mechanics
of Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, Thermal Energy
Conversion, Solar Energy Systems, or
Control Theory and Design;
(4) civil and environmental engineering
group: basic preparation
includes
Mechanics of Solids, Structural Theory
and Design I, Soil and Rock Mechanics,
and Water Quality and Pollution Control.
Additional courses include Operations
Research and Environmental Systems for
those interested in the environment or
urban planning, or Structural Theory and
Design II for those interested in architec­
ture or construction. Other recommended
courses include Solar Energy Systems,
Fluid Mechanics, and Engineering
Materials.
Note that High Performance Composites,
Exploring Acoustics, Problems in Energy
Technology, A rt & Science of Structures,
Introduction to Environmental Protection,
Swarthmore & the Biosphere, and Environ­
mental Policy are not admissible as technical
electives within an Engineering major but may
be taken as free electives subject to the 20Course Rule.
Honors Program in Engineering: Students with a
B+ average among courses in engineering, sci­
ence, and mathematics may apply to stand for
honors in engineering. Honors majors must
complete all of the regular math, science, and
core engineering requirements and accumulate
at least 12 full course credits in engineering; an
honors thesis taken in the Fall of senior year
may substitute for one of the usual six engi­
neering electives. One of the three engineering
preparations required for every honors degree

136

in engineering must include E90. Examination
is normally offered for two-credit preparations
in areas listed following the course descrip­
tions; others are possible by special arrange­
ment.
More specific information about honors and
course programs is distributed by the depart­
ment to prospective engineering majors in
December of each year.

COURSES
1 . High Performance Composites.
Introduction to the structure, properties and
performance of modem composites in sports
equipment, automotive and aerospace applica­
tions. Simple models of material behavior are
developed and used to examine products like
ski poles, fishing rods, tennis racquets, radial
tires and human-powered aircraft. Labs include
making and testing a number of polymer and
ceramic matrix composites, plus a research
project of the student’s choice. Primarily for
students not majoring in engineering.
High School Physics recommended.
Primary distribution course.
Not offered 1998-99.

2. Exploring Acoustics.
(Also listed as Linguistics 2) A course to pro­
vide students with exposure to basic scientific
and engineering principles through an explo­
ration of the acoustics of musical instruments,
the human voice, structures, and the environ­
ment. Emphasis on hands-on analysis with a
minimum use of mathematics. For students not
majoring in engineering. Includes laboratory.
Spring semester. Not offered 1998-99.

3. Problems in Technology.
For students not majoring in science or engineering.This year, the course will concentrate
on the automobile and its impact on society.
Technical, political and socioeconomic aspects
will be discussed. Class members will also work
on teams with engineering students in design­
ing, building and testing a hybrid electric car.
Enrollment limited.
Primary distribution course.
Fall semester 1998.

5. Engineering Methodology.

Spring semester. Not offered 1998-99.

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.
Designed for students who are potential
majors as well as those interested only in an
introduction to engineering. While E5 is not
a required course for prospective engineering
majors, it is strongly recommended.
Fall semester.

1 1 ,1 2 . Physical Systems Analysis I
and II.

6. Mechanics.
Fundamental areas of statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, beam, tor­
sion, and stress transformations. Laboratory
work is related to experiments on deformable
bodies, and includes a MATLAB workshop.
Prerequisite: Physics 3 or equivalent.
Primary distribution course.
Spring semester.

7 . Art and Science of Structures.
An introduction to the basic principles of
structural analysis and design including an
emphasis on the historical development of
modem structural engineering. Suitable for
students planning to study architecture,
architectural history, or with an interest in
structures. Includes laboratory. For students
not majoring in engineering.
Fall semester. Not offered 1998-99.

9. How Things Change.
A study of dynamic systems requiring no for­
mal mathematics. The course will be based
upon a Macintosh simulation program
(STELLA II) that is entirely icon driven and
which relies upon a metaphoric description
to envision and model even the most com­
plicated situations. Examples will be taken
from many fields of study; representative top­
ics include the dynamics of competing popu­
lations, the spread of epidemics, the evolu­
tion of business cycles, the operation of auto­
mobile cruise control systems, and examples
of chaotic systems. Though no knowledge of
calculus is necessary, some familiarity with
mathematical operations and confidence in
using numbers, e.g., birth rates, growth rates,
interest rates, etc., is assumed.

The study of engineering phehomena which
may be represented by a linear, lumped-parameter model. Ell (fall semester) is oriented
mainly toward electrical devices and the
development of mathematical techniques for
the analysis of their linear behavior. E12
(spring semester) is more concerned with
mechanical, thermal, and fluid systems.
Includes laboratory. Credit may be given for
either semester, or both. Prerequisites: Math
6 and Physics 4 (or equivalent) or permission
of instructor.
E ll: Fall semester.
E12: Spring semester.

14 . Experimentation for Engineering
Design.
Introduction to probability, statistical analy­
sis, measurement errors and their use in
experimental design, planning, execution,
data reduction and analysis. Techniques of
hypothesis testing, single and multivariable
linear and nonlinear regression, process sim­
ulation and methods of engineering econom­
ics. Includes laboratory.
Co-Prerequisites: E ll and 12.
Spring semester.

21. Digital Logic Design.
Systematic techniques for designing combi­
natorial (time-invariant), sequential (clocked)
and asynchronous (non-clocked) digital cir­
cuits, based on principles of Boolean algebra.
Use of standard TTL logic gates and higher
level integrated circuits such as memories,
programmable-logic devices, and analog/digital converters. Emphasis on CAD programs
for logic simulation and minimization.
Prerequisites: none.
Fall semester.

22. Microprocessors and Computer
Architecture.
A n in-depth tour of current computer tech­
nology, including selected RISC and CISC
microprocessor instruction sets and address­
ing modes, superscalar architectures, inter­
rupts and DMA, peripherals, memory system
hierarchy, virtual memory, and computer
networks. Fundamental operating system

137

Engineering

concepts Parallel and distributed computer
systems. The laboratory will include studies
of specific machines from microcontrollers to
workstations.
Prerequisites: CS21, some experience with
UNIX and ‘C ’, or permission of instructor.
Cross-listed with CS23.
(http://engin.swarthmore.edu/~web/courses/
e22).
Spring semester.

26. Computer Graphics.
Techniques used to model and display threedimensional scenes. Topics include 2D and
3D transformations, dipping, scan conver­
sion, projections, coordinte systems, render­
ing, ray tracing, representing curves/surfaces/
solids, color, lighting, and software and hard­
ware for graphics systems. A laboratory will
involve programming user-interface systems
and images using the X I1 package, an inter­
active X toolkit, and PEX.
Prerequisites: CS21, extensive familiarity
with ‘C \ or permission of instructor. Linear
algebra and some calculus is helpful.
Cross-listed with CS40.
(http://engin.swarthmore.edu/~web/courses/
e26).
Fall semester, alternate years. Not offered 199899.

32. Introduction to Environmental
Protection.
Primarily for those not majoring in engineer­
ing, this course focuses on solutions to envi­
ronmental problems in the areas of water
supply, water pollution, air pollution, and
energy supply. Local and global pollution
control and solar energy technologies are
examined. Public policy developments and
alternative perspectives are explored.
Methods of computer-based systems analysis
are introduced for developing economically
effective environmental protection policies.
Fall semester. Not offered 1998-99.

35. Solar Energy Systems.
Fundamental physical concepts and system
design techniques of solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis of thermal and pho­
tovoltaic solar collectors, energy storage,
computer simulation of system performance,

138

computer aided design optimization, and
economic feasibility assessment. Includes
laboratory.
Prerequisites: E12 or equivalent or consent of
instructor.
Fall semester, alternate years. Not offered 199899.

4 1. Thermofluid Mechanics.
Introduction to macroscopic thermodynam­
ics; first and second laws, properties of pure
substances, applications using system and
control volume formulation. Introduction to
fluid mechanics; development of conserva­
tion theorems, hydrostatics, dynamics of onedimensional fluid motion with and without
friction. Includes laboratory.
Prerequisites: E12 and E14 (or equivalent
background).
Fall semester.

57. Operations Research.
(Also listed as Economics 32). Introduces
students to computer based modeling and
optimization for the solution of complex,
multivariable problems such as those relating
to efficient manufacturing, environmental
pollution control, urban planning, water and
food resources, and arms control. Includes
case study project.
Prerequisites: elementary linear algebra.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester.

58. Control Theory and Design.
Introduction to the control of engineering
systems. Analysis and design of linear control
systems using root locus and frequency
response techniques. Over-driven operation
of first-and second-order controlled systems.
Digital control techniques, including analysis
of A/D and D/A converters, digital filters,
and numerical control algorithms. Includes
laboratory.
Prerequisite: E12 or equivalent.
Spring semester.

59. Mechanics of Solids.
Internal stresses and changes of form that
occur when forces act on solid bodies or
when internal temperature varies. State of
stress and strain, strength theories, stability,

j
’

deflections, and elementary design. Measure­
ment of strain. Includes laboratory.
Prerequisite: E6 or equivalent.
Fall semester.

60. Structural Theory and Design 1 .
Fundamental principles of structural mechan­
ics. Statically determinate analysis of flames
and trusses. Approximate analysis of indeter­
minate structures. Virtual work principles.
Elements of design of steel and concrete struc­
tural members. Includes laboratory.
Prerequisite: E59, or permission of instructor.
Spring semester, alternate years. Offered 1999.

61. Geotechnical Engineering: Theory
and Design.
Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and bear­
ing capacity. Application to engineering design
problems. Includes laboratory.
Prerequisite: E6 or permission of instructor.
May be taken concurrently with E59.
Fall semester, alternate years. Offered Fall 1998.

62. Structural Theory and Design II.
Advanced structural analysis. Classical and
matrix methods of analysis. Digital computer
applications. Design of steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester. Not offered 1998-99.

63. Water Quality and Pollution Control.
Elements of water quality management and
treatment of wastewaters. Measurement of
water quality indicators. Analysis of wastewater treatment processes. Sewage treatment
plant design. Computer modeling of the effects
of waste discharge on rivers and estuaries.
Environmental impact assessment. Laboratory
and field studies included.
Prerequisite: El 2 or equivalent or consent of
instructor.
Fall semester, alternate years. Offered 1998.

64. Swarthmore and the Diosphere.
An interdisciplinary seminar-style investiga­
tion of the role of Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major

aspect of Swarthmore’s interaction with its
environment, such as food procurement, waste
disposal, or energy use. The selected topic is
explored from various perspectives by student
project groups, and the class proposes and
attempts to implement solutions. Faculty from
various departments provide background lec­
tures, lead discussions of approaches outlined
in the literature, and coordinate project
groups. Classes meet once weekly for lectures,
student progress reports, and project planning.
Cross-listed in the instructors’ departments.
Not offered 1998-99.

66. Environmental Systems.
Mathematical modeling and systems analysis of
problems in the fields of water resources, water
quality, air pollution, urban planning and pub­
lic health. Techniques of optimization includ­
ing linear and integer programming are used as
frameworks for modeling such problems.
Dynamic systems simulation methods in­
cluded. Laboratory included.
Prerequisite: E57, or equivalent.
Spring semester, alternate years. Offered 1999.

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

7 1 . Discrete Time Systems.
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. Offered 1998.

7 2 ,72(a). Electronic Circuit Applications.
O f interest to a broad range of students in the
sciences; E72(a) is a half credit course compris­
ing only the laboratory section of E72. The stu­
dent will learn the fundamentals of electronic
circuit design starting with a brief survey of
semiconductor devices including diodes, and
bipolar and field effect transistors. The course
continues with op-amp applications, including
instrumentation and filter design. The use of

139

Engineering

digital logic is also explored. The second half of
the course introduces more advanced topics
and more sophisticated design techniques.
Throughout die course practical considera­
tions of circuit design and construction are
covered, including grounding and shielding
and several construction techniques (point-topoint, wire-wrap, printed circuits). Includes
laboratory.
Prerequisite : E ll or Physics 8.
Fail semester.

73. Physical Electronics.
Physical properties of semiconductor materials,
semiconductor devices, and simple circuits.
The physics of electron/hole dynamics; band
and transport theory; and electrical, mechani­
cal and optical properties of semiconductor
crystals. Devices examined include diodes,
transistors, FET’s, LED’s, lasers and pin photo­
detectors. Modeling and fabrication processes.
Includes laboratory.
Prerequisites: El 1 or Physics 8.
Not offered 1998-99.

74 . Semiconductor Devices and Circuits.
Operation and application of semiconductor
devices, including diodes, transistors (bipolar
and field effect) and other devices such as
CCD’s, SCR’s, and TRIAC’s. The terminal
characteristics of the semiconductor devices
and circuits, including small signal models of
single transistor audio amplifiers, multi-transis­
tor amplifier stages and a transistor-level
understanding of operational amplifiers. A
comparative analysis of the different logic fam­
ilies, at the transistor level, is given along with
power circuits and problems of stability and
oscillations in electronic circuits. Includes lab­
oratory.
Prerequisites: El 1 or Physics 8.
Spring semester, alternate years. Not offered 1999.

7 5 ,7 6 . Electromagnetic Theory I and II.
Static and dynamic treatment of engineering
applications
of
Maxwell’s
equations.
Macroscopic field treatment of interactions
with dielectric, conducting, and magnetic
materials. Analysis of forces and energy storage
as the basis of circuit theory. Electromagnetic
waves in free space and guidance within media;
plane waves and modal propagation.
Polarization, reflection, refraction, diffraction,

140

and interference. Engineering 76 will include
advanced topics in optics and microwaves,
such as laser operation, resonators, Gaussian
beams, interferometry, anisotropy, nonlinear
optics, modulation and detection, and current
technologies such as holography. Laboratories
for both courses will be oriented toward optical
applications using lasers, fiber and integrated
optical devices, modulators, nonlinear materi­
als, and solid state detectors.
Prerequisite: E12 or equivalent. E75 or Physics
equivalent is a prerequisite for E76.
E75: Fall semester, alternate years. Not offered
1998.
E76: Spring semester, when demand and staffing
permit.

78. Communication Systems.
Theory and design principles of analog and
digital communication systems. Topics include
frequency domain analysis of signals; signal
transmission and filtering; random signals and
noise; AM, PM, and FM signals; sampling and
pulse modulation; digital signal transmission;
PCM; coding; and information theory. Appli­
cations to practical systems such as television
and data communications. Includes laboratory.
Prerequisite: E l2 or equivalent.
Offered when student interest and staffing permit.
Offered Spring ¡999.

81. Thermal Energy Conversion.
Development and application of the principles
of thermal energy analysis to energy conver­
sion systems, including cycles and solar energy
systems. The concepts of availability, ideal and
real mixtures, chemical and nuclear reactions.
Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years. Not offered 1999.

82. Engineering Materials.
Introduction to material structure, properties
and processing. Analysis of microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood and a variety of composites. Material
selection in design, laboratory testing for qual­
ity assurance and performance evaluation in
service are included through labs and a semes­
ter project.
Co-Prerequisite: E59 or permission of instruc­
tor.

Fail semester, alternate years. N o t offered 1998.

83. Fluid Mechanics.
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation of mass, momen­
tum and energy. Applications to the study of
inviscid and viscous, incompressible and com­
pressible fluids. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years. Offered 1999.

84. Heat Transfer.
Introduction to the physical phenomena
involved in heat transfer. Analytical tech­
niques are presented together with empirical
results to develop took for solving problems in
heat transfer by conduction, forced and free
convection and radiation. Numerical tech­
niques are discussed for the solution of conduc­
tion problems. Includes laboratory.
Co-Prerequisite: E41.
Fall semester, alternate years. Offered 1998.

90. Engineering Design.
Students work on a design project which is the
culminating exercise for all senior Engineering
majors. Under the guidance of a faculty mem­
ber, students investigate a problem of their
choice in an area of interest to them. A written
report and an oral presentation are required.
Spring semester.

PREPARATION FOR HONORS
EXAMINATIONS
The Department will arrange Honors Exam­
inations in the following areas to be prepared
for by the combinations of courses indicated.
Other preparations are possible by mutual
agreement.

Communications
Communication Systems
Electromagnetic Theory

Computer Design
Microprocessors and Computer Architecture
Computer Graphics

Continuum Mechanics
Mechanics of Solids
Fluid Mechanics

Control Theory and Digital Laboratory
Applications
Computer Graphics
Control Theory and Design

Digital Systems
Digital Logic Design
Microprocessors and Computer Architecture

Electronics
Electronic Circuit Applications
Semiconductor Devices and Circuits

91. Special Topics.

Electromagnetic Theory

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.

Electromagnetic Theory I and II

93. Directed Reading or Project.

Environmental Systems
Operations Research
Environmental Systems

Materials Engineering

With 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 cov­
ered by regular courses.

Mechanics of Solids
Engineering Materials

96. Honors Thesis.

Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

With approval of the Department and a facul­
ty advisor, an honors major may undertake in
addition to E90 an Honors Thesis in the Fall
semester of senior year. A prospectus of the
thesis problem must be submitted and
approved not later than the end of junior year.

Solar Thermal Systems

Structural Analysis and Design
Structural Theory and Design I and II

Structures and Soils
Structural Theory and Design I
Geotechnical Engineering

141

Engineering

Thermal Energy Conversion
Thermal Energy Conversion
Heat Transfer

Water Quality and Supply Systems
Water Quality and Pollution Control
Environmental Systems

142

English Literature

NATHALIE ANDERSON, Professor1
THOMAS H. BLACKBURN, Professor
CHARLES L . JAM ES, Professor and Chair
PETER J . SCHMIDT, Professor
PHILIP M . WEINSTEIN, Professor12
CRAIG WILLIAMSON, Professor2
HERMAN REAVERS, Visiting Associate Professor (part-time)5
ABBE BLUM, Associate Professor2
ELIZABETH BOLTON, Associate Professor3
LISA COHEN, Visiting Assistant Professor
RAIMA EVAN, Visiting Assistant Professor (part-time)
NORA JOHNSON, Assistant Professor
CAROLYN LESJAK, Assistant Professor
RUTH LINDEBORG, Visiting Assistant Professor (part-time)5
EMIUE PASSOW, Assistant Professor (part-time)
PATRICIA WHITE, Assistant Professor
MICHELLE HERMANN, Visiting Instructor5
FRANK K. SARAGOSA, Instructor
CAROLYN ANDERSON, Administrative Assistant
THEATRE STUDIES
LEE DEVIN, Professor
ALLEN KUHARSKI, Associate Professor, Resident Director, and Director of Theatre Studies
WILLIAM MARSHALL, Associate Professor and Resident Designer
ABIGAIL ADAMS, Visiting Lecturer (part-time)
ROGER BABB, Visiting Lecturer (part-time)5
CARLA BELVER, Visiting Lecturer (part-time)
MARCIA FERGUSON, Visiting Lecturer (part-time)4

1 Absent on leave, fall semester, 1998.
2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.

4 Fall semester, 1998.
5 Spring semester, 1999.

This Department offers courses in English lit­
erature, American literature, African and
Caribbean literatures, and Asian-American lit­
eratures, Gay and Lesbian literatures, theatre,
film, some foreign literatures in translation,
creative writing, and critical theory. The
departmental curriculum includes the inten­
sive study of works of major writers, major per­
iods of literary history, and the development of
literary types; it also provides experience in
several critical approaches to literature and
dramatic art and explores certain theoretical
considerations implicit in literary study, such as
the problematics of canon formation and the

impact of gender on the creation and reception
of literary works. In addition, the Theatre
Program offers both practical and theoretical
courses in performance studies.

ENGLISH LITERATURE REQUIREMENTS
AND RECOMMENDATIONS
Any introductory course—English 5A through
5Y—is the prerequisite for all other courses in
literature. (Exempted from this prerequisite are
seniors, juniors, and students who wish to take

143

English Literature

only studio courses.) Introductory courses
attempt in a variety of ways to reflect the diver­
sity of interests—with respect to subject mat­
ter, theoretical approach, literary genre, histor­
ical period, race and gender—characteristic of
the departmental offerings as a whole.
Introductory courses are characterized by syl­
labi with less reading than in advanced cours­
es, by frequent short papers with some empha­
sis upon rewriting, by self-conscious examina­
tion of methodology, and by considerable
attention to class discussion; they are viewed
by the Department as particularly appropriate
for freshmen; they are Primary Distribution
Courses. Enrollment will be limited to 25 stu­
dents per course; priority is given to freshmen
and sophomores. Students will not normally
take a second introductory course. Only one
such course may be counted towards the major.
The minimum requirement for admission as a
major or as a minor in English is two semestercourses in the Department—normally an
introductory course and an advanced literature
course. (Students with AP scores of 4-5 in
English Literature and/or English Composition
receive credit toward graduation. Only the
credit for English Literature may count toward
the major requirements. AP credit does not
satisfy the prerequisite for upper-level courses.
Scores of 6 or 7 on the International Bac­
calaureate are treated in the same way.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult a
member of the English Department for infor­
mation about courses in other departments
complementary to their work in English; work
in foreign languages is especially recom­
mended.
Students who plan to do graduate work, to fol­
low a course of professional training, or to seek
teacher certification in English, should see a
member of the Department for early help in
planning their programs, as should students
who plan to include work in English literature
in a special or cross-disciplinary major or in a
program with a concentration. Students plan­
ning to qualify for teacher certification in
English are reminded that work in American
literature, in linguistics or the history of the
English language, and in theatre or film is
required in addition to other requirements of

144

the major. Non-majors who wish to be certified
in English must meet all the course require­
ments noted above (e.g., requirements for the
major except for the Senior Essay, plus the
additional courses required for certification) as
well as maintaining a grade point average of
2.5 or better in courses taken in the English
Department.
Students wishing to study abroad should con­
sult with the Departmental Chair far enough
in advance of such study to effect proper plan­
ning of a major or minor. In determining which
courses of study abroad will meet Department
criteria for requirements or to receive credit
toward a major or minor, the Department will
rely both on its experience in evaluating the
work of students returning from these programs
and on careful examination of course descrip­
tions, syllabi and schedules. Students may
undertake preparations for papers in the
Honors Program while studying abroad, but
should consult carefully in advance with the
appropriate Department faculty. For further
details concerning Department policies for
study abroad, consult the Department state­
ment filed with the Office of Foreign Studies.
Major in the Course Program: The work of a
major in Course consists of a minimum of eight
units of credit in the Department including 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 **). Courses marked with a ***
may be counted as pre-1830 or post-1830 but
not both. Courses marked with a */** may be
counted as pre-1830 or critical theory, but not
both. Introductory courses may not be counted
as part of the pre- or post-1830 requirement.
Students must also write a senior essay. Details
about the essay are available in the
Department Office.
Major in the Honors Program: Majors in English
who seek a degree with Honors will in the
spring of their sophomore year propose for
external examination a program consisting of
four fields, three in English and one in a minor.
The three preparations in the major (consti­
tuting six units of credit) will be constituted as
follows: All three preparations will normally be
done through seminars (if approved by the
department, one preparation may be a thesis or
creative writing project); the program must

include at least one Group I and one Group II
seminar. Honors majors, as part of their overall
work in the Department, must meet the gener­
al major requirement of three units of credit in
literature written before 1830 and three units
of credit in literature written after 1830, as well
as a course or seminar that features critical the­
ory. The departmental requirements for
Honors, including instructions about Senior
Honors Study, are spelled out in detail in a
departmental handout.
Students who wish to write a thesis or pursue a
creative writing project under faculty supervi­
sion as part of their Honors program must sub­
mit proposals to the department; the number of
these ventures the department can sponsor
each year is limited. Students who propose cre­
ative writing projects will normally be expect­
ed to have completed at least one writing
workshop as part of, or as a prelude to, the pro­
ject; the field presented for examination will
thus normally consist of a one-credit workshop
plus a one-credit Directed Creative Writing
Project. For further information, including
deadlines for Directed Creative Writing pro­
posals, see rubric under 70K.
Minor in the Honors Program: Minors must do a
single, two-credit preparation in the depart­
ment by means of a seminar (or under special
circumstances, a creative writing project).
Minors are required to do a total of at least five
units of work in English (including their
Honors preparation).
Students interested in pursuing Honors within
a faculty approved interdisciplinary major, pro­
gram, or concentration that draws on advanced
English courses or seminars should see the
Chair for early help in planning their pro­
grams.
Creative Writing Emphasis: Students who want
to major in English with an emphasis in cre­
ative writing—whether regular or honors
majors—must complete three units of creative
writing in addition to the usual departmental
requirements of pre- and post-1830 units and
the critical theory requirement. The creative
writing credits will normally consist of two
workshops and English 7OK, the Directed
Creative Writing project. Students may count
towards the program no more than one work­
shop offered by departments other than
English Literature. Admission into the pro­
gram will depend upon the quality of the stu­

dent’s written work and upon the availability
of faculty to supervise the work. Students who
are interested in the program are urged to talk
both with the department chair and with one
of the department faculty who regularly teach
the workshops.

The English Department
Curriculum
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
1.A, B, C: Special courses which do not count
toward the major
5.A, B, C etc.: Introductory: all PDC’s
10-99: Advanced courses
10,11: Survey courses in British Literature
14-19: Medieval
20-29: Renaissance and 17th Century
30-39: Restoration, 18th Century, Romantic
40-49: Victorian to Modem
50-69: American (including African
American and Asian American)
70. A, B, C etc.: Creative Writing
71. A, B, C etc.: Genre Studies
72-79: Comparative Litetature/Literature in
Translation
80-95: Critical Theory, Film and Media
Studies
96-99: Independent Study and Culminating
Exercises
Over 100: Honors Seminars, Theses, etc.

1 : SPECIAL COURSES
These courses are special writing intensive courses
which count *toward graduation credit but not
toward the English major. They may not be substi­
tuted for the English introductory course require­
ment and they are not PDC’s.

145

English Literature

I A . Thinking and Writing Analytically
(Workshop).
W hat writing strategies can generate powerful
ideas, solid support, coherent organization, and
clear syntax? English 1A, Thinking and
Writing Analytically, helps students acquire a
conceptual grasp of the writing process applic­
able across the curriculum. Short assignments
in response to a range of readings, and frequent
conferences with the instructor allow students
to improve specific elements of their own
styles. Does not meet distribution requirements
or count toward the major.
Each semester. Passow.

IB . English for Foreign Students.
Individual and group work on an advanced
level for students with non-English back­
grounds. Does not meet distribution require­
ments or count toward the major.
Each semester. Evans.

IC . The Writing Process.
This course combines study of theories of com­
position and the teaching of writing with
supervised experience applying the skills
derived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward the
major.
Cross-listed as Education IC.
Fall 1998 and 1999. Blackburn.

5: INTRODUCTORY COURSES
These courses are all introductory courses and
PDC's. Freshmen and Sophomores must take one
of these courses before taking an advanced course.
Normally a student is allowed to take only one
introductory course.

5A. Technology and the Text.
In this course we will explore the changing
nature of literary texts and our conceptions of
them from what we might call the “zero tech­
nology” of the oral tradition, through the age
of manuscript transmission, into the age of
print and the development of printing tech­
nologies and the publishing industry, and
beyond into our own new world of electronic
texts and hypertexts. Our reading will range

146

from Beowulf to Shakespeare, to Dickens and I
out into the contemporary world of fictions I
and hyperfictions.
Primary distribution course.
Spring 1999 and 2000. Blackburn.

5B. Science and the Literary Imagination. I
A n introduction to the critical reading of literature, using texts (in prose and verse from the
16th century to the present) which are concemed with or reflect the impact of science
and scientific thinking on individual and
society.
Primary distribution course.
Blackburn.

I
I
I
I

I

5C. Cultural Practices and Social Texts.
W hat constitutes ‘culture’? Who is entitled to
it? W hat are the effects of not having it? This
course will look at how different conceptualizations of culture—in theory and in pracrice—have at stake questions of identity (individual and collective), political practice and
agency, structures of power, and possibilities for
social transformation. Authors will include
Shakespeare, Arnold, Kipling, Raymond
Williams, Brecht, and Zora Neale Hurston.
Primary distribution course.
Fall 1998 and 1999, Spring 1999. Lesjak.

I
I
I
I
I
I
I
I
I

5E. The Subject in Question.
How do we become who we are? W hat social
discourses and practices enable the shaping of
identity? How does reading affect this process?
This course will explore the ways in which subjectivity and ideology interpenetrate within a
range of texts and our commentary upon them.
Writers will include Shakespeare, Haubert,
Kafka, Faulkner, Rich, Kingston, and
Morrison. Theoretical essays may also be
assigned.
Primary distribution course.
Fall 1999. Weinstein.

j
I

I
I
I
I
I
I

I

5G. Rites of Passage.
The course will focus on various rites of pas­
sage, symbolic actions which chart crucial
changes in the human psyche, as they are consciously depicted or unconsciously reflected in
different literary modes and will examine the
shared literary experience itself as ritual
process. Authors will include Shakespeare,
Blake, Conrad, Lawrence, and Walker.

I

I
I
I
I

Primary distribution course.
Williamson.

Primary distribution course.
Fall 1998 and 1999. Blum.

5H. Portraits of the Artist.

5N. Illicit Desires In Literature.

We will study a wide variety of works portray­
ing artists in different cultures and contexts
and media. Writers will tentatively include
Dante’s Inferno, William Blake, Salman
Rushdie, Charles Johnson, Judith Ortiz Cofer,
and Octavia Butler. The syllabus also contains
movies: Basquiat and The Piano and Dead
Man, plus work by the filmmakers Rea Tajiri
and Gregory Nava and a documentary on
Maya Lin.
Primary distribution course.
Fall 1998 and Spring 2000. Schmidt.

We will examine some differences that race
and gender have made in the literary expres­
sion of a range of sexual desires, noting for
instance that works by canonical writers can
depict and even celebrate forms of sexuality
that are much more problematic for those who
speak from positions of less privilege. Authors
may include Aphra Behn, Samuel Richardson,
Charlotte Bronte, Harriet Jacobs, Christina
Rossetti, David Henry Hwang, Dorothy
Allison, Essex Hemphill, and Adrienne Rich.
Primary distribution course.
Fall 1998. Johnson.

5J. The Ironic Spirit.
This course is interested in the risky business of
irony as discursive practice or strategy—why
and how ironies are used and understood and
the consequences of attributing interpreta­
tions. ‘Ironists’ include Shakespeare (Othello)
Toni Morrison (Suk), Emily Dickinson (poet­
ry), Mark Twain (Pudd’nhead Wilson), Ralph
Ellison (Invisible Man), Stephen Crane (sto­
ries) and Audre Lorde (poetry). Required view­
ing: Apocalypse Noui.
Primary distribution course.
Fall 1998 and 1999. James.

5K. Literature and the Grotesque.
Exploring ways the grotesque may be used to
redefine the human or dramatize the limits of
human understanding, this course tracks the
comic, uncanny and generative elements of the
grotesque through works by Garcia-MSrquez,
Shakespeare, Baudelaire, Browning, Kafka,
Wright and O ’Connor.
Primary distribution course.
I Bolton.

5M. Ways of Seeing.
I A study of the cultural codes by which we “see”
I and locate ourselves in the world—from love
at first sight to cyborg vision; siting home to re­
visioning gender/sexuality; from “classic” to
“popular” texts. Works include A Midsummer
Night’s Dream, Do Androids Dream of Electric
Sheep, Bladerunner, Love Medicine, Kindred,
The Simpsons, Seinfeld; shorter works: Jen,
Berger, Haraway, Russ; poetry by Soto and
Olds.

5Q. Subverting Veises.
Once history, biography, fiction, philosophy,
even science could be written in verse without
seeming peculiar or affected, but today the line
between poetry and prose is sharply drawn. Or
is it? This course will examine unconventional
forms and uses of poetry—from Chaucer’s Tales
to Cocteau’s Orpheus, from Barrett Browning’s
Aurora Leigh to Dove’s Darker Face of the Earth,
from Darwin’s Loves of the Plants to Seth’s
Golden Gate—to explore our assumptions
about the nature of genre.
Primary distribution course.
Fall 1999. Anderson.

5R. Fictions of Identity.
W hat are the assumptions behind and limits to
the modem Western understanding of the
individual? How can we reconcile psychoana­
lytic and postmodern conceptions of the frag­
mented subject with the urgency of identity
politics for people of color, women, lesbians
and gay men? We will examine how identity
and difference are constructed, communicated,
and contested through language and literature
and through structures of seeing and being seen
in film and video. Texts by Shakespeare, Mary
Shelly, Freud, Woolf, Baldwin, Hitchcock and
others.
Primary distribution course.
Fall 1998 and 1999. White.

5T. The Mask of Love.
This course will examine the relationship
between love and performance. How does the

14 7

English Literature

search for a loved one involve the creation of a
mask or persona? W hat is the mask’s relation to
the self? Can this character be repeatedly per­
formed and sustained? How is the mask a
response to the desired Other? Selected
authors: Shakespeare, Hwang, Pinter,
W harton, Walker. Films by N unn and
Wenders. Versions of Cinderella and Beauty and
the Beast.
Primary distribution course.
Fall 1998 and 1999, Spring 1999 and 2000.
Evan.

Gertrude Stein, Franz Kafka, and Virginia
Woolf.
Primary distribution course.
Fall 1998. Cohen.

10-99: ADVANCED COURSES
These courses are open to freshmen and sopho­
mores who have successfully completed an intro­
ductory course and to juniors and seniors without
the introductory prerequisite.

5V. Literature and Poverty.
How do literary genres influence our percep­
tions of poverty? This course explores the pas­
toral, romanticism, realism, and magic realism
while we talk about how representations of
poverty are related to the historical phenome­
non.
Primary distribution course.
Fall 1999. Johnson.

5X. The Colonizer and the Colonized.
The arrival of Europeans in the Americas,
Africa, and Asia created crises of language, cul­
tural identity, and historical continuity for
Europeans as well as for the indigenous peoples
they conquered. This course explores the
effects of the colonial encounter on European
models of representation (literary and histori­
cal), subjectivity and sexuality. Readings
include Shakespeare, The Tempest; Conrad,
Heart of Darkness; Forster, Passage to India;
Achebe, Things Fall Apart; Walcott, Dream on
Monkey Mountain; Rushdie, Shame; Dangarembga, Nervous Conditions; Philip, She Tries
Her Tongue, Her Silence Softly Breaks.
Primary distribution course.
Spring 1999. Lindeborg.

10 -11. SURVEY COURSES IN BRITISH
LITERATURE
10. Survey I: Beowulf to Milton.*
A historical and critical survey of poetry, prose,
and drama from Beowulf to Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th Century.
Fall 1998 and 1999. Williamson.

1 1 . Survey II: Neo-Classical to PostColonial.
A n historical and critical survey of poetry,
prose and drama from Pope to Rushdie,
focussing on progress, modernity and the sub­
ject as central concepts which British literature
of this period confronts whether in form or
content.
--Spring 2000. Lesjak.

14-19: MEDIEVAL

5Y. Reading and Writing the Body.

14 . Old English/History of the Language*

In this class we will analyze various 20th-cen­
tury writings (fiction, poetry, and essays) on
reading, eating, illness, sex, and clothing
(among other things), and we will ask how
these texts define the body as subject to and/or
the subjects of language and history. W hat does
it mean to think of the body as both a physical
and a textual entity? Shakespeare’s Measure for
Measure will serve as a backdrop for some of
these questions. Writers studies include: Eileen
Myles, Jamaica Kincaid, Nella Larsen,

A study of the origins and development of
English—sound, syntax, and meaning—with
an initial emphasis on learning Old English.
Topics may include writing and speech, a his­
tory of morphology, the changing phonology
from Old to Middle English, Shakespeare’s
puns and wordplay, a history of sounds and
spellings, modem coinages and creoles. We
range from Beowulf to Cummings, from
Chaucer to Chomsky. This course may be
taken without the usual prerequisite course in

148

English; however, it may not serve in the place
of a prerequisite for other advanced courses.
Crosslisted as Linguistics 14.
Williamson.

gender, feminist and queer studies, New
Historicism and cultural materialism, treat­
ments of nationalism, race and class.
Blum.

16. Chaucer.*

22. Literature of the English
Renaissance.*

Readings in Middle English of most of
Chaucer’s poetry' with emphasis on The
Canterbury Tales and Troilus and Criseyde. We
place the poems in a variety of critical and cul­
tural contexts—both medieval and modem—
which help to illuminate Chaucer’s art. In the
manner of Chaucer’s Oxford Clerk, we hope to
gladly leme and gladly teche.
Williamson.

17. Chaucer and Shakespeare.*
A study of selected pairs of works which reveal
common sources, themes, or critical concerns.
How do the authors unlace the ideal in A
Midsummer Night’s Dream and The Miller’s Tale ?
How do they portray and problematize gender
in The Taming of the Shrew and The Wife of
Bath’s Tale? How do they catch self-conscious­
ness in Hamlet and The Merchant’s Tale1
Whose Cressida is more crafty or capable?
Williamson.

This course will begin with More’s Utopia and
end with selections from Paradise Lost, paying
particular attention to literature’s political
contexts, gender, genre, and the relation of
women’s writing to the male canon. Among
the other writers included will be Wyatt,
Surrey, Philip Sidney, Mary Herbert, Mary
W roth, Spenser, Elizabeth Cary, Jonson,
Bacon, Donne, Herrick, George Herbert, and
Marvell.
Spring 2000. Johnson.

23. Renaissance Sexualities. * / **

20-29: RENAISSANCE & 17TH CENTURY

The study of sexuality allows us to pose some of
the richest historical questions we can ask
about subjectivity, the natural, the public and
the private. This course will explore such ques­
tions in relation to Renaissance sexuality,
examining several sexual categories—the
homoerotic, chastity and friendship, marriage,
adultery, incest—in a range of literary and sec­
ondary texts.
Spring 1999. Johnson.

20. Shakespeare.*

24. Inscriptions of the Feminine in 16th
and 17th Century England. * / **

We’ll cover many topics in this survey of
Shakespeare’s plays, including kingship, come­
dy and tragedy, father-daughter relationships,
sexuality, race, performance, the roles of
women, language, and the rewriting of history.
We will frequently return to the question of
theater’s place in sixteenth and seventeenth
century England as represented on stage and in
other writings of the period. We will also
examine Shakespeare’s place in the cultures we
inhabit.
'Fall 1998 and 1999. Johnson.

Writings about and by English women when
very few women published or had rooms of
their own. Works from sonnets to closet dra­
mas, spiritual narratives to fiction by (among
others) Queen Elizabeth, Elizabeth Cary,
Aphra Behn, Aemilia Lanier, Shakespeare,
John Milton, Thomas Middleton, and Virginia
Woolf. Close reading of texts; class, gender,
nationalism, and sexuality in historical and
cultural contexts.
Blum.

21. Shakespeare and Critical Theory:
“Our Shakespeares” .* / * *

English drama began as a communal religious
event, but the theaters were shut down in 1642
because of their reputation for impiety and
social disorder. This course will trace the drama
from its medieval forms up through its com­
mercial success in the Renaissance and its ulti­
mate dissolution in the Civil War.
Johnson.

Who or what is “Shakespeare” as the plays are
approached today? A n intensive study of
Macbeth, Twelfth Night, Henry V, Hamlet, and
one play performed in the Philadelphia area in
the context of current critical approaches
including deconstruction, performance studies,

26. English Drama Before 1642.*

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English Literature

2 7. Ikidoi^Stuart Drama.*

Bolton.

A survey of plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, John Webster,
Elizabeth Cary, John Ford, and others. The
course will consider historical, socio-political
and literary contexts; just as important, we will
look at how the plays have been and continue
to be performed.
Foil 1999. Blum.

34. Restaging Romanticism.*

28. Milton.*
Study of M ilton’s poetry with particular
emphasis on Paradise Lost.
Spring 2000. Blackburn.

30-39: RESTORATION, 18TH CENTURY,
ROMANTIC
30. Restoration Drama.*
The restoration of the monarchy reopened
London theatres and brought actresses to the
English stage for the first time. We’ll explore
the new forms produced in this historical con­
text—heroic drama, comedy of manners, farce,
the drama of sentiment—along with the audi­
ences, theatres, players and critics that helped
shape those forms.
Bolton and Johnson.

3 1. Topics in the “ New” Eighteenth
Century.*/**
The eighteenth century has been seen as the
age of reason and the age of exaggerated emo­
tion; an era of imperialism and expanding
political participation; a time of progress and
melancholy, technical advances and spiritual
necrophilia. We’ll examine the eighteenth
century’s schizophrenic ‘spirit of the age’ and
its implications for our own time. Specific top­
ics: The Haunting of the Public Sphere (1999);
Transatlantic Conversations (2001).
Bolton.

33. The Romantic Sublime.*
“The essential claim of the sublime is that man
[sic] can, in speech and feeling, transcend the
human” (Weiskel). W hat does this transcen­
dence look like? How is it achieved? W hat
resources does it offer us, and at what cost?
Authors: Burke, Blake, the Wordsworths,
Coleridge, Byron, the Shelleys, Keats.

150

During the Romantic period, the number of I
women writing in all genres increased dramat­
ically: many of these women writers were con­
nected with the stage as actresses, dramatists or
critical spectators. This course explores some of
the connections between theatre and politics,
between genre and gender in the work of both
male and female writers of the period.
Bolton.

35. Rise of the Novel.*/**
This course will look at classic 18th-century
novels considered to constitute the origins of
the novel in relation to less canonical texts—
mainly by women—in order to examine the
debate over the cultural legitimacy of the
novel and questions regarding high/low art
(and concomitant distinctions of gender)
raised by it. Novelists include: Behn, Burney,
Defoe, Richardson, Fielding, Haywood,
Austen.
Spring 2000. Lesjak.

36. The Age of Austen.*
First we’ll read Austen’s novels and other rele­
vant texts in order to sketch the general con­
tours of “The Age of Austen.” Then we’ll turn
to recent film and television remakes of
Austen novels to explore what’s gained and
lost in the translation to film—and the reasons
behind Austen’s resurgent appeal to late 20th
century audiences.
Bolton.

40-49: VICTORIAN TO MODERN
40. Victorian Studies.
A n interdisciplinary study of British cultural
formation during the Victorian period. This
semester will focus on how and why certain
cultural boundaries were drawn between civi­
lized and savage, man and machine, normal
and deviant, paying particular attention to
some of the more unsuspecting forms (gothic
horror, ‘sensational’ mysteries, the detective
story, children’s literature)— in and through
which ideas of gender, sexuality, domination
and violence are approached.
Spring 1999. Lesjak.

41 .The Victorian Poets: Eminence and
Decadence.
|

I

A study of the poetry of Tennyson, Robert and
Elizabeth Barrett Browning, Arnold, Meredith,
the Rossettis, Wilde, and others, with particu­
lar attention to each artist’s response to the
stresses of the era.
Anderson.

I
I

44. Modern Bodies in the Making: The
19th-Century Novel.

ry, both in the Republic and in the North. This
course will consider poetry by Heaney, Boland,
Carson, McGuckian, Muldoon, and ni
Dhomnaill (among others) within the socio­
political contexts of contemporary Ireland.
Anderson.

50-69: AMERICAN (INCLUDING AFRICAN
AMERICAN AND ASIAN AMERICAN)

Covering a wide range of Victorian novels, this
course will examine how these narratives
understand and represent class and gender for­
mation; national and racial definition; produc­
tive and reproductive labors and sexualities;
and issues of representation as they are rede­
fined through these narratives. Authors will
include Austen, the Brontes, Dickens, Eliot,
Hardy, Wilkie Collins, William Morris and
Wilde.
Lesjak.

By combining the standards with nontraditional texts and with attention to contemporary
issues of race, class, and gender, this course
examines unifying themes and contradictions
between 1880 and 1920 and considers the ways
art and social conscience intersect in America.
Writers may include Howells, Chopin,
Wharton, Dreiser, Crane, Twain, and DuBois.
Spring 2000. James.

45. Modern British Poetry.

52A. Studies in American Prose.

A consideration of British poets—and some
American expatriates—from Thomas Hardy to
Dylan Thomas, with particular attention given
to each poet’s individual response to the cir­
cumstances of modem life.
Anderson.

A study of nineteenth- and twentieth-century
American narratives exploring the conse­
quences of forbidden border crossings—cultur­
al, racial, sexual. Nineteenth-century texts: a
feminist look at the Puritans and Indians
(Hobomok); Douglass’ The Heroic Slave;
Hawthorne’s Scarlet Letter; and James’ Portrait
of a Lady. More modem works: Cather’s The
Professor’s House; Hemingway’s The Garden of
Eden; Charles Johnson’s tribute to Douglass
and Melville (Middle Passage); and Bharati
Mukherjee’s Holder of the World,
Spring 1999. Schmidt.

46. Stein and Woolf.
This course is an intensive consideration of
two icons of modernism, as well as of some of
the critial writing on their work. Texts include:
Stein’s Three Lives, Lectures in America,
Geography and Plays, and “The Mother of Us
All,” and Woolf’s Mrs. Dalloway, Orlando, To
the Lighthouse, and various essays.
Spring 1999. Cohen.

5 1. Fictinns In American Realism.

52B. American Fiction: Melville and
Pynchon.

A consideration of the great variety of poetic
styles and stances employed by women writing
in English today: Adrienne Rich, Audre Lorde,
Rachel Blau DuPlessis, Ai, Janice Mirikitani,
Olga Broumas, Medbh McGuckian, Joy Harjo,
Cherrie Moraga, Cathy Song, Jo Shapcott, and
Cyn Zarco, for example.
Spring 2000. Anderson.

A study of two writers with many shared ambi­
tions, interests, and compulsions, with empha­
sis on their work in shorter forms as well as the
epic-length novel. Melville readings will
include “Bartleby the Scrivener” and “Benito
Cereno” and the short novel Israel Potter as
well as Moby-Dick, Pynchon readings will be
“Entropy,” “The Secret Integration,” The
Crying of Lot 49, and Mason & Dixon.
Fall 1998. Schmidt.

49. Contemporary Irish Poetry.

52C. American Women’s Fiction.

Ireland’s complicated historical divisions have
provided fertile ground for extraordinary poet­

A look at romance and realism and race in
women’s fiction over two centuries. Tentative

48. Contemporary Women’s Poetry.

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English Literature

syllabus: Lydia Maria Child’s A Romance of the
Republic (1867); the “local color” short stories
of Mary Wilkins Freeman; Maria Amparo Ruiz
de Burton, Who Would Have Thought It?
(1872); Edith Wharton, The Age of Innocence
(1920); Zora Neale Hurston, Their Eyes Were
Watching God (1937); Eudora Welty’s short sto­
ries; Toni Morrison, Paradise (1997); and work
by Dorothy Allison, perhaps her latest novel,
Cavedu/eller (1998).
Schmidt.

53. American Poetry.
A study of the poetry and prose of selected U.S.
writers, including W hitman, Dickinson,
Williams, Stevens, Hughes, and H.D.
Spring 2000. Schmidt.

54. Faulkner, Morrison, and the
Representation of Race.
This course has two aims: to explore in some
depth the fiction of two major American nov­
elists, and to work towards aesthetic criteria
attentive to both racial dynamics and formal
achievement.
Fall 1999. Weinstein.

57. The African American Writer.
This century-long overview considers the way
African American writing frames its doublefaced culture, foregrounds its history and her­
itage, and reflects the community’s way of
knowing itself. Writers range from Chesnutt to
Morrison and may include Johnson, DuBois,
Toomer, Wright, Hughes, Brooks and Walker.
Fall 1998. James.

58. Intimacy and Distance: William
Faulkner, Zora Neale Hurston, Eudora
Welty, and Richard Wright.
From a distance, the South is characterized by
segregation, racial acrimony, and class warfare.
But when we examine it closely, the South
reveals itself to be a site of complexity and
ambivalence. Looking at the fictions written
between 1900 and 1950 of William Faulkner,
Zora Neale Hurston, Eudora Welty, and
Richard Wright we will explore the South from
four divergent points of view. The course
opposes Wright’s depiction of racial animosity
against Hurston’s refusal to depict Black vic­
timization; Faulkner’s gothicism is opposed to
Welty’s resistance to plantation nostalgia. Do
their fictions produce a new way to understand

152

the South? Are these writers trying to maintain
relations across racial, gendered, and class lines
or are they trying to disrupt them? Readings
will include Black Boy, Mules and Men, A
Curtain of Green, and Absalom, Absalom. There
will also be screenings of D.W. Griffith’s The
Birth of a Nation and Gone With the Wind.
Spring 1999. Beavers.

59. The Harlem Renaissance.
Through the lens of the Harlem Renaissance
era, this course considers African American
modernism and cultural nationality in the
decade following World War I. We will focus
largely on writings, but lectures on art and
music are included and views concerning the
meaning of Harlem as locale are pertinent. A
day trip to Harlem will be arranged.
James.

60. The Contemporary African American
Writer.
This course will review reviews, examine the
critical literature, and read the journals about
prevalent African American writing. ‘Primary’
texts will be selected to represent what is
current.
Fall 1999. James.

62. Native American Autobiography.
This course is designed to acquaint students
with the varieties of self-life-narration in
native North America. We will examine issues
such as the construction of Native American
images, ‘Indianness’, literary nationalism, vio­
lence, contemporary storytelling, and notions
of the ‘self’. We will be reading critical and cul­
tural theory alongside primary texts in order to
understand the ways in which Native Amer­
ican personal narratives are read and discussed
in the academy and in tribal communities.
Spring 1999. Hermann.

63. Asian American Literature.
This course is designed to introduce you to the
common texts and critical issues in the study of
Asian American literature in the context of
the various and changing circumstances of
Asian immigration to the United States. We
will think about such issues as “authentic”
identity, assimilation, remembering or imagin­
ing a homeland, and how these issues may be
influenced by differences in generation, gender
and sexuality.

Fall 1998. Saragosa.

64. The Asian American Misceg-Nation.
The historical circumstances of Asian immi­
gration to America, and American and
European involvement in Asia, will be occa­
sions to think about how the representation of
interracial romance is deployed to mediate
broader cultural fears. We will examine the
sexual stereotypes of Asian men and women;
we will think about how the people concerned
maneuver within a very loaded cultural mine­
field; and we will look at political racial mix­
ing, thinking about the possibilities for crossracial coalition building.
Fall 1999. Saragosa.

66. Oriental Visions and Asian Eyes:
Asians on Stage and Screen.**
The history of representations of Asians will
provide the basis for our interrogation of race
in the popular American imagination. We will,
however, spend more time on the recent histo­
ry of Asian American theater, film and perfor­
mance. Topics will include racial performance
and performance theory; representational
strategies of containment and resistance; ques­
tions of production, distribution and reception;
and the viability of theater and film as loca­
tions from which to imagine an alternative
political reality.
Saragosa.

67. (Asian) Ethnicity and (Heterosexual
Nonnativity.**
In this class, we will examine a variety of liter­
ary texts and performance pieces to think
about how ideas of sexual normativity are
deployed to police not only gender identity,
but a whole range of political identifications.
While we will be looking at these issues in the
specific context of Asian American ethnicity,
the theoretical issues we raise will have impli­
cations in our broader understanding of race
and ethnicity.
Spring 1999. Saragosa.

70: CREATIVE WRITING WORKSHOPS
Regular creative writing workshops are limited to
12 and require the submission of writing samples in
order for students to apply for them. Workshops
¡marked with a # combine a balance of substantial

literary analysis of models along with creative writ­
ing exercises geared to the models; these workshops
are limited to 20, do not require the submission of
manuscripts, and have as their prerequisite (for
freshmen and sophomores but not for juniors or
seniors) an English introductory course. Students
may normally take only one workshop at a time.

70A. Poetry Workshop.
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
We will emphasize the discovery and develop­
ment of each individual’s distinctive poetic
voice, imagistic motifs, and thematic concerns,
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 grant­
ed at the discretion of the instructor.
(Studio course.)
Spring semester each year.
Spring 1999 and 2000. Anderson.

70R. Fiction Writers’ Workshop.
We’ll approach the challenge of constructing
compelling narratives through a series of for­
mal exercises and experiments. Students will
read and comment on each others’ writing as
they work to hone their own style and clarify
their central thematic concerns. Twelve stu­
dents are admitted to the class on the basis of a
writing sample submitted during fall semester.
Spring semester each year.
Spring 1999. Cohen.

70C. Advanced Poetry Workshop.
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course is intended as an
advanced workshop for students who have
taken the Poetry Workshop or have completed
a substantial body of work on their own.
Limited to twelve. Admission and credit are
granted at the discretion of the instructor.
(Studio course)
Fall 1998. Schmidt.

70D. Grendel’s Workshop (New Texts
From Old).#
John Gardner rewrote the ancient epic Beowulf
in modem idiom from the monster’s point of
view. Caryl Churchill brought the Greek

153

English Literature

Bacchae into contemporary London. Angela
Carter’s Beauty liked the Beast better than the
Prince. Students will study old texts and their
modem revisions and then, using these models
as starting points, reshape their own beautiful
or beastly visions.
Fall 1998. Williamson.

70 E. Lyric Encounters.#
Matthew Arnold called it “a criticism of life”;
Dylan Thomas, “a naked vision.” Emily
Dickinson defined it as a blow: “If I feel physi­
cally as if the top of my head were taken off, I
know that it is poetry.” Students will examine
varieties of the lyric, and then shape their own
criticisms, visions, cerebral explosions in
response.
Foil 1999. Anderson.

70K. Directed Creative Writing Projects.
Students—whether regular or honors majors—
who plan a directed writing project in fiction
or poetry must consult with the Department
Chair and with a member of the Department’s
writing faculty who might supervise the pro­
ject, and must submit a prospectus to the
Department by way of application for such
work before the beginning of the semester dur­
ing which the project is actually done. The
number of these ventures the Department can
sponsor each year is limited. Deadlines for the
receipt of written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and seniors
who have taken an earlier workshop in the
department.
For creative writing projects in the Honors
Program, the approximate range of pages to be
sent forward to the examiners will be 20 to 30
pages of poetry, or 30 to 50 pages of fiction.
There will be no written exam for the creative
writing project; the student’s portfolio will be
sent directly to the examiner, who will then
give the student an oral exam during Honors
week. For purposes of the transcript, the cre­
ative writing project will be assigned a grade
corresponding to the degree of Honors award­
ed it by the external examiner. Students are
advised that such independent writing projects
must normally be substantially completed by
the end of the fall semester of the senior year as
the spring semester is usually the time when
the Senior Honors Study essay must be written.
Staff.

154

7 1 : GENRE STUDIES
See also 81. Theory of the Novel.

71 A . Ttagedy.***
A study of tragedies from the Greeks to the
postcolonial world. We’ll examine the history
of the genre, theories of the tragic, and the
ongoing effort to rewrite tragedy in changing
historical circumstances. Note: by arrangement
with the professor, this course may be countered as either pre-1830 or post-1830, but not
both.
Johnson.

I
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I
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I

I

I

71D . The Lyric in English.***
A history of the lyric poem in English from its
origins in Old and Middle English to contem­
porary poetry, with emphasis on comparing
particular lyric genres like the elegy, the love
poem, the pastoral lyric. Note: by arrangement
with the professor, this course may be coun- I
tered as either pre-1830 or post-1830, but not
both.
Spring 1999. Schmidt.

7 1 C. The Short Story.
As we read widely in the nineteenth- and
twentieth-century short story, we’ll focus on
technical developments as well as certain
recurring preoccupations of the genre: frag­
mentation and reconstruction; the staging of I
an encounter between the ordinary and the I
extraordinary; the refutation of time and I
mortality.
Bolton.

7 1 E . Autobiographical Acts.
W hat compels the act of writing the self? What
do the acts have in common across race, culture or gender? This course examines impulses
to testify and considers a range of ethnic and
cultural instances in its questioning, but exampies will vary from time to time.
James.

I
I
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I
I

7 1 F. Gothic Possibilities.
“High Gothic” flourished in England in the
1790’s; “Southern Gothic” adapted the conventions of the form to the demands of modemist fiction and the culture of the American
South. Among the Gothic possibilities we will
consider: sensationalism (Lewis), domestication (Radcliffe), parody (Austen), autobiogra-

I
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I
I
I
I
I

I phy (Porter), fragmentation (Faulkner), and
I cultural critique (Toomer).
I Bolton;
I 71G. Satire: Spirit and Art.
I This course speculates about the nature and

I

aims of satire and its problematical standing.
I How valid are claims to moral purpose? To
I power or influence? We will question whether
I satires ranging from toasts in verse to narraI tives in fiction and film are ‘open’ or ‘closed’
I forms. Authors will include Atwood, Huxley,
I Charles Johnson, Pope, Ishmael Reed, Swift,
I John Kennedy Toole, and Nathanael West.
I James.

I 71H. Science Fiction.
I
I
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■

An exploration of origins, genres, themes, and
contexts in a dozen or so works of sciencebased speculative fiction from several ages. We
will be concerned not only with the workings
of the literary imagination in these novels (and
a few plays), but also with shifting ideas about
what science is, of the relation of science to
human affairs (religious, political, economic
and even psycho-sexual), and of the perceptible shape of the universe itself. Authors may
include Bacon, Swift, Mary Shelley, Verne,
Wells, Stapledon, Asimov, Clarke, Brunner,
I Gibson, LeGuin, Piercy, etc.
Blackburn.

71J . Cherchez la femme: The “ Mystery”
of Women in the Mystery Genre.
I From Eden on, our cultural narratives of decepI tion and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
The concept of woman as potential victim and
I perpetrator powered many detective novels
I popular in the 19th and 20th centuries and has
I paradoxically enabled startling re-visions of
I the genre by contemporary women writers. Our
I investigation of this “mystery” will involve
I male authorities—Conan Doyle, Chandler,
I Hammett—and female private “I”s— Sara
I Paretsky, Sue Grafton, Barbara Wilson.
I Anderson.

71K. Lesbian Novels Since World War
I Ttoo.
This course will examine a wide range of novI els by and about lesbians since World War
Two. O f particular concern will be the repreI sentation of recent lesbian history; how, for

instance, do current developments in cultural
studies influence our understanding of the les­
bian cultures of the fifties, sixties, and seven­
ties? W hat is at stake in the description of the
recent lesbian past?
Johnson.

7 1 M . James Merrill & the Epic Poem.
A n introduction to what may be the most
important epic poem published in our lifetime,
James Merrill’s The Changing Light at Sandover
(1984). It is a moving mixture of tragedy and
comedy featuring conversations with the dead
via an Ouija board and the heroic exploits of
God Biology recycling souls and cloning
genius. We will begin the course with a brief
look at Dante’s Inferno, one earlier epic poem
important to Sandover.
Enrollment limited to 15.
Schmidt.

71N . Narratives of Spiritual Q u e s t.***
A study of how writers from the 16th century
to the present explore spirituality and unlock
the conscience within through particular
forms—from allegory to lyric, fiction to autobi­
ography. Works by Spenser, Milton, Herbert,
Dickinson, Merton, Kerouac, Tolstoy,
Goldberg, Morrison, Butler, Hillesum, Hooks
and others. Popular film and TV may include
The Rapture, Ghost, Breaking the Waves,
Touched by an Angel, and the X-Files. Note: by
arrangement with the professor, this course
may be counted as either pre-1830 or post1830, but not both.
Blum.

72-79: COMPARATIVE LITERATURE/
LITERATURE IN TRANSLATION
72 . Proust, Joyce and Faulkner.
Selections from Proust’s Remembrance of Things
Past, Joyce’s Dubliners and Ulysses entire, and
Faulkner’s The Sound and the Fury and
Absalom, Absalom! Emphasis on the ideologi­
cal and formal tenets of modernism.
Spring 2000. Weinstein.

73. Modernism: Theory & Practice.**
Drawing on a range of theorists and practition­
ers, this course will explore some salient ener-

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English Literature

gies and problems of modernism. Theorists will
include Nietzsche, Freud, Weber, Simmel,
Adorno, Benjamin, Bakhtin, and de Certeau,
among others. Practitioners will be chosen
from among the following writers: Joyce,
Kafka, Proust, Rilke, Mann, Woolf, and
Faulkner.
Weinstein.

73A. Mapping The Modern.
The course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid- 19th century,
we then concentrate upon “urban fables” of
early-20th century high modernism, conclud­
ing briefly with late-20th century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno, Ben­
jamin, and Lukács; Bakhtin, Arendt, Canetti,
and de Certeau; Calvino and Borges; Berman
and Harvey. The central topics under study are
the phenomena of the modem subject and the
modem city, as expressed in literature, ana­
lyzed in sociology and critical theory, and rep­
resented in a range of cultural practices,
(crosslisted as Sociology 52)
Weinstein and Wagner-Pacifici.

74. Modern Epic: Tolstoy, Joyce, and
Garcia-Marquez.
This course will examine three “encyclopedic”
texts (War and Peace, Ulysses, One Hundred
Years of Solitude) that rehearse and transform
inherited paradigms of cultural identity, pur­
pose, and destiny. Through sustained attention
to formal and ideological tenets of these specif­
ic texts, we will also seek to interrogate some of
the salient procedures of realism, modernism,
and postmodernism.
Weinstein.

75. Studies in Comparative Fiction.
This course will explore the relationships
between desire and law, as well as the social
construction of identity, in a range of 19thand 20th-century novels. Writers will include
Flaubert, Dostoevsky, Tolstoy, Kafka, Faulkner,
and Morrison.
Weinstein.

76. Studies in Modern Drama.
156

The course will focus on selected modem play­
wrights who have been instrumental in recon­
ceiving dramatic form and in shaping the mod­
ernist (or post-modernist) tradition. Major
topics may include: text and subtext, realism
and expressionism, theatre as self-reflexive
form, acting and acting out, language and
silence, and ideas of the spectacular. Major
authors may include Ibsen, Pirandello, Brecht,
Beckett, Pinter, Churchill, and Handke.
Williamson.

7 7 . Literature of the Asian Diaspora.
The political and economic circumstances of
immigration and exile have produced a rich
body of literature in English by Asians in
England, Canada, and the United States. As
we read these texts, we will think about how
they address common concerns of national and
transnational identity, themes of exile and
return, and visions of home and homeland.
Authors we will read will include Salmon
Rushdie, Anchee Min, and Teresa Hak Kyung
Cha.
Saragosa.

78. The Dlack African Writer.
This course challenges the reading of African
culture as a monolith and—through the imag­
ination of selected writers—considers it vari­
ously as a world of hope and delusion, imperi­
alism and independence, tradition and loss.
How does time effect the formation of atti­
tudes? W hat continuities are beneath the sur­
faces of modernism? And how do female voic­
es fare in a male-dominated tradition?
James.

79. Fictions from the Dlack Atlantic.
This course focuses on a ‘black Atlantic cul­
ture’ whose themes and techniques complicate
and enrich our understanding of Western
‘modernism.’ Works range from Equiano and
Delaney to Morrison and Baldwin.
James.

80-95: CRITICAL THEORY, FILM AND
MEDIA STUDIES
Courses in critical theory are also listed elsewhere
and are noted by a double asterisk.

80. Critical and Cultural Theory.**
An introduction to texts and contexts in con­
temporary critical theory and cultural studies.
We will read narrative, psychoanalytic,
marxist, poststructuralist, feminist, queer and
postcolonial theory, raising questions of subjec­
tivity, difference, ideology, representation,
methodology, and cultural politics.
White.

81. Theory of the Novel.**
A study of novels representative of the novel’s
development as a form in conjunction with dif­
ferent theories of the novel. We will consider
the origins of the novel, the relationship
between the history of the novel and the his­
tory of sexuality, and debates regarding the
novel and the politics of realism, modernism
and contemporary postmodernism. Authors
include: Watt, Lukács, Brecht, Armstrong,
Jameson, Richardson, Eliot, Woolf.
Spring 1999. Lesjak.

82. Representations of Women’s
Identity.**
A study of the ways that psychology, literature,
film and literary theory illuminate women’s
identity and self-expression. By examining psy­
chological case studies, prose narratives by
male and female authors, psychological and lit­
erary theory, we will identify ways women have
been represented in our culture, the conse­
quences of this representation, and possibilities
for self-awareness and expanding creativity.
Pre-requisite: an introductory course in
English.
Cross-listed as Psychology 52.
Blum and Maracek.

83. Feminist Theory.**
Close readings of a range of feminist theory,
from early feminist texts which attempt to
establish the fact of sex-based oppression to
later works addressing psychoanalysis and the
problem of “master discourse”; the issue of
what is “woman”; and questions of how class,
sex, gender, imperialism and race intersect.
Spring 2000. Lesjak.

84. Lesbian Representation.**
Using the framework of feminist theory, we
will explore models of lesbian representation in
literature and film and the construction of sub­

jectivity and desire in texts authored by les­
bians. Works by Radclyffe Hall, Audre Lorde,
Chantal Akerman, and others will be read and
viewed in the context of psychoanalysis, mod­
ernist and postmodern aesthetics, feminist pol­
itics, gay history, and popular culture.
White.

85. “ Whiteness” and Racial
Difference.**
A look at the history of how “racial” identities
and differences have been constructed in past
and contemporary cultures, especially in the
U.S. Includes writings on the subject by cul­
tural critics of all races.
Schmidt.

86. Postcolonial Literature and Theory.**
A comparative study of postcolonial literature
and theory within a global framework, empha­
sizing the political, historical, and cultural
dimensions of these texts. O f central concern
will be how the “empire writes back”: its repre­
sentations of political and literary histories,
nationalism, race and gender. Readings by
Said, Aijaz Ahmad, Amin, Rushdie,
Emecheta, Ousmane, Dangarembga, Achebe,
Nwapa, Mariamma Ba.
Foil 1998. Lesjak.

87. American Narrative Cinema.**
Introduction to film as narrative form, audiovi­
sual medium, industrial product, and social
practice, emphasizing the emergence and dom­
inance of classical Hollywood as a national
cinema, with some attention to independent
narrative traditions such as “race movies.”
Genres such as the western, the melodrama,
and film noir express aspirations and anxieties
about race, gender, class and ethnicity in the
U.S. Auteurist, formalist, marxist, feminist,
and psychoanalytic methods will be explored.
Fall 1998 and 1999. White.

88. American Attractions: Leisure,
Technology and National Identity.**
Visual spectacles such as Bamum’s museum,
minstrel and Wild West shows and vaudeville
shaped American “identity” from ethnic,
racial, religious, geographical and gender dif­
ferences and hierarchies, anticipating the
national audiences of the Hollywood studio
system and television networks. This teamtaught interdisciplinary class focuses on the

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English Literature

history and analysis of U.S. popular culture
lfom die Civil War to the present.
Sharon Ullman (History, Bryn Mawr) and
Patricia White.
Spring 1999.

89. Women and Popular Culture: Fiction,
Film, and Television.
This course looks at Hollywood “women’s
films” and television soap operas, their sources
in 19th and 20th century popular fiction and
melodrama, and the cultural practices sur­
rounding their promotion and reception. How
do race, class, and sexual orientation intersect
with gendered genre conventions, discourses of
authorship and critical evaluation, and the
paradoxes of popular cultural pleasures? Uncle
Tom’s Cabin, Gone with the Wind, Rebecca, The
Joy Luck Club.
Spring 2000. White.

Vertov, Welles, Ophuls, Godard, Akerman,
Lanzman, Jarman, Trinh.
Fall 1999. White.

93. Studies in Film and Literature.
A study of the complex ways in which film and
literature interact. Heart of Darkness as the
source and inspiration for Apocalypse Now.
The collaboration of Handke and Wenders on
Wings of Desire. The self-reflexive meta-forms
of Pirandello and Resnais. Dramatic and cine­
matic treatments of Kaspar Hauser and the
Elephant Man. The art of Pinter on stage and
screen.
Williamson.

97-99: INDEPENDENT STUDY AND
CULMINATINQ EXERCISES

90. Queer M edia.**

97. Independent Study.

How are sexual identities mediated by popular
culture? How do lesbian and gay film and video
makers “queer” sexual norms and standard
media forms? Challenging classic Hollywood’s
heterosexual presumption and mass media
appropriations of lesbian and gay culture, we
will examine lesbian and gay aesthetic strate­
gies and modes of address in contexts such as
the American and European avant-gardes,
AIDS activism, and diasporan film and video
movements.
White.

Students who plan an independent study must
consult with the appropriate instructor and
submit a prospectus to the Department by way
of application for such work before the begin­
ning of the semester during which the study is
actually done. Deadlines for the receipt of writ­
ten applications are the second Monday in
November and the first Monday in April.
Normally limited to juniors and seniors. Staff.

91. Feminist Film and Media Studies.**
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production con­
texts, and styles: mainstream and independent,
narrative, documentary, video art, and experi­
mental. Readings will address questions of
authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
White.

98,98A. Senior Thesis.
Course majors in the Department may pursue a
thesis of their own choosing under the supervi­
sion of a member of the Department. The the­
sis may be for one (40-50 pages) or two (80-100
pages) credits. A brief prospectus for the pro­
ject must be submitted for approval by the
Department in April of the junior year. Before
submitting this prospectus, Course majors
should consult with the Department Chair and
with the Department member who might
supervise the project. This work must be sepa­
rate from that of the senior culminating essay,
required of every course major for graduation.

92. Film Theory and Culture.**

99. Senior Culminating Essay.

A survey of major paradigms in classical and
contemporary film theory and historiography:
realism, montage, authorship, genre, narratology, semiotics of image and sound, the cine­
matic apparatus, spectatorship, feminism, and
cultural studies. Directors include: Eisenstein,

During the fall and spring terms of the senior
year, each course major is required to write a
senior essay. Proposals are due in the fall and
completed essays are due in the spring. Details
about the essay are available in the Depart­
ment Office. One-half credit will be awarded

158

Group I: (Pro-1830)

realms. We’ll study the private exchange of
elite poetic texts, the relation between fame
and stigma for published authors, the profes­
sion of the playwright, the roles of women who
wrote, and the uses of writing in the Civil War.
Our readings will include significant amounts
of Shakespeare, non-Shakespearean drama,
criticism and theory.
Johnson.

101 .Shakespeare.*

110 . Romantic Poetry.*

Study of Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading of much of the remainder of
the canon. Students are advised to read
through all the plays before entering the semi­
nar.
Fall 1998 and 1999, Spring 1999. Blackburn.
Fall 1998. Blum.
Spring 1999 and 2000. Johnson

We’ll read the women poets of the period
(Smith, Robinson, Baillie, Wordsworth,
Hemans and L.E.L.) alongside their more
famous male contemporaries (Blake, Words­
worth, Coleridge, Byron, Shelley and Keats) in
order to explore issues of concern to both.
Topics may include: revolution, theatricality,
hauntings, class conflict, orientalism and
empire.
Bolton.

for the essay, normally in the spring term; the
essay will receive a regular letter grade.
Spring semester. Staff.

SEMINARS

102. Chaucer and Medieval Literature.*
A survey of English literature, primarily poetry,
from the 8th through the 15th century with an
emphasis upon Chaucer. Texts will include
Beowulf, Sir Gawain and the Green Knight, The
Canterbury Tales, Troilus and Criseyde, Pearl,
Piers Plowman, selected medieval plays,
Arthurian materials, and Margery Kempe’s
autobiography. Chaucer will be read in Middle
English; other works will be read in translation
or modernized versions.
Fall 1999. Williamson.

104. Milton.*
Study of Milton’s works in relation to questions
of authorial identity, canon formation, gender
and genre politics, spiritual and social revolu­
tion and containment. Special emphasis on
Paradise Lost, and some attention to works by
Milton’s male and female contemporaries.
Blackburn or Blum.

106. Renaissance Epic.*
The two major English epics of the period,
Spenser’s Farie Queene and Milton’s Paradise
Lost, considered in contexts of social and liter­
ary history, including two epic antecedents,
Virgil’s Aeneid and Tasso’s Jerusalem Delivered.
Blackburn.

107. Renaissance Literature.*
Covers a range of Renaissance writing, empha­
sizing relations between texts and their social

Group li: (Post-1830)
1 1 1 . Victorian Literature and Culture.
This seminar will treat novels, non-fictional
works, and visual art from the Victorian period
in the context of Britain’s age of empire. We
will consider the major issues of the day—the
“Condition of England” question, the “woman
question”, theories of evolution and revolu­
tion, the role of aesthetics—and how they are
engaged and represented by different media
and disciplines. Works by Carlyle, Mill, Marx,
Darwin, Gaskell, Eliot, Gissing, Schreiner,
Wilde, among others.
Fall 1999. Lesjak.

112 . Women and Literature.**
A. Issues of agency and subjectivity as set out
by contemporary women writers in current fic­
tion, autobiography, feminist and womanist
theory. Topics include body image, narratives
of race, nation and strategic essentialism, gen­
der and sexuality, feminist science fiction, and
spirituality. Works by Erdrich, Morrison,
Tiptree, Allison, Suleri, Sapphire, Winterson,
Moraga, Shikeguni, Butler, among others.
Fall 1998 and 1999. Blum.
B. Women’s Poetry of 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

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English Literature

advice to heart. How women “slant” their
truth, and how their poetic methods differ—if
at all—from those of their male counterparts
will form the center of this inquiry into
Modernist and post-Modemist feminist aes­
thetics.
Anderson.

115 . Modern Comparative Literature.
The fall semester will focus on fiction respon­
sive to colonial and postcolonial conditions.
Writers will include Conrad, Forster, Achebe,
Emecheta, Faulkner, Garcia-Mirquez, Morri­
son, Silko, Erdrich, and Rushdie.
Fall 1998 and 1999, Spring 2000. Weinstein.

116 . American Literature.
This semester we will study southern American
prose by both blacks and whites and theories of
southern literature as a coherent tradition, or
at least a long-running argument, about cul­
ture, history, race, progress, freedom, tradition,
humor, and other matters that southerners
tend to understand differently from the rest of
the country. We will begin with representative
nineteenth-century works, then move to twen­
tieth-century classics, then conclude with a
variety of post-World War II works.
Schmidt.

1 1 7 . Ethnic Studies in Literature.
This seminar will be an intensive examination
of the methodologies and debates within
American Ethnic Literary Studies. We will
take a comparativist approach to thinking
about how African American-, Native
American-, Chicano/a-, and Asian AmericanStudies conceptualize racial identity, political
oppression, and oppositional strategies,
focussing both on the possibilities and the lim­
itations offered by such identitarian theories.
We will also think about Feminism, Queer
Theory, and their points of convergence and
divergence with Ethnic Studies and PostColonial theory.
Fail 1999. Saragosa.

118. Modern Poetry.
A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an effort to
define their differences within the practice of
“Modernism,” and to assess their significance
for contemporary poetic practice.
Fall 1999. Anderson.
160

120. Critical and Cultural Theory.**
“Culture is one of the two or three most com­
plicated words in the English language” con­
cedes Raymond Williams in Keywords. The
influence of linguistics on philosophy and
anthropology will lead us to the subject of cul­
ture—and the subject in culture. Marx, Freud,
Saussure, Benjamin, Lévi-Strauss, Fanon,
Irigaray, Foucault, Sedgwick, de Lauretis.
Fall 1998 and Spring 2000. White.

12 1. The Harlem Renaissance and The
Jazz Age.
This study extends and challenges received
conceptions of the Harlem Renaissance by
reading the era in relation to The Jazz Age—
African American modernism side by side with
American cultural nationalism. It weighs the
effects of focusing on intersections between
American/African American (and African)
cultural positions and their impact on each fol­
lowing World War I. Texts may range from
Hughes and Hurston to Stein and O'Neill.
Spring 1999. James.

180. Thesis.
A major in the Honors Program may, with
Department permission, 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 of 80-100 pages, under the direction
of a member of the Department, during the fall
of the senior year.
Staff.

183. Independent Study.
Students may prepare for an Honors
Examination in a field or major figure compa­
rable in literary significance to those offered in
the regular seminars. Independent study pro­
jects must be approved by the Department and
supervised by a Department member.
Deadlines for the receipt of written applica­
tions are the second Monday in November and
the first Monday in April.
Staff.

199. Senior Honors Study. For English
majors or minors in the Honors Program.
Honors majors will write one or two essays
totaling 7,500 words, using texts, methodolo­
gies, or critical problems drawn from at least

I two of their Honors preparations. W hen approI priate, this essay, intended to extend, enhance,
I or integrate work done in the preparations,
I may draw on the minor as well as the major
I fields. One credit.
I Honors minors have four options: they may
I include work in the English minor as part of
I the SHS project in the major field, write an
1 essay of 2,500 words on a topic pertinent to the
I minor preparation (either a revised seminar
paper or a paper newly written), prepare addi­
tional readings with the advice of the seminar
instructor, or explore a special topic related to
the work of the seminar. One-half credit.
Students should consult with the Department
Chair in the fall of the senior year about this
work. Additional handouts about Senior
Honors Study are available in the Department
office.

1

THEATRE STUDIES
The Theatre Studies major uses the study of all
aspects of dramatic art as the center of a liber­
al arts education. It is intended to be of broad
benefit regardless of a student’s professional
intentions. All courses in the program address
the processes of play production, especially as
they involve collaborative making; all produc­
tion for performance in the program is part of
course work.
Theatre Studies emphasizes writing as an
important aspect of discursive thinking and
communication. All courses have a significant
writing component, the nature of which varies
from course to course.
Since in practice public performance engages
theatre artists for less time and is less compli­
cated than rehearsal and other preparations, it
receives proportionally less attention in this
curriculum. Since all work in theatre even­
tually issues in a public occasion, classes are
usually open to visitors.

REQUIREMENTS AND RECQMMENDATIQNS
Planning a program in Theatre Studies can be
complicated. First and second year students
thinking about a Theatre Studies major should
read these Requirements and Recommenda­

tions closely, and should consult with the
Director of The Theatre early and often. Leave
schedules, a wide variety of intern and appren­
tice programs, and the importance of course
sequences make long-range planning essential.
Courses numbered 1 through 10 are introduc­
tory and are prerequisite to intermediate
courses.
Courses numbered 11 through 49 are interme­
diate and are prerequisite to advanced courses
numbered 50 through 99.
Seminars carry numbers 100 and above.
Intermediate work in each of the course
sequences requires a beginning course in that
area. Thus, the prerequisite for Theatre 12
(Acting II) is Theatre 2 (Acting I); for Theatre
14 (Design II), Theatre 4 (Design I) and so on
throughout the program.
Some advanced courses carry additional pre­
requisites which are listed in the course
descriptions.
Major in the Course Program: Ten credits of
work including Theatre 2 (Acting I), Theatre
4 (Design I), Theatre 5 (Performance Lighting
Design), Theatre 15 (Directing I), Theatre 21
(Production Dramaturgy), and Theatre 106
(Theatre History Seminar), and Theatre 99
(Senior Company). In addition, each major
will choose an area of specialization and take
the intermediate and advanced courses in that
area.
The areas of specialization are Acting, Direct­
ing, Scenography, Playwriting, Dramaturgy,
and Theatre History. Special arrangements will
be made for students who seek secondary
school certification. Prospective majors should
consult with the program Director about their
choice.
In addition to these course requirements, the
major includes a comprehensive examination
in two parts: 1) an essay relating the student’s
experience in Senior Company to the reading
list and course work; and, 2) an oral examina­
tion on the essay and related subjects by
Theatre faculty and visitors.
Major in Honors: Honors students majoring in
Theatre Studies will make three preparations,
as follows.
1. Theatre History Seminar; written exam and
an oral set by an outside examiner.
2. Thesis attachment to a course; reading by an

161

Theatre Studies

outside examiner and an oral.
3. A production project in one of the following
fields.
Directing from a script. The student will, under
faculty supervision, read in the playwright’s
work, make a director’s preparation for the
entire play, and rehearse for public presenta­
tion a locally castable portion of the chosen
play. The instructor will supervise these activi­
ties appropriately, on the model of a special
project in Theatre. The external examiner will
visit this project several times (depending on
schedule and available funds). These visits (to
rehearsal or planning session) will not include
feedback from the examiner. The examiner
attends rehearsal in order to know as much as
possible about the student’s methods of making
the work. The examiner also attends one or
more of the public performances. The exam
proper will consist of an extended interview
directly following the performance and a
briefer oral during honors weekend. The sub­
ject of the first interview will be the student’s
processes as they relate to the production. The
second oral will concern the student’s assess­
ment of the entire process as a part of his or her
undergraduate education and future plans. The
student will support both interviews with an
extensive production journal.
Design from a script. The student will prepare
all research, sketches, and preliminary writing
for a production in a designated venue. He or
she will make renderings, working drawings,
and a model, and will prepare detailed budgets,
schedules, etc. In addition to the model, the
student will supervise the construction of a
buildable portion of the design. The local
instructor will supervise these activities appro­
priately, on the model of a special project in
Theatre. The external examiner will receive
copies of all materials as the student generates
them, and will pay special attention to the way
in which the project develops under continual
revision. During the honors weekend, the
examiner will see the full sized portion and the
model. The exam proper will be an extensive
presentation by the student, of the entire pro­
ject, with special attention to processes of
development and revision. During this presen­
tation, the examiner (probably a professional
designer, not necessarily an academic) will
question the student, on the model of
advanced classes in architecture.

162

Dramaturgy for production from a script. If possi- I
ble, this project will be associated either with I
an honors exam in Directing, or the Play- I
wright’s Lab, or Acting III. The student will I
create the usual writing for a professional play I
production, including notes on production his- I
tory and given circumstances, play form, pro- I
gram and press kit notes, study guide, and a I
grant proposal for production funding. The stu- I
dent will continue to work on the project in I
rehearsal if that is possible. The external exam- I
iner will receive these materials as they are I
generated, in order to pay close attention to I
the dramaturg’s process of continual reconcep- I
tion of the work. If the work is rehearsed, the I
external examiner will attend one or more I
rehearsals, strictly as an observer. If the work is I
performed, the examiner will attend a perfor- I
mance. The exam proper, given during the I
honors weekend, will consist of an extended I
oral presentation of the play as finally con- I
ceived, similar to a design presentation. The I
examiner will question the student, especially I
as to the relationship between early conceits, I
the rehearsal process, and the performance.
Acting. This student will play a role in an I
Acting III class. The external examiner will I
attend as many rehearsals as possible, in order I
to observe the work of rehearsal, as distinct I
from the work of performance. The student I
will keep an extensive production journal I
which will support his or her discussion of the 9
project with the examiner in an extended 1
interview immediately following the perfor- I
mance. During the honors weekend the exam- 1
iner will conduct a briefer oral, concentrating I
on the actor’s reconsideration of the work after I
some time has passed.
Playwriting. This project will be attached to I
Theatre 56, the Playwright’s Lab. It will I
include writing a piece of some length for I
rehearsal and performance. The external I
examiner will read successive drafts as they are I
available and will attend some rehearsal of the I
piece as well as its public performance. The I
examiner will conduct an extensive interview I
immediately following the performance, focus- I
ing on the script development process and the I
influence of rehearsal on the writing. On the I
honors weekend, the examiner will give a I
briefer oral based on a final revision of the I
script following performance.
These three exams will be the normal honors

major in Theatre Studies. Honors students will
take Senior Company in the fall of senior year,
while they are planning their production proj­
ect. The usual schedule will be: spring of junior
year, Theatre History Seminar; fall of senior
year, Theatre 99 and project planning; spring
of senior year, thesis and production project.
Double majors taking three exams in Theatre
will also follow that schedule.
For double majors taking one exam and comps
in Theatre, the exam may be a production pro­
ject, depending on available resources.
Minor m Honors. All Theatre Studies minors
are required to take Theatre 106 (Theatre
History Seminar). Minors may petition at the
end of the junior year to enroll in Theatre 99
(Senior Company) if they have otherwise com­
pleted the prerequisites for the course.
Co- and extra-curricular work in Theatre,
while not specifically required, is strongly rec­
ommended for majors. Opportunities include
paid and volunteer staff positions with The
Theatre, in-house projects for various classes;
production work in The Eugene M. and
Theresa Lang Performing Arts Center, and
Drama Board production.
For those majors who intend a career in profes­
sional theatre, whether academic, not-for-prof­
it, or commercial, internships in local theatres
are strongly recommended. The Pig Iron
Theatre Company is in residence on campus
during the summer. Positions are usually avail­
able in production, development, public rela­
tions, marketing, box office, and house or stage
management. Positions are usually not avail­
able in acting, directing, or design.
Because of scheduling difficulties, students
should plan and apply for internships, time
spent off campus, and community projects as
far in advance as possible.
With respect to the twenty course rule, courses
in dramatic literature taught in the Depart­
ments of English Literature, Classics, or
Modem Languages and Literatures may be des­
ignated as part of the major. Courses in nondramatic literatures taught in those Depart­
ments will not be considered part of the major.

INTRODUCTORY COURSES
1 . Making Theatre.
How theatre is made in the United States:
commercial, not-for-profit, academic. Theatre
professionals (schedules permitting) meet with
the class for discussion and workshops. How to
make theatre locally, using collaborative
ensemble techniques and available space and
material. Weekly lab sessions leading to inhouse performance of original work. Short
papers based on reading, local rehearsals and
performances, and class projects. This course is
required of all Theatre Studies majors; it may
serve as a prerequisite for dramatic literature
courses (not seminars) in English Literature.
Primary distribution course.
Fall 1998. Devin.

2 . Acting I.
Work on the self through fundamental exercis­
es in acting: vocal and physical warm-up; focus
and release; sense and affective memory; jour­
nals. Work toward collaborative models and
the use of improvisation as a tool for invention
and discovery. Short papers on local rehearsals
and performances. This class meets six hours a
week.
Fall 1998. Ferguson.
Spring 1999. Devin.

4 . Design I: Production Stage Dosign.
This course is intended to introduce students
to the artistic world of theatre design. It
includes projects in rendering, model making,
and computer aided design. Students will sur­
vey selected set designers from the Renaissance
to the 20th century. Text: Designing and
Painting for the Theatre by Lynn Pecktal;
Software: KeyCAD Complete by Softkey. There
is a required three hour lab once a week, either
Monday or Wednesday from 1:00-4:00 p.m.
This lab visits theatres in the Philadelphia
area.
Fall 1998. Marshall.

5. Performance Lighting Design.
This is an exploratory class in the complexities
of lighting design. The course objective is to
introduce lighting concepts and how to express
them. It is intended to demystify an enormous­
ly powerful medium. This course will culmi­
nate in a fullscale lighting design for a public

163

Theatre Studies

performance of a Directing III project. Text:
Designing with Light by J. Michael Gillette;
Software: Power CADD and MacLux Pro-C.
Prerequisite: Theatre 4.
Spring 1999. Marshall.

6. World Performance Traditions.
A comparative and cross-cultural survey of
classical, modern, and contemporary ap­
proaches to theatrical performance. The course
will combine the classroom study of theatre
history, performance thoery, and production
dramaturgy with practical exercises in acting,
playwriting, directing, etc. Assigned materials
will include a variety of plays and video tapes
as well as historical and theoretical texts relat­
ing to performance. A variety of writing
required, ranging from playwriting exercises to
critical and research papers.
Primary distribution course.
Spring 1999. Babb.

INTERMEDIATE COURSES
T2. Acting II.
Work on playscripts through scene study and
rehearsal process: given circumstances, charac­
ter biography; objectives; tasks and behavior;
activities and actions; vocal and physical
warmup; focus, release, and body awareness.
Short papers on local rehearsals and perfor­
mances. This course meets six hours a week.
Prerequisite: Theatre 2.
Fall 1998, Spring 1999. Belver.

14. Design II: Scénographie Design.
The development of a scenic design in
response to a play’s symbolic expression. This
course will focus on the creative and artistic
processes of the scenic designer. It is centered
around a project for a major production design.
Work will be conducted in areas of research,
perspective drawing, model making, and
mechanical drawing with computer aided
design programs. Text: Designing and Painting
for the Theatre by Lynn Pecktal; Software:
PowerCADD. Required readings include
Scene-Graphic Techniques by Owen Parker, and
Theory and Craft of the Scénographie Model by
Darwin Payne.
Prerequisite: Theatre 4.

164

Fall 1998. Marshall.

15. Directing I.
This course covers a series of major texts on
performance theory and practice, with empha­
sis on directing and acting. Assigned readings
will focus on theoretical writings by or about
the performance work of artists such as Zeami,
Stanislavsky, Artaud, Brecht, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert
Wilson, as well as selected theoretical and crit­
ical texts by non-practicioners. The course
includes units on performance traditions and
genres outside of Europe and North America.
Weekly video screenings required.
Prerequisite: Theatre 1 or the instructor’s con­
sent.
Sj)ring 1999. Kuharski.

16. Playwright’s Lab.
Exercises in writing, improvisational rehearsal,
plotting and dramaturgy which result in a per­
formance. This class includes weekly lab ses­
sions with New Voices, an acting ensemble
composed of high school students from the
City of Chester and Chester County, and
artists from the People’s Light and Theatre
Company. Traditional playscript construction,
as well as organizing and recording improvisa­
tions.
Prerequisite: Theatre 1 or the instructor’s con­
sent.
Fall 1998. Adams.

21. Production Dramaturgy.
Dramaturgy as a part of play production.
Exercises in playscript conception, analysis,
and preparation; discovery of given circum­
stances and support materials; conception and
analysis of rehearsal process. Weekly lab ses­
sions.
Prerequisite: Theatre 1.
Fall 1998. Devin.

35. Directing II.
This course focuses on the theatre director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units
cover the director’s relationship with actors,
designers, composers, technicians, choreogra­
phers, as well as playwrights and their
playscripts. The student’s directorial self-defin­
ition through this collaborative process is the
laboratory’s ultimate concern. Final project

—
I
I
I
I

consists of an extended scene to be performed
as part of a program presented by the class.
Prerequisites: Theatre 2,4, and 15.
Fall 1998. Kuharski.

I ADVANCED COURSES
52. Acting III.
I
I
I
I

I

An advanced scene study studio; given circumstances and dramaturgy; vocal and physical
character making.
Prerequisite: Theatre 12, Acting II.
Spring 1999. Devin.

I 54. Design III: Designing for
I Performance/The Firm.
I
I
I
I
I
I
I
I
I
I
I
I
I
I

Asa foundation for The Firm, this course calls
upon the teachings of Jo Mielziner and Frank
Lloyd Wright. The objective of the course is to
create what Jo Mielziner called a “harmony of
style.” This is accomplished by bringing
together theatre design students in a studioworkshop much like those of the Renaissance.
Students will devleop and design the scenography for a Spring honors project in the Thjeatre
Studies Program. Text: Designing and Painting
for the Theatre by Lynn Pectal; Software:
PowetCadd.
Prerequisite: Theatre 4, 5, and 14.
Spring 1999. Marshall.

I

55. Directing III.

I
I
I
I
I
I
I

Director’s Lab requires students to apply the
exercises from Directing II (Theatre 35) to a
variety of scene assignments. These will
address a variety of theatrical genres (farce,
epic theatre, verse drama, etc.) and various
approaches to dramatic text (improvisation,
cutting and/or augmentation of playscripts,
adaptation of non-dramatic texts for performance, etc.). Projects will usually be presented
for public performance.
Prerequisite: Theatre 35.
Spring 1999. Kuharski.

I
I
I
I

I

56. Playwright’s Lab II.
Continuation of work with New Voices and an
emphasis on longer forms. Rehearsal and pro­
duction of class material for a spring tour.
Prerequisite: Theatre 16.

Spring 1999. Adams.

92. Off-campus Projects in Theatre.
Residence at local arts organizations and the­
atres. Fields include management, financial
and audience development, community out­
reach, stage and house management.
Prerequisite: Appropriate preparation in the
major.
Fall 1998, Spring 1999. Staff.

93. Directed Reading.
94. Special Projects in Theatre.
99. Senior Company.
A workshop course emphasizing issues of col­
laborative play making across lines of special­
ization, ensemble development of performance
projects, and the collective dynamics of form­
ing the prototype of a theatre company. Work
with an audience in performance of a single
project, or a series of projects.
This course is required of all Theatre Studies
majors in their senior year and will not nor­
mally be taken for external examination. Class
members will consult with the instructor dur­
ing spring semester of their junior year, prior to
registration, to organize and make prepara­
tions. Non-majors and honors minors may
petition to enroll, provided they have met the
prerequisite.
Prerequisite: Completion of one three course
sequence in Theatre Studies.
Fall 1998. Devin.

SEMINARS
106. Theatre History Seminar.
A critical and comparative survey of selected
theatrical companies from the early Renais­
sance through the 20th Century. Emphasis on
collaborative relations within a given theatri­
cal company, placement of theatrical perfor­
mances within specific cultural contexts, and
their relevance to contemporary theatrical
practice. Readings will include, but not be lim­
ited to, dramatic texts as one form of artifact of
the theatrical event. The Spring 1999 seminar
will focus on the work of Ajiane Mnouchkine
and the Théâtre du Soleil in France.
Prerequisite: Theatre 15 or consent of instruc-

165

Theatre Studies

tor..
Spring 1999. Kuharski.
NB: Theatre 106 will be taught in the fall
semester in 1999-2000.

Environmental Studies

Coordinator: CARR EVERRACH (Engineering)
Committee: Wendy Horwltz (Psychology)'
Rober Latham (Biology)
Arthur McGarity (Engineering)
Carol Nackenoff (Political Science)
Hans Oberdiek (Philosophy)
Frederick Orthlieb (Engineering)'
Wesley Shumar (Education)
Michael Spelts (Sociology and Anthropology)
Don Swearer (Religion)3
Richard Valelly (Political Science)
Mark Wallace (Religion)1

1 Absent on leave, fall semester 1998.

3 Absent on leave, 1998-99.

Profound, anthropogenic changes are occur­
ring in the land, water, and air around us, and
education needs to respond to these changes.
Swarthmore’s heritage of social concern com­
pels us to educate students so that they are well
informed about vital, current issues, and capa­
ble of fall political participation. The College
has a responsibility to provide means for the
study of environmental problems and to
encourage students to develop their own per­
spectives on these problems. The Environ­
mental Studies Concentration is one way that
the College meets these responsibilities.
Environmental Studies is truly interdisciplin­
ary and offers numerous opportunities for rigor­
ous interdisciplinary work because environ­
mental issues have scientific, engineering,
social, political, economic, literary, and philo­
sophical dimensions, all of which must be
addressed. The Concentration helps guide stu­
dents to the many academic fields that afford a
perspective on environmental problems and
enables them to explore questions most com­
pelling to them from the vantage point of var­
ious disciplines in the natural and social sci­
ences, engineering, and the humanities.
A Concentration in Environmental Studies
consists of an integrated program of five cours­
es plus a capstone seminar that a student takes
in addition to a regular major.
Concentrators must take five courses from the
list below, including at least one course in
Environmental Science/Technology, at least

one course in Environmental Social Science/
Humanities, and at least one more from either
of these two groups for a minimum of three
courses in these two categories. Up to two
courses may be chosen from the list of Adjunct
Courses. 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 of the
courses may be independent work or a field
study (in the U.S. or abroad) supervised by a
member of the Committee (Environmental
Studies 90). In addition to the five courses,
each concentrator will participate in the
Capstone Seminar in Environmental Studies
(Environmental Studies 91) during the spring
semester of the senior year. The capstone sem­
inar will involve advanced interdisciplinary
work on one or more issues or problems in
environmental studies. Leadership of the
Capstone Seminar rotates among the members
of the Faculty Committee on Environmental
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

16 7

Environmental Studies

Environmental Studies. Therefore all concen­
trators will be familiar with a body of scientific
knowledge and scientific approaches to envir­
onmental problems.

Chemistry 1 : Chemistry in the Human
Environment
Biology 36: Ecology
Biology 39: Marine Biology
Biology 121: Physiological Ecology
Biology 130: Behavioral Ecology
Biology 137: Biodiversity
Engineering 32: Introduction to
Environmental Protection
Engineering 63: Water Quality and
Pollution Control
Engineering 66: Environmental Systems
Geology 103 (Bryn Mawr College):
Environmental Geology

COURSES IN ENVIRONMENTAL
SOCIAL SCIENCES/HUMANITIES
The Environmental Social Science/Humanities category includes courses which are central
to Environmental Studies and which focus on
values, their social contexts, and their imple­
mentation in policies. Thus, all concentrators
will have studied the social context in which
environmental problems are created and can
be solved.

Economics 76: Economics of the
Environment and Natural Resources
Education 65: Environmental Education
Engineering 68/Political Science 43:
Environmental Policy
Political Science 222 (Bryn Mawr
College): Introduction to Environmental
Issues
Psychology 57: Psychology and Nature
Religion 22: Religion and Ecology
Sociology and Anthropology 64: Seeds
of Change: The Environmental
Consequences of the Agricultural
Revolution in Prehistory.

168

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 con­
centration, but are not central enough to justi­
fy their inclusion in the groups above.

Astronomy 9: Meteorology
Biology 16: Microbiology
Biology 26: Invertebrate Zoology
Biology 27: Crop Plants
Engineering 3: Problems in Technology
Engineering 35: Solar Energy Systems
Engineering 64: Swarthmore and the
Biosphere
Environmental Studies 99: Directed
Reading in Environmental Studies
(Advanced permission of instructor is
required.)

Mathematics 61: Modeling
Physics 29: Principles of the Earth
Sciences
Political Science 47: Politics of Famine
and Food Policy
Political Science 65: Politics of
Population

Francophone Studies

Coordinator: Brigitte Lane* (French)
Committee: Jean Vincent Blanchard"
Robert BuPleSSiS* (History)
Janies Freeman (Music)
Sharon Friedler (Dance)
Bruce Grant (Sociology/Anthropology)
Cynthia Halpern (Political Science)
Constance Hungerford* (Art History)
Tamsin Lorraine (Philosophy)
George Moskos* (French)
Micheiine Rice-Maximin* (French)3
Robert Roza (French)10
Mark Wallace (Religion)
Philip Weinstein (English)3
*Members of the Steering Committee

3 Absent on leave, 1998-99.

10 Program Director, Swarthmore Program in
Grenoble, Fall, 1998.
11 Program Director, Swarthmore Program in
Grenoble, Spring 1999.

The concentration in Francophone Studies
explores areas and peoples significantly influ­
enced by and participant in Francophone cul­
tures throughout the world: Africa, the
Americas, Europe, and South-East Asia. It
takes a broad view of cultural achievements
and thus will examine cultural diversity and
identity at all community levels. Through the
use of analytical methods drawn from both the
humanities and the social sciences, the con­
centration encourages interdisciplinarity in
courses, seminars, and student programs of
study. Within a cultural studies approach, vari­
ous perspectives will be used in order to estab­
lish new critical and theoretical paradigms bet­
ter to understand the complex relations and
reciprocal influences between “centers” and
“peripheries.”
Through the study of an important transna­
tional culture, the Concentration will prepare
students for graduate education and careers in
international relations, business, law, and aca­
demic disciplines, and enable them to partici­
pate better in our increasingly globalized world.
Besides the study of francophone language, lit­
erature, and culture courses offered in the
Department of Modem Languages, students

will have the opportunity of using French-lan­
guage materials in many of the courses and
seminars offered by other departments.
General Requirements: A concentration in
Francophone Studies consists of five credits
from courses designated below. Students should
note that most courses have orereauisites.
which must be satisfied before courses mav be
taken. No more than two credits mav be from
the student’s major department, and at least
two credits must come from courses marked #.
Only one credit taken abroad may count
toward the concentration. A t least three cred­
its must come from core courses and seminars
while only two credits mav come from cognate
courses or seminars. Students are expected to
work in at least 2 departments.
To ensure a strong groundwork for all concen­
trators, one of the credits must be a core course;
we particularly recommend French 25 and
History 22 but any of the core courses or semi­
nars can function as an introductory course. In
addition to the five credits, each concentrator
will complete a 15-20 page independent, inter­
disciplinary Senior Paper. The initial proposal
and bibliography, which are due immediately
after the Thanksgiving break, must be

Francophone Studies

approved by two professors in two different
departments. The completed paper is due at
the end of spring break.
Students are required to be proficient in the
French language: to complete French 4 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced
literature or culture course in French, or use
French-language sources in the Senior Paper.
In any case, students are encouraged to read
French-language materials in the original lan­
guage wherever possible.
Courses and seminars that may be offered for a
Francophone Studies Concentration are : (#
indicates courses that cover Francophone
material outside of France and/or multicultural
material).
I. CORE COURSES AND SEMINARS
(75%-100% Francophone content): at least
three credits required:
Courses in disciplines other than French:

Art History 1 7 : Nineteenth-century
European Art
#History 22: Early Modern France & the
Francophone New World
History 27: To the Barricades: The
European Revolutionary Tradition
History 30: France since 1789:
Revolutions, Republics, Empires
Seminars in disciplines other than French:

Art History 145: Gothic Art and
Architecture
Art History 160: Eighteenth-Century
Western Art
Art History 164: Modern Art Seminar
Philosophy 145: Feminist Theory Seminar
Theatre 106: Theatre History Seminar
French courses numbered 12 and above:

#French 12C: Literature and Culture of
Québec
#French 12C: France “ Year 2000” :
Introduction socio-culturelle á la
France actuelle

170

French 12L: Introduction à l’analyse
littéraire
French 22: Le Cinéma français
#French 23: Topics in French Civilization:
Multicultural France
#French 24: Société et littérature:
Cultures de l’exil
#French 25: Centers and Peripheries in
the Francophone World
French 30: Topics in 17th and 18th
Century Literature
#French 33: Le Monde francophone:
résistances et expressions littéraires
#French 36: Poésie d’écritures françaises
#French 37: Ville et exclusion
French 40: French Theatre and Cultural
Studies
French 60: Le Roman du 19ème siècle
French 61: Odd Couplings: Writing and
Reading Across Gender Lines
French 62: Le Romantisme
French 65: Baudelaire and symbolism
French 70: Théâtre Moderne: Beyond
Realism: Meta-Theater in French and
European Brama
#French 70F: Caribbean and French
Civilizations and Cultures
French 7 1 F: French Critical Discourse:
From Barthes to Baudrillard
French 72: Le Roman du 20ème siècle
#French 75F: Haïti and the French
Antilles and Guyane in translation
#French 76: Femmes écrivains
#French 7 7 : Prose francophone:
Littérature et société
#French 78: Théâtre d’écritures
françaises: connaissance et société
French 79F. Scandal in the Ink:
Lesbian/Gay Traditions in French
Literature
French 80F: Cities and Ghettos in
Europe: Comparative Approaches to
Ethnic relations in Europe and America

Wrench 91: Special Topics (Counting as #
depending on the topic of the year)
French seminars:

French 102: Baroque Culture and
Literature
French 104: Stendhal et Flaubert
French 105: Proust
French 106: Poésie symboliste
French 100: Le Roman du 20ème s lid e
French 109: Le Romantisme
Wrench 110: Ecritures françaises hors-de
France: Fiction et réel
Wrench 1 1 1 : Espaces Francophones: La
Ville réelle et imaginaire
Wrench 112: Ecritures Francophones:
Fiction and History in the Frenchspeaking World
Wrench 113: Voyage et littérature:
Exploration, nomadisme et migration
IL COGNATE COURSES AND SEMINARS
(30% Francophone content minimum): no
more than two credits may count toward the
concentration.
A. Cognate courses:

Art History IS : IWentieth-Century
Western Art
Art History 29: Film: Form and
Signification
Art History 64: Philadelphia and
American Architecture
Dance 22: History of Dance: Europe^
Renaissance Through 1900
Dance 36: Dance and Gender
#Dance 37: The Politics of Dance
Performance
#Economics 02: Political Economy of
Africa
#History Ob: Modem Africa, 1080 to
Present
History 20: Official and Popular Cultures
in Early Modem Europe
Lit 14: Modem European Literature

Lit 22F: French/ltalian/Spanish Cinema
Music 4: Opera
Music 22: Hineteenth-Century Music
Music 23: IWentieth-Century Music
Music 38: Color and Spirit
Philosophy 39: Existentialism
Political Science 3: Introduction to
European Politics
Political Science 12: Modern Political
Thought
Soclology/Anthropology 2: Rations and
Rationalisms
Soclology/Anthropology 36: History of the
Cultural Concept
B. Cognate Seminars (30% Francophone
content minimum):

Histore 1 1 7 : State and Society in Early
Modem Europe
History 122: Revolutionary Europe
1750-1870
History 124: Europeans and Others since
1750
#History 140: The Colonial Encounter in
Africa
Philosophy 139: Phenomenology,
Existentialism and Post-Structuralism
Political Science 101: Political Theory:
Modem
Religion 112: Postmodern Religious
Thought
Soclology/Anthropology 102: History and
Myth
Soclology/Anthropology 103: Gift and
Fetish
Note: Among all the courses listed above.
those satisfying the requirement of at least two
credits covering Francophone material outside
of France and/or multicultural materials are
marked #. These can be courses in French or in
other disciplines. French 91 (Special Topics)
may count among this category, depending on
the topic of the year.

171

Francophone Studies

THE MINOR IN FRANCOPHONE STUDIES
To be eligible to minor in Francophone Studies
for the Honors Program, students must com­
plete all the requirements for the Francophone
Studies concentration. This entails the com­
pletion of five credits, and the writing of the
Senior paper. Candidates for an honors minor
will offer a single two-credit preparation out­
side the designated honors major. The student
will follow the requirements for Senior Honors
Study for the minor in the department in
which the seminar is offered, and take that
exam.

172

German Studies

Coordinator: Christopher Pavsek (German)
Committee:

Richard EldrldpO (Philosophy)’
Marion Faber (German)
James Freeman (Music)
Pieter Judson (History)
James Kurth (Political Science)
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)
BrauliO M llfiOZ (Sociology/Anthropology)
Sunka Sim on (German)1
Hansjakob W erten (German)1
2

1 Absent on leave, fall semester, 1998.
2 Absent on leave, spring semester, 1999.

3 Absent on leave, 1998-99.

The concentration in German Studies grows
out of the connection between German
thought and art of the nineteenth and twenti­
eth centuries. Figures such as Goethe, Wagner,
Nietzsche, Marx, and Freud, for example, go
beyond the boundaries of particular disciplines.
In addition, the study of German history and
politics enriches and is enriched by the study of
German literature and art. A combination of
approaches to German culture introduces the
student to a field of knowledge crucial to con­
temporary society and prepares the student for
graduate work in a good number of academic
disciplines, as well as for various international
careers. The Concentration may be undertak­
en in the Course Program or in the Honors
Program. Concentrators should consult the
program coordinator during the sophomore
year to plan their work towards the
Concentration.
General Requirements: Students are required to
take five credits from designated courses in
German Studies, three of which must be out­
side the student’s major department. To ensure
a common groundwork for all concentrators,
students must take the core course, German
14, Introduction to German Studies. To ensure
work in depth, at least one credit must be a
thesis on an interdisciplinary topic, normally
to be proposed at the end of the junior year and
written in the fall semester of the senior year.
An interdisciplinary thesis for the student’s
major department may fulfill this requirement.

It is required that students do substantial work
in the German language (German 4 or the
equivalent). It is also strongly recommended
that students study in Germany (for a summer
or, preferably, for a semester) if at all possible.
After studying abroad, concentrators must take
at least one additional class in German Studies.
Students who do not take an advanced litera­
ture course must either use original German
sources in the thesis or add an attachment in
German to one course in the concentration.
Note: A student can accomplish a Special
Major in German Studies by taking five addi­
tional credits from the courses listed below.
German Studies Minor in the Honors Program:
Requirements: The German Studies Concentra­
tion offers only a Minor in the Honors Pro­
gram. Students in the German Studies Honors
Program are expected to be sufficiently profi­
cient in spoken and written German to com­
plete all their work in German and are strong­
ly advised to spend at least one semester of
study in a German-speaking country. Candi­
dates are expected to have a B average in
course work both in the Department and at the
College.
Prerequisites: German 14 and an advanced
course in German Studies.
Preparations: a seminar in German Studies (or,
in lieu of the seminar, two advanced courses in
German Studies).

173

German Studies

Senior Honors Study and Examination:
For Senior Honors Study, students are required
to present a 250-word outline (together with a
bibliography) by February 15, indicating how
they intend to deepen their preparation for the
seminar. The approved preparation in the form
of a single 3000-word paper will be added to
the honors portfolio which will also include
the seminar syllabus and student bibliography.
The Honors Examination will take the form of
a three hour written exam based on a German
Studies seminar or, in lieu of the seminar, two
advanced courses in German Studies, the one
half credit SHS preparation and a thirty to
forty five minute oral exam based on all pre­
vious work in the field.
The following courses and seminars may be
offered for a German Studies Concentration:
Courses (one credit)

History 34. Europe 1900. Eros and
Anxiety.
History 35. The Jew as Other.
History 36. Modern Oermany.
History 37. The Holocaust and German
Culture./LIT 37G.
Music 2 2 .19th Century Music.
Music 33. Lieder.
Music 34. Bach.
Music 35. Late Romanticism.
Philosophy 39. Existentialism.*
Sociology-Anthropology 83. Senior
Colloquium on Art and Society.*
G e rm a n courses numbered 3 B and above.

Courses on German literature or
film, taught in English: LIT 20G,
LIT 50G, etc.
Seminars (two-credits)

History 122. Revolutionary Europe.+
History 124. Europeans and Others
Since 1750.+
History 125. Fascist Europe.
Music 10 1. Bach.
1 74

Philosophy 114 . Hlneteenth-Century
Philosophy.
Philosophy 13 7. German Romanticism
and Idealism.
Philosophy 139. Phenomenology,
Existentialism, and Post-Structuralism.
Religion 106. Contemporary Religious
Thought.
Sociology-Anthropology 10 1. Critical
Modern Social Theory.
Sociology-Anthropology 105. Modem
Social Theory.
Sociology-Anthropology 115 . Fraud and
Modern Social Theory.
German 104. Goethe und seine Zeit.
German 105. Die deutsche Romantik.
German 108. German Studies Seminar:
Wien und Berlin.
German 109. Rise of the Modern
German Hovel.
German 110 . German Literature after
World War II.
* Cognate course: No more than two may be
counted towards the German Studies
Concentration.
+ Cognate seminar: No more than one may be
counted towards the German Studies
Concentration.

History

ROBERT S. DUPLESSIS, Professor
LILLIAN M . Li, Professor
MARJORIE MURPHY, Professor1
STEPHEN P. BENSCH, Associate Professor3
PIETER M . JUDSON, Associate Professor
ROBERT E . WEIHBERG, Associate Professor and Chair
TIMOTHY J . BURKE, Assistant Professor
ALLISON DORSEY, Assistant Professor
BRUCE A . DORSEY, Assistant Professor
LAURA GOTKOWITZ, Assistant Professor
THERESA BROWN, Administrative Assistant

1 Absent on leave, fall semester, 1998.

3 Absent on leave, 1998-99.

COURSE OFFERINGS AND PREREQUISITES

Survey Courses: Survey courses (2-9 and 72)
are open to all students without prerequisites
and are designed to serve the needs of students
who seek a general education in the field, as
well as to provide preparation for a range of
upper-level courses. Survey courses provide
broad chronological coverage of a particular
field of history. Although these entry-level
courses vary somewhat in approach, they nor­
mally focus on major issues of interpretation,
the analysis of primary sources, and historical
methodology. First-year seminars (10) explore
specific historical issues or periods in depth in
a seminar setting; they are open to first-year
students and are limited to twelve students.
Students with scores of 4 or 5 in Advanced
Placement examinations receive preference in
admission to First-year seminars. Upper-divi­
sion courses (one credit) are specifically the­
matic and topical in nature and do not attempt
to provide the broad coverage that surveys do.
They are generally open to students who have
taken 1) one of the courses numbered 2-10 and
72, or 2) who have Advanced Placement
scores of 3 in the same area as the course they
wish to take, or 3) scores of 4 or 5 in any area,
4) have the permission of the instructor, or 5)
students who have taken Classics courses 31,
32, 42, and 44 are eligible to take upper-level
courses. Exceptions are courses designated “not
open to first-year students” or where specific
prerequisites are stated.
Seminars: Admission to double-credit History
seminars is selective and based on an evalua-

The courses and seminars offered by the
Department of History attempt to give stu­
dents a sense of the past, an acquaintance with
the social, cultural, and institutional develop­
ments that have produced the world of today,
and an understanding of the nature of history
as a discipline. The discipline of history is a
method of analysis that focuses on the contexts
in which people have lived and worked. Our
courses and seminars emphasize less the
accumulation of data than the investigation,
from various points of view, of those ideas and
institutions—political, religious, social, eco­
nomic, and cultural—by which people have
endeavored to order their world. The History
Department’s curriculum introduces students
to historical methodology and the fundamen­
tals of historical research and writing.
Courses and seminars offered by the History
Department are integral to most interdiscipli­
nary programs such as Black Studies,
Francophone Studies, German Studies, Latin
American Studies, Peace Studies, and
Women’s Studies and as well as to the majors
in Asian Studies and Medieval Studies.
Students interested in these programs should
consult the appropriate statements of require­
ments and course offerings. In addition, we
encourage students who wish to obtain teach­
ing certification to major in history (see
section on Teaching Certification for more
information).

175

History

tion of the student’s potential to do indepen­
dent work and to contribute to seminar discus­
sions. A minimum grade of B in at least two
History courses is required of all students enter­
ing seminars. In addition, the opinions of
Department members who have taught the stu­
dent are solicited.
Sophomores hoping to take History seminars
in their junior and senior years should give spe­
cial thought to the seminars they list in their
sophomore papers. The Department will weigh
the merit of each request on the basis of the
importance of the seminar to the student’s pro­
posed program, as well as the student’s qualifi­
cations. Seminar enrollments are normally
limited to nine. If you are placed in a seminar
at the end of your sophomore year, you will be
one of nine students guaranteed a space and
you are, in effect, taking the space of another
student who might also like very much to be in
the seminar. Consequently, you should not list
any seminar in your sophomore paper without
being quite certain that you intend to take it if
you are admitted. To help you make an
informed choice about seminars, a binder enti­
tled “History Department Seminars” contain­
ing syllabi of all seminars currently offered by
the Department is available in the Department
office. You may wish to consult it before writ­
ing your sophomore paper.

REQUIREMENTS FOR HISTORY MAJORS
Admission to the Department as a major nor­
mally requires at least two history courses
taken at Swarthmore and a satisfactory stan­
dard of work in all courses. Beginning with the
Class of 2002, one of these two courses will
normally be a First-year seminar. Courses in
Greek and Roman history offered by the
Classics Department count toward this prereq­
uisite. Students who intend to continue their
studies after graduation should bear in mind
that a reading knowledge of one or two foreign
languages is now generally assumed for admis­
sion to graduate school.
All majors (course and honors programs) in
History must take at least nine credits in the
Department, chosen so as to fulfill the follow­
ing requirements:
1. A t least six of the nine credits are normally

176

done at Swarthmore.
2. A t least one course or seminar at
Swarthmore from each of the following
categories: (a) All courses and seminars
before 1750 (including Classics 31,32,42,
and 44) and (b) All courses and seminars
in areas outside Europe and the United
States, specifically Africa, Asia, Latin
America, and the Near East. This distribu­
tion requirement is designed to have stu­
dents explore various fields of history and
engage in comparative historical analysis.
The Department has a list of these distrib­
ution courses on file in the Department
office. The Department expects students
to concentrate in topics or areas of special
interest to them and to specify them in
their Sonhomore Papers.
Course Major:
(a) Complete the Senior Research Seminar
(History 91) in which students write a 25page paper based on primary and secondary
sources. The Department strongly believes
that majors should develop their expertise
in a chosen field of history by producing a
piece of historical writing and analysis.
This course satisfies the College’s require­
ment that all majors and concentrations
have a culminating exercise for their
majors. The research naner should build
upon a cluster of courses that the student
has defined. The Department encourages
students to suggest possible research topics
in their Sophomore Papers and requires
them to select tonics bv the end of their
junior year. Possible research themes
include but are not limited to: colonialism
and imperialism, nations and nationalism,
popular culture, urbanization, politics and
diplomacy, revolution and rebellion, and
economic history.
Thesis:
A student who wishes to write a thesis should
state her or his intention by submitting a pro­
posal at the beginning of the senior year. The
Department must approve the topic before the
student can enroll in History 92 (Thesis). The
thesis should be a work of about ten to fifteen
thousand words (50-75 pages), and a brief oral
examination will be conducted upon comple­
tion of the thesis.

Major and Minor in the Honors Program (Exter­
nal Examination Program)
Seminars are the normal mode of preparation
for students majoring in history in the Honors
Program. Majors in the Honors Program will
complete three double-credit preparations and
revise one paper per preparation for their port­
folio submitted to external examiners. Revised
papers will not be graded but will be included
in the portfolio to provide examiners a context
for the evaluation of the written examination
taken in the Spring. Students may substitute
an Honors Thesis (History 180) for one of
their seminars. The thesis and revised seminar
papers are due by May 1.
Minors in the Honors Program will complete
one double-credit preparation and include one
revised paper from that preparation in their
portfolio. We strongly advise minors to take
additional work in the History Department as
part of their preparation for Honors.
Students in seminars must take a three-hour
written examination at the end of each semi­
nar and will receive a grade from the seminar
instructor for their overall performance in the
seminar, including the written examination.
Seminar instructors will not normally assign
grades during the course of the seminar, but
they will meet periodically with students on an
individual basis during the course of the semes­
ter and discuss their progress.
Seminars are a collective, collaborative and
cooperative venture among students and facul­
ty members designed to promote self-directed
learning. Active participation in seminar is
therefore required of all students. Evaluation of
performance in seminar will be based on the
quality of seminar papers and comments during
seminar discussions, in addition to the written
examination. Since the seminar depends on
the active participation of all its members, the
Department expects students to live up to the
standards of Honors. These standards include:
attendance at every seminar session, submis­
sion of seminar papers according to the dead­
line set by the instructor, reading of seminar
papers before coming to seminar, completion of
all reading assignments before seminar, respect
of the needs of other students who share the
reserve binders and readings, and eagerness to
engage in a scholarly discussion of the issues
raised by the readings and seminar papers. The
Department reminds students that the respon­

sibility for earning Honors rests squarely on the
students’ shoulders and will review on a regular
basis their performance in the program. Failure
to live up to the standards outlined above may
disqualify students from continuing in the
Honors Program. Students earn double-credit
for seminars and should be prepared to work at
least twice as hard as they do for single-credit
courses.
Students enrolled in Senior Honors Study as
majors in History are required to revise one
paper for each of the three preparations
(except for a thesis which has no SHS compo­
nent) and submit them to the Department as
part of their portfolio for the external examin­
ers. The portfolio papers are written in two
stages. During the first stage students must con­
fer with their seminar instructors while they
are enrolled in the seminars as to what papers
they are preparing for Senior Honors Study
and what revisions they plan for these portfolio
papers. Seminar instructors will offer advice on
how to improve the papers with additional
readings, structural changes, and further devel­
opment of arguments. The second stage occurs
during Senior Honors Study when the student
revises the papers independently. Faculty mem­
bers are not expected to read the revised papers
at any stage of the revision process. Each
revised paper must be from 2,500 to 4,000
words and include a brief bibliography.
Students will submit them to the Department
office by May 1. The Department will assume
that students failing to submit their revised
papers by the deadline have decided not to
complete the External Examination Program.
In addition, the Department expects students
to form their own study groups to prepare for
the external examinations. W hile faculty
members may at their convenience attend an
occasional study session, students are generally
expected to form and lead the study groups.
Once again, this is in keeping with the
Department’s belief that Honors is a collabora­
tive, self-learning exercise that relies on the
commitment of students.
Students enrolled in Senior Honors Study as
minors in History will submit one revised paper
to their portfolio. It is due by May 1. The
instructions for the preparation of portfolio
papers are the same for minors as they are for
majors. The Department also encourages
minors in Honors to form self-directed study

177

History

groups. The Department will assume that stu­
dents failing to submit their revised papers by
the deadline have decided not to complete the
External Examination Program.

an upper-division course in the same area as
the Advanced Placement credit; a grade of 4 or
5 allows students to take any upper-division
course in the History Department.

FOREIGN STUDY

LANGUAGE ATTACHMENT

The History Department encourages students
to pursue the study of history abroad and grants
credit for such study as appropriate. We believe
that History majors should master a foreign
language as well as immerse themselves in a
foreign culture and society. In order to receive
Swarthmore credit for history courses taken
during study abroad, or at other colleges and
universities in the United States, a student
must have departmental pre-approval and have
taken at least one history course at Swarth­
more (normally before going abroad). The
Department is unable to offer credit for courses
taken abroad or elsewhere in the United States
in which no Department member has exper­
tise. Beginning with the Class of 2002, stu­
dents who want to receive credit for a second
course taken abroad or elsewhere in the United
States must take a second history course at
Swarthmore.

Certain designated courses offer the option of a
foreign language attachment, normally for
one-half credit. Permission to take this option
will be granted to any student whose reading
ability promises the profitable use of historical
sources in a foreign language. Arrangements
for this option should be made with the
instructor at the time of registration.

ADVANCED PLACEMENT
The History Department will automatically
grant one credit for incoming students who
have achieved a score of 4 or 5 in either the
U.S. or European History Advanced Place­
ment examinations if they take any introduc­
tory course (2-10 and 72). Beginning with the
Class of 2002, students who want credit for two
Advanced Placement history examinations for
which they scored a 4 or 5 must take a second
history course at Swarthmore. This course need
not be an introductory course. Moreover, a
grade of C or higher must be earned in the
Swarthmore course(s) for the credit(s) to be
granted. Advanced Placement credit may be
counted toward the number of courses required
for graduation and may be used to help fulfill
the College’s distribution requirements.
Students with Advanced Placement credit may
elect to take History 3 or 5a, 5b or 5c (but not
more than one of these U.S. history survey
courses). A grade of 3 allows students to take

178

TEACHER CERTIFICATION
Students who want to obtain secondary school
teaching certification in the Social Sciences
are required to take two courses in the History
Department. One of these courses must be in
U.S. history. Students with AP credit are
encouraged to take European and U.S. history
survey courses. Naturally, students who wish to
obtain teaching certification may major in
History and are especially urged to take
Modem European history (3), United States
history (preferably 5a and 5b) and a survey
course in Asian, African or Latin American
history. Seminar preparation will also strength­
en one’s background in history. Please consult
the Program in Education for information on
other requirements.

COURSES
2a. Medieval Europe.
A survey of medieval culture and institutions
from the third to the fifteenth centuries.
This course may count toward a major in
Medieval Studies.
Primary Distribution Course.
Not offered 1998-99. Bensch.

2b. Early Modern Europe.
The modem world began to be bom in Europe
between the fifteenth and eighteenth centuries

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—replete with all the contradictions that have
marked modernity ever since. Using primary
sources, recent scholarship, and film, this
course explores the manifestations of that paradoxical civilization: Renaissance and
Reformation, secular state-building and religious war, Scientific Revolution and witch
hunts, emergence of capitalism and renewed
serfdom, Enlightenment and enslavement.
Primary Distribution Course.
Spring semester. DuPlessis.

3. Modern Europe.
I A topical survey which covers the period 1750
I to 1945 with an emphasis on the political,
| social and cultural forces that have shaped
Modem Europe. Topics include the
Enlightenment and popular culture, revolu­
tionary movements, industrialization and its
I social consequences, nationalism and state­
building, imperialism, and world wars.
Recommended for Teacher Certification.
Primary Distribution Course.
Fall semester. Judson.

4a. Colonial Latin America.
Thematic survey from the 16th-century
Conquest through the independence wars of
the early 19th century. Topics include: aspects
of pre-Columbian civilizations, impact of con­
quest and colonialism on native societies; slav­
ery; race relations and mestizaje; resistance and
rebellion; crisis and collapse of colonialism;
and the aftermath of independence.
This course may count toward a concentration
in Latin American Studies.
Primary Distribution Course.
Fall semester. Gotkowitz.

4b. Modem Latin America.
Thematic survey from the immediate post­
independence period to the present. Topics
include social and political consequences of
the wars for independence, the formation of
nation-states and export economies in the
19th century, and the divergent paths Latin
Americans have taken in 20th century strug­
gles for democracy, social justice, economic
development, and national autonomy in a
region deeply marked by U.S. influence.
This course may count toward a concentration
in Latin American Studies.

Primary Distribution Course.
Spring semester. Gotkowitz.

5a. The United States to 18 77.
A survey of American history from colonies to
nation, and from Revolution to Recon­
struction.
Recommended for Teacher Certification.
Primary Distribution Course.
Not offered 1998-99. Bruce Dorsey.

. 5b. The United States from 1877 to 1945.
A survey of American society, culture and pol­
itics from the Compromise of 1877 to the
Japanese Internment. Primary sources, litera­
ture, song, and historical monographs will help
students explore and deepen their understand­
ing of the history of the decades following the
“second American revolution.” Prohibition
and the jazz age, women’s suffrage and the
Scottsboro boys, the Chicago World’s Fair, and
the seizure of Hawaii are some of the issues and
events which will be addressed in this study of
a maturing America.
Recommended for Teacher Certification.
Primary Distribution Course.
Fall semester. Allison Dorsey.

5c. The United States Since 1945
World War II, recovery, the Cold War,
McCarthyism, domestic politics from Truman
to Reagan, suburbanization, the New Left and
the counter culture, Civil Rights, Black Power,
Women’s liberation, Watergate and the
Imperial Presidency, Vietnam, and the rise of
the Right.
Recommended for Teacher Certification.
Spring 1998. Murphy.

6. The Formation of the Islamic Near
East.
A n introduction to the history of the Near East
from the seventh to the early fifteenth cen­
turies.
This course may count toward a major in
Medieval Studies.
Primary Distribution Course.
Not offered 1998-99. Bensch.

7a . History of the African American
People, 1619-1865.
A survey of the social, political, and economic
history of African Americans from the 1600s

179

History

to the Civil War. Focuses on slavery and resis­
tance, the development of racism, the slave
family (with special emphasis on women) and
the cultural contributions of people of African
descent.
This course may count toward a concentration
in Black Studies.
Fall semester. Allison Dorsey.

7b . History of the African American
People, 1865-Present.
A study of the social, political and economic
history of African Americans from the period
of Reconstruction through Clarence Thomas.
The course focuses on community develop­
ment in the immediate post-emancipation
period through industrialization and Northern
migration, the cultural outpouring of the
Harlem Renaissance, and the development of
Pan-Africanism. It explores the diversity of the
Black experience in America as it addresses the
“construction of race” through the World Wars
and the Civil Rights movement.
This course may count toward a concentration
in Black Studies.
Spring semester. Allison Dorsey.
8 a. Africa in the Era of the Slave Wade,

1500-1850.
This survey course focuses on the development
of the slave trade and its impact on Africa.
This course may count toward a concentration
in Black Studies.
Not offered 1998-99. Burke.
8 b. Modern Africa, 1880 to Present.
A survey of modem African history from the
establishment of colonial mle to the contem­
porary African scene. Issues covered include
the ‘scramble for Africa,” African resistance to
conquest, missions and religious conversion,
African culture under colonialism, African
nationalism, and post-colonial African states
and societies.
This course may count toward a concentration
in Black Studies.
Fall semester. Burke.

9a. Chinese Civilization.
A n historical introduction to various aspects of
traditional Chinese civilization and culture—
language, literature, philosophy, art, imperial
and bureaucratic institutions. The impact of

180

Chinese civilization on other parts of Asia will
be examined briefly.
This course may count toward a major in Asian
Studies.
Primary Distribution Course.
Spring semester. Li.

*9b. Modern China.
The course examines the tumultuous changes
in China from the early nineteenth century
until the present. Topics include the Opium
War, the treaty ports and imperialism, the
Taiping and Boxer rebellions, the reform
movement, the Communist revolution, and
the post-Maoist era. Emperors, scholar-offi­
cials, rebels, peasants, Maoist, and entrepre­
neurs are the figures in this tale.
This course may count toward a major in Asian
Studies.
Fall semester. Li.

IOB. First-Year Seminar: Radicals and
Reformers in America.
Visions of social change from the American
Revolution to the twentieth century. A look at
individuals and movements that attempted to
transform American institutions, cultural pat­
terns, or social behavior. Previous topics have
included: Revolution, slave resistance, aboli­
tionists, feminists, sex reformers, labor radicals,
socialists, anarchists, and activists for racial
equality.
Fall semester. Bruce Dorsey.

IOC. First-Year Seminar: Sex and Gender
in Western Traditions.
This seminar traces changing constructions of
gender in the creation of political and social
norms from the fifth century BCE to the pre­
sent.
This course may count toward a concentration
in Women’s Studies.
Not offered 1998-99. Judson.

10E. First-Year Seminar: Indigenous
Cultures of Latin America: Identities,
ideologies, and Experience.
Explores key changes in the history of indige­
nous societies from the 16th-century Conquest
to the present.
This course may count toward a concentration
in Latin American Studies.

Not offered 1998-99. Gotkowitz.

106. First-Year Seminar: Women, Family
and the State in China.
This seminar will consider the roles of Chinese
women and family both in traditional times
and in the twentieth century, including elite
and peasant society. Drawing from diverse
sources (literary, philosophical, anthropologi­
cal, etc.), the seminar will examine the ways in
which culture and the state have defined these
roles.
This course may count toward a major in Asian
Studies and a concentration in Women’s
Studies.
Primary Distribution Course.
Not offered 1998-99. Li.

101: First-Year Seminar: African American
Women’s History.
An examination of the uniqueness of the Black
female experience in American society
through the lens of race, class and sex.
Primarily a historical treatment, the course
includes literature and political commentary
from each period of study. Writings will address
the lives of Black women in slavery and
Reconstruction, the .era of lynching and migra­
tion, the Civil Rights struggle, and the devel­
opment of contemporary Black feminism.
This course may count toward a concentration
in Black Studies and Women’s Studies.
Fall semester. Allison Dorsey.

10N. First-Year Seminar: The Production
of History.
A group of war veterans protests an museum
exhibit about the decision to drop the atomic
bomb on Japan. The publication of national
history standards ignites a major political con­
troversy. Crowds in Haiti tear down a statue of
Columbus and drag it to the harbor. Hobbyists
re-enact Civil War battles. A n Atlantic City
casino adopts a “Wild West” theme. A popular
subgenre of science-fiction novels explores
“alternate histories” in which Hitler was never
bom or the Nazis won World War II. The film
“Gone With the Wind” offers a powerful vision
of a South that never was. In this course, we
will examine these and similar public produc­
tions of history and historical knowledge and
the complex dialogue between these visions of
history and the professional work of academic

historians.
Spring semester. Burke.

*1 2 . Chivalric Society: Knights, Ladies
and Peasants.
The emergence of a new knightly culture in
the eleventh and twelfth centuries will be
explored through the Peace of God, crusades,
courtly love, lordship, and seigneurialism.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

14 . Friais, Heretics, and Female Mystics:
Religious Turmoil in the Middle Ages.
A n exploration of radical movements of
Christian perfection, poverty, heresy, and
female mystics that emerged in Europe from
the eleventh to the fifteenth centuries.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

15. Medieval Towns.
Were medieval towns the “seedbeds of moder­
nity?” The course will explore the historical
and ideological debates surrounding the ques­
tion.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

*16. Sex, Sin and Kin in Early Europe.
Western kinship and sexual mores will be
examined as they crystallized from Roman,
Christian, Germanic, and Celtic traditions.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

* 1 7 . The Mediterranean World in the
Middle Ages.
The course will examine the interface among
Latin, Byzantine and Islamic civilizations in
the medieval Mediterranean, with special
emphasis on the period of Western ascendancy.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

*19 . The Italian Renaissance.
The emergence of a new culture in the citystates of Italy between the fourteenth and six-

181

History

teenth centuries.
Not offered 1998-99. DuPlessis.

*20. Official and Popular Cultures in
Early Modern Europe.
Explorations of thought and practice in
Western Europe between the later fifteenth
and eighteenth centuries.
Not offered 1998-99. DuPlessis.

*22. Early Modern France and the
Francophone New World.
France and its North American and Caribbean
colonies from the late fifteenth to the eigh­
teenth centuries.
This course may count toward a concentration
in Francophone Studies.
Optional Language Attachment: French.
Not offered 1998-99. DuPlessis.

*23. The Sacred and the Social in Early
Modem Europe.
Examination of changes in European religious
beliefs and practices between the fifteenth and
eighteenth centuries. Topics include theologi­
cal and ecclesiological Reformations, women
in religious movements, religious roots of rebel­
lion, Inquisition and witch hunts, toleration
and skepticism, Protestantism and capitalism,
Christian confessionalism, and trends within
Judaism.
Fall semester. DuPlessis.

24. Transitions to Capitalism.

Not offered 1998-99. Weinberg and Judson.

28. Nations and Nationalism in Eastern
Europe, 1848-1998.
This class traces the historical construction of
nationalist identities, social movements and
self-proclaimed nation-states out of multi-eth­
nic communities and multi-cultural Empires in
Eastern Europe, from the revolutions of 1848
to the collapse of Soviet communism in 1989.
First-year students with permission of professor.
Optional language attachment: German.
Fall semester. Judson.

29. Sexuality and Society in Modern
Europe.
Historical constructions of sex and sexual iden­
tities in Western societies since 1500.
This course may count toward a concentration
in Women’s Studies.
Not offered 1998-99. Judson.

38. France Since 1789: Revolution and
Empire.
The political, social, cultural, and economic
history of France and its global empire since
the great revolution.
This course may count toward a concentration
in Francophone Studies.
Optional language attachment: French.
Spring semester. Judson.

*3 1 . Revolutionary Culture and
Transformation in the USSR.

Capitalism, now the globally dominant form of
economic organization, was bom in early mod­
em Europe. This course analyzes the complex,
protracted, uneven, and contested emergence
of the new economic and social order. Among
the topics considered are the end of feudalism,
the agricultural and consumer “revolutions,”
capitalism and slavery, gender divisions of
labor, proletarianization, work cultures and
consciousness, labor protest, mercantilism and
economic ideology, proto-industries and early
factories, and theories of capitalism.
Spring semester. DuPlessis.

(Cross-listed as Modem Languages and
Literatures 31R)
Exploration of the ways in which after 1917
the new Soviet Republic attempted a revolu­
tionary transformation of the entire culture as
reflected in literature, film, music, and social
organization.
Optional language attachment: Russian.
Spring semester. Weinberg and Bradley.

2 7. To the Bairicades: The European
Revolutionary Tradition.

This course focuses on the fate of European
Jewry from the beginning of emancipation in
the kite eighteenth century to the Holocaust
Major themes include the process of emancipa­
tion, Jewish and non-Jewish responses to
emancipation, religious reform, the transfor­

A n examination of Europe’s revolutionary tra­
dition starting with the French Revolution and
ending with the Russian Revolution.

182

*35. From Emancipation to
Extermination: European Jewry’s
Encounter with Modernity.

mation of Jewish identity, and Jewish reactions
to modem anti-Semitism. Readings include
primary documents, memoirs, and literature.
This course may count toward a concentration
in German Studies.
Spring semester. Weinberg.

36. Modern Germany.
German politics, society and culture in the
19th and 20th centuries from the revolutions
of 1848 to the recent attempts at re-unifica­
tion.
This course may count toward a concentration
in German Studies.
Optional Language Attachment: German.
Not offered 1998-99. Judson.

*3 7. History and Memory: Perspectives
on the Holocaust.
(Cross-listed as Modem Languages and
Literatures 37G)
This course explores the Holocaust through an
interdisciplinary approach that relies on prima­
ry sources, historical scholarship, memoirs,
painting, and film.
This course may count toward a concentration
in German Studies.
Fulfills distribution requirement for either
Humanities or Social Sciences as designated at
time of registration.
Not offered 1998-99. Faber and Weinberg.

*42 . The American Revolution.
Revolutionary developments in British North
America between 1760 and 1800, including
the imperial crisis, political mobilization, riots,
religion, slavery, gender, and constitution­
making.
Not offered 1998-99. Bruce Dorsey

45. Themes is U.S. History: The 1950s.
Post war America, suburbanization, rock ’n
roll, baby boom, the revival of Hollywood,
television, the Red Scare, cold war politics and
domestic bliss.
Spring semester. Murphy.

*46. The Coming of the Civil War.
Themes include social change on the eve of
the Civil War, the conflict over free and slave
labor, and slavery and the building of an
African-American culture. O ther topics
include the West, Indian removal, manifest
destiny, and families and gender in both the
North and South.
Fall semester. Bruce Dorsey.

48. Murder in a Mill Town: A Window on
Social Change During the Early Republic.
Topics in the social and cultural history of
America between the American Revolution
and the Civil War, utilizing primary sources
from an 1833 murder trial.
Not offered 1998-99. Bruce Dorsey.

*38. Russia in the twentieth Century.

*49. Race and Foreign Affairs.

This course focuses on the Bolshevik seizure of
power, consolidation of communist mle, rise of
Stalin, de-Stalinization, and the collapse of the
Soviet Union.
Not offered 1998-99. Weinberg.

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.
This course may count toward a concentration
in Public Policy.
Not offered 1998-99. Murphy.

*4 1. The American Cnlonies.
The history of the mainland British American
colonies within an Atlantic colonial world
from 1600 to 1760. Topics include contact and
conflict between European and American
Indian cultures, origins of slavery in America,
economics and labor, popular religion (includ­
ing Puritans, Quakers, evangelicals, and
African American faiths), witchcraft, family
and gender, and the political and military con­
flicts within the British empire on the eve of
the American Revolution.
Spring semester. Bruce Dorsey.

*50. The Making of the American
Working Class.
A colloquium on the history of the industrial
revolution in America.
This course may count toward a concentration
in Public Policy.
Not offered 1998-99. Murphy.

52. History of Manhood in America,
1750-1920.
Examines the meanings of manhood and the
various constructions of masculine identity in

183

History

America between the 18th and 20th centuries.
The negative images (opposites) against which
manhood was constructed, such as woman­
hood, boyhood, dependency, slavery, and racial
and class difference, will be examined. Topics
include politics, work, family, sexuality, race,
war and violence, drinking, sports, and the
myth of the self-made man.
This course may count toward a concentration
in Women’s Studies.
Spring semester. Bruce Dorsey.

*53. Topics in African American Women’s
History.
Designed to facilitate an intensive study of the
central themes in the lives of black women
from 1700 to the present. Alternating topics
include: labor, political activism, literature,
and sexuality.
This course may count toward a concentration
in Black Studies and Women’s Studies.
Not offered 1998-99. Allison Dorsey.

54. Women, Society and Politics.
Women in American society from the colonial
period to the present, with emphasis on the
changing nature of work and the seperation of
spheres, the rise of feminism, and the resis­
tance to women’s rights.
This course may count toward a concentration
in Women’s Studies.
Spring semester. Murphy.

55. The American West, 1830 -1950.
This course begins with the forced removal of
the Cherokee and traces the development of
an “American” culture between the Mississippi
and the Pacific Ocean.
Not offered 1998-99. Allison Dorsey.

59. The Mexican Revolutinn: Origins,
Course, and Legacies.
Examines the origins, course, and conse­
quences of one of Latin America’s most impertant historical events. Commencing with an
in-depth consideration of 19th-century
Mexican society, the course explores a variety
of topics including capitalist modernization
and rural unrest, Zapatismo and Villismo, U.S.
intervention and revolutionary nationalism,
agrarian reform and popular culture, the con­
solidation of the revolutionary state, and the
significance of the revolution for contemporary

184

Mexico.
This course may count toward a concentration
in Latin American Studies.
Fall semester. Gotkowitz.

*60. Cultural Constructinns of Africa:
Images, Inventions and Ideologies.
This course will examine the history of the
concept of Africa, particularly how African
societies and African peoples have been vari­
ously objects of admiration, imitation, hatred,
misunderstanding, or exploitation.
No prerequisites.
The course may count toward a concentration
in Black Studies.
Not offered 1998-99. Burke.

*62. Health, Medicine and the Body in
Modern Africa.
This course examines the history of African
practices and ideas of healing in the nine­
teenth and tw entieth centuries and their
encounter with European medical institutions
in the colonial and post-colonial eras.
Not offered 1998-99. Burke.

*63. History of Southern Africa.
A detailed and in-depth examination of the
history of one of Africa’s most important
regions, this course focuses particularly, though
not exclusively, on the nation of South Africa.
Using primary documents, films, novels, and
historical scholarship, participants will exam­
ine topics like the settlement of Cape Town,
the growth of the Zulu Empire under Shaka,
the making of colonial societies in the region,
the rise and fall of apartheid, and the life and
times of Nelson Mandela.
The course may count toward a concentration
in Black Studies.
Fall semester. Burke.

64. Indian Communities and HationStates in Modern Latin America.
Indian-state relations from the Tupac Amaru
rebellion to the Zapatista uprising.
This course may count toward a concentration
in Latin American Studies.
Not offered 1998-99. Gotkowitz.

65. introduction to African Studies.
(Cross-listed as Political Science 7)
A n historically oriented introduction to

African societies, cultures, and political
economies that offers perspectives on different
reconstructions of African’s pre-colonial/colonial past. We also discuss the post-colonial pre­
sent, exploring socioeconomic transforma­
tions, continuities, as well as struggles over
authority, gender and access to resources. The
course, simultaneously offered at Haverford,
Bryn Mawr, Swarthmore, and the University of
Pennsylvania, provides an entry point for the
study of Africa in various disciplines linked in
the African Studies Consortium. In field trips,
students will be introduced to the resources of
the Consortium: the University Museum at
Penn, African Studies on the Web and the
Consortium home page, the African art collec­
tion at Bryn Mawr, and the Africana collection
at the four libraries.
Fall semester. Glickman and Miescher.

*66. Topics in Latin American History.
Colloquium on specific topics in Latin
American history with a strong research com­
ponent.
This course may count toward a concentration
in Latin American Studies.
Optional Language Attachment: Spanish.
Not offered 1998-99. Gotkowitz.

67. Race in Latin America.
Explores how scholars and historical actors
have conceptualized race in Latin America
from the late 18th to the 20th centuries. Topics
include racial ideology and discrimination, the
relationship between race and class, race, gen­
der, and national identity, struggles for social
and political equality, race and everyday life
under colonialism and imperialism. Examples
drawn from throughout Latin America includ­
ing the Caribbean and Brazil.
This course may count toward a concentration
in Latin American Studies.
Spring semester. Gotkowitz.

69. Debates in African Studies.
An advanced course which examines current
debates about African societies and debates
about the study of Africa from a variety of dis­
ciplinary perspectives, particularly history, art
history, anthropology, literary studies and polit­
ical science. Topics to be examined include
controversies over Affocentrism, the place of
'area studies’ in the academy, civil society and

democratic practice in contemporary Africa
and the public sphere in colonial Africa.
This course is sponsored by the cooperative
Africa Consortium between Swarthmore, Bryn
Mawr, Haverford and the University of
Pennsylvania and will include students from all
four campuses.
Spring semester. Burke.

72. Japanese Civilization and Culture.
(Cross-listed as A rt History 31)
A n interdisciplinary introduction to tradition­
al Japan, from its origins through the nine­
teenth century. Japanese political and social
history will be viewed together with its visual
and material culture. Topics covered include
Japan’s prehistoric origins, state formation
under the influence of Chinese culture, the
evolution of the imperial system and samurai
class, early contacts with the West, and the dis­
tinctive urban culture of the merchant class.
No prerequisite; open to freshmen. Counts as a
foundation course for a major or minor in
Asian Studies; fulfills distribution for Social
Sciences.
Fall semester. Li and Graybill.

*75 . Modern Japan.
The transformation of Japan from a feudal soci­
ety to a modem nation-state. Topics include
the Meiji restoration, the Japanese empire,
militarism and war, and postwar society.
This course may count toward a major in Asian
Studies.
Not offered 1998-99. Li.

* 7 7 . Orientalism East and West
From Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have
created images of the “O rient” that have
ranged from fantastic to demonic. Using
images mainly from China to Japan, and occa­
sionally from India and the Middle East, this
course will consider their contexts, their
authors, and the political, ideological and
other purposes that they served. Materials will
include literature, memoirs, wartime and cold
war propaganda, and mass media. This course
will also consider Asian views of the West
since the nineteenth century.
Prerequisite: A n introductory history course or
permission of the instructor.
This course may count toward a major in Asian

185

History

Studies.
Spring semester. Li.

88. The Social History of Consumption.
This course examines the role of consumption
and commodities in the making of the modem
world, focusing largely but not exclusively on
the history of European and North American
societies.
Not offered 1998-99. Burke.

89. Gender, Sexuality and Colonialism.
Drawing upon the comparative history of
Asian, African, Caribbean, Latin American,
and Native American societies since 1500, this
course will examine the ways that colonial
rulers and colonial societies envisioned and
experienced gender.
This course may count toward a concentration
in Women’s Studies.
Not offered 1998-99. Burke.

91. Senior Research Seminar.
Students are expected to write a 25 page paper
based on primary and secondary sources.
Required of all course majors.
Not offered 1998-99. Staff

92. Thesis.
A single credit thesis, available to all majors in
their senior year, on a topic approved by the
Department. Students may not register for
History 92 Credit/No Credit.

93. Directed Reading.
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings. The consent of the
department’s Chairman and of the instructor is
required. History 93 may be taken for one-half
credit as History 93A.

SEMINARS
112 . The Barbarian North.
The seminar is devoted to the transformation
of the early Germanic and Celtic peoples dur­
ing the first millennium of the Christian era.
This course may count toward a major in
Medieval Studies.
Not offered 1998-99. Bensch.

186

116 . The Italian Renaissance.
Topics in the development of the Renaissance
state, society and culture in Italian communes
between the fourteenth and sixteenth cen­
turies. Issues addresses include forms of politi­
cal organization, varieties of humanism, politi­
cal theory, changing historical consciousness,
art and society. Much attention is devoted to
historiography.
Fall semester. DuPlessis.

1 1 7 . State and Snciety in Early Mndern
Europe.
Comparative analysis of state formation, eco­
nomic development, and social change in con­
tinental Europe and England during the six­
teenth and seventeenth centuries.
Not offered 1998-99. DuPlessis.

122. Revolutionary Europe, 1750 to 1871.
Selected topics in the social, economic and
political history of Europe from the French
Revolution to the Paris Commune. This semi­
nar may count toward concentrations in
German Studies and Francophone Studies.
Not offered 1998-99. Weinberg.

124. Europeans and Others Since 1750.
The rise of European nationalism, imperialism
and racism examined comparatively in France,
Germany, Great Britain, and the Habsburg
Monarchy and their colonial empires in the
period 1750-1994.
This course may count toward concentrations
in German Studies and Francophone Studies.
Not offered 1998-99. Judson.

125. Fascist Europe.
This seminar studies European fascism in the
context of societies tom by world war and eco­
nomic depression. The primary focus will be on
fascist movements, regimes and cultural policy
in Italy and Germany, with a secondary com­
parative focus on Hungarian, Rumanian and
French varieties of fascism.
This seminar may count toward a concentra­
tion in German Studies.
Spring semester. Judson.

128. Russian Empire in the 19th and 20th
Centuries.
Focus on the social, economic, political, and
intellectual forces leading to the collapse of the

autocracy and the rise of Stalin. Particular
attention is devoted to the dilemmas of change
and reform, and the problematic relationship
between state and society.
Fall semester. Weinberg.

political and social transformation in the
People’s Republic of China.
This course may count toward a major in Asian
Studies.
Spring semester. Li.

134. American Diplomatic History.

148. Race, Class and Rationalism in
Modern Latin America.

The emergence of die United States as a world
power, with emphasis on expansionism,
national interest and global mission.
Not offered 1998-99. Murphy.

135. American Social History.
Everyday life in America from the colonial era
to the present. Topics include conflicts
between Native American and European
American cultures, slavery and its aftermath,
constructions of race, and industrialization and
changing patterns of work. O ther themes
include religious revivalism and reform, work­
ing-class culture, gender, family and sexuality,
immigration, urbanization and suburbaniza­
tion, and popular culture.
Spring semester. Bruce Dorsey.

137. African American History.
An in depth social history of people of African
descent in the United States. Special attention
is paid to the experience of slavery, black polit­
ical activism, the black intellectual tradition
and the development of a contemporary black
identity.
This seminar may count toward a concentra­
tion in Black Studies.
Spring semester. Allison Dorsey.

Explores the conflictive process of nation-mak­
ing in multi-racial societies from the early 19th
century wars of independence through the rev­
olutionary upheavals of the 20th century.
Takes a comparative approach focusing on the
role of diverse actors in struggles over citizen­
ship and nationhood in neo-colonial contexts.
This course may count toward a concentration
in Latin American Studies.
Spring semester. Gotkowitz.

180. Honors Thesis.
For students writing an Honors Thesis.
1998-99. Staff.

199. Senior Honors Study.
One credit for History Majors and A credit for
History Minors.
1998-99. Staff.

140. The Colonial Encounter in Africa.
Focus on the social, economic, and cultural
dimensions of the colonial era in modem
Africa. Topics discussed include the complicat­
ed construction of the colonial state, migrancy
and colonial labor systems, struggles over reli­
gious and cultural practices, the making of
African modernities, gender and sexuality, and
the contemporary legacy of colonial rule.
This course may count towards a concentra­
tion in Black Studies.
Fall semester. Burke.

*144. Modern China.
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 revolution;

18 7

Interpretation Theory

Coordinator: ROBIN WAGNER-PACIFICI (Sociology/Anthropology)
MARK WALLACE (Religion)
Committee:

Jean-VinCBIlt Blanchard (Modem Languages and Literatures)12
Timothy Burke (History)
Michael Cothren (Art)
Kenneth Bergen (Psychology)
Bruce Grant (Sociology/Anthropology)
Cynthia Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsln Lorraine (Philosophy)
Christopher Pavsek (Modem Languages and Literatures)
Robin Wagner-Pacifici (Sociology/Anthropology)
Mark Wallace (Religion)
Philip Weinstein (English Literature)3
Patricia White (English Literature)

1 Absent on leave, fall semester, 1998.
2 Absent on leave, spring semester, 1999.

3 Absent on leave, 1998-99.

Propositions about persons, texts, works of art,
or nature inevitably require acts of interpreta­
tion. All fields of knowledge, then, are wedded
to interpretive processes. A program in Inter­
pretation Theory provides students with the
opportunity to explore processes of interpreta­
tion, inquiring into their nature across the dis­
ciplines, forces impinging upon interpretive
acts, and the results of varying forms of inter­
pretation both within knowledge generating
communities and the culture more generally.
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.
Students should submit their proposed program
to the coordinator of the concentration. All
program proposals must be approved by the
Interpretation Theory Committee.

theories and practices, concentrators will nor­
mally include at least one course from each of
the two groups of courses that serve to intro­
duce the concentration. One such group (iden­
tified by single asterisk*) is comprised of
courses that attend significantly to the histori­
cal development of interpretive practices. The
other group (identified by double asterisks**)
is comprised of courses that attend signficantly
to the range of interpretive strategies currently
operative within several disciplines. Concen­
trators will choose these two recommended
courses from different departments, and they
will normally complete them by the end of the
junior year. Three of the remaining four
courses in the concentration are elective, but
they must draw on at least one further depart­
ment. As part of the six course requirement, all
concentrators will take a capstone seminar, IT
91, team taught by members of different
departments, in their senior year.
Currently offered courses relevant to the con­
centration include:

CONCENTRATION REQUIREMENTS
Each concentration must include a minimum
of six credits from the courses and seminars
listed below. In order to provide necessary his­
torical perspective, and in order to guarantee
exposure to a sufficient variety of interpretive

188

Int Theory 91. Capstone Seminar: The
Optical Unconscious.
“The camera introduces us to unconscious
optics,” Walter Benjamin wrote, remarking on
the intensely visual experience of industrial

modernity and suggesting its attendant reorga­
nization of subjectivity. New technologies of
vision have proliferated in the twentieth cen­
tury, provoking interdisciplinary interest in
visuality that questions the privileged relation­
ship between vision and truth. Readings in
philosophy, anthropology, semiotics, film and
cultural theory.
Spring semester. Grant and White.

Art Hist 1 . Critical Study in the Visual
Arts.
Art Hist 29. Film: Form and Signification.
Art Hist 61. Everyday Things.
Art Hist 98. Senior Workshop.
Biology 6. History and Critique of
Biology.
Classics 36. Classical Mythology.
English 2 4 .*/ ** Inscriptions of the
Feminine in 16th and 17th Century
England.

English 7 3 A .** Mapping the Modern.
English 8 0 .** Critical and Cultural
Theory.
English 8 1 .* * Theory of the Hovel.
English 83. Feminist Theory.
English 8 4 .** Lesbian Representation.
English 8 5 .** “ Whiteness” and Racial
Differences.
English 86. Postcolonial Literature and
Theory.
English 8 7 .** American Harrative
Cinema.
English 8 8 .** American Attractions:
Leisure, Technology and National
Identity.
English 89. Women and Popular Culture.
English 9 1 .* * Feminist Film and Media
Studies.
English 9 2 .** Film Theory and Culture.
English 1 2 0 .** Critical and Cultural
Theory.
History 10N. The Production of History.
History 29. Sexuality and Society in
Modern Europe.

History 60.* Cultural Constructions
of Africa.
Int Theory 90. Directed Reading.
Int Theory 91. Capstone Seminar.
Int Theory 92. Thesis.
Mod Lang 40F. French Theater and
Cultural Studies.
Mod Lang 61. Writing and Reading Across
Gender Lines.
Mod Lang 62F. Le Romantisme.
Mod Lang 65G. Marxism.
Mod Lang 7 1 F .* * French Critical
Discourse: from Darthes to Daudrillard.
Mod Lang 76. Femmes écrivains.
Mod Lang 102. Baroque Culture and
Literature.
Mod Lang 109. Rise of the Modern
German Novel.
Phil 1 7 .* Aesthetics.
Phil 19. Philosophy of Social Sciences.
Phil 26. Language and Meaning.
Phil 4 5 .* Philosophical Approaches to
the Question of Woman.
Phil. 79. Poststructuralism.
Phil 106.* Aesthetics.
Phil 116 . Language and Meaning.
Phil 139.* Phenomenology,
Existentialism, and PostStructuralism.
Phil 145. Feminist Theory Seminar.
Poli Sci 1 2 .* Modern Political Theory.
Poli Sci 1 3 .* Feminist Political Theory.
Poli Sci 1 0 1 .* Political Theory: Modern.
Psych 3 7 .* * Concepts of the Person.
Psych 44. Psychology and Women.
Psych 48. Technology, Self and Society.
Psych 6 8 .** Reading Culture.
Psych 87. Psychology, Biology and
Economic Rationality.
Psych 106.* Personality Theory and
Interpretation.
Religion 5. Problems of Religious
Thought.

189

Interpretation Theory

Religion 15 B .* Philosophy of Religion.
Religion 18R. Modern Jewish Thought
and
Literature.
Religion 1 1 2 .* * Postmodern Religious
Thought.
Soc-Anthro 2. Nations and Nationalism.
Soc-Anthro 4 .* * Symbols and Society.
Soc-Anthro 2 4 .** Discourse Analysis.
Soc-Anthro 5 2 .** Mapping the Modern.
Soc-Anthro 5 7 .* History of the Culture
Concept.
Soc-Anthro 5 8 .** Cultural
Representations.
Soc-Anthro 7 7 . Colloquium: Art and
Society.
Soc-Anthro 10 1. Critical Modern Social
Theory.
Soc-Anthro 102. History and Myth.
Soc-Anthro 114 . Political Sociology.
Other courses may be considered upon petition
to the Interpretation Studies Committee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.

Latin American Studies

Coordinator: Miguel Díaz-Barriga (Sociology/Anthropology)
Committee: Joan Friedman (Modem Languages and Literatures)
Laura Gotkowitz (History)
John HaSSett (Modem Languages and Literatures)
Hugh Lacey (Philosophy)
Braulio Muñoz (Sociology/Anthropology)
Steven Piker (Sociology/Anthropology)
Aurora Camacho de Schmidt (Modem Languages and Literatures)
Kenneth Sharpe (Political Science)

CONCENTRATION REQUIREMENTS
Students interested in Latin American Studies
Concentration (LASC) must consult with the
coordinator and members of the LASC com­
mittee before developing a proposal. The pro­
posal should establish how the concentration
relates to the overall program of undergraduate
study in general, and to the departmental
major in particular.
The requirements for the concentration
include:
1) Language. LASC requires the successful
completion of Spanish 4B or its equivalent.
This requirement is waived for students who
demonstrate competence in Spanish or
Portuguese. In their junior year students will be
expected to read texts in Spanish (or Portu­
guese) and attend classes in Spanish. Because
of this, it is important for students to study lan­
guage as early as possible in their undergradu­
ate career.
2) Study abroad. All students are required to
spend a minimum of one semester abroad in a
program approved by both LASC and the
Office of Foreign Study. Only in exceptional
cases with the support of a faculty member and
the approval of LASC Committee will a
semester internship or a community service
project in Latin America fulfill the concentra­
tion requirement. Study abroad must be pur­
sued in Spanish or Portuguese.
3) Mini-course. Concentrators are required to
participate in a mini-course during their senior
year with a visiting Latin American scholar.
The topic of each mini-course will depend
upon the field of expertise and research of the
visiting scholar. The course involves four ses­
sions of lecture followed by discussion, and the

language of instruction will be Spanish (or
Portuguese with Spanish translation).
4) Courses. All students must take a minimum
of five credits in Latin American Studies
which may include seminars and courses
taught at the college, or courses taken abroad
in an approved program. A t least one credit
should be taken, either at Swarthmore or
abroad, in each of the concentration’s three
areas: Latin American Politics and History,
Latin American Literature, and Latin Ameri­
can Societies and Cultures. A t least one credit
must be taken at Swarthmore in each of two
different areas:
A. Latin American Politics and History

Hist. 4A: Latin America: The Colonial Era
(Fall ’98).
Hist. 59: The Mexican Revolution:
Origins, Course and Legacies (Fall ’98).
Hist. 48: Latin America: The Modern Era
(Spring ’99).
Hist. 67: Race in Latin America
(Spring ’99).
Hist. 148: (Honors Seminar) Race, Class,
and Nationalism in Modem Latin
America (Spring ’99).
Poli.Sci. 57: Latin American Politics
(Spring ’99).
Poli.Sci. 109: (Honors Seminar)
Comparative Politics: Latin America
(Spring ’99).
B. Latin American Literature

Span. 80: La narrativa chilena desde ei
golpe militar (Fall ’98).

191

Latin American Studies

LITR 63SA: La Frontera: The Many Voices
of the U.S.-Mexico Border (Fall ’98).
Span. 13: Introducción a la literatura
hispanoamericana (Spring ’99).
Span. 78: La novela social de México
(Spring ’99).
Span. 108: (Seminar) La narrativa de
Isabel Allende: la escritura como
sobrevivencia (Spring ’99).
C. Latin American Societies and Culture

S & A 35: Latin American Social
Movements (Spring ’99).
Reí. 107: (Seminar) Liberation Theology
(Spring ’99).
5) Other courses:

Hist. 66: Topics in Latin American
History: Revolutionary Mexico.
Hist. 10E: First-Year Seminar: indigenous
Cultures of the Andes.
Hist. 64: Indian Communities and Nation
States in Modern Latin America.
Span. 7 7 : La novela hispanoamericana
del siglo XX.
Span. 78: La novela social de México.
Span. 79: El cuento hispanoamericano.
Span. 82: La mujer mirando al hombre:
escritoras hispanoamericanas del
siglo X X .
Span. 83: El tirano latinoamericano en la
literatura.
Span. 85: Narrativa hispánica
contemporánea de los Estados Unidos.
Span. 101: La novela hispanoamericana
del siglo X X .
Span. 104: La narrativa de Mario Vargas
Llosa.
Span. 106: Visiones narrativas de
Carlos Fuentes.
Lit 60SA: Spanish American Society
Through Hs Novel.
Lit 61SA: Women’s Testimonial Literature
of Latin America.

192

Lit 65SA: Indigenous Peoples in Latin
America.
Lit 66SA: Latin American Poetry of
Resistance.
Phil. 58: Non-Violence and Violence in
Latin America.
S & A 12: Introduction to Latinos in the
United States.
S & A 31: Latin American Society and
Culture.
S & A 31: Latin American Urbanization.
S & A 33: Indigenous Resistance and
Revolt in Latin America.
S & A 34: Ecology, Peace, and
Development in El Salvador.
S & A 37: Spanish Society Through Its
Novel.

REQUIREMENTS OF THE HONORS MINOR
To complete an Honors Minor in Larin Ameri­
can Studies students must have completed all
requirements for the concentration. From
within the concentration’s offerings they may
select for outside examination a seminar
included in the Latin American Studies
Concentration listing provided that this offer­
ing is not an offering within their major
department. The one-half credit senior honor
requirement consists of a set of additional read­
ings assigned by the seminar professor on
which students will also be examined.

Linguistics

I
I
I
I

DONNA JO NAPOLI, Professor and Program Director3
THEODORE FERNALD, Assistant Professor and Acting Program Director
KARI SWINGLE, Instructor
STEPHANIE STRASSEL, Administrative Assistant, Instructor, and Laboratory Assistant
Committee: CaiT Everbach (Engineering)
Sibelan Forrester (Modem Languages and Literatures)
Charles Kol8 nien (Computer Science)
SteVOII Piker (Sociology and Anthropology)
Craig Williamson (English Literature)

3 Absent on leave, 1998-1999.

The discipline: Linguistics is the study of lan­
guage. On the most general level it deals with
the internal structure of language, the history
of the development of language, the informa­
tion language can give us about the human
mind, and the roles language plays in influenc­
ing the entire spectrum of human activity.
The relevance of linguistics to the disciplines
of psychology, philosophy, sociology, anthro­
pology, and language study has been recognized
for a long time. But recently a knowledge of
linguistics has become important to a much
wider range of activities in today’s world. It is a
basic tool in artificial intelligence. It is increas­
ingly a valuable tool in literary analysis. It is
fundamental to an understanding of communi­
cation skills. And, since the very nature of
modem linguistic inquiry is to build arguments
for particular analyses, the study of linguistics
gives the student finely honed argumentation
skills, which stand in good stead in careers in
law, business, and any other profession where
such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work of
any number of types. This is because language
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 lan­
guage is the study of the very fabric of our
humanity.
There are two Special Majors in the course
program administered through the Linguistics
Program in collaboration with the departments
mentioned below. These are the Special

Majors: Linguistics (LING); Linguistics and
Languages (LL).
There is one honors major administered
through the Linguistics Program: Linguistics.
All LING and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:
(a) sounds: Ling. 45, 52
(b) forms: Ling. 50
(c) meanings: Ling. 26, 40, 116
All LING and LL majors (honors or course)
will be expected to take Ling 6 or Ling 60. If
the student speaks a non-Indo-European lan­
guage, this requirement is waived.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill require­
ments for the major or minor.

LINGUISTICS
This special major consists of 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part of the major or not.
Special majors must also pass either the
Language Requirement or the Cognate
Requirement. If the student is a double major,
this requirement is waived.
Language Requirement: Advanced competence
in at least one foreign language.
This can be demonstrated by successfully com­
pleting Latin 13, Greek 12, or above, or a sem-

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Linguistics

inar in the Dept, of Classics, or a course num­
bered 11 or above in the Dept, of Modem
Languages and Literatures, or through an
exam. If the language used to fulfill this
requirement is not presently taught by either
our Department of Modem Languages and
Literatures or our Department of Classics, this
exam will be administered by the Linguistics
Program. Any natural language, ancient or
modem, may be used to fulfill this require­
ment.
Cognate Requirement: A t least three credits in a
cognate area to linguistics. (Note: All courses
in the chosen cognate that appear on the list
below will count as part of the credits in the
major in the determination of whether or not a
student has adhered to the “20-course-rule.”)
The cognate areas are defined below. The cred­
its must be gained by taking classes from a sin­
gle area listed below, except in options 10 and
11. The numbers of the approved courses from
the named department are listed after the
department name. Courses not listed here will
not be accepted for the cognate requirement
unless they are cross-listed with Linguistics.
(1) Computer Science: 46, 63, 75
(2) Education: 18, 21,42, 54, 64, 66, 68
(3) Engineering: 2, 71,78
(4) English Literature: A student must take
14, History of the English Language (this
was formerly 23, Old English/ History of
the Language), a course in critical theo­
ry (marked with ** in the catalogue),
and any advanced course appropriate to
the student’s linguistics interests (chosen
under consultation with linguistics advi­
sor and instructor of course)
(5) Mathematics/Statistics: 9, 23 or 53 (but
not both), 41, 46, 61, 65 or 72 (but not
both)
(6) Music and Dance: Music 11, 12, 13, 14,
15, 16, 19; Dance 1, 2, 10, 11, 12, 13,
14, 24, 36, 37, 70, 71, and at most one
technique class
(7) Philosophy: 12, 26, 40, 86,116
(8) Psychology: 28, 32, 33, 34, 39, 42, 43,
49,86,92,133,13 4
(9) Sociology/Anthropology: 10, 18, 19, 24,
104
(10) Formal systems: A student may choose
to do a cognate in Formal Systems, tak­

194

ing courses horn the approved lists for I
Computer Science, Engineering, and I
Mathematics/Statistics.
(11) Pre-med: Students interested in lan- I
guage pathologies may, under consults- I
tion with the department, use the pre- I
medical science requirements as the cog- I
nate.
Majors will write a senior paper in Ling 100 in I
the fell of the senior year.

LINGUISTICS AND LANGUAGES
The student may combine the study of linguistics with the serious study of two foreign languages. The languages can be modern or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each of the two languages, for a total of 12 credits, are required.
Linguistics 50 is required.
All students will be expected to take Ling 6 or
Ling 60. If the student speaks a non-IndoEuropean language, this requirement is waived.
For a modem language taught by the Dept, of
Modem Languages and Literatures, there must
be one Composition and Diction course (numbered 4 or above) and two other courses (numbered 11 or above) or a seminar.
For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both of the foreign languages is mod­
em, the student must study abroad for at least
one semester in an area appropriate for one of
the foreign languages.
Students will write a senior paper in Ling 100
in the fall of the senior year.

H0NDRS MAJOR: LINGUISTICS
Majors must pass the requirement in sounds,
forms, and meanings, and in structure of a nonIndo-European language; and must write a
senior thesis.
The thesis and two research papers will consti­

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tute the portfolio for honors.
The thesis may be on any topic in linguistics. It
need not be related to course work. It will be
written in fall of the senior year in Ling 195.
Work may be collaborative with at most one
other student at the discretion of the faculty.
The “examination” will consist of a one hour
discussion with the external reader.
The research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas of linguistics and directly
related to course work the student has taken.
The areas will be selected from any combina­
tion or blend of the following: phonetics,
phonology, morphology, syntax, semantics, his­
torical and comparative.
The student will prepare for these research
papers by taking at least four credits of course
work (two credits in each of the research paper
areas). The students will work independently
on these papers, without collaboration and
without faculty guidance in spring of the senior
year in Ling 199 for one credit. The “examina­
tion” will consist of a thirty-minute discussion
with the reader for each paper.
The Linguistics Program puts no restrictions
on the minors that can be combined with this
major.

HOHORS MINOR
Students who do a course major in Linguistics
may count Linguistics for the minor in the
Honors Program. In that case, the portfolio for
honors will consist of a two credit thesis writ­
ten in fall of the senior year in Ling 195. The
student will also take Ling 199 for one-half
credit in spring of the senior year.
Students who do not do a course major in
Linguistics have different requirements for the
minor. They must pass the requirement in
sounds, forms, or meanings and must take a
minimum of 3 credits in Linguistics. A single
research paper will constitute the portfolio for
honors. This research paper will have the same
topics and guidelines for preparation and
examination as the research papers described
immediately above for the majors. All minors
must take Ling 199 in the spring of the senior
year for one-half credit.
The Linguistics Program puts no restrictions

on the majors that can be combined with this
minor.

COURSES
1 . Introduction to Language and
Linguistics.
Introduction to the study and analysis of
human language, including sound systems, lex­
ical systems, the formation of phrases and sen­
tences, and meaning, both in modem and
ancient languages and with respect to how lan­
guages change over time. Other topics that
may be covered include first language acquisi­
tion, sign languages, poetic metrics, the rela­
tion between language and the brain, and soci­
ological effects on language.
Primary distribution course.
Fall. Femald.

2. Exploring Acoustics
(See Engineering 2.)
Everbach.

5. American Sign Language.
This is an intensive language course in the
manual/visual language of the Deaf communi­
ty in the United States.
No prerequisites.
Check with the department office as to when it
will be offered.
6.

Structure of American Sign Language.

In this course we look at the linguistic struc­
tures of American Sign Language.
Prerequisites: at least two out of Ling 1,40,43,
45, and 50.
Next offered Spring 2000. Napoli.

14 . Old Engllsh/History of the Language.
(See English 14.)
Williamson.

16. History of the Russian Language.
(See Russian 16.)
Forrester.

20. History of the French Language.
Occasionally.

195

Linguistics

24. Discourse Analysis.
(See Sociology/Anthropology 24.)
Wagner-Pacifici.

25. Language, Culture, and Society.
A n investigation of the influence of cultural
context and social variables on verbal com­
munication. Topics covered include dialectal
varieties, creoles, language and gender, and
language and education.
(Cross-listed as Sociology/Anthropology 79.)
Prerequisite: A t least one linguistics course.
Primary distribution course.
Spring. Strassel.

26. Language and Meaning.
(See Philosophy 26.)
Eldridge.

30. Languages of the World.
This is a course in the richness and variety of
human languages. We consider languages
from all over the world, focusing on cross-lin­
guistic generalizations and variations to
develop an appreciation of the intricate con­
ceptual, logical and physiological resources
that each language draws upon.
No prerequisites.
Primary distribution course.
Spring. Swingle.

33. Introduction to Classical Chinese.
(See Chinese 33.)
Berkowitz.

34. Psychology of Language.
(See Psychology 34.)
Dufour.

37. Languages of Africa.
A look at phonetics, phonology, morphology,
syntax, and semantics across several language
families. Bantu offers a point of comparison.
Topics include clicks, tones, causatives, serial
verbs, issues of language policy in Africa.
(Cross-listed as Sociology/Anthropology 37.
Counts for Black Studies.)
Occasionally.

40. Semantics.
In this course we look at a variety of ways in
which linguists, philosophers, and psycholo­
gists have approached meaning in language.

196

We address truth-functional semantics, lexi­
cal semantics, speech act theory, pragmatics,
and discourse structure. W hat this adds up to
is an examination of the meaning of words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40.)
Primary distribution course.
Spring. Femald.

43. Morphology and the Lexicon.
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: One of Ling. 1, 40, 45, or 50.
Fall. Swingle.

45. Phonetics and Phonology.
Phonology is the study of the sounds of lan­
guage and the rules that govern the interac­
tion of sounds when they are put together in
words and phrases.
Primary distribution course.
Fall. Swingle.

46. Language Learning and
Bilingualism.
(See Psychology 43.)
Dufour.

49. Brain, Language and Cognition.
(See Psychology 49.)
Dufour.

5D. Syntax.
We study the principles that govern how
words go together to make phrases and sen­
tences in natural language. Much time is
spent on learning argumentation skills. The
linguistic skills gained in this course are
applicable to the study of any natural lan­
guage, modem or ancient. The argumenta­
tion skills gained in this course are applicable
to law and business, as well as academic
fields.
Primary distribution course. This course also
falls in the third category of courses approved
as counting toward a computer science con­
centration.
Fall. Swingle.

51. Romance Syntax.
A comparative study of the syntax of modem

Romance languages, including Spanish,
French, Italian, Portuguese, and Romanian.
Prerequisites: Linguistics 50 and a working
knowledge of a Romance language or of
Latin.
Occasionally. Napoli.

52. Historical and Comparative
Linguistics.
We study the reconstruction of prehistoric
linguistic stages, the establishment of lan­
guage families and their interrelationships,
and the examination of processes of linguistic
change. For spring 1998, the second half of
the semester will be devoted to reconstruct­
ing proto-Bantu. This course in this semester
counts toward the concentration in Black
Studies.
Prerequisite: Ling. 1 or Ling. 45 or permission
of the instructor.
Next offered Spring 2000.

54. Oral and Written Language.
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction writing assignments as
well as research assignments. This course is
for linguists and writers of children’s fiction
and anyone else who is strongly interested in
child development or reading skills. (Crosslisted as Education 54.) (Studio course.)
Prerequisite: One of Ling. 1, 40, 45, or 50.
Next offered in Spring 2000. Napoli.

55. Writing Systems, Decipherment,
and Cryptography.
The course is an introduction to the repre­
sentation of natural language in a non-funda­
mental, more or less permanent form. We
begin with a typology of the writing systems
of the world. Then we will look at some of
the great archaeological decipherments of
the past (e.g. Egyptian hieroglyphic, Linear
B, and Mesoamerican), and we will decipher
some Maya texts together. Next we consider
cryptography, focussing on the Navajo Code
and the Enigma Machine of World War II,
and we will finish up with modem encryp­
tion techniques for electronic transmissions.
Prerequisite: One of Linguistics 1, 30, or 45.
Next offered in Fall 1999. Femald.

60. Structure of a Non-Indo-European
Language.
A n examination of the major phonological,
morphological, syntactic, and semantic struc­
tures in a given non-Indo-European lan­
guage. We will also consider the history of
the language and its cultural context. The
language for 1999 is Navajo.
Prerequisite: A t least two out of Ling 1, 40,
43, 45, and 50.
Spring. Femald.

70F. Caribbean and French Civilizations
and Cultures.
(See French 70F.)
Rice-Maximin.

70R. Translation Workshop.
(See Literature 70R.)
Forrester.

80. Intermediate Syntax and Semantics.
This course is designed to provide theoretical
and cross-linguistic breadth in topics involv­
ing the interaction of syntax and semantics.
You will refine your skills of analysis and
argumentation. Topics and languages consid­
ered will vary. This course is open to all stu­
dents who have taken syntax or semantics.
Occasionally.

92. Research Practicum in
Psycholinguistics.
(See Psychology 92.)
Dufour.

94. Research Project.
W ith the permission of the Program students
may elect to pursue a research program.
Fall or spring. Staff.

95. Community Service Credit:
Language and the Deaf.
This course offers credit for community ser­
vice work. You may work with children at the
Oral Program for the Hearing Impaired at the
Kids’ Place in Swarthmore. Prerequisites are
Linguistics 45, the permission of the chairs of
both Linguistics and Education, and the
agreement of a faculty member in Linguistics
to mentor you through the project. You
would be required to keep a daily or weekly
journal of your experiences and to write a
term paper (the essence of which would be

197

Linguistics

determined by you and the linguistics faculty
member who mentors you in this).
Fall or spring. Femald.

Prerequisite: Ling. 45.
Occasionally.

96. Community Service Credit: Literacy.

This will be an advanced course in model-the­
oretic, event semantics. We will work through
a recent version of Montague’s system of pro­
viding an explicit mapping from syntactic rep­
resentations of sentences to logical representa­
tions and their interpretations. This course
falls in the third category of courses approved
as counting for a computer science concentra­
tion. One or two credits.
Prerequisite: Ling. 40.
Spring. Swingle.

This course offers credit for community service
work. You may work with children in Chester
public schools on literacy. The prerequisites are
Linguistics/Education 54, the permission of
both Linguistics and Education, and the agree­
ment of a faculty member in Linguistics to
mentor you through the project. You will be
required to keep a daily or weekly journal of
your experiences and to write a term paper (the
essence of which would be determined by you
and the linguistics faculty member who men­
tors you in this.)
Fall or spring. Femald.

100. Research Seminar.
AH course majors in Linguistics and Linguistics
and Languages must write their senior paper in
this seminar. Only seniors are admitted. This
seminar may be for one or two credits.
Fall. Femald.

195. Senior Honors Thesis.
All honors majors in Linguistics and honors
minors who are also course majors must write
their thesis for two credits in the seminar.
Fall. Femald.

199. Senior Honors Study.
A ll honors majors must write their two
research papers for one credit in this course.
All honors minors must take this course for
one-half credit.
Spring. Femald.

SEMINARS
104. Culture and Creativity.
(See Sociology/Anthropology 104.)
Piker.

109/106. Seminar in Phonology/
Morphology.
This seminar will consider recent develop­
ments in the theory of phonology and/or mor­
phology. W hen it is in metrical phonology, a
poetry workshop will be incorporated into the
seminar. One or two credits.

198

108/109. Seminar in Semantics/Syntax.

116 . Language and Meaning.
(See Philosophy 116.)
Eldridge.

134. Psycholinguistics Seminar.
(See Psychology 134.)
Dufour.

Mathematics and Statistics

CHARLES M . GRINSTEAD, Professor
GUOMUND R. IVERSEN, Professor
EUGENE A . KLOTZ, Professor
STEPHEN R. MAURER, Professor
HELENE SHAPIRO, Professor
DON H. SHiMAMOTO, Associate Professor
JANET C. TALVACCHIA, Associate Professor and Chair
TODD A . DRUMM, Assistant Professor3
PHILIP J . EVERSON, Assistant Professor
THOMAS HUNTER, Assistant Professor*
AIMEE S.A. JOHNSON, Assistant Professor*
CHERYL P. 6R00D, Visiting Assistant Professor
CHRISTOPHER M . HERALD, Visiting Assistant Professor
CHRISTOPHER TOWSE, Visiting Assistant Professor
GARIKAI CAMPBELL, Minority Scholar-in-Residence
JOYCE A . GLACKIN, Administrative Assistant

3 Absent on leave, 1998-99.

People study mathematics and statistics for
several reasons—some like it, some need it as a
tool, and some study it simply because they
think they should. The Department of
Mathematics and Statistics aims to meet vary­
ing needs—to offer a program that will enable
students both to develop a firm foundation in
pure mathematics and to see mathematical and
statistical methods used to solve in a precise
way problems arising in physical science, com­
puter science, social science, and operations
research. Mathematics and statistics have
grown enormously in recent years, developing
an increasing number of specialties and appli­
cations. All mathematical endeavor, however,
is based upon logical argument, abstraction,
and an analytical approach to problem solving.
Ideally, the study of mathematical sciences
develops the ability to reason logically from
hypothesis to conclusion, to analyze and solve
quantitative problems, and to express one’s
thoughts clearly and precisely. In addition, the
Department hopes that studying mathematics
will foster an appreciation for the beauty and
power of its methods, abstract approach, and
rigorous structure.
First Year Courses: Mathematics and statistics
courses appropriate for incoming first-year stu­
dents with normal high school preparation

include Stat 1 (Statistical Thinking), Stat 2
(Statistical Methods), Math 3 (Introduction to
Mathematical Thinking), Math 5 (Calculus I),
Math 5s (Calculus I Seminar), and Math 9
(Discrete Mathematics). In the second semes­
ter, Stat 1, Math 4 (Calculus Concepts), and
Math 9 may be available, again requiring only
normal high school preparation. Stat 1, Math
3, Math 4, Math 5s, and Math 9 are primary
distribution courses. More advanced courses
are available to first-year students as explained
below. Students who would like to begin calcu­
lus (Math 4, 5, or 5s) but are not sure they are
prepared should take the departmental calculus
readiness exam when they arrive on campus.
Entering students may place into certain high­
er level courses (the half-semester courses 6A,
6B, 6C or the semester courses 6s, 1 6 ,16H, 18)
by scoring sufficiently well on the departmen­
tal calculus placement exam, or by taking cer­
tain standardized exams (see below).
Placement Procedure: To gain entrance to any
math course (but not to gain entrance to sta­
tistics courses), students must take at least one of
the exams mentioned below. Students wishing to
place beyond beginning calculus may take
either the AP or IB (standardized) exams, or
Swarthmore’s calculus placement exam. Students
wishing to take Math 3, 4, 5, 5s, or 9 at any

199

Mathematics and Statistics

time during their Swarthmore years, and who
do not take any of the exams just mentioned,
must take Swarthmore’s calculus readiness
exam. Even students who do take one of the
standardized exams may be required to take the
departmental exams as well. The calculus
placement exam is sent to entering first-year
students over the summer, along with detailed
information about the rules for placement and
credit. The calculus readiness exam is given
during first-year orientation only.
Advanced Placement and Credit Policy:
“Advanced placement” and “credit” mean dif­
ferent things. Placement allows students to
skip material they have learned well already by
starting at Swarthmore in more advanced
courses. Credit confers placement as well but
also is recorded on the student’s Swarthmore
transcript and counts towards the 32 credits
needed for graduation.
The Swarthmore calculus placement exam is
used for placement only, not credit. Credit is
awarded on the basis of the AP and the IB
exams, as follows:
• 1 credit (for Math 5) for a score of 4 on the
AB or BC Advanced Placement (AP) Test of
the College Board, or for a score of 5 on the
Higher Level Mathematics Test of the
International Baccalaureate (IB).
• 1.5 credits (for Math 5 and 6A) for a score
of 5 on the AB or BC Tests or a score of 6 or 7
on the Higher Level IB.
Or, any entering student who places out of
Math 5, 6A, or 6B may receive credit for the
courses placed out of by passing the final exams
in these courses with a grade of straight C or
better. These exams must normally be taken
during the student’s first semester at
Swarthmore, at the time when the final exam
is given for the course. Students who wish to
take these exams must arrange to do so with
the Departmental Placement Coordinator.
Advanced placement credit will be given to
entering students only during their first semes­
ter at Swarthmore. Students who are eligible
for advanced placement credit for a course but
who take the course anyway will not receive
the advanced placement credit.
First-year students seeking advanced place­
ment and/or credit for calculus taken at another
college or university must normally validate their
work by taking the appropriate Swarthmore

200

examination, as described above. For work
beyond calculus completed before entering
Swarthmore, students should consult the
Departmental Placement Coordinator to
determine the Swarthmore course into which
they should be placed. The Department will
not normally award advanced placement credit for work above the Math 6 level, however.
Introductory Statistics: Students who do not
know calculus can take Stat 1 or 2. Stat 1 is
intended to show how statistics is used to help
obtain an understanding of 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 2C instead of Stat 2. Both
Stat 2 and 2C 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.
Requirements for a major in Mathematics:
Students apply for a major in the middle of the
second semester of the sophomore year. A
prospective applicant should expect typically
that, by the end of the sophomore year, he or
she will have received credit for, or placement
out of, at least four of the following five
courses: Calculus I (Math 5 or 5s), Calculus II
(Math 6A-6B or 6s), Discrete Mathematics
(Math 9), Linear Algebra (Math 16 or 16H)
and Several Variable Calculus (Math 18 or
18H). In any event, all majors must complete
Math 16 and 18 by the end of the first semes­
ter of the junior year.
In addition, a candidate should have a grade
point average in mathematics and statistics
courses to date of at least C+. This should
include at least one grade at the B level. In
some cases, applicants may be deferred pending
successful work in courses to be designated by
the Department.
By graduation, a mathematics major must have
at least ten credits in mathematics and statis­
tics courses. A t most five of the credits counted
in the ten may be for courses numbered under
25. (Certain courses in this category are not to
count toward the major. These are so indicated
under the course listings in this catalogue.)
Furthermore, every major is required to obtain
credit for, or place out of, each of the following
courses: Math 5 or 5s; Math 6A-6B or 6s;
Math 16 or 16H; Math 18 or 18H; Math 47;

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and Math 49. The two upper-level core cours­
es, Math 47 (Introduction to Real Analysis)
and Math 49 (Introduction to Modern
Algebra), will be offered every fall semester. A t
least one of these two should be taken no later
than the fall semester of the junior year.
Finally, majors not in the Honors program
must satisfy the departmental comprehensive
requirement by passing 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.
Mathematics majors are urged to study in some
depth a discipline that makes use of mathe­
matics and to acquire some facility with the
computer. Students bound for graduate work
should obtain a reading knowledge of French,
German, or Russian.
Special emphases: The above requirements
allow room to choose an optional special
emphasis within the Mathematics major. For
instance:
A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: a) the core
analysis course (Math 47); b) Mathematical
Statistics I (Stat 53) and possibly
Mathematical Statistics II (Stat 111) for one or
two credits; ); c) Probability (Math 105); d)
Multivariate Statistics (Stat 27) or, perhaps,
Econometrics (Econ 135); e) another mathe­
matics course numbered 25 or above. Students
are encouraged but not required to select the
core algebra course (Math 49) if they choose
this emphasis.
Students interested in mathematics and com­
puter science should consider a Mathematics
major with a Concentration in Computer
Science, a Special Major in Mathematics and
Computer Science, or an Honors program with
a Mathematics major and a Computer Science
minor. Details on these options are in the cat­
alogue under Computer Science.
Sample program for majors thinking of gradu­
ate 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 of Probability (M ath 105),
Mathematical Statistics I (Stat 53), and possi­
bly Mathematical Statistics II (Stat 111); c) at

least one of Combinatorics (Math 65) or
Operations Research (Econ 32); d) the two
required core courses (Math 47 and Math 49);
e) Differential Equations (Math 30). Since this
is a heavy program (one who hopes to use
mathematics in another field must have a good
grasp both of the mathematics and of the appli­
cations), one of the core course requirements
may be waived with permission of the
Department.
Sample program for students thinking of grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
a) the two required core courses (Math 47 and
Math 49); b) Combinatorial Optimization
(Math 72) and Combinatorics (Math 65); c)
Mathematical Statistics (Stat 53); d) at least
one of Number Theory (Math 37), Modeling
(Math 61), or Probability (Math 105).
Secondary Teaching Certification: W hether or
not one majors in Mathematics, the courses
required as part of the accreditation process for
teaching mathematics at the secondary level
are: a) three semesters of calculus (Math 5 or
5s, 6A-6B or 6s, 18 or 18H); b) one semester
of linear algebra (Math 16 or 16H); c) at least
one semester of discrete mathematics (Math 9,
65, or 72) or computer science (CS 10 or 20);
d) geometry (Math 45, 85, or 106); e) one
semester of modem pure or applied algebra
(Math 37, 48, or 49); f) one semester of statis­
tics or probability (Stat 1, 2, 2C, 53). In addi­
tion, students are advised strongly to take fur­
ther mathematics courses emphasizing model­
ing and applications, and/or to take at least one
course in the Natural or Social Sciences in
which mathematics is used in a significant way.
To be recommended for certification, a student
must have an average grade of C or better in all
Math/Stat courses. For further information
about certification requirements, please con­
sult the catalogue course listings under
Education.
The Honors Program: Requirements for accep­
tance as a mathematics major in the Honors
Program are more stringent than those for the
course major and include a grade point average
in mathematics and statistics courses of B+ or
better. Potential Honors majors may want to
consider including in the sophomore year a
course that emphasizes theory and provides an
opportunity for writing proofs. Department
faculty can give advice on appropriate courses.

201

Mathematics and Statistics

Beginning with the Class of 1997, the pro­
gram for an Honors major in Mathematics
shall consist of preparations for external
examination in three fields of two credits
each, for a total of six distinct credits. Each
preparation consists of a required core course
together with a second credit in that field
selected horn a list of courses and seminars
designated by the Department. For the
Honors major, two of the preparations shall
be in Algebra and Analysis, and every pro­
gram must include at least one of Math 101
(Real Analysis Seminar) or M ath 102
(Algebra Seminar). These two seminars will
be offered every spring semester. Each stu­
dent may select the third preparation from a
list of fields that includes Discrete
Mathematics, Geometry, Statistics, and
Topology. In addition, each Honors major
must complete one credit of Senior Honors
Study for the purpose of enhancing and/or
integrating the material from one or more of
the preparations in the student’s program.
This will be accomplished normally by taking
an advanced seminar in the senior year hav­
ing a substantial prerequisite within a prepa­
ration. A list of the courses and seminars that
comprise the various preparations and the
corresponding Senior Honors Study is avail­
able in a handout from the Department
office. Any alternatives to these must be
approved by the Department.
Students wishing to complete an Honors
minor in Mathematics must have credit for,
or place out of, Math 5 or 5s, Math 6A-6B or
6s, Math 16 or 16H, and Math 18 or 18H.
For the Honors portion of their program,
minors must complete one two-credit prep­
aration chosen from among any of the fields
described above. Minors shall satisfy the
Senior Honors Study requirement normally
by enrolling in Math 97 (Senior Conference)
for one-half credit for the purpose of writing
a paper that extends the preparation within
the minor. Again, any alternatives must have
departmental approval.

COURSES
Stat 1 . Statistical Thinking.
Statistics provides methods for how to collect
and analyze data and generalize from the

202

results of the analysis. Statistics is used in a
wide variety of fields, and the course provides
an understanding of the role of statistics. It is
intended for students who want an apprecia­
tion of statistics without having the need to
learn how to apply statistical methods. It pro­
vides an intuitive understanding of statistical
concepts and makes use of modem statistical
software for the Macintosh computer. This
course cannot be counted toward a major in
Mathematics.
Primary distribution course.
Each semester. Iversen.

Stat 2 . Statistical Methods.
Data on one variable are examined through
graphical methods and the computations of
averages and measures of variation. Relation­
ships between two variables are studied using
methods such as chi-square, rank correla­
tions, analysis of variance, and regression
analysis. The course is intended for students
who want a practical introduction to statisti­
cal methods and who intend to do statistical
analysis themselves, mainly in the biological
and social sciences. It is not a prerequisite for
any other department course except Stat 27,
nor can it be counted toward a major in the
Department. Recommended for students
who have not studied calculus (those who
know a semester of calculus are advised to
take Stat 23 instead). Cross-listed as
Soc/Anth 27.
Fall semester. Everson.

Stat 2C. Statistics.
This calculus-based introduction to statistics
covers most of the same methods examined
in Stat 2, but the course is taught on a high­
er mathematical level. The course is intend­
ed for anyone who wants an introduction to
the application of statistical methods. Crosslisted as Soc/Anth 28.
Prerequisite: Math 4 or 5.
Spring semester. Everson.

Math 3. Introduction to Mathematical
Thinking.
For students who need further preparation for
courses requiring 4 years of solid high school
preparation such as Stat 2 and Math 4, 5, 5s
and 9. Math 3 will prepare students for these
other courses two ways: 1) by work on stan­
dard precalculus topics; and 2) by study of

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other topics, perhaps new to the students,
that highlight the interesting nature of mathematics. The course will probably meet in
seminar format, and will involve reading, discussion, board presentations, and writing.
This course cannot be counted towards a
mathematics major.
Prerequisite: Placement into this course
through Swarthmore’s calculus readiness
exam (see “Placement Procedure” above).
Primary distribution course.
Fall semester . Maurer.

I Math 4. Calculus Concepts.
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Introduction to the concepts, methods, and
applications of 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 calcuius in high school may not take Math 4
without permission of the instructor.
Students who complete Math 4 are encouraged to continue on to Math 5 or Math 6A
(or 6s); with permission of the Department,
they may receive credit for Math 5 by taking
it after Math 4. Otherwise, credit is not
granted for both Math 4 and Math 5.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” above).
Primary distribution course.
Spring semester if offered.

Math 5. Calculus I.
This first semester calculus course will intro­
duce topics in the differentiation and inte­
gration of functions of one variable. These
topics include: limits and the definition of
the derivative, interpretations and applica­
tions of the derivative, techniques of differ­
entiation, graphing and extreme value prob­
lems, the logarithm and exponential func­
tions, the integral, and the Fundamental
Theorem of Calculus.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” above).
Fall semester. Herald, Staff.

Math 5s. Calculus I Seminar.
Math 5s covers the same material as the lec­

ture-based Math 5 but uses a seminar format
(10-14 students) with additional meetings
and lots of hands-on activities, e.g., writing,
oral presentations, group work, computer
work. Intended for students who feel that
they could benefit from the collaborative
seminar format and who wish to be chal­
lenged to excel in calculus so that they gain
more confidence to continue with mathe­
matics and science.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness
exam or calculus placement exam (see
“Placement Procedure” above).
Primary distribution course.
Fall semester. Grinstead.

Note on Math 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 of
Math 6A and 6B.

Math 6A . Calculus IIA.
This course is a continuation of the material
begun in Math 5 and is the prerequisite for
Math 16 (Linear Algebra) and Math 18
(Several Variable Calculus) as well as for 6B
and 6C. Topics will include applications of
the integral, inverse trigonometric functions,
methods of integration, and improper inte­
grals. Math 6A is a one-half credit course.
Prerequisite: Math 5 or 5s, or placement by
examination (see “Advanced Placement and
Credit Policy” above).
Each semester (first half).
Fall semester. Shimamoto, Talvacchia.

Math 6B. Calculus IIB.
This course is an introduction to infinite
series and approximation. Topics include
Taylor polynomials and Taylor series, conver­
gence tests, and the use of power series.
Other topics, such as applications to differen­
tial equations and Fourier series, may be
introduced, time permitting. Math 6B should

203

Mathematics and Statistics

be taken by anyone planning to take mathe­
matics courses beyond the freshman-sopho­
more level. It is required of all students major­
ing in Mathematics, Chemistry, Physics, or
Engineering. Math 6B is a one-half credit
course.
Prerequisite: Math 6A, or placement by exam­
ination (see “Advanced Placement and Credit
Policy” above).
Fall semester (each half) and spring semester (sec­
ond half).
Fall semester. Grinstead, Maurer, Shapiro,
Towse.

Math 6 C. Calculus IIC.
This course emphasizes the differential aspects
of several variable calculus covered in the first
half of Math 18. In addition, multivariable
integration may be touched on, as well as such
topics as differential equations and probability.
Math 6C is intended primarily for students
interested in applications (especially in eco­
nomics) 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 Mathematics. Math 6C is a one-half credit
course.
Prerequisite: Math 6A, or placement by exam­
ination (see “Advanced Placement and Credit
Policy” above).
Each semester (second half).
Fall semester. Shimamoto.

Math 6 D. Postcalculus.
A special course, in the second half, of the fall
semester, primarily for first-year students who
place into Math 6B in August. Math 6D is for
students who like mathematics and are curious
to know what it might be like to major in it.
Each year the contents of 6D will be selected
from the wealth of modem mathematics that
cannot be introduced in standard freshmansophomore courses. Math 6D is a one-half
credit course.
Prerequisites: Math 6B (in exceptional cases,
Math 6A) and either departmental recommen­
dation or permission of the instructor.
Fall semester (second half). Towse.

Math 6s. Calculus II Seminar.
A continuation of Math 5s, in the same style.

204

Covers the material of Math 6A and 6B.
Prerequisite: Math 5 or 5s, or placement by
examination (see “Advanced Placement and
Credit Policy” above).
Primary distribution course.
Spring semester.

Math 9. Discrete Mathematics.
A n introduction to noncontinuous mathemat­
ics. The key theme is how induction, iteration,
and recursion can help one discover, compute,
and prove solutions to various problems-often
problems of interest in computer science, social
science, or management. Topics include algo­
rithms, graph theory, counting, difference
equations, and finite probability. Special
emphasis on how to write mathematics.
Prerequisite: Permission to take this course
through Swarthmore’s calculus readiness exam
or calculus placement exam (see “Placement
Procedure” above). Familiarity with some com­
puter language is helpful but not necessary.
Primary distribution course.
Each semester.
Fall semester. Grinstead.

Math 16. Linear Algebra.
This course covers vector spaces, matrices, and
linear transformations with applications to
solutions of systems of linear equations, deter­
minants, and eigenvalues.
Prerequisite: A grade of C or better in Math
6A or Math 9, or placement by examination
(see “Advanced Placement and Credit Policy”
above).
Each semester.
Fall semester. Klotz.

Math 16H. Linear Algebra Honors Course.
This honors version of Math 16 will be more
theoretical, abstract, and rigorous than its stan­
dard counterpart (the subject matter will be
equally as valuable in applied situations, but
applications will be less dwelt upon). It is
intended for students with exceptionally strong
mathematical skills, especially if they are
thinking of a mathematics major.
Prerequisite: A grade of B or better in Math 6A
or Math 9, or placement by examination (see
“Advanced Placement and Credit Policy”
above).
.t,-;».,:. ‘ ,
■
Fall semester. Maurer.

Math 18. Several Variable Calculus.

Math 37. Number Theory.

This course considers differentiation and inte­
gration of functions of several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, Green’s,
Stokes’, and Gauss’ Theorems. Often there is
one section for students who have had linear
algebra (Math 16 or 16H) and another for stu­
dents who have not.
Prerequisite: Math 6A or equivalent, or place­
ment by examination (see “Advanced
Placement and Credit Policy” above).
Recommended: Math 16.
Each semester.
Fall semester. Shimamoto, Staff.

The theory of primes, divisibility concepts, and
the theory of multiplicative number theory will
be developed. Students are also expected to
learn how to construct a mathematical proof.
Prerequisites: Math 16 and 18, or permission of
the instructor.
Primary distribution course.
Alternate years.
Fall semester. Campbell.

Math 18H. Several Variable Calculus
Honors Course.
This honors version of Math 18 will be more
theoretical, abstract, and rigorous than its stan­
dard counterpart (the subject matter will be
equally as valuable in applied situations, but
applications will be less dwelt upon). It is
intended for students with exceptionally strong
mathematical skills and primarily for those
who have completed Math 16H successfully.
Prerequisite: A grade of C or better in Math
16H, or permission of the instructor.
Spring semester.

Stat 27. Multivariate Statistical Methods.
Given as a continuation of Stat 2 or Stat 23,
the course deals mainly with the study of rela­
tionships between three or more variables.
Prerequisite: Any one of Stat 2,23,53, or Econ
31.
Alternate years. Spring semester.
Not offered 1998-99.

Math 45. Topics in Geometry.
Course content varies from year to year, but
recently the focus has been on the careful
development of plane geometry, including
basic axioms and the geometries that result:
Euclidean, projective, and hyperbolic.
Prerequisites: None, but the course will be
taught at a level suitable for students who have
completed Math 16 and 18. See the instructor
if in doubt.
Primary distribution course.
Alternate years. Fall semester.
Not offered 1998-99.

Math 46. Theory of Computation.
(Cross-listed as Computer Science 46. Please
see Computer Science for description.)

Math 4 7. Introduction to Real Analysis.
This course concentrates on the careful study
of the principles underlying the calculus of real
valued functions of real variables. Topics will
include continuity, compactness, connected­
ness, uniform convergence, differentiation,
and integration.
Prerequisites: Math 6B, 16, and 18, or permis­
sion of the instructor.
Primary distribution course.
Fall semester. Talvacchia.

Math 30. Differential Equations.

Math 48. Topics in Algebra.

An introduction to differential equations that
includes such topics as first order equations,
linear differential equations, series solutions,
first order systems of equations, Laplace trans­
forms, approximation methods, some partial
differential equations.
Prerequisites: Math 6B and either 18 or 6C, or
permission of the instructor. Math 16 recom­
mended strongly.
Spring semester.

Course content varies from year to year
depending on student and faculty interest.
Recent offerings have included Coding
Theory, Groups and Representations, Finite
Reflection Groups.
Prerequisite: Math 16 and possibly Math 49.
Alternate years. Spring semester.
Not offered 1998-99.

205

Mathematics and Statistics

Math 49. Introduction to Modern Algebra.
This course is an introduction to abstract alge­
bra and will survey basic algebraic
systems-groups, rings, fields. While these con­
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems,
proofs, and rigorous mathematical reasoning.
Prerequisite: Math 16 or permission of the
instructor.
Primary distribution course.
Fail semester. Shapiro.

Stat 53. Mathematical Statistics I.
Based on probability theory, this course exam­
ines the statistical theory for the estimation of
parameters and tests of hypotheses. Both small
and large sample properties of the estimators
are studied. The course concludes with the
study of models dealing with relationships
between variables including chi-square and
regression analysis.
Prerequisites: Math 16 and 18, or permission of
the instructor.
Alternate years.
Fall semester. Everson.

Math 61. Modeling.
A n introduction to the methods and attitudes
of mathematical modeling. Since modeling in
physical science and engineering is already
taught in courses in those disciplines, applica­
tions in this course will be primarily to social
and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
The emphasis, however, will be on how to
apply these subjects to specific modeling prob­
lems, not on their systematic theory. The for­
mat of the course will include projects as well
as lectures and problem sets.
Prerequisites: Math 16 and 18, or permission of
the instructor.
Alternate years.
Fall semester. Herald.

Math 65. Combinatorics.
This course continues the study of noncontinuous mathematics begun in Math 9. The topics
covered include three broad areas: Counting
Theory, Graph Theory, and Design Theory.
The first area includes a study of generating

206

functions and Polya counting. The second area
is concerned with relations between certain
graphical invariants. Topics such as Extremal
Graph Theory and Ramsey Theory may be
introduced. The third area introduces combi­
natorial structures such as matroids, codes, and
Latin squares.
Prerequisites: Math 9 and at least one other
course in mathematics.
Alternate years.
Spring semester.

Math 72. Topics in Combinatorial
Optimization.
Topics vary from year to year and will be cho­
sen from such things as linear programming,
game theory, graph theory algorithms, algor­
ithms for prime factorization, and complexity
theory.
Prerequisites: Math 9 and at least one higher
numbered mathematics course.
Recommended: CS 20.
Alternate years. Fall semester.
Not offered 1998-99.

Math 81. Partial Differential Equations.
The first part of the course consists of an intro­
duction to linear partial differential equations
of elliptic, parabolic, and hyperbolic type via
the Laplace equation, the heat equation, and
the wave equation. The second part of the
course is an introduction to the calculus of
variations. Additional topics depend on the
interests of the students and instructor.
Prerequisites: Math 16,18, and either Math 30
or Physics 50 or permission of the instructor.
Alternate years. Sirring semester.
Not offered 1998-99.

Math 85. Topics in Analysis.
Course content varies from year to year.
Recent topics have included dynamical sys­
tems and the mathematics of financial deriva­
tives. In 1999, the topic will be Fourier analy­
sis: Fourier series and integrals, inversion,
applications to probability, number theory, and
partial differential equations.
Prerequisites: Math 16 and Math 18. Math 47
is also recommended.
Alternate years.
Spring semester.

Math 93/Stat 93. Directed Reading.
Math 96/Stat 96. Thesis.
Math 97. Senior Conference.
Required of all senior mathematics majors in
the course program, this half-credit course pro­
vides them an opportunity to delve more
deeply and on their own into a particular topic
agreed upon by the student and the instructor.
This is accomplished through a written paper
and an oral presentation. In addition, Honors
minors will satisfy the Senior Honors Study
component of the minor typically by enrolling
in Senior Conference for the purpose of writ­
ing a paper that extends the work within the
minor. The work is spread throughout the year
with the talks and/or papers normally present­
ed 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.
All year. Grinstead.

SEMINARS
Math 10 1. Real Analysis II.
This seminar is a continuation of Introduction
to Real Analysis (M ath 47). Topics may
include the inverse and implicit function theo­
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
One credit.
Prerequisite: Math 47.
Spring semester.

Math 102. Modern Algebra II.
This seminar is a continuation of Introduction
to Modem Algebra (Math 49). Topics covered
usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
of linear algebra. Other topics may be studied
depending on the interests of students and
instructor.
One credit.
Prerequisite: Math 49.
Spring semester.

Math 103. Cnmplex Analysis.

A brief study of the geometry of complex num­
bers is followed by a detailed treatment of the
Cauchy theory of analytic functions of a com­
plex variable: integration and Cauchy’s
Theorem, power series, residue calculus, con­
formal mapping, and harmonic functions.
Various applications are given and other top­
ics, such as elliptic functions, analytic continu­
ation and the theory of Weierstrass, may be dis­
cussed.
One credit.
Prerequisite: Math 47.
Alternate years.
Spring semester.

Math 104. Topology.
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
classification of surfaces, the fundamental
group, covering spaces, simplicial complexes
and homology (including related algebra).
Two credits.
Prerequisites: Math 47 and 49.
Alternate years. Spring semester.
Not offered 1998-99.

Math 105. Probability.
A n introduction to measure-theoretic proba­
bility theory. Topics may include branching
processes, renewal theory, random walks, sto­
chastic processes, laws of large numbers, char­
acteristic functions, the C entral Limit
Theorem, Markov chains, the Poisson process,
percolation.
One credit.
Prerequisites: Statistics 53.
Alternate years. Fall semester.
Not offered 1998-99.

Math 106. Advanced Topics in Geometry.
Course content varies from year to year to be
chosen from among differential geometry, dif­
ferential topology, and algebraic geometry. In
1998, the topic will be algebraic geometry:
curves, surfaces, and their generalization to
algebraic varieties.
One credit.
Prerequisites depend upon the topic chosen.
Alternate years.
Fall semester. Towse.

207

Mathematics and Statistics

Stat 1 1 1 . Mathematical Statistics II.
This one-credit seminar is offered as a contin­
uation of Stat 53. It deals mainly with statisti­
cal models for the relationships between vari­
ables. 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.

208

Medieval Studies

Coordinator: MICHAEL W. COTHREN (Art History)
Committee: Stephen P. Bensch (History)3
Nathaniel Deutsch (Religion)3
Michael Marissen (Music)
Rosaria V. Munson (Classics)3
Ellen Ross (Religion)
William N. Turpin (Classics)
Craig Williamson (English Literature)2

2 Absent on leave, spring semester, 1999.

3 Absent on leave, 1998-99.

This interdisciplinary program offers an oppor­
tunity 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 of several disciplines.
Hence eight Departments (A rt, Classics,
English
Literature,
History,
Modem
Languages, Music, Religion, and Philosophy)
cooperate to provide a course of study which
may be offered as a major in the Course
Program or as a major or minor in the Honors
Program.
All students who major in the Course Program
or major or minor in the Honors Program must
satisfy the following distribution requirements.
1 course in A rt History (Art History 14 or Art
History 145)
1 course in History (History 2a, 6, 14-17 or

exercise to facilitate the review and integra­
tion of the various subjects and methods
involved in the interdisciplinary field of
Medieval Studies.
3. Students must complete eight credits (at
least) in Medieval Studies in order to gradu­
ate with a Medieval Studies Major. (In addi­
tion to courses these credits may include
directed readings in medieval subjects
and/or a thesis written during the first
semester of the senior year.)
For a major in the Honors Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. The four preparations for the Honors
Program should reflect the interdisciplinary
nature of this major and must include work
in three of the following five areas: Art
History, History, Literature, Music, or
Religion/Philosophy. The preparations may
be constituted by some combination of the
following: seminars, pre-approved twocourse combinations, courses with attach­
ments, or a thesis. Students may design an
integrated minor in another field by count­
ing one of the Medieval Studies preparations
in its home department. Students who
minor in another department will have to
fulfill the minor prerequisites and require­
ments (including Senior Honors Study
Minor requirements) stipulated by that
department.
3. The Senior Honors Study component of the
Honors Program may be satisfied by (a) a
6,000 word interdisciplinary paper integrat­
ing work from two areas or (b) by an ihterdisciplinary reading list relevant to Medieval

112)
1 course in Literature (English 10, 14, 16, 17,
102, or Classics 14 or 60).
1 course in Religion (Religion 14B, 114, 116)
or Philosophy (medieval)
(Please note possible prerequisites for the
above courses.)
For a major in the Course Program the require­
ments are as follows:
1. Distribution requirements as listed above.
2. Senior Comprehensive Examinations.
Each major in course is required to complete
the senior comprehensive written and oral
examinations (normally taken at the end of
the second semester of senior year). These
examinations are planned as a culminating

209

Medieval Studies

Studies. The paper or the reading list will
become part of the Honors Program
Portfolio and may be part of the material
examined.
For a minor in the Honors Program the require­
ments axe as follows:
1. Distribution requirements as listed above.
2. The one preparation for the Honors Program should reflect the interdisciplinary
nature of this minor and may be satisfied by
one of the following: one seminar; a preapproved two-course combination; or one
course with an attachment. The minor
preparation must be in a department distinct
from the student’s major.
3. The Senior Honors Study component of the
minor will be an interdisciplinary reading
list, individually designed to facilitate the
student’s integrative learning experience.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart­
ments to determine specific offerings in 199899.)

Art History 14 . Medieval Survey.
Art History 46/Religion 29.
Monasticism and the Arts In the
Christian Middle Ages.
Classics 60. Dante and the Classical
Ihidition.
English 10. Survey I: B e o w u l f to Milton.
English 14 . Old English/History of the
Language.
English 16. Chaucer.
English 1 7 . Chaucer & Shakespeare.
History 2a. Medieval Europe.
History 6 . The Formation of the Islamic
Hear East.
History 12. Chivalric Society.
History 14 . Friars, Heretics, and
Female Mystics: Religious Itarmoil
in the Middle Ages.
History 15. Medieval Towns.
History 1 7 . The Mediterranean World
In the Middle Ages.
Latin 14 . Medieval Latin.

210

Music 20. Medieval and Renaissance
Music.
Music 45. Performance (early music
ensemble).
Religion 14B. Christian Life and Thought
in the Middle Ages.
Religion 20B. Prophets and Visionaries:
Christian Mysticism Through the Ages.
Medieval Studies 96. Thesis.
Seminars currently offered in Medieval
Studies:

Art History 145: Gothic Art and
Architecture.
English 102: Chaucer and Medieval
Literature.
History 112 . The Rarbarian North.
Religion 116 . The Body in Late Antiquity.
Religion 114 . Love and Religion.

Modera Languages and Literatures

AZOUZ BEGAG (French), Cornell Visiting Professor4
THOMPSON BRADLEY (Russian), Professor and Chair, 1998'2001
MARION J . FABER (German), Professor
JOHN J . HASSETT (Spanish), Professor
GEORGE MOSKOS (French), Professor
ROBERT ROZA (French), Professor10,2
ALAN BERKOWITZ (Chinese), Associate Professor
SIBELAN FORRESTER (Russian), Associate Professor
BRIGITTE LANE (French), Associate Professor9
MICHELINE RICE-MAXIMIN (French), Associate Professor3
HANSJAKOB WERLEN (German), Associate Professor2
JEAN-VINCENT BLANCHARD (French), Assistant Professor8,11
AURORA CAMACHO de SCHMIDT (Spanish), Assistant Professor
MARIA LUISA GUARDIOLA (Spanish), Assistant Professor3
HAILI KONG (Chinese), Assistant Professor
CHRISTOPHER PAVSEK (German), Visiting Assistant Professor
SUNKA SIMON (German), Assistant Professor11
CHRISTINE DEGRADO (Spanish), Instructor (part-time)
JOAN FRIEDMAN (Spanish), Instructor (part-time)
EVGENIYA L . KATSENELINBOIGEN (Russian), Instructor (part-time)
MARY K. KENNEY (Spanish), Instructor (part-time)
CAROLE NETTER (French), Instructor (part-time)
JEANETTE OWEN (Russian), Visiting Instructor
JENNIFER PATTERSON PARRACK (Spanish), Visiting Instructor
ELKE PLAXTON (German), Instructor (part-time)
KIRSTEN E . SPEIDEL (Chinese), Instructor (part-time)
SUJANE WU (Chinese), Instructor (part-time)
MARIE-CHRISTINE GIRARD (French), Visiting Language Instructor
MICHAEL JONES, Language Resource Center Director
ELEONORE BAGINSKI, Administrative Coordinator

1 Absent on leave, fall semester, 1998.
2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.
4 Fall semester, 1998.
8 Campus Coordinator, Swarthmore Program in Grenoble, fall semester, 1998.
9 Campus Coordinator, Swarthmore Program in Grenoble, spring semester, 1999.
10 Program Director, Swarthmore Program in Grenoble, fall semester, 1998.
11 Program Director, Swarthmore Program in Grenoble, spring semester, 1999.

The Department of Modem Languages and
Literatures—consisting of Chinese, French,
German, Russian, and Spanish sections—pro­
vides Swarthmore students with an under­
standing of foreign cultures through their orig­
inal languages, and prepares students to engage
effectively in an increasingly internationalized

world. In addition to language courses, the
Department also offers a large variety of semi­
nars and courses (some in English) that explore
authors, genres, aesthetic theories, and periods
of literary and cinematic production, and that
investigate literature and culture as sites of
contending social forces and values. In con-

211

Modem Languages and Literatures

junction with demonstrated competence in the
language, a foreign literature major will nor­
mally complete a minimum of eight credits in
advanced language, literature, or culture
courses, and a culminating exercise, such as a
comprehensive examination. O ne of the
required courses for the foreign literature major
may be taken in English provided it is perti­
nent to the student’s specific major. The
Department encourages interdisciplinary
approaches within the guidelines of the pro­
grams in Asian Studies, Francophone Studies,
German Studies, Latin American Studies, and
Slavic Studies. Students interested in the liter­
ature of more than one language are encour­
aged to consider a Comparative Literature
major. Students should also take note of the
related major in Linguistics and Languages.
Courses numbered IB through 4B are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary and
cultural studies in a foreign language through
work with the language and selected texts of
literary or cultural interest.
For a detailed description of the orientation in
these courses see the Explanatory Note on
these language courses below. Courses num­
bered 11 or above emphasize the study of liter­
ature and culture as a humanistic discipline as
well as competence in the spoken and written
language.
Students who enter with no previous knowl­
edge of a language and who are interested in
majoring in a foreign literature should register
for the intensive language courses (1B-2B) in
the freshman year. Language courses numbered
3B and above count toward the eight credits
required for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score on the College Entrance Exam­
ination or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing of each of the literatures taught.
Exceptions to course requirements are made for
those who show competence in the language of
specialization. Students who speak Chinese,
French, German, Russian or Spanish fluently
should consult with the Department before
electing courses.

212

Majors are urged to select supporting courses in
other literatures, in history, philosophy, lin­
guistics, or art history. The Department also
recommends participation for a minimum of a
summer and a semester in an academic pro­
gram abroad. Linguistically qualified students
may apply to the Swarthmore Program in
Grenoble at the University of Grenoble, for
one or two semesters in the sophomore or
junior year. This program is particularly suited
for majors in the humanities and the social sci­
ences. Students competent in Spanish should
consider the Hamilton College Program in
Madrid, Spain, which is cooperatively spon­
sored by Swarthmore. Other recommended
programs include Rice University-Chile; the
University of Kansas-Costa Rica; the
University of Pennsylvania-Mexico; Scripps
College-Ecuador; and CEUCA in Columbia.
(The Spanish section requires that its majors
spend a minimum of one semester of study
abroad in a program approved by the Section).
Students of German have the opportunity to
join the Dickinson College program in Bremen
during the spring semester of each year. Other
programs students should consider are the
Wayne State Junior Year in Germany (at the
University of Munich or the University of
Freiburg), the Wesleyan University Program in
Regensburg or the Duke Program in Berlin.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R. or
C.I.E.E. language programs among others in
Russia. Study abroad is particularly encouraged
for students of Chinese; academic credit (full
or partial) is generally approved for participa­
tion in the several programs of varying dura­
tion in the People’s Republic of China and in
Taiwan, recommended by the Chinese section,
including the Associated China Program in
Tianjin of which Swarthmore is a consortial
member. Students on scholarship may apply
scholarship monies to designated programs of
study abroad.
Students wishing to receive a Teaching
Certificate in French, German, Russian or
Spanish should plan on taking the regular pro­
gram of language and literature courses
required for the major or show proof of the
equivalent. In addition, they should take
Linguistics 1. Appropriate supporting courses
which broaden knowledge and understanding
of the foreign culture being studied are also

— — — —— —

(

^

recommended. Prospective teachers of a for­
eign language must include a minimum of a
semester abroad in their academic program.
Students planning to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.

Advanced Placement

I

The Department will grant one credit for
incoming students who have achieved a score
of 4 or 5 in Advanced Placement French,
German or Spanish examinations when they
have successfully completed a one-credit
course in that language at the College.

i

----------------------

Literatures in Translation
Students acquainted with a particular foreign
language are urged to elect an appropriate lit­
erature course taught in the original language.
L1TR courses provide students with the oppor­
tunity to study a literature which they cannot
read in the original. These courses cannot be
substituted for the 11 or 12 level courses to sat­
isfy the departmental prerequisites for a major
or minor in the original languages, but a stu­
dent may take one of these courses to satisfy
the eight-credit requirement of a foreign liter­
ature major provided that the course is perti­
nent to the specific literature of the major.

13R. The Russian Novel.
The rise of the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century.
(See Russian 13)
No prerequisite.
Primary distribution course.
Fall semester 1998. Bradley.

13. Medieval Comparative Literature.
14. Modern European Literature.
Studying key modernist works of fiction
between 1900 and 1930, we will work in semi­
nar format (presentation and critical discussion
of student papers). Authors will include
Nietzsche, Conrad, Joyce, Kafka, Proust,

Thomas Mann, and Virginia Woolf. Intended
especially for freshmen contemplating a
Literature major. Limited enrollment.
Primary distribution course.
Fall semester 1998. Faber.

15R. Russian and East European Prose.
Novels and stories by the most prominent
20th-century writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of approaching
the religious, linguistic and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent and outstanding cultural and
intellectual achievement. Readings, lectures
and discussion in English; qualified students
may do some readings in the original language(s).
(See Russian 15)
Primary distribution course.
Spring semester 1999. Forrester.

16CH. Substance, Shaduw, and Spirit in
Chinese Literature and Culture.
This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include: Taoism, Confucianism,
and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the
religious dimension, disengagement, and the
appreciation of the natural world, etc. The
course also will address cultural and literary
formulations of conduct and persona, and the
expression of individualism in an authoritarian
society.
No prerequisites; (Cross-listed as Chinese 16)
Primary distribution course.
Fall semester 1998. Berkowitz.

17CH. The Legacy of Chinese Narrative
Literature: The Story in Dynastic China.
Tales of the strange, biographies and hagiogra­
phies, moral tales, detective stories, literary jot­
tings, drama, novellas and novels, masterworks
of the Chinese literary tradition throughout
the centuries of imperial China.
No prerequisites and no knowledge of Chinese
or of China required.
(Cross-listed as Chinese 17)
Not offered 1998-99. Berkowitz.

213

Modem Languages and Literatures

18CH. The Classical Tradition in
Chinese Literature.

33R. The Struggle for Liberation and
Social Change in Literature and History.

(See Chinese 18).
Not offered 1998-99. Berkowitz.

The search for community, the idea of justice
and democracy, and the universal struggle for
social and political change at the bottom of
society in literature and history.
Not offered 1998-99. Bradley, Ford, Cronin.

23CH. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948)
Modem Chinese literary texts created
between 1918 and 1948, presenting a series
of political, social, cultural, and ideological
dilemmas underlying tw entieth century
Chinese history. The class will discuss funda­
mental issues of modernity, and new literary
developments under the impact of the May
Fourth Movement.
(Cross-listed as Chinese 23)
Not offered 1998-99. Kong.

25CH. Contemporary Chinese Fiction:
Mirror of Social Change.
Literary narratives of post-Mao China in
translation. The selected stories and novellas
articulate the historical specificity of ideolog­
ical dilemmas and cultural dynamics, in the
imaginary process of dealing with love, poli­
tics, sex, morality, economic reform, and
feminist issues.
(Cross-listed as Chinese 25)
Not offered 1998-99. Kong.

31R. Revolutionary Culture and
Transformation in the USSR.
Exploration of the ways in which after 1917
the new Soviet Republic attempted a revolu­
tionary transformation of the entire culture
as reflected in literature, film, music, and
social organization.
(Cross-listed as History 31)
Spring semester 1999. Bradley and Weinberg.

32R. From Revolution to Capitalism:
Critical Issues in Contemporary Russia.
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, polit­
ical, economic, and cultural transformation.
(See History 32)
N ot offered 1998-99. Bradley and Weinberg.

214

37G. History and Memory: Perspectives
on the Holocaust.
This course explores the roots of Nazism, the
implementation of the Final Solution, and
the legacy of the Holocaust through an inter­
disciplinary approach.
Fulfills distribution requirement for either
Humanities or Social Sciences.
(Cross-listed as History 37)
To be offered 1999-00. Faber, Weinberg.

44G. introduction to Film: Film Refore
World War il.
This course will be an introduction to the
study of the aesthetic, historical and cultural/political dimensions of film between 1895
and 1936. (Cross-listed as English 87)
Not offered 1998-99. Pavsek.

50R. Russian Literature and
Revolutionary Thought.
A study of continuity and change in the rela­
tionship between the major political and
social movements and the writers before and
after 1917.
Not offered 1998-99. Bradley.

50SA. 1898: War and Literature.
This course will examine the cultural and
politicial implications of the Spanish-CubanAmerican War (1895-1898), especially in
Cuba and Puerto Rico.
N ot offered 1998-99.

51R. Gender and Race in German
Cinema.
This course will examine the historical,
structural, thematic, and imaginary links
between race and gender in the visual land­
scape of a postwar Germany struggling to
come to terms with the Third Reich, the
Holocaust, and the Second World War.
Not offered 1998-99. Simon.

53G. Politics and Utopia in Post-WWII
International Cinema.
This course will look at ways in which vari­
ous filmmakers throughout the world
attempted to create a political cinema—-or to
represent politics—during the sixties and
seventies.
Not offered 1998-99. Pavsek.

54G. Post-War German Cinema.
A study of (primarily west) German Cinema
from the “rubble films” of the immediate
post-war period, through the advent of the
New German Cinema in the sixties, to the
present state of German film in the “postwall” era.
(Cross-listed as German 54.)
Not offered 1998-99. Pavsek.

55CH. Contemporary Chinese Cinema.
Cinema has become a special form of cultur­
al mirror representing social dynamics and
drastic changes in contemporary China. The
course will develop a better understanding of
changing Chinese culture through analyzing
cinematic texts.
(Cross-listed as Chinese 55)
Not offered 1998-99. Kong.

55G. Film and Literature in Weimar
Germany.
Not offered 1998-99. Faber.

55SA. The Fiction of Contemporary
Spanish-American Women Writers.
Not offered 1998-99.

56CH. History of Chinese Cinema
(1905-1995).
This course investigates Chinese cinema in
its ninety year development throughout dif­
ferent political regimes and cultural milieus.
Cinema in China, as a twentieth century cul­
tural hybrid of West and East, reflects social
change and intellectual reaction, both col­
lectively and individually, in a changing era.
A study of the chosen cinematic texts, from
silent film to the post-fifth generation film­
maker’s films, will focus on the issues related
to nationhood, gender, and modernity, along
with the development of the cinematic dis­
course in China. All the films have English
subtitles and all readings are in English. No
previous preparation in Chinese is required.

Open to the entire tri-college student body,
and taught on the Bryn Mawr campus.
(Cross-listed as Chinese 56)
Spring semester 1999. Kong.

60SA. Spanish American Society
Through its Hovel.
This course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Isabel Allende, Gabriel
García Marquez, Luisa Valenzuela, Elena
Poniatowska, and others will be discussed in
conjunction with sociological patterns in
contemporary Spanish America. This course
is not a primary distribution course. (See
Sociology/Anthropology 37.)
Spring semester 2000. Hassett and Munoz.

61SA. Women’s Testimonial Literature
of Latin America.
Marginal women—peasants, Indigenous
leaders, urban squatters, guerrillas, mothers
of the disappeared, and victims of brutal
repression—must “write” for all the world to
listen. The fire of their texts, often mediated
by an educated foreigner, subverts all power
relations.
Not offered 1998-99. Camacho de Schmidt.

63CH. Comparative Perspectives: China
in the Ancient World.
Topics to be explored include obligation to
self and society; individualism and the role of
withdrawal; the heroic ethos; the individual
and the cosmos; the individual and gender
roles.
No prerequisites; no knowledge of Chinese
required.
(Cross-listed as Chinese 63.)
Not offered 1998-99. Berkowitz.

63SA. La frontera: The Many Voices of
the U.S.-Mexico Border.
Sometimes defined as a wound, the U.S.
southern border was created by war, and is
today the porous gate to capital, commodi­
ties, immigrant labor, refugees, drugs, and
arms. A membrane where cultural integra­
tion is negotiated, the border is rich in tradi­
tion, resiliency, and absorbing capacity. It is
also the scenario of new nationalistic forces
that can erupt with violence. O n both sides

215

Modern Languages and Literatures

of the border, a literature of uncommon vitali­
ty records the binational experience.
Fall semester 1998. Camacho de Schmidt.

65G. Marxism.
An extensive introduction to the work of Karl
Marx. We will read selections from the breadth
of Marx’s writings, from the early “Economic
and Philosophical Manuscript” to Capital
(selections). Our approach will be “fundamen­
talist” (but not dogmatic); that is, we will
approach Marx’s work as a method of critique
of capitalist society, and attempt to come to an
understanding of its central concepts: laborpower, capitalism, proletariat, bourgeoisie, rev­
olution, ideology, value, history, etc. We will
also consider the validity and relevance of
Marx’s critique in the contemporary world
after the collapse of Soviet and Eastern
European socialism.
Fall semester 1998. Pavsek.

65SA. Indigenous Peoples in Latin
American Literature.
This course looks critically at the representa­
tion of native peoples in Latin America, from
the definition of “the Indian problem” to the
idealization of ancient utopian kingdoms to
which we must return.
Not offered 1998-99. Camacho de Schmidt.
66 CH. Chinese Poetry.
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. (Cross-listed as Chinese 66)
Not offered 1998-99. Berkowitz.
66 G . Goethe’s Faust.
Not offered 1998-99. Werlen.
66 SA. Latin American Literature of

Resistance.
In this turbulent continent, poetry has been
the site of truth-telling, denunciation, con­
demnation and hope. W hat García Márquez
called “the immeasurable violence and pain of
our history” is found in poems written on
kitchen tables, in trenches, in exile and in
prison, even in places of torture. Texts are the
works of masters like Vallejo, Neruda, and
Cardenal; but also of younger women poets
who have changed pain into song.
Not offered 1998-99. Camacho de Schmidt.

216

70F. Caribbean and French Civilizations
and Cultures.
Study of the history of the French overseas I
departments with collateral readings of literary I
texts.
(Crosslisted with Black Studies.)
(Crosslisted as French 70F.)
Not offered 1998-99. Rice-Maximin.

70R. Translation Workshop.
This workshop in Literary Translation will
concentrate on both translation theory and
practice, working in poetry, prose and drama as
well as editing. Students will participate in an
associated series of bilingual readings and will
produce a substantial portfolio of work. There
are no prerequisites, but excellent knowledge
of a language other than English (equivalent to
a 4B course at Swarthmore or higher) is highly
recommended; or, failing that, access to at least
one very patient speaker of a foreign language.
(Cross-listed as Linguistics 70)
Fall semester 1998. Forrester.

75F. Haiti, the French Antilles and
Guyane in Translation.
Study of literary texts and their rewri[gh]ting of
the local colonial history.
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximin.

75F. French Language Attachment to
Haiti, the French Antilles and Guyane in
Translation.
Not offered 1998-99. Rice-Maximin.

77G . Literature of Decadence.
Symbolist, fin-de-sifecle, and modernist under­
standings of the evolution of civilization; the
themes of intellectual and spiritual crisis, the
“decline of the West,” “art for art’s sake” in
European poetry, drama and fiction during the
decades 1880-1920.
(Cross-listed as German 77.)
To be offered 1999-00. Werlen.

78R. Russian Models of Reality: Film,
Poetry, Prose, Theory.
The course will analyze both famous and
neglected works, ranging from medieval chron­
icle and hagiography, through the great litera­
ture and criticism of the 19th and'20th cen­
turies, to a contemporary drag queen’s depic-

I

]

tion of Marilyn Monroe.
Not offered 1998-99. Forrester.

79F. Scandal in the Ink: Lesbian/Gay
Traditions in French Literature.
(Cross-listed as French 79F)
Not offered 1998-99. Moskos.

79R. Russian Women Writers.
This course balances the picture of Russian lit­
erature by concentrating on the female authors
whose activities and texts were for a long time
left out of the canon. Although the course is in
translation, students with Russian may do part
or all of the readings in the original.
Not offered 1998-99. Forrester.

80F. Cities and Ghettos in Europe:
Comparative approaches to ethnic
relations in Europe and America.
In an age of globalization, the social, econom­
ic, political and cultural marks of ethnically
diverse societies are increasingly visible in
Europe and North America. Cities are the
priviliged spaces of these encounters. Ethnic
groups whose origins are continents apart are
now neighbors, a phenomenon encapsulated in
the paradox of “global cities.” How far are
these encounters producing similar experiences
on both sides of the Atlantic? Do historical
and political differences between states contin­
ue to shape distinctive patterns of ethnic rela­
tions in Europe and in the US? This course will
adopt an interdisciplinary approach to these
questions, bringing together disciplines rang­
ing from sociology and political science to
anthropology and cultural studies and will
emphasize the particular cases of France, the
US and Great Britain. Five main issues to be
explored in the course: (1) Cities, ghettos and
the sociology of knowledge, (2) Concentra­
tion, dispersion or segregation? (3) (Un)employment, (4) Political participation, (5)
Cultural production.
(Cross-listed as French 80F and SO AN 42)
(Optional French Language Attachment)
Fall semester 1998. Azouz Begag (Cornell
Visiting Professor).

80R. Literature of Dissent.
This course will address the central place of
dissent in Russian literature, its flowering in
reaction to Tsarist and Soviet censorship. The
theme leads to some of the most important

works of nineteenth and twentieth century
Russian poetry and prose.
Not offered 1998-99. Forrester.

81CH. Transcending the Mundane: Taoism
in Chinese Literature and Culture.
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration of the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture, and
the enduring implications of the Taoist ethos.
All readings will be in English.
Prerequisite: one introductory course on
Chinese culture or religion, or permission of
the instructor.
(Cross-listed as Chinese 81 and Religion 81)
Spring semester 1999. Berkowitz.

91 CH. Special Topics in Chinese
Literature and Culture.
The course will concentrate on selected
themes, genres, authors, time periods, or criti­
cal problems in Chinese literature; all readings
in English translation.
(Cross-listed as Chinese 91)
Not offered 1998-99.

EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES:
Courses numbered 1B-2B, 3B, 4B carry one
and one-half credits per semester. Three semes­
ters in this sequence are equivalent to two
years of work at the college level. Designed to
impart an active command of the language and
combine the study or review of grammar essen­
tials and readings of varied texts with intensive
practice to develop the ability to speak the lan­
guage. Recommended for students with no pre­
vious knowledge of the language and who are
interested in preparing for intermediate or
advanced courses in literature and culture
taught in the original language. These courses
(a) meet alternately as sections for grammar
presentation and small groups for oral practice,
and (b) require work in the language resource
center.

2 17

Modern Languages and Literatures

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 for
that course. Courses numbered 3B and 4B may
be taken singly for one and one-half semester
credits.

Chinese
Introductory and intermediate Chinese lan­
guage courses are intensive and carry one and
one-half credits per semester. Students should
plan to take these courses as early as possible so
that studying in China, which is strongly
encouraged, can be incorporated into their cur­
riculum. Swarthmore participates in the
Associated China Program at Nankai Univer­
sity in Tianjin for the Fall semester; students
also may attend a number of other recom­
mended programs in China and Taiwan for a
summer, a semester or a full year. First through
fourth-year Chinese language courses are
offered each year. A n introduction to Classical
Chinese is offered every year. Literature and
culture courses in translation are offered regu­
larly each year and are open to the entire stu­
dent community. Students of Chinese are par­
ticularly urged to take these classes as a means
of gaining perspective on Chinese literature
and culture.
Majoring and Mmoring m Chinese:
Qualified students may construct a Special
Major in Chinese, containing components of
language, literature, and culture. Study abroad
is strongly encouraged and supported, and con­
tributes directly to a major or minor in
Chinese. A ll Chinese majors (course or
Honors) normally must complete the following
courses: 20, 21, 33, one course on modem lit­
erature or film, and one course on pre-modem
literature and culture. Interested students
should consult with the Section Head in
Chinese. Students of Chinese also may major
in Asian Studies, where Chinese language
courses above the first-year level as well as
Chinese literature and culture courses and
credit for study abroad normally may be count­
ed toward the major (see under Asian Studies).
Majoring and Mmoring in Chinese in the Honors
Program:
Students of Chinese may major in the Honors

Program through a Special Major in Chinese,
or through a major in Asian Studies. A Special
Major in Chinese will consist of exams in
Chinese language, literature, and culture.
Work done abroad may be incorporated where
appropriate. Interested students should consult
with the Section Head in Chinese. Senior
Honors Study is mandatory, and is to be
arranged on an individual basis; candidates will
receive up to one credit for completion of this
work. Honors exams normally will consist of a
3-hour written exam and a 30 minute oral.
Asian Studies majors should refer to the
Bulletin entry for Asian Studies for further
information.
Honors Minor in Chinese: It is possible to pre­
pare for a minor in Chinese in the Honors pro­
gram, in either Chinese language, or in
Chinese literature in translation; work done
abroad may be incorporated where appropriate.
Interested students should consult with the
Section Head in Chinese. Senior Honors
Study is mandatory for a minor in Chinese, and
is to be arranged on an individual basis; candi­
dates will have the option of receiving one-half
credit for completion of this work. The Honors
exam for a minor in Chinese will consist of a 3hour written exam and a 30 minute oral.

COURSES
1B-2B. Introduction to Mandarin Chinese.
A n intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com­
mand of basic grammar. Introduces 350 to 400
characters and develops the ability to read and
write in simple modem Chinese.
Wu and Speidel.

3B, 4B. Second-year Mandarin Chinese.
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and read­
ing in the modem language. Emphasis is on
rapid expansion of vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Chinese 4B is a Primary Distribution Course.
Kong and Speidel.

1 1 . Third-year Chinese.
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media. Classes conducted in
Chinese, with precise translation also a com­
ponent. To be taken in conjunction with
Chinese 11A.
Prerequisite: Chinese 4B or equivalent lan­
guage skills.
Primary distribution course.
Fall semester 1998. Berkowitz.

11A. Third-year Chinese Conversation.
A half-credit course concentrating on the fur­
ther development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To be
taken in conjunction with Chinese 11.
Fall semester 1998. Wu.

12. Advanced Chinese.
A multi-media course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of
authentic materials in various media, including
the Internet.
Prerequisite: Chinese 11 or equivalent lan­
guage skills.
Primary distribution course.
Spring semester 1999. Berkowitz.

No prerequisites; (Cross-listed as LITR 16CH.)
Primary distribution course.
Fall semester 1998. Berkowitz.

1 7 . The Legacy of Chinese Narrative
Literature: The Story in Dynastic China.
This course explores the development of
diverse genres of Chinese narrative literature,
through readings of original writings in transla­
tion. Readings include tales of the strange,
biographies and hagiographies, moral tales,
detective stories, literary jottings, drama,
novellas and novels, masterworks of the
Chinese literary tradition throughout the cen­
turies of imperial China.
(Cross-listed as LITR 17CH.)
Not offered 1998-99. Berkowitz.

18. The Classical Ihidltlon in Chinese
Literature.
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development of traditional Chinese civiliza­
tion, through directed readings and discussions
of English translations of original sources horn
early through medieval times.
No prerequisites, and no knowledge of Chinese
or of China required.
(Cross-listed as LIT 18CH.)
Primary distribution course.
Not offered 1998-99. Berkowitz.

12A. Advanced Chinese Conveisation.

20. Readings in Modern Chinese.

A half-credit course concentrating on the fur­
ther development of oral/aural skills in
Chinese. Conducted entirely in Chinese.
Spring semester 1999. Wu.

This course aims to perfect the student’s
Mandarin Chinese skills, and at the same time
to introduce a few major topics concerning
Chinese literature and other types of writing
since the May Fourth Movement.
Prerequisite: Three years of Chinese or its
equivalent.
Fall semester 1998. Kong.

16. Substance, Shadow, and Spirit in
Chinese Literature and Culture.
This course will explore the literary and intel­
lectual world of traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include: Taoism, Confucianism,
and the contouring of Chinese culture; immor­
tality, wine, and allaying the mundane; the
religious dimension, disengagement, and the
appreciation of the natural world, etc. The
course also will address cultural and literary
formulations of conduct and petsona, and the
expression of individualism in an authoritarian
society.

2 1. Topics in Modern Chinese.
Reading and examination of individual
authors, selected themes, genres, time periods,
for students with strong Chinese language pro­
ficiency. All readings, writing, and discussion
in Chinese.
Spring semester 1999. Kong.

23. Modern Chinese Literature: A New
Novellstic Discourse (1318-1948).
Modem Chinese literary texts created between

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Modern Languages and Literatures

1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying twentieth century Chinese history.
The class will discuss fundamental issues of
modernity, and new literary developments
under the impact of the May Fourth
Movement.
(Cross-listed as LITR 23CH)
N ot offered 1998-99. Kong.

25. Contemporary Chinese Fiction: Mirror
of Social Change.
Literary narratives of post-Mao China in trans­
lation. The selected stories and novellas artic­
ulate the historical specificity of ideological
dilemmas and cultural dynamics, in the imagi­
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
(Cross-listed as LITR 25CH)
Not offered 1998-99. Kong.

33. Introduction to Classical Chinese.
Classical Chinese includes both the language
of China’s classical literature, as well as the lit­
erary language used for writing in China for
well over two millennia until earlier this cen­
tury. This course imparts the principal struc­
tures of the classical language through an ana­
lytical presentation of the rudiments of the
language and close reading of original texts.
The course is conducted in English; it is not a
lecture course, and requires active, regular par­
ticipation on the part of the student, with pre­
cise translation into English an integral com­
ponent.
(Cross-listed as Linguistics 33.)
Fall semester 1998. Berkowitz.

55. Contemporary Chinese Cinema.
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in contemporary China. The course
will develop a better understanding of chang­
ing Chinese culture through analyzing cine­
matic texts.
(Cross-listed as LITR 55CH)
Not offered 1998-99. Kong.

56. History of Chinese Cinema
(1905-1995).
This course investigates Chinese cinema in its
ninety year development throughout different
political regimes and cultural milieus. Cinema

220

in China, as a twentieth century cultural
hybrid of West and East, reflects social change
and intellectual reaction, both collectively and
individually, in a changing era. A study of the
chosen cinematic texts, from silent film to the
post-fifth generation filmmaker’s films, will
focus on the issues related to nationhood, gen­
der, and modernity, along with the develop­
ment of the cinematic discourse in China. All
the films have English subtitles and all readings
are in English. No previous preparation in
Chinese is required. Open to the entire tri-college student body, and taught on the Bryn
Mawr campus.
(Cross-listed as LITR 56CH)
Spring semester 1999. Kong.

63. Comparative Perspectives: China in
the Ancient World.
Topics to be explored include obligation to self
and society; individualism and the role of with­
drawal; the heroic ethos; the individual and
the cosmos; the individual and gender roles.
No prerequisites; no knowledge of Chinese
required.
(Cross-listed as LITR 63CH.)
Not offered 1998-99. Berkowitz.

66. Chinese Poetry.
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. While readings and discussion will be
in English, and no knowledge of Chinese will
be expected, an integral component of the
class will be learning how to read a Chinese
poem and learning a number of poems in the
original.
(Cross-listed as LITR 66CH.)
Not offered 1998-99. Berkowitz.

81. Transcending the Mundane: Taoism in
Chinese Literature and Culture.
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration of the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture, and
the enduring implications of the Taoist ethos.
All readings will be in English.
Prerequisite: one introductory course on

Chinese culture or religion, or permission of
the instructor.
(Cross-listed as LITR 81CH.)
Spring semester 1999. Berkowitz.

91. Special Topics in Chinese Literature
and Culture.
This course will concentrate on selected
themes, genres, time periods, or critical prob­
lems in Chinese literature; all readings in
English translation
(Cross-listed as LITR 91CH)
Not offered 1998-99.

93. Directed Reading.

SEMINARS
104. Lu Xun and Modern Chinese
Literature.
105. Topics in Traditional Chinese
Literature.

French
The purpose of the major is to acquaint stu­
dents: (1) with important periods and principal
figures of literatures written in French, (2) with
the diversity of French-speaking cultures. It is
intended to develop an appreciation of literary
and cultural values, to provide training in crit­
ical analysis, and to foster an understanding of
the socio-historical forces underlying these
various literatures and cultures.
Current Course and Honors Program:
French may be offered as a major in the Course
Program or as a major or minor in the Honors
Program: a minor in French consists of 2 exter­
nal examinations. (See below for new Honors
Program.) Prerequisites for both Course and
Honors students are as follows: 4, any course in
the 12 sequence, the equivalent, or evidence of
special competence.
Recommended supporting subjects: see the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are expected to
spend at least one semester abroad in the
Grenoble Program. Programs of study in other
French-speaking countries may be substituted

upon request and with the approval of the
French section.
Majors in the Course and Honors Programs, as
well as minors in the Honors Program, are
expected to be sufficiently proficient in spoken
and written French to do all of their work in
French, i.e., discussions and papers in courses
and seminars, and all oral and written exami­
nations, including comprehensive and Honors
examinations.
Course majors are required to (a) take eight
advanced courses numbered 3B or above; (b)
study abroad; (c) take at least one advanced
course in literature before 1800; (d) take one
advanced Francophone course with a fancophone component; (e) take one advanced
course in civilization or culture; (f) take
Special Topics in the Fall of senior year; (g)
write a Senior research paper, 20 pages long, on
an area of concentration chosen in conjunc­
tion with the section (this area can be defined
broadly in terms of a genre or theme, as well as
narrowly in terms of one author or text.) This
paper will form the basis of an oral examina­
tion given in the Spring. The Senior Paper
deadlines are as follows: Initial proposal and
bibliography are due immediately after the Fall
break. 1st draft is due to Director immediately
after Thanksgiving break. Last draft is due to
all French faculty end of spring break. Com­
pleted paper is due mid-April.
Courses and seminars in literature before 1800
are marked with a *, those with a Francophone
component are marked with a #, and those in
culture/civilization are marked with a +.
The Department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. The French section is also
offering a new Concentration in Francophone
Studies in cooperation with other departments
and programs abroad. See “Francophone
Studies” for description of program and
requirements.
New Honors Program in French:
Requirements: Majors and Minors in the
Honors Program are expected to be sufficiently
proficient in spoken and written French to
complete all their work in French; i.e., discus­
sions and papers, and all oral and written
assignments. All Majors in Honors must com­
plete at least one semester of study abroad in a

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Modern Languages and Literatures

French-speaking country. Minors must com­
plete at least a six-week program of study in a
French-speaking country. It is strongly recom­
mended that they spend at least one semester
abroad.
Candidates are expected to have a B average in
course work both in the Department and at the
College, and to have demonstrated interest in
and aptitude for the study of literature or cul­
ture in the original language.
Prerequisites: In order to demonstrate the lin­
guistic and analytical abilities necessary for
seminar work, students must take the following
before taking a seminar:
1) MAJOR: at least one advanced course in lit­
erature or culture (above French 20).
2) MINOR: at least two advanced courses in
literature or culture (above French 20).
Preparations: Majors in the Honors program
must do three preparations (consisting of 6
units of credit). Two of the preparations must
be done through seminars. The third prepara­
tion may be a seminar, a two-credit thesis, or
two paired courses chosen from a list available
from the Department. Minors must do a single,
two-credit seminar.
Senior Honors Study (French 199)
1) SEMINAR PREPARATION: A t the end of
the frill term, students will be given a list of
questions related to the seminar. They will
chose one question for each seminar and pre­
pare a 2500 to 4000 word paper in French in
response to that question. The preparation of
this essay will not be supervised by members of
the faculty. Conversation among students
preparing these essays is encouraged, but each
student must produce an independent, original
essay of his or her own. The essays must be sub­
mitted to the department the first day of the
written exam period, to be forwarded to the
examiner.
The paper will form part of the student’s port­
folio.
2) PAIRED COURSE PREPARATION. A
one-page prospectus on a topic that addresses
and integrates the two courses in a meaningful
way must be approved by the instructor of each
of the courses by the end of the fall semester.
Once the prospectus has been approved, the
essay will not be supervised by members of the
faculty. Conversation among students prepar­
ing these essays is encouraged, but each student

222

must produce an independent, original essay of
his or her own. The essays must be submitted
to the department the first day of the written
exam period, to be forwarded to the examiner.
The paper will form part of the student’s port­
folio.
Mode of examination:
A three hour written examination, and a onehalf hour oral examination, both in French,
will be required for each preparation.
Portfolio:

1. the syllabus of the seminar or paired courses
2. the Senior Honors Study paper

COURSES
NOTE: N ot all advanced courses are offered
every year. Students wishing to major or minor
in French should plan their program in consul­
tation with the Department.
* = pre-1800
# = Francophone
+ = culture/civilization

1B-2B, 3B Intensive French.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
IB Fall semester: Moskos, Netter and Girard.
2B Spring semester: Moskos, Netter and Girard.
3B Fall semester: N etter and Girard.

4 . Advanced French: Nouvelles Voix
Françaises (New French Voices).
Transformations in French culture, literature
and society will be explored through literary
texts as well as films, television programs and
the press. Particular attention will be paid to
perfecting analytical skills in written and spo­
ken French.
Fall semester. Netter.

4A. French Conversation.
A half-credit conversation course concentrat­
ing on the development of the students’ ability
to speak French. May be repeated once for
credit.
Prerequisite: For students presently or previ­

ously in French 3B or the equivalent Place­
ment Test score.
Each semester. Girard.

12C. Literature and Culture of Québec.
#, +
The course aims at perfecting oral and written
expression skills through the exploration of the
Francophone culture of Québec. The topics
discussed (the Sixties revolution in Montréal;
nationalism, language laws and ethnic minori­
ties; the queer writings of Michel Tremblay and
Nicole Brossard...) will also allow us to define
key concepts for the study of literary texts
within a cultural context.
Prerequisite: French 4, a score of 675 on the
College Entrance Examination, or 5 on the AP
Exam, or the equivalent with special permis­
sion.
Primary Distribution Course.
Fall semester 1998. Blanchard.

12C. France, Year “ 2000” : Introduction
Socio-Culturelle á la France Actuelle. #,+
A close look at some fundamental issues
reflecting the rapidly changing dimensions of
French culture and society today: the question­
ing of the concept of national identity; the new
forms of social division and types of ‘family’
relations; the crucial problems faced by the
young and the elderly; the complex position of
an increasingly multicultural “Hexagon” with­
in United Europe and a world of globalization;
the nature of emergent forms of cultural pro­
duction and the issue of modemité.
Prerequisite: French 4, a score of 675 on the
College Entrance Examination, or 5 on the AP
Exam, or the equivalent with special permis­
sion.
Primary Distribution Course.
Spring semester 1999. Lane.

12L. Introduction á I’analyse litteraire.
Close reading of various texts (prose fiction,
plays, poetry) from and beyond the Hexagon as
an introduction to the central concepts and
modes of literature and literary analysis in
French.
Prerequisite: French 4, a score of 675 on the
College Entrance Examination, or 5 on the AP
Exam, or equivalent, with permission of the
instructor.
Note: 12L or 12C is required to take any other

French literature or culture courses.
Primary Distribution Course.
Fall semester 1998. Moskos.

20. Echanges.
Not offered 1998-99.

22. Le Cinéma français.
Not offered 1998-99.

23. Topics in French Civilization: Multi­
cultural France. #, +
A study of today’s multicultural French society
and of its new socio-cultural forms of produc­
tion.
Not offered 1998-99. Lane.

24. Société et littérature: Cultures de
l’exil. #, +
A n introduction to the new and diverse profile
of today’s multicultural French society, the
making of exile cultures, the confrontation
between national traditions and immigrant
ways of life, the resulting social and political
issues and the new dimensions of ‘French’
identity. W ith an in-depth study of the coin­
ciding new forms of artistic production and
creativity in literature and the visual arts (film
and comics) as well as a discussion of post­
colonial aesthetics. Readings: works by new
French writers, leading French social scientists,
writers in exile and writers representing various
minority groups in France.
Spring semester 1999. Lane.

25. Centers and Peripheries in the
Francophone World. #, +
Team-taught interdisciplinary introduction to
the French-speaking world and the historical
relations between the countries that form it,
with a comparative study of their specific cul­
tural achievements. Intro course for the
Francophone Studies Concentration. (In
French with some lectures in English.)
Fall semester 1998. Lane with the participation
of DuPlessis, Grant, Hungerford, Judson.

30. Topics in 17th and 18th Century
Literature: Text and Visual Arts. *
A n investigation into: the visuality of the text;
the textuality of painting and art criticism.
Not offered 1998-99. Blanchard.

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Modern Languages and Literatures

33. Le Monde francophone: résistances
et expressions littéraires. #, +
Study of the cultural and historical experiences
of formerly colonized peoples as reflected in
their respective literature.
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximin.

36. Poésie d’écritures françaises. #, *
A thematic study of poetry with an emphasis
on both pre-18th Century hexagonal and con­
temporary African and Caribbean authors.
Not offered 1998-99. Rice-Maximin.

37. Ville et exclusion. #, +
A n overview of the major social issues con­
fronting today some of France’s major cities
which have become multicultural centers and
some of their counterparts, outside of France.
Not offered 1998-99. Lane.

40. French Theatre and Cultural
Studies.*
The course will explore: the works of
Corneille, Racine, Molière and others; ideolo­
gies of a spectacle society in the light of post­
modern theory.
(Cross-listed with Interpretation Theory)
Not offered 1998-99. Blanchard.

60. Le Reman du 19e Siècle.
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great socio-political change. Based pri­
marily on novels of Stendhal, Balzac, Flaubert
and Zola.
Not offered 1998-99. Moskos.

61. Odd Couplings: Writing and Reading
Across Gender Lines.
A comparative study of texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
Fall semester 1998. Moskos.

62. Le Romantisme.
The trauma of 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 of
this period as imaginary, sometimes almost
magical, solutions to cultural, political and per­
sonal dislocations.

224

Spring semester 1999. Moskos.

65. Baudelaire and Symbolism.
Not offered 1998-99.

70. Théâtre Moderne: Beyond Realism:
Meta-Theater in French and European
Brama.
Not offered 1998-99.

70F. Caribbean and French Civilizations
and Cultures. #, +
Study of the history of the French overseas
departments with collateral readings of literary
texts.
(See L1TR 70F.)
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximin.

7 1 F. French Critical Discourse: From
Barthes to Baudrillard.
A n introduction to the major French theorists
of post-modernity, focusing on the question of
representation. Taught in English.
(Cross-listed with Interpretation Theory)
Fall semester 1999. Blanchard.

72 . Le Roman du 20e Siècle.
Not offered 1998-99.

75F. Haïti, the French Antilles and
Guyane in Translation.
Study of literary texts and their rewri[gh]ting of
the local colonial history,
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximini

75F. French Language Attachment to
Haiti, the French Antilles and Guyane in
Translation.
Not offered 1998-99. Rice-Maximin.

76. Femmes écrivains. #, *
A study of the work of women from Africa, the
Caribbean, France and Québec. Material will
be drawn from diverse historical periods and
genres.
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximin.

7 7 . Prose Francophone: littérature et
société. #
Close readings and discussions of works from
the first and the new generations of writers
from the Francophone world. Topics will

include the impact of the oral tradition, aes­
thetics, politics and the role of the writer.
(Cross-listed with Black Studies)
Not offered 1998-99. Rice-Maximin.

78. Théâtre d’écritures françaises:
conscience et société. #
Close examination of plays and their staging
from and beyond the Hexagon.
(Cross-listed with Black Studies.)
Not offered 1998-99. Rice-Maximin.

79F. Scandal in the Ink: Lesbian/Gay
Traditions in French Literature.
(Cross-listed as LITR 79F)
Not offered 1998-99. Moskos.

79F. French Language Attachment to
Scandal in the Ink: Lesbian/Gay
Traditions in French Literature.
Not offered 1998-99. Moskos.

80F. Cities and Ghettos in Europe:
Comparative approaches to ethnic
relations in Europe and America.
In an age of globalization, the social, econom­
ic, political and cultural marks of ethnically
diverse societies are increasingly visible in
Europe and North America. Cities are the
priviliged spaces of these encounters. Ethnic
groups whose origins are continents apart are
now neighbors, a phenomenon encapsulated in
the paradox of “global cities.” How far are
these encounters producing similar experiences
on both sides of the Atlantic? Do historical
and political differences between states contin­
ue to shape distinctive patterns of ethnic rela­
tions in Europe and in the US? This course will
adopt an interdisciplinary approach to these
questions, bringing together disciplines rang­
ing from sociology and political science to
anthropology and cultural studies and will
emphasize the particular cases of France, the
US and Great Britain. Five main issues to be
explored in the course: (1) Cities, ghettos and
the sociology of knowledge, (2) Concentra­
tion, dispersion or segregation? (3) (Un)employment, (4) Political participation, (5)
Cultural production.
(Cross-listed as LITR 80F and SOAN 42)
(Optional French Language Attachment)
Fall semester 1998. Azouz Begag (Cornell Visit­
ing Professor).

91. Special Topics: Fashion and
Literature. * , +
W ith the help of theorists such as Michel
Foucault, Jean Baudrillard and Judith Butler,
we will examine how clothes as described in
literature perform sexual, ethnic and economic
identities. Our inquiry, based on texts from
Marguerite de Navarre, Montaigne, Molière,
Diderot, Baudelaire, Zola, Mallarmé and
Proust, will also help us in locating discontinu­
ities in the history of the relation between
style, text and the project of (post)-modemity.
Fall semester 1998. Blanchard.

93. Directed Reading.

SEMINARS
102. Baroque Culture and Literature. *
(Cross-listed with Interpretation Theory)
Not offered 1998-99. Blanchard.

104. Stendhal et Flaubert.
Not offered 1998-99. Moskos.

105. Proust.
Not offered 1998-99.

106. Poésie Symboliste.
Not offered 1998-99.

108. Le Roman du 20e siècle: Fictions,
Myths, ideologies from the Twenties to
the Present.
Not offered 1998-99.

109. Le Romantisme.
Not offered 1998-99. Moskos.

110 . Ecritures françaises hors de France:
Fiction et réel. #
We will explore the relationships between fic­
tion, history, and the real in a selection of texts
from the French overseas departments.
Not offered 1998-99. Rice-Maximin.

1 1 1 . Espaces Francophones: La Ville
réelle et imaginaire. #, +
From Paris to Algiers, to Dakar, to the utopian
city: a study of the francophone city as sociohistorical space, center of artistic creativity,
object of representation and metaphor, as
viewed in literature, film and the visual arts.
Texts will range from realist and surrealist nov-

225

Modem Languages and Literatures

els to utopian narratives and new forms of fic­
tion such as ‘littérature de banlieue’ and ‘lit­
térature de l’exil’. The course will cover differ­
ent areas of the francophone world such as
North Africa, West Africa, North America
(Quebec and New England), Europe (France
and Belgium) and South-East Asia, as well as
various literary genres.
Fall semester 1998. Lane.

112 . Ecritures francophones: Fiction
and History in the French-speaking
World. #, +
Historical and literary examination of texts
from Africa, the Caribbean and VietNam.
Not offered 1998-99. Rice-Maximin.

113 . Voyage et littérature: Exploration,
nomadisme et migration. #, +
A survey of the various forms of travel and dis­
placements having shaped the history and
daily life of various populations of the
Francophone world: exploration, migration,
nomadism, pilgrimages and other forms of
adventure, mystery and quest. W ith an indepth study of the various corresponding liter­
ary genres and forms of ‘scientific’ expression
that developed between the 18th century and
today: epic narrative, ‘récit de voyage’,
picaresque novel and other forms of fiction as
well as anthropological writing. From Manon
Lescaut, to modem myths of the Sahara desert,
to stories of rebellion against colonial inva­
sions and exotic love stories resulting from the
crossing of diverging cultures.
Spring semester 1999. Lane.

180. Thesis.
199. Senior Honors Study.
* = pre-1800
# = Francophone
+ = culture/civilization

German
German may be offered as a Major in Course or
as a Major or Minor in the Honors Program.
See the introductory departmental statement
for recommended supporting subjects and see
also German Studies program description.
Courses and seminars in literature are conduct­
ed in German. Students are expected to be suf­

226

ficiently proficient in German to do written
and oral work in German. To this end we
strongly advise students to spend an academic
semester in a German-speaking country before
their senior year.
Requirements for the Major in Course:
1. completion of a minimum of eight credits
in courses numbered 3B and above.
2. one of the eight credits may be taken in
English from among the courses on German
literature listed in the College Bulletin
under Literature in Translation (e.g., LITR
37G).
3. Seniors in Course are required to (a) do
German 91: Special Topics; (b) write a
Comprehensive Examination based on the
student’s course work; (c) submit an ex­
tended, integrative paper (approximately
15 double-spaced pages in length) on a gen­
eral literary topic agreed to by the Section.
This paper, due before the date for the
Comprehensive Examination, is comple­
mented by a discussion of the paper with
members of the Section, in German;
4- Majors in Course are encouraged to enroll
for at least one seminar in the Junior or
Senior year. (See the note on enrolling in
seminars.)
5. After studying abroad, Majors must take
two additional German classes.
Honors Program in German:
Requirements: Majors and Minors in the
Honors Program are expected to be sufficiently
proficient in spoken and written German to
complete all their work in German. All Majors
and Minors in Honors are strongly advised to
spend at least one semester of study in a
German-speaking country. Candidates are
expected to have a B average in course work
both in the Department and at the College.
Prerequisites:
Majors: German 13.
Minors: German 13 and one course numbered
50 or above.
Preparations:
Majors will prepare for exams by taking three
seminars. W ith the approval of the depart­
ment, it is possible to combine advanced onecredit courses or attachments, taken either at
Swarthmore or elsewhere, to form a prepara­
tion.

Minors will prepare for exams by taking one
seminar.
Senior Honors Study and Mode of Examination:
For Senior Honors Study, students are required
to present a 250-word outline (together with a
bibliography by February 15, indicating how
they intend to deepen (and when possible to
integrate) their preparation for each seminar.
The approved preparation in the form of a
1500-2000-word paper for each seminar, or, in
the case of majors, an integrated paper of 37505000 words based on two or more seminars,
will be added to the honors portfolio which
will also include the seminar syllabi and stu­
dent bibliographies.
The Honors Examination will take the form of
a three hour written exam based on the semi­
nars) and the one credit (one half credit for
minors) SHS preparation, and a one hour oral
panel exam based on the three written exams
for majors; a one half-hour oral examination
for minors.

COURSES
NOTE: N ot 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 section. All
courses numbered 50 and above are open to
students after German 13. (See note on
enrolling in Seminars.)

1B-2B, 3B. Intensive German.
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the explana­
tory note on language courses above. Normally
followed by 4,13, or 14.
IB. Fall semester. Pavsek and Plaxton;
2B. Spring semester. Simon and Plaxton;
3B. Fall semester. Faber and Plaxton.

4. Writing and Speaking German.
Emphasis is on the development of commu­
nicative skills in speaking and writing and the
consolidation of grammatical principles.
Selected readings of general interest, newspa­
per and magazine articles, radio and TV pro­

grams, films as well as some literary texts.
Recommended for students who plan to study
in a German speaking country.
May be counted towards the Major in German
and the Concentration in German Studies.
Spring semester. Faber.

5A. German Conversation.
A half-credit conversation course concentrat­
ing on the development of the students’ speak­
ing skills.
Prerequisite: German 4 in current or a previous
semester or the equivalent Placement Test
score.
Spring semester. Plaxton.

13. Introduction to German Literature.
A survey of German literature through close
readings of canonical texts (prose, drama, poet­
ry) from the late eighteenth century to the pre­
sent. The selections will be read in the context
of the artistic and socio-political developments
of the era and include authors like Goethe,
Tieck, Buchner, Keller, T. Mann, Kafka,
Brecht, and Bachmann. While the main goal
of the course is the development of skills in lit­
erary analysis, considerable attention will be
given to writing skills and speaking German.
Primary Distribution Course.
Fall semester. Werlen.

14. Introduction to German Studies: The
Places of “ Culture” In Twentieth Century
Germany.
A n introduction to major issues, methodolo­
gies and topics of the contemporary study of
German ‘culture’ between 1900 and 1960. We
will deal with a variety of ‘media’: essays, film,
fiction, visual arts, philosophy and social histo­
ry. Issues will include the question as to just
what ‘culture’ is (an object, a sphere of society,
a commodity, a disease, a social ‘opiate’, or
what?); the role of cultural producers (film­
makers, writers...) and their products; how
larger social processes and events are repre­
sented in culture (including representations of
women, class struggle, social change, the
advent of urban life).
Spring semester. Pavsek.

50. Zauberspriiche: deutsche Lyrik und
Lleder.
The ancient German incantations called
Zauberspriiche reveal the origin of lyric poetry

227

Modem Languages and Literatures

in magic spells. In this course we will set these
texts in (heir historical and social context,
weigh their formal elements, use translation as
a mode of interpretation, and explore the
sparking interaction of words and music in set­
tings of many of these texts. Readings will
include poetry by Goethe, the Romantics,
Bachmann and Sarah Kirsch.
Not offered 1998-99. Faber.

52. The Body Machine: Deconstructing
the Body Politic in Postwar German
Drama.
Contemporary German plays and stage produc­
tions have returned to the body as a contested
site for the manifold constructions of the dra­
matic. This course will ask how the decon­
struction of the body and of language in con­
temporary German drama relates to the public
sphere today and to the traditional role of
German theater as a political organ of enlight­
enment.
Not offered 1998-99. Simon.

54. Post-War German Cinema.
A study of (primarily west) German Cinema
from the “rubble films” of the immediate post­
war period, through the advent of the New
German Cinema in the sixties, to the present
state of German film in the “post-wall” era.
(Cross-listed as L1TR 54G.)
Not offered 1998-99. Pavsek.

68. The 68 Generation in Germany.
The course traces the historical, political, cul­
tural, and literary itinerary of the first genera­
tion bom in Germany after WWII and coming
to maturity in the late 60s and 70s.
Not offered 1998-99.

7 7 . Literature of Decadence.
Symbolist, fin-de-siècle, and modernist under­
standings of the evolution of civilization; the
themes of intellectual and spiritual crisis, the
“decline of the West,” “art for art’s sake” in
European poetry, drama and fiction during the
decades 1880-1920.
(See L1TR 77G.)
To be offered 1999-00. Werlen.

88. Frauen und Film.
This course emphasizes both the representa­
tion of women in German literature and film,
and more particularly the work of female film

228

directors and writers, examining the question
of women’s subjectivity against the background
of changing political and historical realities in
twentieth century Germany.
Spring semester. Faber.

91. Special Topics.
Study of individual authors, selected themes,
or critical problems. The topic for Spring 1999
will be Frauen und Film (see description
above)
Spring semester. Faber.

93. Directed Reading.

SEMINARS
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for
Honors may be done by particular courses plus
attachments only when seminars are not avail­
able.
NOTE: Students enrolling in a seminar are
expected to have done the equivalent of at
least one course beyond the German 13 level.

104. Goethe und seine Zeit.
A study of Goethe’s major works in the context
of his life and times.
Not offered 1998-99. Werlen.

105. Die deutsche Romantik.
Romanticism as the dominant movement in
German literature, thought, and .the arts from
the 1790’s through the first third of the 19th
century. Focus on Romantic aesthetics and
poetics, including the influence of German
Idealism.
Not offered 1998-99.

108. Wien und Berlin. (German Studies
Seminar).
This course will examine the multiple tensions
that characterized “fin-de-sifecle” Vienna and
Berlin.
To be offered 1999-00. Simon.

109. Rise of the Modern German Novel.
This seminar will discuss the development of
the modem German novel from Gustav
Freytag through late Thomas Mann. Novelists
to be read include Freytag, Fontane, T. Mann,
H. Mann, Marlitt, Doblin, Keun, Kafka, Musil,

and Jünger. Topics addressed are: realism and
modernism, the Brecht/Lukacs debate, the
“Krise des Romans”, advent of the proletarian
novel, left/right-wing modernism, and influ­
ence of mass-culture and film.
Spring semester. Pavsek.

110. German Literature after World
Warll.
The aim of the seminar is to acquaint students
with literary developments in the German
speaking countries after the end of World War
11. The survey of texts will address questions of
“Vergangenheitsbewältigung” and social cri­
tique in the 50s, the politicization of literature
in the 60s, the “Neue Innerlichkeit” of the 70s,
and literary postmodemity of the 80s. We will
also study the literature of the German
Democratic Rebuplic and texts dealing with
post-wall, unified Germany. Authors included
are Böll, Eich, Grass, Frisch, Bachmann,
Handke, Bernhard, Jelinek, Strauss, Wolf,
Delius, Plenzdorf, Süskind, Menasse.
Fall semester. Werlen.

199. Senior Honors Study.

Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
Honors Program. Prerequisites for both Course
students and Honors candidates are: Russian
4B, 11, and 13, or equivalent work.
Recommended supporting subjects: see the
introductory department statement.
Russian is the language of instruction in all
courses and seminars numbered 3B and above
(except Russian 11 and 13). Course majors are
required 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
Examination is based on work completed in
courses and seminars numbered 11 and above.
Honors Program in Russian Language and
Literature:
Majors:
Prerequisites:
1. At least one (1) semester of study in Russia
2. Russian 4B

3. Russian 11 (or a comparable course in
Russian)
4. Russian 13 and Russian 78 or Russian 79, or
Russian 80 or another advanced literature
course in another language (e.g. Chinese
18, Chinese 66, French 40, French 60,
German 77, Spanish 60, Spanish 77)
5. Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11 or
its equivalent.
Minors:
Prerequisites:
1. A t least one ( 1) semester of study in Russia.
2. Russian 4B
3. Russian 11 (or a comparable course in
Russian
4. Russian 13 or Russian 78 or Russian 79 or
Russian 80 or another advanced literature
course in another language (e.g. Chinese 18,
Chinese 66, French 40, French 60, German
77, Spanish 60, Spanish 77)
5. Minimum grade for acceptance into the
Honors program: B- level work in courses
taken at Swarthmore in language and in the
introductory literature course Russian 11 or
its equivalent.
Senior Honors Study:
A t the beginning of their final semester seniors
will meet with the Russian section head. (1 ) In
consultation with the section head majors will
prepare during the first four weeks of the last
semester a bibliography of additional readings
related to the content of their three (2 credit)
honors preparations. Majors will be expected to
write three (3) 2,500-3,000 word papers, one
for each Honors preparation, as expanded upon
and extended by the spring senior Honors
study work, or a 7,500 word paper which inte­
grates the three honors preparations as they
have been expanded upon and extended by the
spring senior Honors work. These 3 papers (or
1 long paper) will become part of the portfolio
which will be presented to the External
Examiners along with the syllabi of the three
(2 credit) Honors preparations and any other
relevant material. (2) In consultation with the
section head minors will prepare during the
first four weeks of the last semester a bibliogra­
phy of additional readings related to the con-

229

Modera Languages and Literatures

tent of their one (2 credit) honors preparation.
Minors will be expected to write one (1) 2,500
word paper which expands upon and extends
the single honors preparation and integrates it
with the major honors program, wherever pos­
sible. This paper will become part of the port­
folio which will be presented to the examiner
along with the syllabus of the one (2 credit)
honors preparation and any other relevant
material. (3) Mode of Examination: Majors will
be expected to take three (3) three hour writ­
ten examinations prepared by the External
Examiners as well as an M hour oral for each
based on the contents of each written exami­
nation and the materials submitted in the port­
folio. Minors will be expected to take a three
hour written examination prepared by the
External Examiner as well as an 'A hour oral
examination based on the contents of the writ­
ten examination and the materials submitted
in the portfolio.

COURSES
NOTE: N ot 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. Russian Reading and Itanslation.
For students who wish to acquire the funda­
mentals of Russian grammar and a reading
knowledge of the language. This course is
designed especially for those students in the
Social and Natural Sciences who seek to read
and translate scholarly, scientific materials in
the original.

1B-2B, 3B. Intensive Russian.
For students who begin Russian in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses above. Normally
followed by 4B, and 11.
IB. Owen and Katsenelinboigen;
2B. Owen and Katsenelinboigen;
3B. Forrester and Katsenelinboigen.

230

4B. Advanced Intensive Russian.
For majors and those primarily interested in
perfecting their command of language.
Advanced conversation, composition, transíation, and stylistics. Considerable attention
paid to writing skills and speaking. Readings
include short stories and newspapers. Conducted in Russian.
Spring semester 1999. Forrester and Katsenelinboigen.

I
I
I
I
I
1
j

6A . Russian Conveisation.
A A credit conversation course which meets
once a week for 1'A hours. Students will read
journals and newspapers and see films as part of
their preparation for conversation.
Prerequisite: 4B in current or a previous semester or permission of instructor.
Spring semester 1999. Katsenelinboigen.

I
I
I

I

1 1 . Introduction to Russian Culture.
A n interdisciplinary introduction to Russian
culture and the field of Slavic Studies, with visiting lectures from Tri-College faculty in relevant disciplines: Anthropology, Architecture,
Economics, Folklore, History, Literature,
Music, Sociology. Readings, lectures and discussions in English. A n optional fourth hour
attachment (for additional one-half credit)
supplements the course for Russian majors or
minors, with readings and discussion in
Russian.
Primary distribution course.
Fall semester 1998. Owen and Katsenelin­
boigen.

|
1
j
I
1
1
1
I
I

I

13. The Russian Novel.
The rise of the Russian novel in the 19th cen­
tury during the struggle against serfdom and
the transition to an urban industrial society
and revolution in the 20th century. The quest
for freedom and social justice in a moral soci- I
ety with particular emphasis on the works of |
Gogol, Turgenev, Dostoevsky, Tolstoy, j
Bulgakov, and Solzhenitsyn. Lectures and read­
ings in English. (Russian majors will be
required to read a part of the material in
Russian.)
(see LITR 13R.)
No prerequisite. .
Primary distribution course.
Fall semester 1998. Bradley.

15. Russian and East European Prose.
Novels and stories by the most prominent
20th-century writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of approaching
the religious, linguistic and historical diversity
of Eastern Europe in an era of war, revolution,
political dissent and outstanding cultural and
intellectual achievement. Readings, lectures
and discussion in English; qualified students
may do some readings in the original Ianguage(s).
(See L1TR 15R.)
Primary distribution course.
Spring semester 1999. Forrester.

16. History of the Russian Language.
An introductory course. A study of the origin
of the Russian language and its place among
the other modem Indo-European and Slavic
languages. The uses of philology and linguistics
for the ideological and stylistic analysis of liter­
ary texts.
Satisfies the linguistics requirement for teacher
certification.
Not offered 1998-99. Forrester.

91. Special Topics.
(For senior majors.) Study of individual
authors, selected themes, or critical problems.
Spring semester 1999. Staff.

93. Directed Reading.

SEMINARS
10 1. Tolstoy.
102. Russian Short Story.
103. Pushkin and Lermontov.
104. Dostoevsky.
105. Literature of the Soviet Period.
106. Russian Drama.
107. Russian Lyrical Poetry.
108. Russian Modernism.
109. Chekhov.
Spring semester 1999. Bradley.

110. Dulgakov.

1 1 1 . The Hysterical Poets: Tsvetaeva and
Mayakovsky.
112 . The Acmeists.
113 . Tolstoy: Philosophy and Religion in
Russian Literature.
114 . Folklore in Russian Literature.
Fall semester 1998. Forrester.

Spanish
Requirements for the major are the following:
(1) the completion of at least one semester of
study in a Spanish-speaking country in a pro­
gram approved by the Spanish Section; (2) the
completion of a minimum of 8 credits of
advanced work in courses numbered 3B and
above; (3) one of these courses must be 11 or
13; (4) one of the eight credits of advanced
work may be taken in English from among
those courses listed in the College Bulletin
under Literatures in Translation, provided that
it is a course pertinent to the student’s major;
(5) all majors are strongly encouraged to take
at least one seminar offered by the Section.
The Honors Program in Spanish:
Candidates for the major or minor in Spanish
must meet the following requirements prior to
being accepted for the program in Honors: (a)
a B average in Spanish course work at the
College; (b) the completion at Swarthmore of
either Spanish 11 or 13 and one course num­
bered above 13; (c) the completion of at least
one semester of study in a Spanish speaking
country in a program approved by the Spanish
Section; and (d) demonstrated linguistic abili­
ty in the language. Students may represent
fields for external examination based on any of
the following: (1) two credit seminars offered
by the Section or (2) the combination of two
advanced courses numbered above thirteen
that form a logical pairing. All majors in the
Honors program must do three preparations for
a total of six units of credit while all minors
must complete one preparation consisting of
two units of credit.
Seniors Honors Study:
A t the beginning of their final semester,
seniors (both minors and majors) will meet
with their respective instructors whose course
work reflects their preparation for external

231

Modern Languages and Literatures

examination. O n the basis of these consulta­
tions, the student will prepare a bibliography of
additional readings related to either their six
(major) or two (minor) credit preparation dur­
ing the first four weeks of the semester. Majors
will write three research papers of 2,500 words
each, one for each field of honors preparation
or, if they choose, a 7,500 word paper in which
they integrate their three fields of study for
honors. This paper (papers) will become part of
the student’s portfolio to be presented to the
External Examiners along with the syllabi of
their honors preparation. Minors will write one
research paper of 2,500 words which expands
upon their single honors preparation and,
where possible, iontegrates it with their major
honors program. This paper will become part of
the student’s portfolio to be presented to the
examiner along with the syllabi of the two
credit honors preparation. It should be noted
that the preparation of these papers will not be
supervised by members of the faculty. All essays
must be submitted to the Head of the Section
no later than the first day of the written exam
period, so that they may be forwarded to the
examiner. All majors will receive one (1) unit
of credit and all minors a half {'A) unit of cred­
it for the completion of their Senior Honors
Study.
Mode of Examination:
Majors will take three (3) three-hour written
examinations prepared by the external exam­
iners as well as three (3) half-hour oral exams
based on the contents of each field o f prepara­
tion and the materials contained within the
student’s portfolio. Minors will take one (1)
three-hour written examination prepared by
the external examiner as well as one (1) halfhour oral exam based on the contents of the
written examination and the materials con­
tained in the student’s portfolio. All exams will
be conducted exclusively in Spanish.

COURSES
NOTE: N ot all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consulta­
tion with thè Department.

1B-2B, 3B. Intensive Spanish.
For students who begin Spanish in college.

232

Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanato­
ry note on language courses above. Normally
followed by 4B, 11, or 13.

2B-2. Intensive Spanish.
Offered in the Fall semester to students who
have had at least a year of Spanish.

4B. intensive Spanish.
For majors and others who wish an advanced
language course. Much attention paid to pro­
nunciation, writing skills, speaking, and the
most difficult concepts of Spanish grammar.
A n ideal course prior to study abroad.
Each semester.

6A . Spanish Conversation.
A 'A credit conversation course which meets
once a week for 1'A 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 permission
of instructor.
Each semester. Friedman.

1 ! . Introduction to Spanish Literature.
A study of representative fiction, poetry, and
drama of the 19th and 20th centuries.
Discussions, papers.
Prerequisite: Spanish 4B, the equivalent, or
permission of instructor.
Primary Distribution Course.
Fall semester 1998. DeGrado, Parrack.

13. Introduction to Spanish American
Literature.
This course presents a selection of texts from
the mid-nineteenth century until today. Stu­
dents develop skills in literary analysis,
increase their power to speak and write
Spanish, and acquire a foundation for the
future exploration of Latin America’s literary
production. Readings include narrative, essays
and poetry representing the romantic, natural­
ist, realist, modernist, vanguardist, and other
contemporary trends, studied in their historical
context.

Prerequisite: Spanish 4B or its equivalent, or
I permission of instructor.
Primary Distribution Course.
I Spring semester 1999. Camacho de Schmidt.
NOTE: Spanish 11 or 13, the equivalent, or
consent of instructor is prerequisite for the
I courses in literature that follow:
43 .
Multiculturalismo y subversión en
I Cervantes.
I Many of Cervantes’s works offer up unique rep­
resentations of cultures that were considered as
[ “other” in the literary world of Renaissance
Spain— from the “low” culture of the picaros
and gypsies to the exotic cultures of different
[ regions of Spain and Europe. In this course we
will not only observe these cultural representa­
tions, but also examine their possible functions
I (both literary and ideological) in Cervantes’s
works. Texts include several “Novelas ejemI piares” and “Entremeses” as well as selected
passages from “Don Quijote” and “Persiles and
Segismunda.”
[ Spring semester 1999. Parrack.
66 . Escritoras españolas del siglo 19

y 20.
! The course will explore the literary production
I that results from die struggle of 19th century
women such as Gertrudis Gómez de
Avellaneda, Carolina Coronado, Rosalía de
Castro, Cecilia Bóhl de Faber and Emilia Pardo
! Bazán to use the pen as a means of self expres­
sion and freedom, to the works of postwar
[ authors such as Carmen Laforet, Ana Maria
j Matute, Mercé Rodoreda and the contempoj rary ones, Carmen Martin Gaite, Montserrat
Roig, Esther Tusquets and others.
! Fall semester 1999. Guardiola.

i 72. La novela española de la democracia:
pluralidad y destrucción del canon.
The new generations of Spanish novelists are
prolific, and their production shows a great
I variety of narrative expression, finally free of
censorship at the end of the Franco dictator­
ship. Works by Eduardo Mendoza, Antonio
Muñoz Molina, Carmen Martin Gaite, Rosa
Montero, Montserrat Roig, Carmen Riera,
Julio Llamazares and others.
Fall semester 1998. Parrack.

■

76. Grandes veces de América: la poesía
del siglo XX .
Latin America has produced some of the great
poets of this century. Reflecting a specific New
World history and geography, the work of these
foundational poets also searches for what it
means to be human. Texts by Vallejo,
Huidobro, Neruda, Guillén, Paz, Borges, Parra,
Mistral, Cardenal, and Alegría.
Spring semester 2000. Staff.

78. La novela social de México.
From the Mexican Revolution of 1910 to the
North American Free Trade Agreement and
the Zapatista uprising of 1994, Mexico has
struggled for democracy, justice and moderniza­
tion. Throughout the century, Mexico’s narra­
tive has explored social conflict in urban and
rural settings, among Indigenous or mestizo
communities, from the perspective of political
activists or intellectuals, men or women. Texts
are selected from works by Azuela, Yáñez,
Guzmán, Campobello, Revueltas, Rulfo,
Castellanos, Fuentes, Poniatowska, Leñero,
Garro, Montemayor, Molina, Gardea and
Boullosa.
Spring semester 1999. Camacho de Schmidt.

80. La narrativa chilena desde el guipe
militar.
This course will explore the literary responses
of Chilean intellectuals to the more than six­
teen years of military dictatorship under
Augusto Pinochet. Emphasis will be given to
the socio-historical context of the period and
of the novels and short stories to be read.
Authors will include both those who remained
in Chile after the coup in 1973 and those who
were forced into exile. Works by Hernán
Valdés, José Leandro Urbina, Pía Barros,
Antonio Skármeta, Elizabeth Subercaseaux,
Paulina Matta, Isabel Allende, Alberto Fuguet
and Poli Délano.
Fall semester 1998. Hassett.

82. La mujer mirando al hombre:
Escritoras hispanoamericanas del
siglo X X .
The course will examine both novels and short
stories written by Latin American women writ­
ers whose principal focus is upon men and the
social, political and economic structures that
they have fostered as well as the response of
women to such structures. Writers will include

233

Modern Languages and Literatures

María Luisa Bombal, Isabel Allende, Luisa
Valenzuela, Angeles Mastretta, Pía Barros,
Paulina Matta, Rosario Ferré and others.
Fall semester 1999. Hassett.
Courses to be offered in subsequent years:

4 1. Obras maestras de la Edad Media y
del Renacimiento.
67. La guerra civil española en la
literatura y el cine.
70. Rebeldía y renovación artística: el
modernismo y la generación del 98.
7 1 . Literatura española contemporánea.
74 . Literatura española de posguerra.
7 7 . La novela hispanoamericana del
siglo X X .
79. El cuento hispanoamericano.
83. El tirano latinoamericano en la
literatura.
85. Nanativa hispánica contemporánea
de los Estados Unidos.

SEMINARS
Students wishing to take seminars must have
completed at least one course in Spanish num­
bered 30 or above or obtained permission from
the instructor.

10 1. La novela hlspanoamericana del
siglo X X .
102. Cervantes.
103. La guerra civil espanfila.
104. La narrativa de Mario Vargas Uosa.
105. Federico Garcia Lorca.
We will examine the masterful literary produc­
tion of this internationally known Spanish
writer who speaks to the “outcasts”. Lorca’s
work synthetises traditionally Spanish themes
and values with contemporary European
trends. The readings will cover different peri­
ods and genre’s of Lorca’s literary production.
Poetry such as Romancero Gitono, Poeta en
Nueva York and dramatic works including Dona
Rosita la soltera, Yerma, La casa de Bemarda
Alba, Bodas de sangre and others.
Spring semester 2000. Guardiola.

234

106. Visiones narrativas de Carlos
Fuentes.
10 7. Héroes y villanos: el siglo XIX
español y la democratización literaria.
108. La narrativa de Isabel Allende: la
escritura como sobrevivencia.
After a brief introduction to the important
position by this Chilean writer in the fiction of
the “post-boom,” this seminar will examine all
of her prose fiction. A major theme running
through these texts from La casa de los espíri­
tus to her most recent Paula is the use of the
pen as a defense against both historical and
personal tragedy.
Spring semester 1999. Hassett.

109. Unamuno o el hambre de Dios.

Music and Dance

JAMES FREEMAN, Professor of Music
SHARON E . FRIEDLER, Professor of Dance, Director of the Dance Program
GERALD LEVINSON, Professor of Music
ANN K. McNAMEE, Professor of Music and Chair
JOHN ALSTON, Associate Professor of Music
MICHAEL MARISSEN, Associate Professor of Music
THOMAS WHITMAN, Assistant Professor of Music (part-time)3
KIM 0. ARROW, Assistant Professor of Dance (part-time)
SALLY HESS, Assistant Professor of Dance (part-time)23
LA DEVA DAVIS, Associate in Performance (Dance)
DOROTHY K. FREEM AN, Associate in Performance (Music)
DOLORES LUIS GMITTER, Associate in Performance (Dance)
SARAH I0ANNIDES, Associate in Performance (Music)
MICHAEL JOHNS, Associate in Performance (Music)
C. KEMAL NANCE, Associate in Performance (Dance)
PAULA SEPINUCK, Adjunct Associate in Performance3
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)
JUDY LORD, Administrative Assistant
ORCHESTRA 2001, ENSEMRLE IN RESIDENCE

2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.

5 Spring semester, 1999.

MUSIC

tion. Up to 16 half-credits may be granted
toward graduation.
Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 15, 16, or
17), four semester courses in history (including
Music 20 and either 21 or 22), meet the basic
piano requirement, pass five repertory exams,
and pass the comprehensive exam. Majors par­
ticipate in at least one of the Department’s per­
forming organizations.
Major in the Honors Program: A student intend­
ing to major in the Honors Program will fulfill
the same prerequisites as listed above, will pass
five repertory exams beginning with the class
of 1998, will meet the basic piano requirement,
and will normally submit three preparations
(including at least one preparation in theory
and one in history), subject to departmental
approval. Senior Honors Study in Music may

The study of music as a liberal art requires an
integrated approach to theory, history, and per­
formance, experience in all three fields being
essential to the understanding of music as an
artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes of organization
in composition, and to evolve methods of
musical analysis. History courses introduce stu­
dents to methods of studying the development
of musical styles and genres, and the relation­
ship of music to other arts and areas of thought.
The Department encourages students to devel­
op performing skills through private study and
through participation in the Chorus, Early
Music Ensemble, Jazz Ensemble, Orchestra,
Wind Ensemble, and chamber music coaching
program which it staffs and administers. The
Department also assists instrumentalists or
singers to finance the cost of private instruc­

235

Music and Dance

take the form of a thesis, a composition portfo­
lio, a senior recital, or a combination of the
above. Any Theory/Composition course num­
bered 15 or higher, or any history course, can
be used as the basis of a paper when augment­
ed by a concurrent or subsequent attached unit
of additional research, or by directed reading,
or by a tutorial.
Minor m the Honors Program: A student intend­
ing to minor in the Honors Program will fulfill
the same prerequisites as those for a major in
course, will meet the basic piano requirement,
and will normally submit one preparation in
music. For further details consult the guidelines
for Honors Study available in the Department
office.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge of French
and German. A reading knowledge of Latin is
also desirable for students planning to do grad­
uate work in musicology.
Proficiency on an instrument: All majors in
music will be expected to play a keyboard
instrument well enough by their senior year to
perform a two-part invention of J.S. Bach and
a first movement of an easy late-18th or early19th century sonata. In addition, they must
demonstrate skill in score reading and in real­
izing figured basses. The Department recom­
mends that majors take two semesters of Music
42 to develop these skills.
The basic piano program: This program is
designed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study and also to help stu­
dents meet the keyboard requirements outlined
above. It is open to any student enrolled in a
theory course numbered 11 or higher. No aca­
demic credit is given for basic piano.
Special scholarships and awards in music include:
The Garrigues Music Awards: See p. 75.
The Fetter String Quartet Scholarships: See p.
29.
The Renee Gaddie Award: See p. 75.
Music 48 Special Awards: See p. 77.
Friends of Music and Dance Summer Awards:
See p. 75.
The Boyd Barnard Prize: See p. 74.
The Peter Gram Swing Prize: See p. 78.
The Melvin B. Troy Prize: See p. 78.

236

CREDIT FOR PERFORMANCE
NOTE: All performance courses are for half­
course credit per semester. A total of not more
than eight full credits (16 half-credit courses)
in Music and Dance may be counted toward
the degrees of Bachelor of Arts and Bachelor of
Science. No retroactive credit is given for per­
formance courses.
Individual Instruction (Music 48)
Music Majors and members of the Wind
Ensemble, Chorus, Early Music Ensemble,
Gamelan, Gospel Choir, Jazz Ensemble, and
Orchestra may, if they wish, take lessons for
credit. Instrumentalists for whom opportuni­
ties do not exist in the above ensembles may
qualify for Music 48 by taking part in the
Department’s Program for Accompanists. For
further details consult the Music 48 guidelines
available from the Department office.
Students who wish to take Music 48 (Individ­
ual Instruction) must register for the course
and submit an application to the Department
at the beginning of each semester. Forms are
available in the Department office. Although
it is necessary to be a member in good standing
of a Department performance group or the
Gospel Choir, it is not necessary to be regis­
tered for credit in that performing group.
A student applying for Individual Instruction
should be at least at an intermediate level of
performance. The student will arrange to work
with a teacher of her/his choice, subject to the
approval of the Department, which will then
supervise the course of study and grade it on a
credit/no credit basis. Teachers will submit
written evaluations, and the student will per­
form for a jury at the end of the semester and
submit to the faculty a short paper on the piece
to be performed at the jury. The Department
will then decide whether the student should
receive credit, and whether the student may re­
enroll for the next semester.
For students enrolled in Music 48, approxi­
mately one-third of the cost of ten lessons will
be paid by the Department to the teacher.
Section leaders in the Chorus and Orchestra
and Majors receive subsidies of two-thirds the
cost of ten lessons. Gaddie, Fetter, Garrigues
and other scholarships may subsidize up to the
entire cost of private lessons for the more musi­
cally advanced students at the College.

All students enrolled in Music 48 are strongly
encouraged to perform in student chamber
music concerts and to audition for concertos
with the Orchestra and solos with the Chorus.
Orchestra, Chorus, Wind Ensemble, Early
Music Ensemble, Gamelan, Chamber Music,
Jazz Ensemble, 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), Gamelan
(Music 49), or Keyboard Workshop (Music 50)
for credit with the permission of the
Department member who has the responsibili­
ty for that performance group. The amount of
credit received will be a half-course in any one
semester. Students applying for credit will ful­
fill requirements established for each activity,
i.e., regular attendance at rehearsals and per­
formances and participation in any supplemen­
tary rehearsals held in connection with the
activity. Students are 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 performed
during the semester. It should include the
names of all students who have agreed to work
on the repertoire, the names of all coaches who
have agreed to work with them, and the pro­
posed dates for performance in a student cham­
ber music concert.
A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach at
least every other week. All members of the
group should be capable of working well both
independently and under the guidance of a
coach, also capable of giving a performance of
high quality. It is not necessary for every person
in the group to be taking Music 47 for credit,
but the Department assumes that those taking
the course for credit will assume responsibility
for the group, making sure that the full group is
present for regular rehearsals and coaching ses­
sions.
Students taking the Keyboard Workshop (Mu­
sic 50) will develop and refine skills in accom­
panying and sight-reading through work with
the chamber, song, and four-hand repertoire.

COURSES AND SEMINARS
1 . Introduction to Music.
This course is designed to teach intelligent lis­
tening to music by a conceptual rather than
historical approach. Although it draws on
examples from folk music and various nonWestern repertories, the course focusses pri­
marily on the art musics of Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
Spring semester. Marissen.

2. Fundamentals of Music.
Notation, scales, keys, chords, and sight read­
ing. Strongly recommended as preparation for
(or concurrent with) all upper-level music
courses.
Fall semester. Alston.

3. Jazz History.
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. Included are the delineation of the var­
ious styles and detailed analysis of seminal fig­
ures. Emphasis is on developing the student’s
ability to identify both style and significant
musicians.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1998-99.

4. Opera.
A survey of the history of opera, with special
emphasis on and study of scenes from selected
works. For those with vocal abilities, the course
will include preparation of specific scenes, but
it is open to students with no particular perfor­
mance skills and no prior musical experience.
Fall semester. J. Freeman.

5. Music as Social History.
This course will explore folk music, including
African-American music from the slavery
period and after, as the expression of the life
experience, collective history, and aspirations
of the people from whom it springs.
Not offered 1998-99.

6. Beethoven and the Romantic Spirit.
A n introduction to Beethoven’s compositions
in various genres.

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Music and Dance

Not offered 1998-99.

7 . W .A. Mozart.
Study of Mozart’s compositions in various
genres and of the peculiar interpretive prob­
lems in Mozart biography.
Open to all students without prerequisite.
Primary distribution course in the Humani­
ties.
Fall semester. Marissen.

8. The Music of Asia.
A n introduction to selected musical tradi­
tions from the vast diversity of non-western
cultures. 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.
This course counts toward a program in
Asian studies.
Spring semester. Levinson.

10. Women In Music: Composers.
This course traces some of the contributions
made by women composers to the art of
music from the Middle Ages to the present.
Not offered 1998-99. See Music 35.

THEORY AND COMPOSITION
Students who anticipate taking further cours­
es 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 of it. Majors will normally take
Music 11,12,13,14, and one of 15,16, or 17
in successive years.

1 1 . Harmuny and Counterpoint 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 of Music 40A per week, without
additional credit, is required. In addition,
students with minimal keyboard skills are

238

required to take basic piano.
Fall semester. McNamee.

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12. Harmony and Counterpoint 2.

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W ritten musical exercises include composition of original materials as well as commentary on excerpts from the tonal literature.
Prerequisite: Music 11 (or the equivalent).
One section of Music 40B per week, without
additional credit, is required. Basic piano is
also required for some students.
Spring semester. Staff.

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13. Harmony and Counterpoint 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).
One section of Music 40C per week, without
additional credit, is required. Basic piano is
also required for some students.
Fall semester. Levinson.

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14 . Harmony and Counterpoint 4.
Advanced work with chromatic harmony I
and tonal counterpoint.
Prerequisite: Music 13.
One section of Music 40D per week, without I
additional credit, is required. Basic piano is I
also required for some students.
Spring semester. Levinson.

15. Harmony and Counterpoint 5.
Detailed study of a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 14.
Spring semester. McNamee.

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16. Schenker.
A n introduction to Schenkerian analysis. An
extension of traditional analytical tech­
niques, incorporating Schenker’s principles
of voice leading, counterpoint, and harmony.
Prerequisite: Music 14.
Not offered 1998-99.

I

1 7 . History of Music Theory.
A survey of primary sources (in translation)
from Boethius, Tinctoris, and Zarlino

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through Rameau, Riemann, and Schoenberg.
Prerequisite: Music 14.
Not offered 1998-99.

18. Conducting and Orchestration.
A study of orchestration and instrumentation
in selected works of various composers and
through written exercises, in combination
with practical experience in conducting,
score reading, and preparing a score for
rehearsal and performance.
Spring semester. J. Freeman.

19. Composition.
Fall and spring semesters. Levinson.

61. Jazz Improvisation.
A systematic approach that develops the
ability to improvise coherently, emphasizing
the Bebop and Hard Bop styles exemplified
in the music of Charlie Parker and Clifford
Brown.
Not offered 1998-99.

23. IWentieth-Century Music.
A study of the various stylistic directions in
music of the 20th Century. Representative
works by composers from Debussy,
Stravinsky, and Schoenberg, through
Copland, Messiaen, and post-war composers
such as Boulez and Crumb, to the younger
generation, will be examined in detail.
Prerequisite: a knowledge of traditional
notation.
Not offered ¡998-99.

32. History of the String Quartet.
A history of 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
Beethoven.
Prerequisite: a knowledge of traditional
notation.
Not offered 1998-99.

33. The Art Song.

HISTORY OF MUSIC

A study of various solutions by various com­
posers to the problems of relating poetry and
music.
Not offered 1998-99.

20. Medieval and Renaissance Music.

34. J .S . Bach.

A survey of European art music from the late
Middle Ages to the sixteenth century.
Relevant extra-musical contexts will be con­
sidered.
Prerequisite: a knowledge of traditional
notation.
Fall semester. Marissen.

Study of Bach’s compositions in various gen­
res. For the instrumental music this involves
close consideration of style and signification.
For the vocal music it also involves study of
ways Bach’s music interprets, not merely
expresses, his texts.
Prerequisite: a knowledge of traditional
notation.
Spring semester. Marissen.

21. Baroque and Classical Music.
A survey of European art music from the six­
teenth-century
Italian
madrigal
to
Beethoven’s Eroica symphony. Relevant
extra-musical contexts will be considered.
Prerequisite: a knowledge of traditional
notation.
Not offered 1998-99.

22. Nineteenth-Century Music.
The development of the “Romantic Style”
from late Beethoven and Schubert to
Wagner and Verdi.
Prerequisite: a knowledge of traditional nota­
tion.
Spring semester. J. Freeman.

35. Wumen Composers and
Choreographers.
A survey of women choreographers and com­
posers. Choreographers range from Sallé and
Duncan through Graham, Tharp and Zollar,
composers from Hildegard through Zwilich.
Topics include form, phrasing, text and
social/political comment. Open to all stu­
dents. One credit.
Spring semester. Friedler/McNamee.

36. Music Since 1945.
A study of contemporary concert music,
including such composers as Messiaen,

239

Music and Dance

Crumb, Boulez, Cage, Babbit, Carter,
Lutoslawski, Ligeti. Electronic music, collage,
chance and improvisation, and minimalism
will also be examined, as well as the current
trends toward Neo-Romanticism and stylistic
pluralism.
Not offered 1998-99.

37. Contemporary American Composers.
A study of the works and thought of six impor­
tant American composers. The course will
stress intensive listening and will include dis­
cussion meetings with each of the composers.
Prerequisite: a knowledge of traditional
notation.
Not offered 1998-99.

38. Color and Spirit: Music of Debussy,
Stravinsky, and Messiaen.
A study of twentieth-century music focusing
on the great renewal of musical expressions,
diverging from the Austro-German classicromantic tradition, found in the works of these
three very individual composers, as well as the
connections among them, and the resonances
of their music in the work of their contempo­
raries and successors.
Prerequisite: a knowledge of traditional musi­
cal notation.
Not offered 1998-99.

39. Music and Dance: Criticism and
Reviewing.
This course, team taught by music and dance
faculty with supplemental visits by guest lec­
turers who are prominent in the field of
reviewing, will cover various aspects of writing
about the performance of music and dance:
previewing, reviewing, the critic’s role and
responsibilities, and the special problems of
relating performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.
Not offered 1998-99.

92. Independent Study.
93. Directed Reading.
95. Tutorial.
Special work in composition, theory, or history.
One or two credits.

240

96. Senior Thesis.
One or two credits.

99. Senior Honors Recital.
Honors music majors who wish to present a
senior recital as one of their Honors prepara­
tions must register for Music 99, after consulta­
tion with the Music faculty. See Honors pro­
gram guidelines.

SEMINARS
100. Harmony and Counterpoint 5.
See Music 15.
(One-credit seminar equivalent to a two-cred­
it seminar.)
Prerequisite: Music 14.
Spring semester. McNamee.

10 1. J .S . Dach.
See Music 34.
Study of Bach’s compositions in various genres,
examining music both as a reflection of and
formative contribution to cultural history.
(One-credit seminar equivalent to a two-cred­
it seminar.)
Prerequisites: Music 11 and German IB (high­
er levels in both strongly recommended;
Religion 18 also recommended), or permission
of instructor.
Spring semester. Marissen.

102. Color and Spirit: Music of Debussy,
Stravinsky, and Messiaen.
(See Music 38).
(One-credit seminar equivalent to a two-credit
seminar)
Prerequisite: Music 13 (concurrent enrollment
possible by permission of the instructor).
Not offered 1998-99.

103. Russian Music.
A survey of Russian music from the early 19th
century (Glinka) through Mussorgsky,
Tchaikovsky, Borodin, Rimsky, and into the
20th century: Scriabin, Stravinsky, Prokofief,
Shostakovich,
Schnittke,
Gubaidulina,
Ustvolskaya.
Prerequisite: Music 11-12.
Fall semester. J. Freeman.

199. Senior Honors Study.
One-half credit for music majors and minors in
the Honors Program.

PERFORMANCE
(Half-credit courses)
NOTE: The following performance courses are
for half-course credit per semester. See p. 236
for general provisions governing work in per­
formance for credit toward graduation.

40A. Elements of Musicianship I.
Sight-singing, rhythmic and melodic dictation.
Required for all Music 11 students without
credit. Also open to other students for halfcredit.
Fall semester. McNamee.

40B. Elements of Musicianship II.
Prerequisite: Music 40A.
Sight-singing, rhythmic and melodic dictation.
Required for all Music 12 students without
credit. Also open to other students for halfcredit.
Spring semester. Staff.

40C. Elements of Musicianship Hi.
Prerequisite: Music 40B.
Sight-singing, rhythmic and melodic dictation.
Required for all Music 13 students without
credit. Also open to other students for half­
credit.
Fall semester. loaniddes.

40D. Elements of Musicianship IV.

43. Performance (Chorus).
Both semesters. Alston.

44. Performance (Orchestra).
Meets Thursday nights.
Both semesters. Ioannides.

45. Performance (Early Music Ensemble).
Both semesters. Marissen.

46. Performance (Wind Ensemble).
Both semesters. Johns.

4 7. Performance (Chamber Music).
(See guidelines for this course on page 237.)
Both semesters. D. Freeman.

48. Performance (individual Instruction).
(See the guidelines for this course on page
236.) Specific and updated guidelines are dis­
tributed at the beginning of each semester.
Both semesters.

49. Performance (Ralinese Gamelan).
Performance of traditional and modem compo­
sitions for Balinese Gamelan (Indonesian per­
cussion orchestra). Students will leam to play
without musical notation. No prior experience
in Western or non-Westem music is required;
open to all students with the instructor’s
approval.
Both semesters. Whitman.

50. Keyboard Workshop.
Developing and refining skills in accompany­
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.
Not offered 1998-99.

Prerequisite: Music 40C.
Sight-singing, rhythmic and melodic dictation.
Required for all Music 14 students without
credit. Also open to other students for halfcredit.
Spring semester. Ioannides.

7 1 . Rhythmic Analysis and Drumming.

41. Performance (Jazz Ensemble).

Cross-listed as Dance 72.
Not offered 1998-99.

Meets Monday nights.
Both semesters. Alston.

Cross-listed as Dance 71.
Spring semester. Arrow.

72. Asian Performance Theory:
Indonesia, China, Japan: Looking at the
East through Western Eyes.

42. Keyboard Musicianship.
Both semesters.

241

Music and Dance

1 senior project and/or thesis (Dance 94,95, or
96 [1 cr.]).
Dance, a program within the Department of Major or Minor in the Honors Program
Music and Dance, shares the Department phi­ A major or minor in dance through the Honors
losophy that courses in theory and history
Program is also available for students in the
should be integrated with performance. By class of 1997 and onward. Please consult dance
offering a balance of cognitive, creative, and
faculty for further information and guidelines.
kinesthetic classes in dance we present a pro­
Performance Dance: Technique
gram which stands firmly within the tradition
In a typical semester over twenty-five hours of
of Swarthmore’s liberal arts orientation. The
dance technique classes are offered on graded
instructors strive to create an atmosphere of
levels presenting a variety of movement styles.
cooperative learning; one which affirms group
Technique courses, numbered 40 through 48,
process and fosters comradery.
50 through 58, and 60 or 61, may be taken for
Special Major: Dance and a second discipline
academic credit SE niay be taken to fulfill phys­
Students may combine the study of dance with
ical education requirements. Advanced
substantive study in another discipline. The
dancers are encouraged to audition for level III
two disciplines in this major may be philo­ technique classes and for Dance Repertory
sophically linked or may represent separate
(Dance 49). A total of not more than eight full
areas of the student’s interest. Some examples
credits (16 half-credit courses) in performance
are: English, history, linguistics, music, philos­ dance technique classes and in music perfor­
ophy, religion, sociology/anthropology, and
mance classes may be counted toward the
theatre. For this major, 6 dance credits from
degrees of Bachelor of Arts and Bachelor of
the core program listed below are joined by 6
Science. No retroactive credit is given for per­
credits in one other discipline. Such special
formance classes.
majors require the approval of the dance pro­ Dance Program Performance Opportunities
gram and the other department involved.
All interested dancers are encouraged to audi­
Planning for these majors should take place as
early in the student’s program as possible; stu­ tion for student and faculty works. These audi­
tions take place several times each semester;
dents are encouraged to develop their plans in
dates are announced in classes and in the
consultation with the Director of Dance and
Weekly News. Formal concerts take place
with a faculty advisor in the other discipline.
toward the end of each semester; informal stu­
Special majors are urged to supplement their
dio concerts are scheduled throughout the year.
study with appropriate courses in anatomy, art,
The Program in Dance regularly sponsors guest
history, music, sociology/anthropology, theatre,
artist residencies which in . 1998-99 will
religion, and other areas of concentration such
include: the Nile Ethiopian Ensemble, the
as various ethnic studies and women’s studies.
Stephen Petronio Dance Co., and Silesian
Required Courses
Dance Theatre of Poland.
The core program of 6 credits includes the fol­ Scholarships and Awards
lowing courses:
Scholarships for summer study in dance are
2 in composition/improvisation (Dance 12 or available through funds provided by The
Dance 14 [1 cr.] and Dance 10 [ A cr.] or Dance
Friends of Music and Dance. The Halley Jo
71 [X cr.]),
Stein Award for Dance and The Melvin B.
2 in history/theory (one from Dance 21-24 [1 Troy Award for Composition are also awarded
cr.] and one from 36-39 [1 cr.]),
annually by the Department.
3 in performance technique (Dance 50 [A cr.],
Additional information about the dance pro­
one other technique at the 50 level [A cr.], and
gram is available via the World Wide Web at
http://w w w .sw arth m o re.ed u /h u m an ities/
one additional technique other than Dance 60
[kf cr.]). It is strongly suggested that special
dance/.
majors continue to develop their performing
skills by regular attendance in dance technique
classes beyond this requirement.

DANCE

242

INTRODUCTORY COURSES

COMPOSmON/HISTORY/THEORY COURSES

1 . Introduction to Dance.

1 1 . Dance Composition I.

A survey course that approaches dance viewing
and analysis of dance performance through an
introduction to elements of dance composition
and history. The roles of choreographer,
performer, and audience in various cultures are
compared and investigated using theoretical
and practical experiences. No prior dance
training is assumed; open to all students with'
out prerequisite. Two lectures and one video
viewing session per week. One credit.
Primary distribution course.
Fall semester 1998. Friedler.

A study of the basic principles of dance com­
position through exploration of the elements
of dance movement, invention, and movement
themes, to the end of developing an under­
standing of various choreographic structures.
Considerable reading, video and live concert
viewing, movement studies, journals, and a
final piece for public performance in the Troy
dance lab are required. Also required is a pro­
duction lab which includes an introduction to
costuming, lighting, set construction, sound
and video in relation to dance. A course in
dance technique must be taken concurrently.
Prerequisite: Dance 10, Dance 71 or permis­
sion of the instructor.
One credit.
Spring semester 1999. Arrow.

2. World Dance Forms.
A survey course which introduces students to
theoretical and practical experiences in dance
forms from various cultures and time periods
through a combination of lectures, readings,
video and film viewings, and workshops with a
wide variety of guest artists from the field. The
particular forms will vary each semester but
may include such styles as: various African,
Asian, and Native American forms, Capoeira,
Flamenco, and European court dancing. Open
to all students; no prior dance training
required. One credit.
Primary distribution course.

9. Music and Dance of Africa.
An introduction to selected musical and dance
traditions of Africa. This course wil involve all
students in the practice of dancing and drum­
ming as well as in the study of those forms
through lectures, reading, listening, and view­
ing. No prior musical or dance training
required.

10. Dance Improvisation.
Designed as a movement laboratory in which
to explore the dance elements: space, time,
force, and form. Members of the class will
investigate improvisation as a performance
technique and as a tool for dance composition.
Individuals work on a personal vocabulary and
on developing a sense of ensemble. A journal
and paper are required, and a course in dance
technique is strongly recommended. Three
hours per week. One half credit.
Fall semester 1998. Friedler/Hess.

12 . Dance Composition II.
A n elaboration and extension of the material
studied in Dance 11. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Reading,
video and live concert viewing, movement
studies, journals, and a final piece for public
performance which may include a production
lab component are required. A course in dance
technique must be taken concurrently.
Students must have previously taken Dance 11
or its equivalent. One credit.
Fail semester 1998. Hess.

13. Dance Composition: Ditorial.
Designed as a tutorial for students who have
previously taken Dance 11 or the equivalent.
Choreography of a final piece for public perfor­
mance is required. Weekly meetings with the
instructor and directed readings, video and
concert viewings. A journal may also be
required. A course in dance technique must be
taken concurrently. One half credit.
Fall semester: Hess. Spring semester: Friedler.

14 . Special Topics in Dance Composition.
A course which focuses on intensive study of
specific compositional techniques and/or sub­
jects. Topics may include: autobiography,
dance and text, partnering, interdisciplinary
collaboration, reconstruction, and technology.
Choreography of a final piece for performance

243

Music and Dance

is required. Weekly meetings with the instruc­
tor, directed readings, video and concert view­
ing, and a journal will be required. A course in
dance technique must be taken concurrently.
Prerequisite: Dance 11.
Three hours per week. One credit.
Spring semester. Arrow/Friedler.

2 1. History of Dance: Africa and Asia.
This course will move through an exploration
of dance forms from Africa, from Africanist
cultures and from Asian cultures, from the per­
spectives of stylistic characteristics, underlying
aesthetics, resonances in general cultural traits,
and developmental history. The course will
occasionally focus on one dance style for close
examination. Study will be facilitated by guest
lecturers, specialists in particular dance forms
from these cultures.
Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. One credit.

22. History of Dance: Europe’s
Renaissance Through 1900.
A study of social and theatrical dance forms in
the context of various European societies from
the Renaissance through the nineteenth cen­
tury. Influential choreographers, dancers, and
theorists representative of the periods will be
discussed.
Prerequisite: Dance 1 or 2; Dance 24 strongly
recommended. Two lectures and one hour
video viewing per week. One credit.

23. Twentieth Century Dance.
A study of Twentieth Century social and the­
atrical dance forms in the context of Western
societies with an emphasis on America.
Influential choreographers, dancers, and theo­
rists will be discussed.
Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Fall semester 1998. Arrow.

24. Dance as Social History.
This course focuses on dance as a locus for dis­
cussing power relations through gender, race,
and class in the period from 1880 to 1928 in
Europe, North America, the Caribbean, and
South America. Analysis of a variety of dance
forms in their historical/cultural context.
Prerequisite: Dance 1, 2, or permission of the
instructors.

Three hours per week. One credit.

35. Women Choreographers and
Composers
A survey of women choreographers and com­
posers. Choreographers range from Sallé and
Duncan through Graham, Tharp and Zollar,
composers from Hildegard through Zwilich.
Topics include: form, phrasing, text and
social/political comment. Open to all students.
One credit.
Spring semester 1999. Friedler/McNamee.

36. Dance and Gender.
This course explores ways that gender has
informed dance, particularly performance
dance, since 1960. The impact of various cul­
tural and social contexts will be considered.
Lectures, readings, and video/concert viewings
will all be included.
Prerequisite: Dance 1, 2, or permission of the
instructor.
One credit.

37. The Politics of Dance Performance.
A n investigation of the aesthetic principles of
perception, symbolism, abstraction, and cre­
ativity in relation to the viewing and interpre­
tation of dance performance. Emphasis will be
placed on political interpolation and ramifica­
tions of the act of public performance. Topics
of discussion will include the “politically cor­
rect” paradox, government funding, art as cul­
tural intervention, and various historical per­
spectives. Open to all students without prereq­
uisite. One credit.

39. Music and Dance: Criticism and
Reviewing.
(Cross-listed as Music 39.) This course, team
taught by music and dance faculty with supple­
mental visits by guest lecturers who are promi­
nent in the field of reviewing, will cover vari­
ous aspects of writing about the performance of
music and dance: previewing, reviewing, the
critic’s role and responsibilities, and the special
problems of relating performance to the writ­
ten word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.

DANCE TECHNIQUE COURSES
Note: Technique courses may be taken for A
academic credit or may be taken for physical
education credit.

40. Performance Dance: Modern I.
An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, basic locomotion. No
previous dance experience necessary.
Foil semester: Friedler/Arrow.
Spring semester: Staff.

41. Performance Dance: Rallet I.
An introduction to fundamentals of classical
ballet vocabulary: correct body placement,
positions of the feet, head and arms, basic loco­
motion in the form. No previous experience
necessary.
Fall and spring semesters. Sherman.

43. African Dance I.
Introduction to African Dance aims to give
students a rudimentary vocabulary in Africanoriented movement. Using the Umfundalai
technique, African Dance I heightens stu­
dents’ understanding of the aesthetic and
eurhythmic principles prevalent in African
Dance. Students who take African I for acade­
mic credit should be prepared to keep a weekly
journal and write two short papers.
Fall and spring semesters. Nance.

44. Performance Dance: Tap.
This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be
explored.
Spring semester. Davis.

45. Performance Dance: Hatha Yoga.
Open to all students, the course will focus on
experience/understanding of a variety of asanas
(physical postures) from standing poses to deep
relaxation. Following the approach developed
by B.K.S. Iyengar, its aim is to provide the stu­
dent with a basis for an ongoing personal prac­
tice. If taken for academic credit, required
reading and one paper.
Fall semester. Hess.

48. Performance Dance: Special Topics
in Technique.
Intensive study of special topics falling outside

the regular dance technique offerings. Topics
may include such subjects as: Alexander tech­
nique, Classical East Indian Dance Forms,
Contact Improvisation, Jazz, Pilates, and/or
Musical Theatre Dance.
Section 1. Spring semester 1999.
Contact Improvisation, Stein.
Section 2. Fall semester.
Flamenco, Gmitter.

49. Performance Dance: Repertory.
The study of repertory and performance. Stu­
dents are required to perform in at least one
scheduled dance concert during the semester.
Placement by audition or permission of the
instructor. One half credit. Three hours per
week. A course in dance technique must be
taken concurrently.
Offered every semester.
Fall 1998: Section I: Dancing and Drumming
Ensemble, Arrow/Friedler. Draws on a variety
of dancing and drumming traditions from
around the world as well as creating new
hybrid forms. In 1998, beginning with a focus
on Ghanaian forms. Open to all students.
Fall 1998: Section 2: Tap, Davis.
Spring 1999: Section 1: Modem, Staff.
Spring 1999: Section 2: African, Nance.

50. Performance Dance: Modern II.
A n elaboration and extension of the principles
addressed in Dance 40A and B. For students
who have taken Dance 40A and B or the
equivalent.
Fall semester: Friedler/Arrow.
Spring semester: Staff.

5 1. Performance Dance: Rallet II.
A n elaboration and extension of the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
Fall and spring semesters. Sherman.

53. African Dance II.
African Dance for Experienced Learners gives
students an opportunity to strengthen their
technique in African Dance. The course will
use the Umfundalai technique allied with some
traditional West African Dance forms to
enhance students’ learning. Students who take
African Dance II for academic credit should be
prepared to explore and access their own
choreographic voice through a choreographic

245

Music and Dance

project.
Fall and spring semesters. Nance.

Limited enrollment. One credit.
Spring 1999. Sepinuck.

55. Performance Dance: Hatha Yoga II.

7 1 . Rhythmic Analysis and Drumming.

Open to students who have completed Dance
45 or the equivalent. A continuation and
deepening of practice of the asanas explored in
Dance 45. Work in several of the more
advanced asanas, particularly in the backwardbending and inverted poses.

(Cross-listed as Music 71.) A theoretical and
practical analysis of rhythmic structure apply­
ing techniques of Afro-Cuban drumming and
East Indian rhythmic theory. For the general
student, emphasis will place the investigation
of rhythmic structure within a cultural and
contemporary context. For students of dance,
additional focus will be provided on the uses of
drumming in dance composition, improvisa­
tion and as accompaniment in the teaching of
dance technique. Open to all students. Three
hours per week. One half credit.
Spring semester. Arrow.

58. Performance Dance: Special Topics in
Technique II.
A n elaboration and extension of principles
addressed in Dance 48.
Permission of the instructor required.
Spring 1999: Section 1: Flamenco, Gmitter.

60. Performance Dance: Modern III.
Continued practice in technical movement
skills in the modem idiom; including
approaches to various styles. Placement by
audition or permission of the instructor.
Fall semester: Arrow/Hess.
Spring semester: Staff.

61. Performance Dance: Ballet III.
Continued practice in technical movement
skills in the ballet idiom; with an emphasis on
advanced vocabulary and musicality. Placement
by audition or permission of the instructor.
Fall and spring semesters. Sherman.

CROSS-LISTED COURSES
70. The Arts as Community Servlce/Social
Change.
(Cross-listed as Education 70.) A n experiential
course exploring how the arts can impact and
reflect on issues of community, service, educa­
tion, and social/political change. The course
includes several aspects: readings and discus­
sions on the meaning of community, service,
art, and educational policy and methodology;
personal reflections; classes led by guest
activists and artists discussing their work with
a variety of communities and from a wide range
of approaches. Three on site visits to commu­
nity arts organizations in the area, a short
internship with an approved organization,
group practice sessions, and three papers are
also required. Open to sophomores and above.

246

ADVARCED INDEPENDENT WORK
92. Independent Study.
Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or compositional
emphasis in areas not covered by the regular
curriculum. Students will present performances
and/or written reports to the faculty supervisor,
as appropriate. Permission must be obtained
from the program director and from the super­
vising faculty. One credit.
Offered every semester. Staff.

93. Directed Reading.
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
reports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty. One credit.
Offered every semester. Staff.

94. Senior Project.
Intended for seniors pursuing the special major
or the major in Honors, this project is designed
by the student in consultation with a dance
faculty advisor. The major part of the semester
is spent conducting independent rehearsals in
conjunction with weekly meetings under an
advisor’s supervision; the project culminates in
a public presentation and the student's written

documentation of the process and the result.
An oral response to the performance and to
the documentation follows in which the stu­
dent, the advisor, and several other members of
the faculty participate. In the case of Honors
majors, this also involves external examiners.
Proposals for such projects must be submitted
to the dance faculty for approval during the
semester preceding enrollment. One credit.
Offered every semester. Staff.

I

95,96. Senior Thesis.
Intended for seniors pursuing the special major
or the major in Honors, the thesis is designed
by the student in consultation with a dance
faculty advisor. The major part of the semester
is spent conducting independent research in
conjunction with weekly tutorial meetings
under an advisor’s supervision. The final paper
is read by a committee of faculty or, in the case
of Honors majors, by external examiners who
then meet with the student for evaluation of its
contents. Proposals for a thesis must be submit­
ted to the dance faculty for approval during the
semester preceding enrollment. One or two
credits.
Offered every semester. Staff.

199. Senior Honors Study.
A close study of a single dance work, from the
multiple points of view of dance history, com­
positional analysis and/or performance. One
credit.
Offered every semester. Staff.

247

Peace and Conflict Studies

Chair:
Committee:

HUGH LACEY (Philosophy)
Amanda Bayer (Economics)

Wendy E . Chmielewski (Peace Collection)
Miguel Diaz-BaiTiga (Sociology-Anthropology)
J . William Frost (Religion)
Lisa Hajjar (Sociology-Anthropology)
Raymond F. Hopkins (Political Science)3
Colin Leach (Psychology)
Beopa Ollapally (Political Science)'1

1 Absent on leave, fall semester, 1998.

3 Absent on leave, 1998-99.

The Peace and Conflict Studies Concentration
at Swarthmore College is designed to teach
students to understand the causes, practices,
and consequences of collective violence (war),
terrorism, and peaceful or nonviolent methods
of conflict management and resolution. The
multidisciplinary curriculum offers instruction
in the following areas: (1) alternatives to fight­
ing as a way of settling disputes: conflict reso­
lution, rituals, nonviolence, mediation, peace­
keeping forces, private peace-fostering organi­
zations (NGOs), arms control, economic sanc­
tions, international law, international organi­
zations; (2) the political economy of war: the
“military-industrial” complex, economic con­
version; (3) causes of collective violence:
aggression and human nature, the state system
and international anarchy, systemic injustice,
the psychology of prejudice, balance of power
diplomacy, competition for scarce resources,
diplomacy, ethnocentrism, ideological and reli­
gious differences, insecure boundaries, minori­
ties within states, the relationship between
internal weakness and aggression, arms races,
game theory; (4) nature of war: civilian and
military objectives; draft and conscientious
objectors; deterrence theory; low-intensity
conflict; prisoners of war; neutral rights; con­
ventional, nuclear, and guerrilla wars; how to
end a war; and effects of winning/losing a war
on population; (5) the evaluation of war:
morality of war, just war theory, pacifism, the
war mentality, the utility of war, responsibili­
ties of citizens in countries engaged (directly or
indirectly) in warfare, how to build a lasting
peace.

The Peace Studies Concentration consists of
six courses of which only two may be taken in
the student’s major. Introduction to Peace
Studies (P.S. 15), offered yearly, is the only
required course. While a thesis or final exercise
is required, it can be non-credit. For honors
students, the external examination and the
Senior Honors Study (SHS) may serve as the
final exercise.
Student programs can include an internship or
field work component, e.g., in a peace or con­
flict management organization such as the
United Nations or Suburban Dispute Settle­
ment. A n internship is highly recommended.
Normally field work or internship will not
receive college credit, but for special projects—
to be worked out with an instructor and
approved by the Peace Studies Committee in
advance—students can earn up to one credit.
Students intending a Peace and Conflict
Studies concentration should submit a plan of
study to the coordinator of the program during
the spring of the sophomore year, after consul­
tation with faculty members who teach in the
concentration. The plan will outline the stu­
dent’s program of study and the nature of the
final project. Applications will then be consid­
ered by the Committee.
The Peace Studies minor in the honors pro­
gram can be done through a combination of
two courses in different departments, or a twocredit thesis, or a combination of a thesis and a
course. Introduction to Peace Studies (P.S. 15)
is required and should be taken no later than
the junior year. A thesis or final exercise is

248

required. Any thesis must be multi-discipli­
nary. A combination of courses, course and
thesis, or thesis must be approved by the Peace
Studies Committee.
Any student minoring in Peace Studies must
meet the requirement of six units of study, of
which no more than two credits can come from
the major department. Students wishing to
count a seminar in their major or minor for
part of their Peace Studies concentration
should fulfill the department’s prerequisites
and take the appropriate examination.
Students whose minor in Peace Studies can be
incorporated into the final requirements for
SHS in the major should do so. The Peace
Studies Committee will work out with the stu­
dent and the major department the guidelines
or model for the integration exercise. In cases
where the Committee and the student con­
clude that integration is not feasible and/or
desirable, the Committee will provide a read­
ing list of books.
These courses, either currently listed in the
College catalogue or planned, will constitute
the foundation for a Peace and Conflict
Studies Concentration. Peace Studies Courses
courses offered at Haverford and Bryn Mawr
that do not duplicate Swarthmore College
courses may count toward the concentration
pending prior approval by the Peace Studies
Committee. These courses are listed in the cat­
alogues of Bryn Mawr and Haverford.

PEACE STUDIES
Peace Studies 15. Introduction to Peace
Studies.
The course begins with an examination of per­
spectives on the causes of war using many dis­
ciplines (including biology, psychoanalysis,
history, political science, anthropology, and
economics), then considers various govern­
mental and private organizations and methods
supposed to alleviate the causes of war. Topics
to be discussed include the United Nations,
international law, arms control, disarmament,
and the work of NGOs for peace.
Prerequisite: a course in history or political sci­
ence dealing with foreign policy or war, a
course in religion, sociology, or psychology dis­
cussing the ethics of war and causes of conflict.

This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course. Normally it may not be
used to fulfill any department’s major require­
ments.
Spring semester. Frost.

Economics 12. Games and Strategies.
History 28. Nations and Nationalism in
Eastern Europe: 1848-1989.
Political Science 4. International
Politics.
Political Science 45. Defense Policy.
Psychology 26. Prejudice and Social
Relations.
Psychology 45. Psychology of
Oppression and Resistance.
Religion 6. War and Peace.
Religion 10 7. Liberation Theology.
Sociology/Anthropology 40. Gender
Politics in the Third World.
Sociology/Anthropology 82. Law and
Society: The Discourse of Rights in the
U.S.
70. Research Internship/Field Work.
90. Thesis.
Not offered 1998-99.

Peace Studies 30. Nonviolence and
Social Change.
Peace Studies 40. Peace Movement in
the United States: Women and Peace.
Peace Studies 56. Human Rights,
Refugees and International Law.
History 37. History and Memory: The
Holocaust and German Culture.
History. 49. Race and Foreign Affairs.
History 134. American Diplomatic
History.
Political Science 4 7. Politics of Famine
and Food Policy.
Political Science 62. Development and
Discontent: Crisis of Political Economy in
the Third World.
Political Science 1 1 1 . International
Politics. Seminar.
249

Peace and Conflict Studies

Religion 26B. Buddhist Social Ethics.
Religion 110 . Religious Belief and Moral
Action.
Sociology/Anthropology 3. Social Conflict
and Social Change.
Sociology/Anthropology 33. Indigenous
Resistance and Revolt in Latin
America.
Sociology/Anthropology 34. Ecology,
Peace and Development In El Salvador.
Sociology/Anthropology 55. Power,
Authority, and Conflict.
Bryn Mawr College and Haverford College:
For specific Peace Studies courses consult the
institution’s catalogue.

250

Philosophy

RICHARD ELDRIDGE, Professor3
HUGH M . LACEY, Professor
HANS OBERDIEK, Professor
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor, Acting Chair
TAMSIN LORRAINE, Associate Professor
GRACE LEDBETTER, Assistant Professor
DAVID BARTON, Visiting Assistant Professor
JACQUEUNE ROBINSON, Administrative Assistant

3 Absent on leave, 1998-99.

Philosophy addresses fundamental issues, views
that tend to be presupposed in the activity of
other disciplines and in daily life: the nature of
knowledge, meaning, reasoning, morality, the
character of the world, God, freedom, human
nature, and history. The study of philosophy
thus impinges on issues of significance for
everyone who wishes to live and act in a reflec­
tive and critical manner.

COURSE DFFERINGS AND PREREQUISITES
The Philosophy Department offers several
kinds of courses, all designed to engage stu­
dents in philosophical practice. First, there are
courses and seminars to introduce students to
the major classics of the history of Western
philosophy: works by Plato and Aristotle
(Ancient Philosophy); Descartes, Hume, and
Kant (Modem Philosophy); Hegel and Marx
(Nineteenth Century Philosophy); Russell and
Wittgenstein (Contemporary Philosophy).
Second, there are courses and seminars which
systematically present arguments and conclu­
sions in specific areas of philosophy: Theory of
Knowledge, Logic, Ethics, Metaphysics, Social
and Political Philosophy. Third, there are
courses and seminars concerned with the foun­
dations of various other disciplines: Aesthetics,
Philosophy of Science, Philosophy of Lan­
guage, Philosophy of Law, Philosophy of the
Social Sciences, Philosophy of Psychology,
Philosophy of Mathematics, and Philosophy of
Religion. Fourth, from time to time, courses are
offered on philosophical aspects of contempo­

rary public issues: Values and Ethics in Science
and Technology, Methodologies of the Study of
Poverty. Courses and seminars in the third and
fourth categories are frequently offered in col­
laboration with instructors from other relevant
departments; 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 Modem Philosophy and
earn a total of eight credits in courses or sem­
inars (not counting Senior Course Study or
Senior Honors Study). 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 pos­
sible. Course majors are encouraged to enroll
in seminars. Mastery of at least one foreign lan­
guage is recommended. All course majors will
complete Senior Course Study in Philosophy.
Satisfactory completion of either any section of
Philosophy 1, Introduction to Philosophy, or
Logic, Philosophy 12 is a prerequisite for taking
any further course in philosophy. All sections
of Introduction to Philosophy are primary dis­
tribution courses in the Humanities. Students
may not take two different sections of
Introduction to Philosophy, with one excep­
tion: the section of Introduction to Philosophy
that focuses on the philosophy of science may

251

Philosophy

be taken after completing another section of
Introduction to Philosophy.

I . Introduction to Philosophy.
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these questions
to introduce a range of sharply contrasting
positions. Readings are typically drawn from
the works of both traditional and contempo­
rary thinkers with distinctive, carefully argued,
and influential views regarding knowledge,
morality, mind, and meaning. Close attention
is paid to formulating questions precisely and
to the technique of analyzing arguments,
through careful consideration of texts.
Primary distribution course in the Humanities.
Each semester. Staff.

I I . Moral Philosophy.
Though there will be some attention paid to
contemporary thinkers, the focus of this course
will be traditional views of substantive ethics.
We will discuss and compare views of how one
should live, contrasting different views on the
relative importance and relationship of, for
example, knowledge, freedom, and pleasure.
Among other values which may be discussed
are tranquility, human relationships, autono­
my, and the search for objective good.
Spring semester. Schuldenfrei.

12. Logic.
A n introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
Fall semester. Lacey.

13. Modern Philosophy.
17th- and 18th-century sources of Modernity
in philosophical problems of knowledge, free­
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Raff.

16. Philosophy of Religion.
See Religion 15B.

1 7 . Aesthetics.
O n the nature of art and its roles in human life,

252

considering problems of interpretation and
evaluation and some specific medium of art:
Who should care about art? Why? How?
Not offered 1998-99.

19. Philosophy of Social Science:
Methodologies of the Study of Poverty.
This course will study standard problems in the
philosophy of the social sciences as they are
exemplified in recent studies of urban poverty.
Not offered 1998-99.

20. Plato.
A n introduction to the thought of Plato
through close readings of some of the major
dialogues. Topics will vary from year to year.
Spring semester. Ledbetter.

2 1. Social and Political Philosophy.
See Philosophy 121.
Not offered 1998-99.

23. Contemporary Philosophy.
Classical texts by 20th-century authors illus­
trate the Revolt Against Idealism (Frege,
Moore, Russell), Logical Positivism (Carnap,
Quine), Ordinary Language Philosophy (Aus­
tin, Ryle), later Wittgenstein, Rorty.
Not offered 1998-99.

24. Theory of Knowledge.
Perplexities about the nature, limits, and vari­
eties of rationality, knowledge, meaning, and
understanding. Readings from current and tra­
ditional sources.
Fall semester. Raff.

25. Philosophy of Mathematics
Topics will include: the nature of mathemati­
cal objects and mathematical knowledge, proof
and truth, mathematics as discovery or cre­
ation, the character of applied mathematics,
the geometry of physical space. A considerable
range of 20th Century views on these topics
will be investigated including: logicism (Frege
and Russell), formalism (Hilbet), intuitionism
(Brouwer, Dummett), platonism (Godel), and
empiricism (Kitcher). Important mathematical
results pertaining to these topics, their proofs
and their philosophical implications, will be
studied in depth, e.g., the paradoxes of set
theory, Godel’s incompleteness theorems, rela­
tive consistency proofs for non-Euclidean
geometries.

Prerequisites: Logic, or acceptance as a major
in mathematics, or approval of instructor.
Fall semester. Lacey.

26. Language and Meaning.
See Philosophy 116.
Not offered 1998-99.

39. Existentialism.
In this course we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, Genet, and
Camus in order to explore themes of contem­
porary European philosophy including the self,
responsibility and authenticity, and the rela­
tionships between body and mind, fantasy and
reality, and literature and philosophy.
Spring semester. Lorraine.

40. Semantics.
See Linguistics 40.

45. Philosophical Approaches to the
Question of Woman.
We will examine definitions of woman in
Western philosophy and explore how women
are currently defining themselves in various
forms of feminist thought.
Not offered 1998-99.

55. Philosophy of Law.
An inquiry into major theories of law, with
emphasis on implications for the relation
between law and morality, principles of crimi­
nal and tort law, civil disobedience, punish­
ment and excuses, and freedom of expression.
Foil semester. Oberdiek.

59. Colloquium: Tolerance, Rights, and
Multiculturalism
Tolerance is an elusive virtue, especially in
pluralistic societies: it simultaneously seems to
demand too much because it demands that we
put up with people, doctrines, and ways of life
many detest and too little because it doesn’t
require us to accept cultural diversity whole­
heartedly. Some argue that individual rights
provide all the protection needed or desirable
to protect less powerful groups in society;
others contend that we must augment individ­
ual rights with certain group rights if we are to
protect cultural minorities. We will explore
these and related issues in the writings of such
contemporary philosophers as: Charles Taylor,

Bernard Williams, Michael Walzer, Amy
Gutmann, Will Kymlicka, Anthony Appiah,
and Joseph Raz.
Fall semester. Oberdiek.

79. Poststructuralism
This course will examine “poststructuralist”
thinkers such as Foucault, Derrida, Kristeva,
and Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
Not offered 1998-99.

86. Philosophy of Mind and Psychology.
This course explores the extent to which the
categories of explanation of thought and
action that come from practical life (reasons
and goals) constrain or limit scientific expla­
nations of the kinds put forward in cognitive
psychology, behaviorism, and artificial intelli­
gence theory.
Cross-listed as Psychology 86.
Spring semester. Barton.

91. Rethinking Representation: idealist
Philosophy and Early German
Romanticism.
In the wake of Kant’s writings, the period from
1790 to 1806 witnessed a proliferation of new
forms of philosophical writing, cultural criti­
cism, and literary expression. Prefiguring cur­
rent cultural debates, the early Romantics pro­
vided new paradigms of understanding by
redefining the conditions and limits of philos­
ophy and literature. The course will explore
this formative moment of modem culture by
closely reading the contributions of Kant,
Fichte, Schiller, Friedrich Schlegel, Novalis,
and Hölderlin.
Cross-listed as German 91.
Not offered 1998-99.

93. Directed Reading.
Each semester. Staff.

96. Thesis.
Fall semester. Staff.

99. Senior Course Study.
Spring semester. Staff.

253

Philosophy

SEMINARS

rizing, and the nature of knowledge.
Not offered 1998-99.

10 1. Moral Philosophy.

114 . Nineteenth-Century Philosophy.

A n examination of the principal theories of
value, virtue, and moral obligation, and of
their justification. The focus will be primari­
ly on contemporary treatments of moral phi­
losophy. A central question of seminar will
be the possibility and desirability of moral
theory.
Spring semester. Oberdiek.

The historicist treatment of such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feverbauk,
Marx, and Nietzsche.
Not offered 1998-99.

102. Ancient Philosophy.
A study of the origins of Western philosoph­
ical thought in Ancient Greece, from the
Presocratics through the Hellenistic schools.
We will examine the doctrines of the
Milesians, Heraclitus, Parmenides, Plato,
Aristotle, the Epicureans, the Stoics, and the
Skeptics.
Fall semester. Ledbetter.

116 . Language and Meaning.
Behaviorist theories of meaning, cognitivist
theories of meaning, and conceptions of lan­
guage as a social practice will be surveyed and
criticized.
Not offered 1998-99.

118 . Philosophy of Psychology.
A n honors exam in Philosophy of Psychology
may be prepared for by taking Philosophy 86
and attachment.
N ot offered 1998-99.

103. Selected Modern Philosophers.

119 . Philosophy of Science.

Two or more philosophical systems of
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
Spring semester. Raff.

Selected issues, e.g., the nature of scientific
explanation and evidence, the relationship
between theory and observation, the ratio­
nality of science, the alleged value-freedom
of science.
Spring semester. Lacey.

104. Contemporary Philosophy.
20th-century classics by Frege, Moore,
Russell, Wittgenstein selected for intensive
treatment and as ground for one or more cur­
rent philosophical issues.
Not offered 1998-99.

106. Aesthetics and Theory of
Criticism.
O n the nature of art and its roles in human
life, considering problems of intrepretation
and evaluation and some specific medium of
art.
Not offered 1998-99.

109. Semantics.
See Linguistics 109.

1 1 1 . Philosophy of Religion.

1 2 1. Social and Political Philosophy.
Sources for this seminar will range from
Ancient to Contemporary. Among the theo­
rists who may be considered are Plato,
Hobbes, Locke, Rousseau, Rawls, MacIntyre,
Taylor, Shklar, Rorty, and Habermas. In addi­
tion to classic issues, such as the nature and
foundation of justice, considerable attention
wil be paid to the question of whether mod­
em thought can or should provide a philo­
sophical basis for political and social theoriz­
ing and, if not, what such theorizing might
look like in the absence of a philosophical
basis.
Fall semester. Schuldenffei.

122. Philosophy of Law.

See Religion Department Preparation by
course and attachment.

Not offered 1998-99.

113 . Theory of Knowledge.

13 7. German Romanticism and
Idealism.

Traditional and current theories of knowl­
edge and their alternatives. Topics include
self-deception, dreaming, perception, theo­

254

A critical survey of the interactions between
philosophical thinking about human freedom
and literary imaginations of human possibili-

ties in German writing between 1791 and
1806. Kant, Schiller, A.W. Schlegel, F.
Schlegel, Schelling, Hodlderlin, Hegel, and
perhaps Fichte and Novalis will be consid­
ered.
Not offered 1998-99.

139. Phenomenology, Existentialism,
and Post-Structuralism.
In this course we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and human subjectivity as they
emerge in contemporary European philoso­
phy. We will consider thinkers such as
Nietzsche, Husserl, Heidegger, Derrida, and
Irigaray in order to place contemporary
themes of poststructuralist thought in the
context of the phenomenological, existen­
tial, and structuralist thought out of which
they emerge.
Spring semester. Lorraine.

145. Feminist Theory Seminar.
If the power of a social critique rests on its
ability to make general claims, then how do
we account for the particularity of women’s
various social situations without sacrificing
the power of a unified theoretical perspec­
tive? In this course, we will explore possibili­
ties opened by poststructuralist theory, post­
colonial theory, French feminist theory, and
other forms of feminist thought, in order to
examine questions about desire, sexuality,
and embodied identities, and various resolu­
tions to this dilemma.
Fall semester. Lorraine.

180. Thesis.
A thesis may be submitted by majors in the
department in place of one Honors paper,
upon application by the student and at the
discretion of the department.

199. Senior Honors Study.
Spring semester.

255

Physical Education and Athletics

SUSAN P. DAVIS, Professor
MICHAEL L . MULLAN, Professor
DOUGLAS M . WEISS, Professor
ROBERT E . WILLIAMS, Professor and Chair
KAREN BORBEE, Associate Professor
KARL MIRAN, Associate Professor
LEE WIMRERLY, Associate Professor
PETE ALVANOS, Assistant Professor
CHERIGOETCHEUS, Assistant Professor
PAT GRESS, Coach/Instructor
ADRIENNE SHIBLES, Assistant Professor
FRANK AGOVINO, Assistant
PETER DICCE, Assistant
MARK DUZENSKI, Assistant
SHAWN FERRIS, Assistant
JOHN KEADY, Assistant
LARRY PERRY, Assistant
DAN SEARS, Assistant
RONALD A . TIRPAK, Assistant
SHARON GREEN, Administrative Assistant

tional and recreational opportunities offered by
The aim of the Department is to contribute to
the Department throughout their college
the total education of all students through the
careers. In the freshman and sophomore years
medium of physical activity. We believe this
contribution can best be achieved through . all students not excused for medical reasons are
required to complete a four quarter (two semes­
encouraging participation in a broad program
ter) program in physical education. All stu­
of individual and team sports, aquatics, and
dents must pass a survival swimming test or
physical conditioning. The program provides
take up to one quarter of swimming instruc­
an opportunity for instruction and experience
in a variety of these activities on all levels. It is tion; classes for this purpose are offered in the
our hope that participation in this program will fall quarter.
foster an understanding of movement and the
Courses offered by the Department are listed
pleasure of exercise, and will enhance, by prac­ below. C redit toward completion of the
tice, qualities of good sportsmanship, leader­ Physical Education requirement will also be
ship, and cooperation in team play. Students
given for participation in intercollegiate ath­
are also encouraged to develop skill and inter­ letics, as well as the listed Dance courses,
est in a variety of activities which can be
which are semester-long courses. To receive
enjoyed after graduation.
credit for any part of the program students
The intercollegiate athletic program is com­ must participate in their chosen activity a min­
imum of three hours a week. Students are
prehensive, including varsity teams in 24 dif­
encouraged to complete the requirement by
ferent sports, 12 for men and 12 for women.
Ample opportunities exist for large numbers of the end of their sophomore year.
students to engage in intercollegiate competi­
tion, and those who qualify may be encouraged
to participate in regional and national champi­
onship contests. Several club teams in various
sports are also organized and a program of
intramural activities is sponsored.
Students are encouraged to enjoy the instruc­

256

Fall Activities
Aerobics
Aikidio
Aquatics I, II, III
»»»»Cross Country
t Field Hockey
Fitness Training
Folk Dance
*»* pootball
Nautilus I
Advanced Nautilus
Scuba
Self-Defense
**** Soccer
Squash
Swimming for Fitness
Techniques in Tibetan Yoga
* Tennis
Touch Football
** Volleyball
Weight Training

Winter Activities
Aerobics
Aquatics 1,11, III
** Badminton
* Basketball
Fencing
Fitness Training
Folk & Square Dance
**** Indoor Track
Lifeguard Training
Nautilus I
Advanced Nautilus
Scuba
Self-Defense
Squash
**** Swimming
Swimming for Fitness
Tennis
Volleyball

Weight Training
*** Wrestling

Spring Activities
Aerobics
*** Baseball
Folk Dance continued
****

Q0if

**** Lacrosse
Nautilus I
Advanced Nautilus
Scuba
t Softball
Swimming for Fitness
* Tennis
**** Track and Field
Volleyball
Advanced Weight Training

t Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
** Intercollegiate competition for women,
course instruction for men and women.
*** Intercollegiate competition for men.
**** Intercollegiate competition for men and
women.

257

Physics and Astronomy

JOHN R . BOCCIO, Professor'
PETER J . COLUNGS, Professor, Chair
JOHN E . GAUSTAD, Professor of Astronomy
FRANK A . M OSCATELU, Professor
A M Y L .R . BUG, Associate Professor
CARL H . GROSSMAN, Associate Professor
M ICHAEL R . BROWN, Assistant Professor
ERIC L .N . JEN S EN , Assistant Professor of Astronomy
ANDREA L . STOUT, Assistant Professor
M ARY ANN HICKMAN, Lecturer
DEBORAH J . ECONOMIDIS, Administrative Assistant1

1 Absent on leave, fell semester 1998.

The program of the Physics and Astronomy
Department stresses the concepts and methods
that have led to an understanding of the fen'
damental laws explaining the physical uni­
verse.
Throughout the work of the Department,
emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
of facts and skills. Particular importance is also
attached to laboratory work, because physics
and astronomy are primarily experimental and
observational sciences.
W ith the awareness th at involvement in
research is a major component in the educa­
tion of scientists, the department offers a num­
ber of opportunities for students to participate
in original research projects, conducted by
members of the faculty, on (or off) campus.
Several research laboratories are maintained by
the Department to support faculty interests in
the areas of laser physics, high-resolution
atomic spectroscopy, plasma physics, computer
simulation, computer graphics, liquid crystals,
and infrared astronomy.
The Department maintains two major tele­
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam­
era, and a 61-cm refractor, equipped for photo­
graphic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly visi­
tors’ night at the Observatory is announced in
the College calendar.
Two calculus-based introductory courses are

258

offered. Physics 3, 4 covers both classical and
modem physics and is an appropriate introduc­
tory physics course for those students majoring
in engineering, chemistry, and biology. 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 appro­
priate for engineering and chemistry majors.
The four-course sequence 6, 7 ,8 ,1 4 is designed
to provide a comprehensive introduction to all
major areas of physics.
Additional information is available via the
World Wide Web at http://laser.swarthmore.edu/.

REQUIREM ENTS 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 ,1 4 , and 50 in the first two years
followed by Physics 111, 112, 113, and 114 in
the last two years. In addition, the advanced
laboratory courses Engineering 72A and
Physics 82 and Mathematics 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, 14, and 50 in the first two years followed
by Physics 111, 112,113,114,115, and 116 in
the last two years. In addition, the advanced

laboratory courses Engineering 72A, Physics
82, and 83, and Mathematics 5, 6A, 6B, 16,
and 18 must be taken. Chemistry 10 is strong'
ly recommended.
The standard program in Astronomy is Physics
6,7,8,14, 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 con­
sists of Physics 6, 7, 8, 14, 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 50, 82, and 83 are
strongly recommended.
Students wishing an even stronger background
for graduate work may take an extended pro­
gram by adding senior seminars (numbered
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
review and synthesis, but also requires students
to demonstrate mastery of fundamentals stud­
ied during all four years.
Criteria for Acceptance as a Major: A student
applying to become a Physics major should
have completed or be completing Physics 14,
Physics 50, and Math 18. If applying for an
Astrophysics or Astronomy major, they should
also have completed Astronomy 5 and 6. The
applicant must normally have an average grade
in all Physics and/or Astronomy courses, as
well as in Math 16, 18, of C or better.
Since almost all advanced work in Physics and
Astronomy at Swarthmore is taught in semi­
nars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) ability
of the students not only to benefit from this
mode of instruction but also to contribute pos­
itively to the seminars.
Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a foil laboratory
program, namely Engineering 72A (electronics
lab) and Physics 82 (each one-half credit)

requiring approximately one afternoon a week.
Students enrolled in these seminars must
arrange their programs so that they can sched­
ule an afternoon for lab each week free of con­
flicts with other classes, extracurricular activi­
ties, and sports.
Independent Work: Physics and Astronomy
majors are encouraged to undertake indepen­
dent research projects, especially in the senior
year, either in conjunction with one of the
senior seminars, or as a special project for sep­
arate credit (Physics/Astronomy 94). There are
usually several opportunities for students to
work with faculty members on research pro­
jects during the summer. In prepration for
independent experimental work, prospective
majors are strongly urged to take Physics 63,
Procedures in Experimental Physics, during the
fall semester of their sophomore year, which
will qualify them to work in the departmental
shops.

EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
program in the Department, the applicant
must normaly have an average grade in all
Physics and/or Astronomy courses of B or
better.
External examinations are based on the topics
covered in the following seminars: Physics
(111, 112, 113, 114, 115), Astrophysics (111,
112, 113, 114, 117), Astronomy (56, 59, 64,
117). In addition, topics from the Senior
Honors Study seminar are included in the
external examinations. A n oral defense of a
research or library thesis is also a part of the
external examination program.
Minors in physics, astrophysics, and astronomy
take an external examination based on two
seminars from the lists above. A n oral defense
of a research or library thesis is also a part of
the external examination program for minors.

259

Physics and Astronomy

PHYSICS
3. General Physics I.
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of par­
ticles, rigid body rotation, special relativity,
and thermodynamics. Includes one laboratory
weekly.
Prerequisite: Mathematics 5 (can be taken
concurrently).
Fall semester. Moscatelli.

4. General Physics II.
Topics include wave phenomena, geometrical
and physical optics, electicity and magnetism,
direct and alternating-current circuits, and
introductory quantum physics. Includes one
laboratory weekly.
Prerequisite: Mathematics 6A (can be taken
concurrently). Physics 3 or permission.
Spring semester. Stout.

6. The Character of Physical Law.
A n introduction to the concepts of physics and
the thought processes inherent to the disci­
pline. The primary emphasis of the course will
be on the accepted principles of physics and
their application to specific areas. Attention
will be given to philosophical aspects of
physics, discussions of what kind of problems
physicists address and how they go about
addressing them. The course includes a sub­
stantial writing component. Three lecture/discussion sections per week and a laboratory.
Primary distribution course.
Fall semester. Bug, Collings.

7 . Introductory Mechanics.
A n introduction to classical mechanics and
special relativity. Includes the study of the
kinematics and dynamics of point particles;
conservation principles involving energy,
momentum, and angular momentum; rotation­
al motion of rigid bodies; oscillatory motion;
and relativistic kinematics and dynamics.
Includes one laboratory weekly.
Prerequisite (can also be taken concurrently):
Mathematics 6A. Physics 6 or permission.
Spring semester. Boccio.

8. Electricity, Magnetism, and Waves.
A sophisticated introductory treatm ent of

260

wave and electric and magnetic phenomena,
such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis of progres­
sive waves, boundary effects and interference,
the electrostatic field and potential, electrical
work and energy, D.C. and A.C. circuits, the
relativistic basis of magnetism, and Maxwell’s
equations. Includes one laboratory weekly.
Prerequisites: Physics 7. Mathematics 6A, 6C;
16 or 18 (can be taken concurrently).
Fall semester. Brown.

14 . Thermodynamics and Modern
Physics.
A n introduction to thermodynamics and tem­
perature, heat, work, entropy, modem physics,
including relativistic dynamics, wave mechan­
ics, Schrodinger equation applied to one­
dimensional systems, and properties of atoms,
molecules, solids, nuclei, and elementary parti­
cles. The quantum aspects of the interaction of
photons with matter. Includes one laboratory
weekly.
Prerequisites: Physics 3, 4 or Physics 7, 8.
Spring semester. Moscatelli.

20. Principles of the Earth Sciences.
A n analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Spring semester. Collings.

2 1. Light and Color.
The fundamentals of light from the classical
and quantum physical point of view. Extensive
use of examples from art, nature and technol­
ogy will be made. These include natural phe­
nomena involving light such as rainbows,
halos, black holes, and light in the universe.
The role that the physical nature of light plays
in art such as color, pigmentation, dyes,
images, as well as in vision will be investigated.
Other topics include: color film, color televi­
sion, holography, lasers, telescopes, and diffrac­
tion gratings. Two or three lectures per week
plus a special project/lab.
Prerequisite: High School level algebra and
trigonometry.
Not offered 1998-99.

23. Relativity.
A non-mathematical introduction to the spe-

cial and general theories of relativity as
developed by Einstein and others during the
20th century.
Primary distribution course.
Not offered 1998-99.

25. In Search of Reality.
By investigating the assumptions, theories,
and experiments associated with the study of
reality in quantum physics, we will atempt to
decide whether the question of the existence
of an intelligible external reality has any
meaning.
Not offered 1998-99.

29. Seminar nn Gender and (Physical)
Science.
This seminar will take a multifaceted ap­
proach to the question “W hat are the con­
nections between a person’s gender, race, or
class and their practice of science?” We will
look at history of science, education of wom­
en, and the interplay between technology
and society Our principal focus will be the
physical sciences, and will strive to combine
an understanding of the science itself with
the humanistic aspects that surround it. A
few laboratory exercises will accompany the
seminar, and there will be an opportunity for
extended independent work on a topic of
your choice.
No prerequisites.
Not offered 1998-99.

50. Mathematical Methods of Physics.
A survey of analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differen­
tial equations, partial differential equations
and Sturm-Liouville systems, orthogonal
functions, Fourier series, Fourier and Laplace
transforms, and numerical methods.
Prerequisites: Mathematics 16 and either 6C
or 18; a knowledge of some programming
language.
Spring semester. Boccio.

63. Procedures in Experimental
Physics.
Techniques, materials, and the design of
experimental apparatus. Shop practice.
Printed circuit design and construction.
Half-credit course. Open only to majors in

Physics or Astronomy.
Fall semester. Technical staff.

93. Directed Reading.
This course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis,
in fields not covered by the regular courses
and seminars. The student will present oral
and written reports to the instructor.
One-half, one, or two credits.
Each semester. Staff.

94. Research Project.
Initiative for a research project may come
from the student, or the work may involve
collaboration with on-going faculty research.
The student will present a written and an
oral report to the Department.
One-half, one, or two credits.
Each semester. Staff.

SEMINARS
1 1 1 . Analytical Dynamics.
Intermediate classical mechanics. Motion of
a particle in one, two, and three dimensions.
Kepler’s laws and planetary motion. Phase
space. Oscillatory motion. Lagrange equa­
tions and variational principles. Systems of
particles; collisions and cross sections.
Motion of a rigid body. Euler’s equations.
Rotating frames of reference. Small oscilla­
tions and normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Moscatelli.

112 . Electrodynamics.
Electricity and magnetism using vector cal­
culus. Electric and magnetic fields. Dielectric
and magnetic materials. Electromagnetic
induction. Maxwell’s field equations in dif­
ferential form. Displacement current.
Poynting theorem and electromagnetic
waves. Boundary-value problems. Radiation.
Four vector formulation of relativistic elec­
trodynamics.
Prerequisite: Physics 14, 50; Math 18.
One credit.

261

Physics and Astronomy

Fall semester. Stout.

113 . Quantum Theory.
Postulates of quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; bra-ket nota­
tion. Superposition and observables. Time
development, conservation theorems, and
parity. Angular momentum. Three-dimen­
sional systems. Matrix mechanics and spin.
Coupled angular momenta. Time-independent and time-dependent perturbation theo­
ry. Transition rates.
Prerequisites: Physics 111 and Mathematics
16.
One credit.
Spring semester. Brown.

114 . Statistical Physics.
The statistical behavior of classical and
quantum systems. Temperature and entropy,
equations of state, engines and refrigerators,
statistical basis of thermodynamics, microcanonical, canonical and grand canonical
distributions, phase transitions, statistics of
bosons and fermions, black body radiation,
electronic and thermal properties of quantum
liquids and solids.
Prerequisites: Physics 111 and Mathematics
6C or 18.
One credit.
Spring semester. Grossman.

115 . Quantum Applications.
Applications of theory developed in Physics
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: Physics 111, 113.
One credit.
Fall semester. Grossman.

116 . Modern Optics.
Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polariza­
tion. Optical instruments: spectrometers,
interferometers, etalons. Propagation in
fibers, Fourier optics, spatial and temporal
coherence, lasers, elements of nonlinear
optics. Quantum theory of light: blackbody
radiation, modes, quantization of the electro­
magnetic field, photons, intensity fluctua­
tions.

262

Prerequisites: Physics 112, 113.
One credit.
Fall semester. Collings.

130. General Relativity.
Newton’s gravitational theory. Special rela­
tivity. Linear field theory. Gravitational
waves. Measurement of spacetime. Riemannian geometry. Geometrodynamics and Ein­
stein’s equations. The Schwarzschild solu­
tion. Black holes and gravitational collapse.
Cosmology.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1998-99.

13 1. Particle Physics.
A study of the ultimate constituents of mat­
ter and the nature of the interactions
between them. Topics include relativistic
wave equations, symmetries and group theo­
ry, Feynman calculus, quantum electrody­
namics, quarks, gluons, and quantum chro­
modynamics, weak interactions, gauge theo­
ries, the Higgs particle, and finally some of
the ideas behind lattice gauge calculations.
Prerequisites: Physics 113 and 115.
One credit.
N ot offered 1998-99.

132. Non-Linear Dynamics and Chaos.
Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative
systems. Fractals and self-similarity in chaos
theory.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1998-99.

133. Atomic Physics and Spectroscopy.
Review of quantum theory. Hydrogen atom.
Multi-electron atoms. Atoms in external
fields. Optical transitions and selection rules.
Hyperfine structure. Lasers. Atomic spectro­
scopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, level crossing spectroscopy.
Prerequisites: Physics 113,115, and 116.
One credit.
Not offered 1998-99.

134. Advanced Quantum Mechanics.
Photon polarization. Quantum interference
effects. Measurement theory. Potential scatter­
ing. Time-independent and time-dependent
perturbation theory. Interaction of the quan­
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera­
tors. Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. The
Dirac equation.
Prerequisites: Physics 113 and 115.
One credit.
Not offered 1998-99.

135. Solid State Physics.
Crystal structure and diffraction. The recipro­
cal lattice and Brillouin zones. Lattice vibra­
tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Electrons
in periodic structures. The Bloch theorem.
Band structure. Semiclassical electron dynam­
ics. Semiconductors. Magnetic and optical
properties of solids. Superconductivity.
Prerequisites: Physics 113, 114, and 115.
One credit.
Not offered 1998-99.

136. Quantum Optics and Lasen.
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 1998-99.

ously or concurrently, 113,114.
Spring semester. Bug.

138. Plasma Physics.
A n introduction to the principles of plasma
physics. Treatment will include the kinetic
approach (orbits of charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (sin­
gle fluid magnetohydrodynamics, two fluid
theory). Topics may include transport proc­
esses in plasmas (conductivity and diffusion),
waves and oscillations, controlled nuclear
fusion, and plasma astrophysics.
Prerequisite: Physics 112.
One credit..
Not offered 1998-99.

180. Honors Thesis.
Theoretical or experiment work culminating
in a written Honors Thesis. Also includes an
oral presentation to the department.
One-half, one, or two credits.
Each semester. Staff.

199. Senior Honors Study.
A seminar directed at an advanced topic in
physics to serve as a review of the subject mat­
ter covered in Physics 111, 112, 113, 114, and
115. Possible advanced topics include solid
state physics, plasma physics, partical physics,
nonlinear dynamics, and atomic physics. Open
only to students in the External Examination
Program.
Prerequisites: Physics 111, 112, 113, 114, and
115.
One credit.
Spring semester. Bug.

137. Computatlunal Physics.
Computer simulations are a powerful way of
solving problems in various fields of physics.
Students will learn concepts of robust scientific
computing and explore techniques like Monte
Carlo, finite-element, FFT and molecular
dynamics. Other topics may include high per­
formance computing, and making the Web a
part of one’s problem-solving and informationdissemination strategies. As a culmination to
the seminar, students will do an extended inde­
pendent project of their choice.
Prerequisite: Physics 50, 111, and taken previ­

UPPERCLASS LABORATORY PROGRAM
72a. Electronic Circuit Applications.
(See Engineering for description.)

82. Advanced Laboratory.
Experiments in mechanics, electricity and
magnetism, waves, thermal and statistical
physics, atomic and nuclear physics.
One-half credit.
Spring semester. Collings.

263

Physics and Astronomy

ASTRONOMY
1 . Introductory Astronomy.
The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics include astronomical
instruments and radiation; the sun and planets;
properties, structure, and evolution of stars; the
Galaxy and extragalactic systems; the origin
and evolution of the universe. Includes some
evening labs.
Primary distribution course.
Each semester. Jensen.

5. General Astronomy I.
Celestial coordinates. Astronomical instru­
ments. Laws of physics relevant to astronomy.
Observed properties of the sun and stars.
Stellar structure and evolution. Star clusters.
Celestial mechanics. Binary stars.
Prerequisite: Mathematics 5.
Fall semester. Gaustad.

6. General Astronomy II.
Interstellar matter and star formation. The
Milky Way and other galaxies. Cosmological
insights. Exploration of the Solar System.
Prerequisite: Astronomy 5.
Spring semester. Gaustad.

9. Meteorology.
The elements of weather, its recording and pre­
diction. Structure and dynamics of the atmos­
phere. Includes regular weather observations
and comparison with maps.
Prerequisites: Mathematics 5, 6A.
Not offered 1998-99.

56. Cosmology.
Studies of galaxies; the cosmic distance and age
scales. General Relativity; theoretical and
observational frames of model Universes.
Background radiation and theories of the early
Universe.
Prerequisites: Astronomy 6, Mathematics 6 or
equivalent.
Not offered 1998-99.

59. Stellar Systems and Motions.
Astronomical coordinates. Positions, motions,
and parallaxes of stars. Analysis of binary stars.

264

Kinematics and contents of the Milky-Way
Galaxy.
Prerequisite: Astronomy 1 or Astronomy 5.
Not offered 1998-99.

61. Current Problems In Astronomy and
Astrophysics.
Reading and discussion of selected research
papers from the astronomical literature.
Techniques of journal reading, use of abstract
services and other aids for the efficient mainte­
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.
One-half credit.
Each semester. Gaustad, Jensen.

64. Galactic Structure.
Observational and theoretical results on the
Milky Way Galaxy, including stellar popula­
tions, H-R diagram, luminosity function, stel­
lar dynamics, spiral structure, and mass distri­
bution.
Prerequisites: Astronomy 6, Mathematics 6A.
Not offered 1998-99.

93. Directed Reading.
94. Research Project.
1 1 7 ,1 1 8 . Theoretical Astrophysics.
The physical interpretation of astronomical
phenomena. Topics include electromagnetic
processes in space, fluid dynamics and shock
waves, the interstellar medium, radiative trans­
fer, stellar atmospheres, interpretation of stellar
spectra, stellar structure and evolution, and
star formation.
Prerequisites: Astronomy 5, 6; Physics 14.
Each semester. Gaustad.

Political Science

RAYMOND F. HOPKINS, Professor’
JAMES R. KURTH, Professor
PEYTON McCRARY, Lang Professor of Social Change, 1998-99
RICHARD L . RUBIN, Professor (part-time)
KENNETH E . SHARPE, Professor
DAVID G. SMITH, Professor Emeritus
CAROL NACKENOFF, Associate Professor and Chair
KEITH REEVES, Associate Professor*3
RICHARD VALELLY, Associate Professor
TYRENE WHITE, Associate Professor
CYNTHIA PERWIN HALPERN, Assistant Professor
META MENDEL-REYES, Assistant Professor
BRUCE MORRISON, Assistant Professor
DEEPA M . OLLAPALLY, Assistant Professor1
GEOFFREY HERRERA, Visiting Assistant Professor5
KATHLEEN KERNS, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant

1 Absent on leave, fell semester, 1998.
3 Absent on leave 1998-99.

5 Spring semester, 1999.

COURSE OFFERINGS AND PREREQUISITES

REQUIREMENTS FOR THE MAJOR

Courses and seminars offered by the Political
Science Department deal with the place of pol­
itics in society and contribute to an under­
standing of the purposes, organization, and
operation of political institutions, domestic
and international. The Department offers
courses in all four of the major subfields of the
discipline-American politics, comparative pol­
itics, international politics, and political theo­
ry. Questions about the causes and conse­
quences of political action and normative con­
cerns regarding freedom and authority, power
and justice, and human dignity and social
responsibility are addressed throughout the
curriculum.
Prerequisites: Students planning to study politi­
cal science are advised to start with two of the
following introductory courses: Political
Theory, 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.

Prerequisites and general recommendations:
Students who intend to major in Political
Science should begin their work in their first
year at college if possible. Completion of at
least two courses at the introductory level
(Political Science 1, 2, 3, 4 is required for
admission to the major). Supporting courses
strongly recommended for all majors are
Statistical Thinking or Statistical Methods
(Mathematics 1 or 2) and Introduction to
Economics (Economics 1).
Course requirements for majors: To graduate
with a major in Political Science, a student
must complete the equivalent of at least eight
courses in the Department. The Department
expects that at least five of these eight courses
be taken at Swarthmore.
Distribution Requirements: All Political Science
majors are required to take one course or semi­
nar in each of the following three fields: 1)
American politics; 2) comparative or interna­
tional politics; and 3) political theory.
Completion of any of the following will satisfy
the political theory requirement: Political

265

Political Science

Science 11,12, 100, or 101.
The Department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at
least three of the four major subfields of politi­
cal science (listed in the introductory para­
graph above).
The comprehensive requirement: Majors in the
Course program can fulfill the College compre­
hensive requirement in one of two ways. The
preferred option is the Oral Thesis. Students
are examined orally on a body of literature that
best captures their interests and range of prepa­
ration within the discipline. Under the second
option, the W ritten Thesis, students are
required to complete a written thesis based on
in-depth research into a topic of their choice.
To be eligible for this option students must
normally have at least an A- average in their
political science courses, demonstrate the
merit and rigor of their proposal, and secure
the approval of a faculty advisor. Detailed
information about all of these options is made
available at the beginning of the junior year.

HONORS MAJORS
(Available to classes of 1997 onward)
To be accepted into the Honors Program stu­
dents should normally have at least an average
of B+ inside the department (the grade equiva­
lent of an “Honors”) and B outside the depart­
ment and should give evidence of their ability
to work independently and constructively in a
seminar setting. Seminars will normally be lim­
ited to eight students and first choice will go to
honors majors. Political Science Honors
majors must meet all current distributional
requirements for majors, including the political
theory requirement. They must have a mini­
mum ten credits inside the Political Science
Department. Normally, six of these credits will
be met with three two-unit preparations which
will help prepare honors majors for outside
examinations, both written and oral. These
two-unit preparations will normally be either a
two-credit honors seminar or a “course-plus”
option. O f these three (3) two-unit prepara­
tions, no more than two may be in a single field
in the Department. The “course-plus” option
will normally consist of two one-unit courses or
seminars that have been designated to count as

266

an honors preparation. Examples include Pols
38 (Public Service, Community Organizing,
and Social Change) plus either Pols 19
(Democratic Theory and Practice) or Pols 36
(Multicultural Politics in the U.S.); Pols 13
(Feminist Political Theory) plus either Pols 31
(Difference and Dominance) or Pols 32
(Gender, Politics and Policy in America); ot
Pols 24 (Constitutional Law) plus Pols 72
(Special Topics/Thesis). The Department does
not normally advise theses, course attach­
ments, or directed readings as a substitute for
the honors seminars and “course plus” options
but on occasion some faculty members may
have the time to direct such individual work.
All prospective honors majors must have com­
pleted one of their four honors preparations
before their senior year in order to have room
in their schedule for the Senior Honors
Colloquium.
All senior honors majors must take the Senior
Honors Colloquium, a 1.5 credit colloquium
normally offered in the fall term of their senior
year. The work done in this colloquium will
satisfy the College’s senior honors study
requirement and will be submitted to the
external examiners. Students will earn an addi­
tional SHS credit (.5) for this work upon suc­
cessful completion of their honors exams.

HONORS MINORS
Honors minors in political science will be
required to have at least five credits in political
science. Among these five credits, minors must
normally meet the three-field d is trib u tio n
requirement—in American politics, in politi­
cal theory, and in comparative politics/intemational relations. Minors will be required to take
one of the two-unit Honors preparations
offered by the Department. Honors minors will
normally meet their senior honors study
requirement by doing a set of readings sug­
gested by the teacher of their political science
seminar. This list will then be passed on to
their outside examiner along with the seminar
syllabus.

HONORS EXAMS
The honors exams will normally consist of a
three hour written exam in each of the stu­
dent’s seminars, and an oral exam of a half an
hour.

CONCENTRATION IN PURLIC POLICY
Students have the option of pursuing interdis­
ciplinary work as an adjunct to a major in
Political Science in the concentration of
Public Policy. Comprehensive requirements
(for Course majors) or the external examina­
tion requirements (for candidates for Honors)
will be adjusted to allow students to demon­
strate their accomplishments in the concentra­
tion. For further information, consult the sepa­
rate Catalog listing for Public Policy (page
285). Currently, Professor Ellen Magenheim is
the coordinator of the concentration in Public
Policy.

THE DEMOCRACY PROJECT
The purpose of this project is to deepen stu­
dents’ understanding of and commitment to
democratic citizenship in a multicultural soci­
ety, through participation in community poli­
tics. A central feature of the Democracy
Project is community-based learning, through
public service and community organizing
internships as part of the course work. By inte­
grating reflection and experience, the project
will enable students to study the ways in which
diverse communities define and seek to
empower themselves in the United States, and
the relationship between individual activism,
social responsibility, and political change at
the grassroots level. Students interested in the
project are encouraged to take the three core
courses: Democratic Theory and Practice (Pols
19), Multicultural Politics in the U.S. (Pols
36), and Public Service, Community Orga­
nizing, and Social Change.

ADVANCED PLACEMENT

credit to students who have achieved a score of
5 on the College Board Advanced Placement
examination in Government and Politics
(either United States or Comparative, but not
both). This credit may be counted toward the
major and toward satisfaction of the College
distribution requirement in the Social
Sciences. Normally, students awarded A.P.
credit will still be expected to complete at least
two introductory courses at Swarthmore as a
prerequisite for more advanced work in the
Department.

TEACHER CERTIFICATION
Occasionally, majors in Political Science wish
to pursue certification fot secondary school
teaching. For such students, there are two nor­
mal routes to Social Studies Certification. One
of these is through a major in the social sci­
ences, plus four to six semesters of courses in
other social sciences. Students majoring in
History, Political Science, and SociologyAnthropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in social
sciences, of which six must normally be in one
discipline, and at least two more must be in a
single other discipline. All students seeking
social studies certification are required to take
two courses in history. A t 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 . Political Theory.
This course is an introduction to political the­
ory by way of an introduction to some of its
most important themes, problems, and texts. It
seeks to elicit understanding of theory as a way
of thinking about the world, as related to polit­
ical practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues of politics,
such as (1) justice, (2) freedom, (3) power and
knowledge, and (4) religion and politics.
Primary distribution course.
Fall semester. Halpem, Mendel-Reyes, Sharpe.

The Department grants one unit of college

267

Political Science

2. American Politics.
How do American institutions and political
processes work? To what extent do they pro­
duce democratic, egalitarian, or rational out­
comes? The course examines the exercise and
distribution of political power. Topics can
include presidential leadership; legislative
politics; role of the Supreme Court; federal­
ism; parties, groups and movements; public
policy; the politics of class, race, and gender;
voting; mass media; and public discontent
with government.
Primary distribution course.
Fall semester. Nackenoff and Valelly.

3. Comparative Politics.
A n introduction to the history and character
of contemporary politics in Eastern and
Western Europe. Topics will include the for­
mation of states, the growth of nationalism
and ethnic conflict, patterns of socioeco­
nomic development, the role of civil society,
and the prospects of supranational integra­
tion.
Primary distribution course.
Fall semester. Morrison.

4. International Politics.
A n introduction to the analysis of the con­
temporary international system and its evolu­
tion in the twentieth century. The course
will examine various approaches to explain­
ing major international wars, ethnic con­
flicts, and economic problems.
Primary distribution course.
Spring semester. Kurth and Ollapally.

7 . Introduction To African Studies.
(Cross-listed as History 65)
A n historically oriented introduction to
African societies, cultures, and political
economies offers perspectives on different
reconstructions of Africa’s pre-colonial/colonial past. We also discuss the post-colonial
present, exploring socioeconomic transfor­
mations, continuities, as well as struggles
over authority, gender and access to
resources. Focusing mainly on two contrastic
geographic regions in West and Southern
Africa, the course introduces students to a
variety of oral and written texts, scholarly
analysis, first-person narratives and fiction, as
well as visual representations of Africa’s past

268

and present in film and sculpture. Meets at
Haverford; occasionally elsewhere with
notice. Transportation will be provided.
Highly recommended for students planning
to study abroad in Africa.
Fall semester. Professor Glickman.

1 1 . Ancient Political Theory:6reek and
Biblical Origins and Traditions.
Two traditions constitute the origins of westem politics. We begin with Greek tragedy
and A thenian democracy against which
Greek political theory arose (Sophocles,
Plato and Aristotle). We contrast this tradition with that of the Hebrew Bible (the
prophets Jeremiah, Ezekiel and DeuteroIsaiah) as a different way of understanding
justice, order, suffering, community and poli­
tics. These two traditions converge in the
New Testament era (selections gospels, from
Paul, and from gnostic gospels). We conclude
with Augustine, a point of convergence for
both of these traditions.
Fall semester. Halpem.

■

I

12 . Modern Political Theory.
This course will be concerned with the
nature of modernity, theory and politics. We
will study the roots of modernity in the
Reformation and the Renaissance (Luther,
Calvin and Machiavelli); the foundations of
modernity in the construction of liberty,
property and equality (Hobbes, Locke, and
Rousseau); the culmination of modernity in
the Enlightenment projects of Kant, Mill,
and Marx; and the breakdown of the
Enlightenment (Freud, Nietzsche, and
Foucault). We analyze both historical
kmcontext and theory, authority and revolu­
tion, which contributed to the great democra­
tizing impulse in the west.
Spring semester. Halpem

I
I
n

13. Feminist Political Theory.
Exploration of key contributions and debates
in feminist political and legal theory, includ­
ing the body; personhood and citizenship;
theorizing otherness; discourses privileged
and silenced; feminism and global women of
color.
Not offered 1998-99. Nackenoff.

14 . Political Theater and Film.
Explores political theater and film as vehicles

I

for understanding, preserving, and changing
relations of power. Topics include: theater as
public space in political theory and history;
representation of racial, gender, and other
differences; drama as a tool of resistance,
including guerilla and agit-prop theater; pro­
duction, distribution, reception; art and pop­
ular culture; utopias and other expressions of
political imagination. Playwrights and film­
makers include: Brecht, Costa-Gavras,
Eisenstein, Griffith, Lee, Machiavelli,
Ophuls, Pontecorvo, Riefenstahl, Shakes­
peare, Sophocles.
Mendel-Reyes.

15. Ethics and Public Policy.
This course will examine the nature and
validity of ethical arguments about moral and
political issues in public policy. Specific top­
ics and cases will include: ethics and politics,
violence and war, public deception, privacy,
discrimination and affirmative action, envi­
ronmental risk, health care, education, abor­
tion, surrogate motherhood, world hunger,
and the responsibilities of public officials.
This course may be counted toward a con­
centration in Public Policy.
Spring semester. Halpem.

16. Liberal Individualism.
This course will explore the conceptions of
human nature that underlie liberalism in
modem society, with attention to what cur­
rent research and theory in psychology have
to say about these assumptions.
Not offered 1998-99. Sharpe, Schwartz.

1 7 . American Political Thought.
An exploration of American political
thought and political culture. Topics include
national identity; struggles of inclusion/
exclusion; individualism and community;
moral crusades; democratic visions; race,
class, ethnicity and gender; and the role of
the state.
Not offered 1998-99. Nackenoff.

19. Democratic Theory and Practice.
Explores the relationship between theories
and practices of democracy, focussing on the
gap between the nearly universal commit­
ment to “the rule of the people” and the fact
that very few people exercise such power
today.

Not offered 1998-99. Mendel-Reyes.

22. American Elections: Ritual, Myth
and Substance.
A n examination of the role of policy issues,
candidate images, media, marketing, and
political parties in the American electoral
process.
Not offered 1998-99. Nackenoff.

23. Presidency, Congress, and the
Court.
Considers how making national policy is tied
to strategies and behaviors induced by divid­
ed government, separation of powers, bicam­
eralism, internal legislative structure, judicial
review, expectations of presidential leader­
ship, the economics of information, and dif­
ferent types of electoral accountability and
representation. Attention to why, when, and
how much of such phenomena as collective
responsibility, judicial autonomy and pru­
dence, and legislative productivity, and of a
variety of tactics for simply winning in the
political game.
Spring, 1998. Prerequisite: Pols 2. Valelly

24. American Constitutional Law.
The Supreme Court in American politics
with emphasis on civil rights/civil liberties
and constitutional development.
Not offered 1998-99. Nackenoff.

26. American Political Development.
For students with strong interest in asking
political science questions of American polit­
ical history. How have American political
institutions evolved since the Founding?
W ith what consequences for the polity’s
workability, the realization of public goods,
the processing of conflict, and the satisfac­
tion of democratic ideals? Major emphasis is
on the party system and group system’s devel­
opment, though other topics may include
(for instance) economic regulatory institu­
tions and the persistence of the Constitution.
Fall, 1998. Prerequisite: Pols 2. Valelly

27. Law and the Political Process.
This course focuses on the extraordinary
changes in the American political process
wrought over the past half century by federal
court decisions and changes in federal law.
The central theme of the course is the strug-

269

Political Science

gle for racial and political equality. Among the
principal topics are minority voting rights
cases, the one-person, one-vote reapportion­
ment decisions, and partisan gerrymandering
litigation. The course also deals with the adop­
tion, revision, and implementation of the
Voting Rights Act of 1965, and of the nation’s
campaign finance laws. Legal and constitution­
al issues are examined in the context of social
and political factors underlying the cases, as
well as the political and social impact of these
changes in federal law.
Fall semester. McCrary.

28. Civil Rights Policy Regarding Race.
The course focuses on civil rights policies
affecting racial minority groups in the United
States over the last half century. It examines
decision-making regarding civil rights policy
by the legislative, judicial, and executive
branches, but emphasizes the implementation
of these policies and the social impact of poli­
cy implementation. The course concentrates
on efforts to end racial discrimination in edu­
cation, housing, and employment, as well as
the evolution of policies in each of these areas
toward eliminating the effects of past discrimi­
nation
Spring semester. McCrary.

31. Difference, Dominance and the
Struggle for Equality.
How unequal power relations are maintained
and legitimated, with strategies and routes for
achieving equality. Struggles examined involve
gender, race, ethnicity, class, colonial and post­
colonial relationships.
Not offered 1998-99. Nackenoff.

32. Gender, Politics and Policy in
America.
This course examines gender issues in contem­
porary American politics, with primary empha­
sis upon women and politics. Topics of investi­
gation include (1) gender and political partici­
pation; (2) movement politics, groups politics
and empowerment; and (3) gender, policy and
law. Policy issues include: feminization of
poverty; employment discrimination; affirma­
tive action; divorce, custody, child care; surro­
gate parentage; privacy rights and sexual prac­
tices; abortion; violence against women; sexu­
al harassment; pornography; workplace hazards
and fetal protection.

270

Spring semester. Nackenoff.

33. Race, Ethnicity and Public Pnlicy:
African Americans.
This course investigates the relationship of
race, American political institutions, and the
making of public policy. Race, class, and ethnic
analyses are made with particular focus on how
racial policy was made through the electoral
system, the courts, the congress, and the presi­
dency. The cleavage between Black and White
is analyzed over time and in contemporary pol­
itics and also in comparative perspective with
other groups. This course may be counted
toward a concentration in Public Policy.
Fall semester. Rubin.

34. Race, Representation, and
Redistricting in America.
This course will explore the controversial
political and public policy questions surround­
ing the reshaping and redrawing of congres­
sional districts to increase black political repre­
sentation in the United States. Why was strin­
gent and comprehensive voting rights legisla­
tion needed in 1965? W hat has been the
impact of the Voting Rights Act on the prob­
lem of black voters’ disenfranchisement? How
have black voters and black candidates subse­
quently fared in the American electoral
process? Has the Voting Rights Act evolved
into an “affirmative action tool in the electoral
realm?” And, how will the U.S. Supreme
Court’s developing jurisprudence of racial
redistricting alter the political and racial land­
scape of this country. We will also focus on the
utilization of the American process to most
often preclude the vast majority of AfricanAmericans from obtaining significant political
power. And, from the perspective of electoral
politics, we will explore the role of minority
voting rights and the racial gerrymandering of
legislative districts.
Not offered 1998-99. Reeves.

35. Political Economy of Education: U.S.
Education In the 20th Century.
(Cross-listed as Education 67. See description
under Education courses.)
Not offered 1998-99. Shumar.

36. Multicultural Politics in the U.S.
Is the U.S. A melting pot, a mosaic, or a bat­
tlefield of racial, ethnic, and cultural differ-

enees? To many people, nostalgia for a “united”
America contrasts with widespread anxiety
about a nation increasingly divided between
whites and people of color, citizens and immi­
grants, rich and poor, “straights" and homosex­
uals, powerful and powerless. This course
explores past and present multicultural poli­
tics, including the efforts of subordinated
groups to empower themselves, and such issues
as immigration, poverty, affirmative action,
environmental racism.
This course may be counted toward a concen­
tration in Public Policy
Fall semester. Mendel-Reyes.

38. Public Service, Community
Organizing and Social Change.
Through community-based learning, this sem­
inar explores democratic citizenship in a multi­
cultural society. Semester-long public service
and community organizing internships, dia­
logue with local activists, and popular educa­
tion pedagogy allow students to integrate
reflection and experience. Topics include:
democratic theory and practice; multicultural
politics; community politics in Chester and
Philadelphia; community organizing and pub­
lic service; social justice and social responsibil­
ity; and the relationship between individual
activism and political change at the grassroots.
Prerequisite: Permission of instructor and
internship arranged prior to the end of the Fall
semester, 1998. This course may be counted
toward a concentration in Public Policy.
Spring semester. Mendel-Reyes.

41. Political Economy and Social Policy:
The II.S. In the 1990s.
Considers how government buffers the risks for
individuals of a market system and what that
means for citizenship and for who gets what
from government.
Prerequisite: Pols 2.
Next offered 1999-2000. Valelly.

43. Environmental Policy.
(Cross-listed as Engineering 68. See descrip­
tion under Engineering courses.)
May be offered Spring 1999.

45. Defense Policy.

eign interventions, military strategies, weapons
systems and race and gender issues. This course
may be counted toward a concentration in
Public Policy.
Prerequisite: Pols 4.
Fall semester. Kurth.

4 7. Politics of Famine and Food Policy.
The causes and possible solutions to major food
problems: hunger, rural poverty, and food inse­
curity. The proper role of government policy in
production, distribution, and consumption of
food is considered. Cases include the Amer­
ican agricultural experience; problems facing
less developed countries, and international
trade and aid issues. A n early final exam and a
substantial paper are features of the course.
Students with little work in political science
may be admitted with the consent of the
instructor. This course may be counted toward
a concentration in Public Policy.
Not offered 1998-99. Hopkins.

52. The European Welfare State.
Is welfarism in Europe on the way out, or are
the reports of its death greatly exaggerated?
Are the current pressures for retrenchment
directed at the whole of the welfare state, or
just at certain of its component parts? These
and other questions will be addressed within
the context of a study of the historical origins
of the European welfare state, its national
peculiarities, and its relationship to broader
approaches to economic development.
Comparisons with North American cases will
be made. This course may be counted toward a
concentration in Public Policy.
Not offered 1998-99.

53. The Politics of Eastern Europe.
A comparative examination of Eastern Europe
over the course of the twentieth century. The
focus will be upon political regime changes,
both in an authoritarian and democratic direc­
tion, as well as upon the pattern of state-soci­
ety relations established within these regimes.
Primary emphasis will be upon Poland,
Hungary, and the Czech and Slovak Republics,
although the other countries in the region will
be treated as well.
Spring semester. Morrison.

Analysis of American defense policy since
World War II, with particular emphasis on for­

271

Political Science

54. The Past and Present of European
Democracy.
A survey of the European experience of
democracy from its origins in the early modem
period to the present. The dual aim of the
course will be to place the recent Southern and
Eastern European transitions to democracy in
historical context while also examining these
events in their own right. Among the problems
to be addressed: defining democracy and char­
acterizing democratic regimes; assessing the
relative influence of social, institutional and
other causes of democratic changes; and iden­
tifying the factors which support the consoli­
dation of democracy or contribute to its col­
lapse.
Spring semester. Morrison.

economies; the conditions for democracy and
authoritarianism; the sources and impact of
revolution; the political impact of neo-liberal
economic policies, and the economic impact of
state intervention; and the role of the U.S. In
the region.
Spring semester. Sharpe.

58. African Politics.
A comparative study of the politics of subSaharan African societies undergoing change
and pursuing economic development. Policies
that shape statehood, “nation-building” and
economic development will be considered.
This course may be counted toward a concen­
tration in Public Policy.
Not offered 1998-99. Hopkins.

55. China and the World.

61. American Foreign Policy.

Explores the rise of China in the late twentieth
century and its implications for domestic,
regional and international politics. Topics
include China’s reform and development strat­
egy under the Deng regime, the social and
political consequences of reform, the prospects
for regime liberalization and democratization,
and the China-Hong Kong-Taiwan nexus.
Also examines China’s changing role in East
Asia and issues in Sino-American relations.
This course may be counted toward a program
in Asian Studies.
Fall semester. White.

A n examination of 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 of political,
bureaucratic, and economic forces and on the
problems of war, intervention, and economic
conflict.
Prerequisite: Pols 4 or equivalent.
Spring semester. Ollapally.

56. Politics of South and Southeast Asia.
This course will examine the two “faces” of
Asia—a struggling South Asia and a prosper­
ous Southeast Asia— in the contemporary
international political and economic context.
Topics will include the politics of authoritari­
anism and democracy; economic development;
issues of women’s labor; and the evolution of
American and Japanese dominance in the
region. A special topic will be the Asian “dias­
pora” in the United States and emerging trends
in Asian American politics.
Spring semester. Ollapally.

57. Latin American Politics.
A comparative study of the political economy
of the region focusing on Mexico, Chile,
Guatemala, Nicaragua, and El Salvador. Topics
include: the tensions between representative
democracy, popular democracy, and market

272

62. Development and Discontent: The
Crisis of Political Economy in the
Third World.
Constraints and choices facing developing
countries in their drive to “catch up” with the
West. Competing paradigms of development
and the different strategies, politics and values
they embody.
This course may be counted toward a concen­
tration in Public Policy.
Not offered 1998-99. Ollapally.

63. La Frontera: The U.S. and Mexico in
Politics and Literature.
A n interdisciplinary exploration of the rela­
tionship between the U nited States and
Mexico as experienced by communities on
both sides of the U.S.-Mexico border.
N ot offered 1998-99. Mendel-Reyes and
Camacho de Schmidt.

64. American-East Asian Relations.
Examines international relations across the
Pacific, with primary focus on U.S.-Japan and
U .S.-China relations. Topics include the

I

debate over post-Cold War American security
I strategy in East Asia.
I Not offered 1998-99. White.

I 65. The Politics of Population.
I Examines global, regional, and national popuI lation issues in historical perspective. Topics
I include: the relationship between population
growth, economic development, and political
stability; the causes of fertility decline in differ­
ent regional and cultural settings; the political
implications of shifting demographic structures
and aging populations; and the relationship
I between the current population debate and
I issues such as abortion, euthanasia, internaI tional migration, and the AIDS epidemic. This
I course may be counted toward a concentration
I in Public Policy.
I Spring semester. White.

I 66. Technology and International
I Relations.
I This course examines the relationship between
I technology and international relations.
Looking at the conduct of war, the creation,
consolidation and expansion of the nation­
state system, and the material bases of the
international political economy, the course
I will provide an introduction to issues of techI nological change and international politics.
I The course will discuss the period from 1500 to
I the present, including the Industrial RevoluI tion, the World Wars,the Cold War, and the
I current globalization of the international politI ical economy and the dawn of “info-war.”
I Spring Semester. Herrera.

I 68. International Political Economy.
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(Cross-listed as Economics 53.)
This course uses political and economic perspectives to analyze the international economy. Topics include: the rise and decline of
hegemonic powers, the controversy over “free”
versus “fair” trade under the GATT/WTO, foreign debt and default, the role of the state in
economic development, international financial markets, the history of the international
monetary system. This course may be counted
toward a concentration in Public Policy.
Prerequisite: Pols 4 and Econ 1.
Not offered 1998-99. Professors Hopkins and
Golub.

72 . Constitutional Law: Special Topics.
A n in-depth exploration of several recent
issues and controversies, most likely drawn
from 1st, 4th, 5th, 6th and/or 14th Amend­
ment jurisprudence. Some attention will also
be given to theories of interpretation. This is
designed for students who want to deepen their
work in constitutional law.
Pols 24 is a prerequisite.
Spring semester. Nackenoff.

73 . Comparative Politics: Special Topics.
Not offered 1998-99.

74 . International Politics: Special Topics.
Each year this course will study a major topic in
international politics, with different topics
being studied in different years. The course will
examine development of the topic from histor­
ical origins to contemporary issues. In 1999 the
topic will be multicultural conflict, i.e., inter­
national politics within the United States
itself.
Prerequisite: Pols 4.
Spring semester. Kurth.

80. Senior Colloquium.
This colloquium engages problems in contem­
porary politics and seeks to teach students how
to think theoretically and synthetically, and to
integrate approaches from the major fields in
the discipline. Available to course students
with permission of the instructor.
Fall semester. Kurth and Sharpe.

90. Directed Readings in Political
Science.
Available on an individual or group basis, sub­
ject to the approval of the chairman and the
instructor.

95. Thesis.
A one-credit thesis, normally written in the
fall of the senior year. Students need the per­
mission of the Department Chair and a super­
vising instructor.

SEMINARS
The following seminars prepare for examina­
tion for a degree with Honors:

Political Science

100. Political Theory: Plato to Hobbes.
The development of political thought in the
ancient and medieval periods, and the emergence of a distinctively modem political out­
look. Special attention to the differences
between the way the Ancients and the
Modems thought about ethics, politics,
democracy, law, knowledge, power, justice, the
individual, and the community. Key philoso­
phers include Plato, Aristotle, Augustine, and
Hobbes.
Fall semester. Sharpe.

10 1. Political Theory: Modern.
This seminar will be concerned with the
nature of modernity, theory, and politics. We
study the roots of modernity in the Refor­
mation and the Renaissance (Luther, Clavin
and Machiavelli); the foundations of moderni­
ty in the construction of liberty, property and
quality (Hobbes, Locke and Rousseau); the
culmination of modernity in the Enlighten­
ment projects of Mill, Hegel, and Marx; and
the breakdown of the Enlightenment (Freud/
Jung, Nietzsche and Foucault). We analyze
both historical context and theory, authority
and revolution, which contributed to the great
democratizing impulse in the west.
Spring semester. Halpem.

102. Senior Colloquium.
This colloquium engages problems in contem­
porary politics and seeks to teach students how
to think theoretically and synthetically, and to
integrate approaches from the major fields in
the discipline. Required of all senior honors
majors.
Fall semester. Kurth and Sharpe.

103. American Politics.
The relationship between American political
thought and political practice. Exploration of
classic authors and texts accompanied by
investigation of political narratives and the
impact of popular culture on forms of public
discourse, as well as by interpretations of the
character of American politics.
Not offered 1998-99. Nackenoff.

104. American Political System.
Compares, contrasts, and mixes different
approaches to understanding the American
political system’s performance. First the view
from public office is considered, then the view

from the citizen’s vantage point. Particular
attention to rules and to institutions and how
politicians shape and re-shape them over time.
Spring semester. Valelly.

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105. Constitutional Law in the American
Polity.

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The Supreme Court in American political life,
with emphasis on civil rights and civil liberties
and on constitutional development. The
course examines the Court’s role in political
agenda setting in arenas including economic
policy; property rights; separation of powers;
federalism; presidential powers and war powers;
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Exploration of judicial review, judicial
activism and restraint, and theories of constitutional interpretation.
Spring semester. Nackenoff.

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10 7. Comparative Politics: Greater
Europe.

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A survey of the European experience of
democracy from its origins to the present.
Particular emphasis will be placed upon the
claim that democracy’s prospects are most
heavily influenced by the manner in which the
state fights, finances itself, and administers,
regulates and integrates “its” society. As such,
the course will examine the array of state forms
across Europe in the early modem and modem
period, to the end of discerning where and why
the opening to democracy comes. The many
challenges freed by the early democratizers of
Western Europe will be traced through the
middle of the twentieth century, after which
consideration will be given to the recent transitions to democracy in Southern Europe in the
1970s and then in East Europe in the 1980s.
Spring semester. Morrison.

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108. Cumparative Politics: Greater China. I \
Examines patterns of political and economic
development in China, Taiwan, Hong Kong
and Singapore, comparing: the different paths
to economic development; the role of authoritarianism and democracy in the development
process and the dynamics of regime transitions;
sources of regime legitimacy; and the ChinaTaiwan-Hong Kong nexus. Will also examine
C hina’s changing role in East Asia, the
prospects for regional conflict, and issues in
Sino-American relations.

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This course may be counted toward a concen­
tration in Public Policy or a program in Asian
Studies.
Fall semester. White.

109. Comparative Politics: Latin America.
A comparative study of the political economy
of the region focusing on Mexico, Chile,
Guatemala, Nicaragua, El Salvador, and Cuba.
Topics include: the tensions between represen­
tative democracy, popular democracy, and mar­
ket economies; the conditions for democracy
and authoritarianism; the sources and impact
of revolution; the political impact of neo-liber­
al economic policies, and the economic impact
of state intervention; and the role of the U.S.
In the region.
Spring semester. Sharpe.

110. Comparative Politics: Africa.
A review of the historical evolution and cur­
rent problems in politics of sub-Saharan
Africa. Topics will include colonial legacies,
nationalism, class, ethnicity, economic devel­
opment, and the character of the state.
Problems of public policy will be given special
attention. Readings will focus on selected
countries in Southern Africa, East Africa and
West Africa. This course may be counted
toward a concentration in Public Policy.
Not offered 1998-99. Hopkins.

111. International Politics.
An inquiry into problems in international pol­
itics. Topics will include major theories of
international politics, war and the uses of
force, and the management of various global
economic issues.
Prerequisite: Pols 4 or equivalent.
Not offered 1998-99. Hopkins.

180. Thesis.
With the permission of the Department,
Honors candidates may write a thesis for dou­
ble course credit.

275

Psychology

ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor9
JEANNE MARECEK, Professor and Department Head
ALLEN M . SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
ROBERT DUFOUR, Assistant Professor
FRANK H. DURGIN, Assistant Professor
WENDY HORWITZ, Assistant Professor1
COLIN W. LEACH, Assistant Professor
ANDREW H. WARD, Assistant Professor
JANE GILLHAM, Visiting Lecturer
JEANNINE PINTO, Visiting Lecturer
JOANNE M . BRAMLEY, Administrative Coordinator

1 Absent on leave, fall semester, 1998.
3 Absent on leave, 1998-99.

* President of the College

The work of the Department of Psychology
concerns the systematic study of human behav­
ior and experience; processes of perception,
learning, thinking, and motivation are consid­
ered in their relation to the development of
the individual. The relations of the individual
to other persons are also a topic of study.
The courses and seminars of the department
are designed to provide a sound understanding
of the principles and methods of inquiry of psy­
chology. Students learn the nature of psycho­
logical inquiry and psychological approaches to
various problems encountered in the humani­
ties, the social sciences, and the life sciences.
A special major in Psychobiology is offered in
cooperation with the Department of Biology.
Consult either department chair.

Psychology, Learning and Action, Perception,
Cognitive Psychology, Psychology of Lan­
guage, Social Psychology, Personality, Con­
cepts of the Person, Abnormal Psychology, and
Developmental Psychology. Students may not
take both Psychology 36, Personality, and
Psychology 37, Concepts of the Person.
Students are required to meet a comprehensive
requirement in their majors. In psychology,
this may be accomplished in one of two ways:
The first, open to all majors, is the compre­
hensive examination, prepared independently
and completed early in the spring semester of
the senior year. The second way is to complete
a 2-credit senior thesis (one credit each semes­
ter of the senior year). The senior thesis pro­
gram is open to students who have a high B
average both in psychology and overall.
Students must have an acceptable proposal, an
advisor and sufficient background to undertake
the proposed work. See Psychology 96,97, and
the departmental brochure.
Students should take at least one course that
provides them with experience in conducting
research.
Students majoring in psychology who wish to
include study abroad are advised to complete
the time away before the second semester of
the junior year.

REQUIREMENTS AND RECOMMENDATIONS
Psychology 1, Introduction to Psychology, is
normally a prerequisite for further work in the
Department.
A Course major consists of at least eight cred­
its, excluding courses cross-listed in psychology
that are taught only by members of other
departments. Four should be core courses (with
course numbers in the 30’s): Physiological

276

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Students intending to pursue graduate work in
psychology will find it useful to take either
Statistics 2 or 2c, offered by the Department of
Mathematics and Statistics. In addition they
are strongly encouraged to take Psychology 25,
Research Design and Analysis. If possible, stu­
dents should enroll in both Statistics and
Research Design before their senior year.

V*

COURSES

The Honors Program in Psychology

I
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I
I

The psychology department offers qualified
students the option of study in the Honors pro­
gram. Students majoring in psychology in
Honors must prepare three fields for external
examination. Two of these preparations
involve either two-credit seminars or two-unit
sequences of courses; the third is a thesis, com­
pleted over the course of the senior year. In
addition, Honors majors take part in Senior
Honors Study in the spring of their senior year.
Students must also meet the requirement for
study in four core areas, as described previously.
The psychology department also offers a minor
in the Honors program. Students with Honors
minors in psychology must prepare one field for
external examination. They must also take
one-half credit of Senior Honors Study and at
least one additional psychology core course.
A detailed description of the program is avail­
able in the departmental brochure.

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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.

I
I

ïof II

1 . Introduction to Psychology.
A n introduction to the basic processes under­
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behavior are determined by
learning, motivation, neural, cognitive, and
social processes.
In addition to the course lectures on Tuesday
and Thursday mornings, students are required
to participate in a total of 4 small group discus­
sions during the semester, each meeting for an
hour and fifteen minutes. These groups meet
during the Monday, Wednesday (1:15-4:00) or
Friday (2:15-5:00) afternoon class periods.
Students will be assigned to a group after class­
es begin, but should keep at least one of the
afternoon periods open.
Psychology 1 is prerequisite to further work in
the department.
Each semester. Staff.

5. Nature and Nurture.
TEACHER CERTIFICATION

Occasionally, majors in psychology wish to
:te I puisue certification for secondary school teach­
ÎS' I ing. For such students, there are two normal
routes to Social Studies Certification. One of
these requires a major in the social sciences,
B
plus four to six courses in social sciences out­
11.
an I side the major field. Students majoring in
ke I History, Political Science, and Sociology and
Anthropology are required to take at least four
S
courses outside their major; students majoring
in Economics or Psychology are required to
iat
take six. The other route to certification
ng
requires taking at least twelve semester courses
in social sciences, of which six must normally
to
be in one discipline and at least two more must
:te a be in a single other discipline. All students
of I seeking social studies certification are required
to take two courses in history. As of 1987, at

A n entry-level course which focuses on how
nature and nurture combine to produce human
universals, as well as human differences. It
draws on insights derived from studies of the
human infant, language and language acquisi­
tion, brain functioning, the perception and
experience of emotions, and human intelli­
gence. Consideration is given to the variety of
methodologies and approaches that can shed
light on nature/nurture issues—including those
of evolutionary psychology and behavior
genetics. Psychology 5 does N O T serve as pre­
requisite for further work in psychology.
No prerequisite.
Primary Distribution Course.
Not offered 1998-99. Kemler Nelson.

8. Identity and Community.
A n entry-level course that explores the cultur­
al tensions between needs for self exploration

2 77

Psychology

and expression on the one hand, and social
responsibility and interdependence on the
other. Parallel issues of group identity vs. the
melting pot mentality, and ethical pluralism vs.
universalism are considered. Discussions will
center on key texts, from existential works on
social conflict and social psychological sources
through contemporary multi-culturalism.
No prerequisite.
Primary distribution course.
Not offered 1998-99. Gergen.

9. Learning Languages.
Most humans learn a language very early in life
and many of us learn more than one. This
course examines the processes of language
learning and the linguistic, psychological,
social, and educational ramifications associat­
ed with being bilingual. The goal is to provide
students with a foundation with which to ana­
lyze and study issues related to learning
languages. The content should be of interest
both to speakers of one language or of several
languages. Psychology 9 does N O T serve as
prerequisite for further work in psychology.
No Prerequisite.
Primary Distribution Course.
Fall semester. Dufour.

21. Educational Psychology.
(See Education 21.)
Fall semester. Renninger.

22. Counseling.
(See Education 25.)
Not offered 1998-99. Metherall-Brenneman.

23. Adolescence.
(See Education 23.)
Spring semester. Smulyan.

25. Research Design and Analysis.
How can one answer psychological questions?
W hat counts as evidence for a theory? This
course addresses questions about the formula­
tion and evaluation of theories in psychology.
The scientific model of psychological hypothe­
sis testing is emphasized, including a treatment
of statistical inference and the rigorous evalua­
tion of empirical evidence. Emphasis is placed
both on issues surrounding the formation of an
effective research program and on developing
critical skills in the evaluation of theories.

278

Pitfalls and alternative approaches are also
discussed.
Workshop format.
Spring semester. Ward.

26. Prejudice and Social Relations.
A n introduction to psychological approaches
to prejudice based on such factors as ethnicity,
gender, nationality, “race,” religion, and sexu­
ality. Moving from the inside out, perspectives
range from the psychodynamic, including
questions of individual identity, projection,
and displacement, to the social, including
issues of group identity, exclusion, ideology,
and politics. Central questions include: Is prej­
udice similar across target, time, and place? Is
prejudice natural and unavoidable? How do
psychological approaches relate to more macro
perspectives?
Primary Distribution Course.
Spring semester. Leach.

28. Introduction to Cognitive Science.
A n introduction to the science of the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and arti­
ficial intelligence. The focus is on the similari­
ties and differences in the approach taken by
researchers in these different fields in their
study of cognitive mechanisms. Issues to be
addressed: W hat does it mean to be able to
think? W hat kind of computational architecture(s) is most appropriate to describe cogni­
tive mechanisms? Is the mind an emergent
property of the brain? W hat kind of hardware
is required for thinking to occur? Can a com­
puter have a mind?
Prerequisite: Psychology 1 or permission of the
instructor.
Primary distribution course.
Spring semester. Dufour.

30. Physiological Psychology.
A survey of the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clin­
ical implications are considered.
Spring semester. Schneider.

3 1. Learning and Action.
This course explores elementary learning
processes and how they combine with complex

cognitive, motivational, and social factors to
influence what organisms do.
Fall semester. Schwartz.

32. Perception.
How is knowledge obtained through our
senses? The study of perception addresses this
question by seeking lawful relations between
the physical world, experience, and physiolo­
gy. Occasional laboratories during scheduled
class hours.
Fall semester. Durgin.

33. Cognitive Psychology.
An overview of the psychology of knowledge
representation, beginning from the founda­
tions of perception, attention, memory, and
language to examine concepts, imagery,
thinking, decision-making, and problem
solving.
Fall semester. Durgin.

34. Tho Psychology of Language.
An introduction to the central psychological
processes at work in the use of language. The
focus is on the structural features of spoken
languages, with some attention paid to sign
languages. Particular topics include language
acquisition, speech production and process­
ing. Weekly laboratories during scheduled
class hours.
(Cross-listed as Linguistics 34.)
Fall semester. Dufour.

35. Social Psychology.
Social psychology argues that social context
is central to human experience and behavior.
This course provides a review of the field
with special attention to the historical con­
text of the theory and research. The dynam­
ics of cooperation and conflict, group identi­
ty, conformity, social influence, help giving,
aggression, persuasion, attribution, and atti­
tudes are discussed.
Spring semester. Leach.

36. Peisonality.
An integration of personality theory and
research. The course examines psychoanalyt­
ic, trait, behavioral, humanistic, and social
cognitive approaches. Not open to students
who have taken Psychology 37.
Not offered 1998-99.

37. Concepts of the Person.
A n analysis of central conceptions of psycho­
logical functioning from both an historical
and cultural prespective. Central attention is
given to the developing concept of the per­
son within the discipline of psychology from
the turn of the century to the present.
Theories of Freud, Jung, and the neoFreudians 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-mod­
ern period. Students who plan to take the
seminar Personality Theory and Inter­
pretation (Psychology 106) should not take
Psychology 37. N ot open to students who
have taken Psychology 36.
Spring semester. Gergen.

38. Abnormal Psychology.
A consideration of major forms of psycholog­
ical disorder in adults and children. Biogenetic, socio-cultural, and psychological
theories of abnormality are examined, along
with their corresponding modes of treatment.
Spring semester. Gillham.

39. Developmental Psychology.
A selective survey of cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature
of developmental change are examined,
including those of Piaget and his critics.
Topics include the formation of social attach­
ments, the foundations and growth of per­
ceptual, cognitive, and social skills, gender
typing, moral development, and the impact
of parents and other social agents on the
development of the child.
Fall semester. Pinto.

40. Visual Attention.
W hat we see depends on where we look. This
course adopts a broad perspective on the con­
cept of visual attention with particular em­
phasis on the role of eye-movements in the
selection of visual information.
Not offered 1998-99. Durgin.

4 1. Children at Risk.
Chronic illness, divorce, war, homelessness,
and chronic poverty form the backdrop of
many children’s lives. This course considers
children’s responses to such occurrences from

279

Psychology

clinical, social, and developmental perspec­
tives. Special emphasis is placed on the con­
tributions of family and the social environ­
ment to the child’s well-being or distress.
Spring semester. Horwitz.

42. Human Intelligence.
This course adopts a broad view of its topic,
Human Intelligence. One major set of
subtopics is drawn from the intelligence-test­
ing (IQ) tradition. Other concerns include
cognitive theories of intelligence, develop­
mental theories of intelligence, everyday
conceptions of intelligence, the relation
between infant and adult intelligence, and
the relation between human and animal
intelligence.
Not offered 1998-99. Kemler Nelson.

44. Psychology and Women.
This course concerns psychological ap­
proaches to studying women and gender.
Issues such as sexuality, motherhood, the
body, and violence against women are exam­
ined, with special attention to the diversity
of women’s experiences. In addition, we
study the ways that gender is represented in
research and clinical theories, as well as in
popular psychology.
Not offered 1998-99. Marecek.

45. Psychology of Oppression and
Resistance.
This course examines the psychological posi­
tion of the oppressed, with special attention
to the “psycho-existential” perspective devel­
oped by Frantz Fanon in relation to decolo­
nization movements, Hegel, Sartre, Gandhi,
psychoanalysis, and ego psychology. Central
questions include: How is identity social or
political and what exactly is “identity politics?” Are there psychological consequences
to subordination, akin to what has been
called an “inferiority complex” or “mental
slavery?” W hat constitutes resistance? When,
why, and how does resistance occur? W hat is
the role of violence/non-violence in resis­
tance?
Fall semester. Leach.

46. Psychology of Self-Control.
W hat are the processes and strategies
involved in the control of our own emotions,
thoughts, and behaviors? W hen do these

strategies serve us well, and when do they
contribute to pathology? This course exam­
ines the principle of self-control from a num­
ber of perspectives. Topics include delay of
gratification, dieting, aggression, emotional
regulation (e.g., control of anger and depression) and the disinhibiting effects of alcohol.
Emphasis is placed on successes and failures
of self-control, and their consequences for
physical and psychological well-being.
Fall semester. Ward.

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4 7. Applications of Social Psychology.
In what areas have the lessons of more than
fifty years of social psychological research
been applied, and how have those applications fared? This course examines both the
successes and failures of those who have tried
to put the theories and findings of social psychology into practice. Domains of inquiry
include the application of social psychology
to law, education, business, public policy,
gender relations, clinical disorders, and peace
and conflict. Emphasis is placed not only on
the direct translation of laboratory findings
to “real-world” settings but also on the practical value of theories in social psychology. In
particular, a distinction is drawn between
conducting applied research and conducting
theory-driven research that is “applicable.”
Fall semester. Ward.

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48. Technology, Self and Society.
This course brings critical attention to the
technological transformation of cultural life.
Discussions treat issues of personal and cultural identity; conceptions of rationality and
the body; and the production of intimacy.
The implications for freedom and control,
the democratization of pedagogy, and the
potentials for community are also discussed.
Fall semester. Gergen.

49. Brain, Language and Cognition.
Basic concepts in neuropsychology (gross
functional anatomy as well as neuronal
aspects) as they apply to language and cogni­
tion are covered (eg., functional architec­
ture, neuronal development, neuronal plas­
ticity) from clinical, experimental, and com­
putational perspectives. Students with back­
ground in psychology, linguistics, or biology
are welcomed. In discussion format with
lecture.

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Not offered 1998-99. Dufour.

SO. Abnormal Child Psychology.
This course covers several psychological disor­
ders that often first appear in childhood and
adolescence, including: autism and other
developmental disorders, attention deficit dis­
order, conduct disorder, eating disorders and
emotional disorders. Theories about the causes
and treatment are discussed. There is a heavy
emphasis on current research questions and
empirical findings related to each disorder.
Prerequisite: Psychology 38, Psychology 39, or
instructor’s permission.
Fall semester. Gillham.

52. Representations of Women’s Identity.
(See English 82). Satisfies distribution require­
ment in group 1, not group 3.
Not offered 1998-99. Marecek and Blum.

57. Psychology and Nature.
Humans face severe environmental crises
including pollution, resource depletion, and a
precipitous decline in biodiversity. W hat are
the psychological dimensions of environmen­
tal problems and how can psychology con­
tribute to potential solutions? In particular,
how do people envision their relationship to
nature?
Psychology 57 fulfills the Social Sciences/
Humanities requirement in Environmental
Studies (and counts as a course in a Psychology
major).
The course is taught in a seminar and work­
shop format, including the formulation of
research projects on psychology and nature.
Admission by permission of the instructor—no
set prerequisite.
Not offered 1998-99. Horwitz.

60. Gender and Mental Health.
This course concerns women, men and mental
health. Many types of psychological problems
are markedly more common among one or the
other gender. In asking why this is so, we exam­
ine the cultural, psychological, and biological
lines of evidence. We also ask which women
and which men are at risk; that is, how do eco­
nomic status, ethnic identity, sexual orienta­
tion, age, etc., affect the risk of disorder? Other
emphases include gender biases in conceptions
of normality and abnormality, and in specific
categories of psychological disorders.

Prerequisites: Psychology 1 and one of the fol­
lowing: Psychology 38, 44, Sociology and
Anthropology 7 or Women’s Studies 1.
Not offered 1998-99. Marecek.

62. The Social Construction of the Mind.
How are beliefs about the mind generated and
sustained; what are the effects of current beliefs
on social life; can these beliefs be changed?
The course explores various social, rhetorical,
and ideological processes that influence cur­
rent constructions of the mental world.
Not offered 1998-99. Gergen.

63. Special Topics in Cognitive
Psychology.
Selected problems from the current literature
on human information processing and cogni­
tive psychology are considered in detail.
Emphasis is placed on the relationship between
theories of cognition and current experimental
findings. Also, the development of cognitive
skills receives attention.
Not offered 1998-99.

64. Research Issues in Clinical
Child Psychology.
This course addresses clinical topics (e.g., per­
vasive developmental disorder, anxiety, depres­
sion, chronic illness, sexual abuse), while con­
sidering specific problems of research (e.g.,
sampling strategies, reliability and validity,
cross-sectional vs. longitudinal designs, quali­
tative analysis) as they pertain to clinical child
psychology. Students learn to locate and evalu­
ate current empirical studies as they discuss
childhood problems.
Prerequisite: Introduction to Psychology and
one of the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, Research Design and Analysis or
Children at Risk.
Not offered 1998-99. Horwitz.

67. Research Issues in Developmental
Psychology.
Childhood is a period of incredible change and
growth; this rapid development makes design­
ing developmental experiments fun and chal­
lenging. This course covers basic experimental
terminology, design and psychological proce­
dures and methods while allowing the student
to design and perform a research project tai­
lored to her/his interests.

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Not offered 1998-99.

68. Reading Culture.
A course in seminar format concerned with the
values, ideologies, myths and power dynamics
manifest in the ordinary, taken for granted
world of everyday life. Attention is given to
television, news reporting, film, advertising,
music, clothing, architecture, and other cultur­
al artifacts, and the ways in which they are
shaped by psychological, social, rhetorical and
ideological processes. Also focal is the forma­
tion of sub-cultures, identity politics, and the
postmodern cultural transformation.
Gergen.

86. Philosophy of Mind and Psychology.
In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them. In
contrast, in experimental science, we attempt
to explain behavior by finding laws in accor­
dance ivith which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­
strain or limit the scope of scientific explana­
tions.
Prerequisite: Introductory courses in Psychol­
ogy and Philosophy.
This course and a one-credit attachm ent
(86A) constitute an honors preparation in the
philosophy of psychology.
Cross-listed as Philosophy 86.
Spring semester.

87. Colloquium: Psychology, Biology and
Economic Rationality.
This course offers a critical examination of the
notion of economic rationality, exploring the
role it plays in economics, in evolutionary biol­
ogy (sociobiology), and in psychology. The
implications of this notion for thinking about
morality and about social organization are also
considered.
Prerequisite: The course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Not offered 1998-99. Schwartz.

90. Practicum in Clinical Psychology.
A n opportunity for advanced psychology stu­
dents to gain supervised experience working in
off-campus clinical settings. Course require­

ments and evaluations are tailored to individ­
ual projects. Advance arrangements for place­
ments should be made in consultation with the
instructor.
Fall, 1998: Gillham. Spring, 1999: Horwitz.

91. Research Practicum in
Physiological Psychology.
A n examination of current issues in physiolog­
ical psychology with emphasis on how lower
animal research is used to understand the phys­
iological basis of normal and abnormal human
behavior. Topics include learning and memory,
drug addiction and tolerance, obsessive-com­
pulsive disorder, Alzheimer’s disease, and cere­
bral lateralization. Students have the opportu­
nity to learn laboratory techniques used in
behavioral neuropharmacology.
Prerequisite: Psychology 30. By permission of
the instructor.
Fall semester. Schneider.

92. Research Practicum In
Psycholinguistics.
This course provides hands-on experience in
performing research in psycholinguistics.
Students learn the various steps associated
with research in this field, including experi­
mental design, construction and selection of
the appropriate material to test hypotheses,
methods used to test subjects, and statistical
analyses commonly used in the field.
Prerequisite: Psychology 34 or 33 or permission
of the instructor.
Not offered 1998-99. Dufour.

94. Independent Research.
Students conduct independent research pro­
jects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written
report of their work. Registration for Indepen­
dent Research requires the sponsorship of a
faculty member in the psychology department
who agrees to supervise the work.
Each semester. Staff.

95. IMorlal.
Any student may, under the supervision of a
member of the psychology department, work in
a tutorial arrangement for a single semester.
The student is thus allowed to select a topic of
particular interest, and in consultation with a
faculty member, prepare a reading list and work

plan. Tutorial work may include field research
outside Swarthmore.
Each semester. Staff.

Cross-listed as CS 128.
Spring semester. Dufour and Meeden.

96,97. Senior Thesis.

A n analysis of the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisite: Psychology 30. By permission.
One credit.
Spring semester. Schneider.

With the permission of the Department, stu­
dents may conduct a year-long 2-credit
research project in the senior year as one way
to meet the comprehensive requirement. Such
theses must be supervised by a member of the
psychology department. The final product is
evaluated by the supervisor and an additional
reader. Students should develop a general plan
by the end of the junior year and apply for
departmental approval. By application. One
credit each semester.
Both semesters. Staff.

SEMINARS
196. Personality Theory and
Interpretation.
An exploration of major theories of human
psychological functioning, with special empha­
sis on the process of exploration itself. Thus,
critical inquiry is made into the theories of
Freud, Jung, the neo-Freudians, Existential
theory, and trait methods. A t the same time a
variety of readings in literary theory, rhetoric,
hermeneutics, and related realms are used to
elucidate the process by which views of the
human personality are developed and sus­
tained. Preliminary background in relevant
areas of study recommended. By permission.
Two credits.
Fall semester. Gergen.

128. Computational Models of Learning.
A study of computer-based representational
formalisms and algorithms that facilitate learn­
ing behaviors with a focus on models inspired
by biological sciences. Strong emphasis on the
study of connectionist models that are based
on neural network abstractions. O ther
approaches covered include genetic algorithms
and symbol-based models. The course includes
a laboratory component for hands-on experi­
ments with various models and algorithms in
the development of learning behaviors.
Prerequisites: Psyc 28 or Psyc 33 or CS 20 or
CS 21 and by instructor’s permission.

130. Physiological Psychology.

131. Learning and Action.
See description of Psychology 31. The seminar
considers in depth special topics of interest dis­
cussed in the Learning and Action course.
Prerequisite: Psychology 31. By permission.
One credit.
Not offered 1998-99. Schwartz.

132. Perception and Attention.
See description of Psychology 32. In this course
we do advanced theoretical and empirical work
on psychological aspects of human perception.
Emphasis is on individual research projects
exploring forefront issues of visual learning and
representation in domains of visual attention
and eye-movements, space perception, object
recognition, and the perception of visual qual­
ities.
Prerequisite: Psychology 32 or 40. By permis­
sion.
One credit.
Spring semester. Durgin.

133. Cognitive Psychology.
See description of Psychology 33. Examination
of foundational issues and theories in the
empirical study of human cognition with an
emphasis on insights from cognitive and bio­
logical sciences. Topics include thinking and
deciding, memory, language, concepts, and
perception.
Prerequisite: Psychology 33 or Psychology 28.
By permission.
One credit.
Spring semester. Durgin.

134. Psycholinguistics.
See description of Psychology 34. The seminar
considers in depth special topics of interest
within the field. A research component is fre­
quently included.

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Prerequisite: Psychology 34. By permission.
One credit.
Spring semester. Dufour.

half credit (section 2).
Spring semester. Staff.

135. Seminar in Social Psychology.

A n additional field, Philosophy of Psychology,
can be prepared for external examination. See
Psychology 86 and 86A.

See description of Psychology 35. A critical
exploration of substantive topics in social psy­
chology and an interrogation of the field’s per­
spectives and methods.
Prerequisite: Psychology 35. By permission.
One credit.
Fall semester. Leach.

138. Abnormal Psychology.
A study in depth of various theoretical per­
spectives on psychological disorders and their
treatments. Underlying assumptions of each
theory are considered, as well as various ways
of producing knowledge about disorders and
their treatments.
Prerequisite: Psychology 38. By permission.
One credit.
Fall semester. Marecek.

139. Developmental Psychology.
See description of Psychology 39. The semi­
nar considers in depth special topics of inter­
est within the field. A research component is
included.
Prerequisite: Psychology 39. By permission.
One credit.
Not offered 1998-99. Kemler Nelson.

180. Thesis.
A thesis must be supervised by a member of
the department. Must be taken as a 2-semes­
ter course for one credit each semester.
Both semesters. Staff.

199. Senior Honors Study.
Senior Honors Study in psychology consists of
a series of student-run, weekly meetings in the
first half of the spring semester. The meetings
begin with reading selected by the faculty to
connect the work of the students across their
programs. Additional reading is chosen and
presentations are made, by the students. The
purpose is to enhance and integrate students’
work in the Honors program. Following the
student-run sessions, majors submit an essay
which the external examiners evaluate.
Minors do not prepare an essay. Majors enroll
for 1 credit (section 1). Minors enroll for one-

284

Public Policy

Coordinator: ELLEN MAGENHEIM (Economics)'
Committee: John Caskey (Economics)
Robinson Hollister (Economics) Acting Coordinator
Raymond Hopkins (Political Science)3
Gudmund Iversen (Mathematics & Statistics)
Roger Latham (Biology)
Meta Mendel-Reyes (Political Science)
Carol Nackenoff (Political Science)
Richard Rubin (Political Science)
Richard Valelly (Political Science)
Robert Weinberg (History)1

1 Absent on leave, fall semester, 1998.

3 Absent on leave, 1998-99.

The concentration in Public Policy enables
students to combine work in several depart­
ments toward both critical and practical under­
standing of public policy issues, including those
in the realm of social welfare, health, energy,
environment, food and agriculture, and
national and global security. These issues may
be within domestic, foreign, or international
governmental domains. Courses in the con­
centration encompass the development, for­
mulation, implementation, and evaluation of
policy.

requirements are listed below.
In addition to these three foundation courses,
three credits must be taken from among the
substantive policy courses listed below, one of
which must be the Public Policy Thesis. These
courses deal with substantive sectors and insti­
tutional aspects of public policy analysis. The
substantive policy requirement may be fulfilled
through courses and seminars. Only one credit
of a two credit seminar can be counted toward
the Public Policy requirements. Please note
that seminars are limited in size and that most
departments give priority to departmental
majors and minors, so Public Policy concentra­
tors might n o t be admitted. In addition,
students should take into account course pre­
requisites when planning the concentration
program.

REQUIREMENTS AND RECOMMENDATIONS
The concentration in Public Policy may be
taken together with a Course or Honors
Examination major in any field or a minor in
the Honors program. A t a minimum, the con­
centration consists of six credits and an intern­
ship. The program of each concentrator should
be worked out in consultation with the
Coordinator of the Public Policy concentra­
tion and approved by the Coordinator, prefer­
ably at the same time as majors in the Course
and Honors Programs are planned.
The Public Policy concentration consists of 6
credits of work. Basic academic requirements
for the concentration cover three areas: (1)
economic analysis, (2) political analysis, and
(3) quantitative analysis. These may each be
met by taking one course or seminar in each of
the three categories; courses that fulfill these

INTERNSHIP
Some direct experience or practical responsi­
bility in the field, through work in a public, pri­
vate, or voluntary agency, is required for grad­
uation with a concentration in Public Policy.
Normally, students will hold internships
between their junior and senior years. The
internship program is supervised by the coordi­
nator for the concentration. Planning for the
internship experience should begin six to eight
months before the time it might commence.
The College has developed a network of con­
tacts in Washington and overseas and would

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Public Policy

like to have qualified students each year to fill
positions already identified. Funding for an
internship is occasionally provided by the
agency in which a person serves. Typically,
however, students require support to cover
their travel and maintenance costs during the
ten to twelve weeks of a summer internship.
For students who are concentrators, the
College attempts to provide support to those
unable to fund themselves but such support
cannot be guaranteed. Other possible sources
of support for an internship include the James
H. Scheuer Summer Internships in
Environmental and Population Studies, the J.
Roland Pennock Fellowships in Public Affairs,
the Joel Dean Awards, the Sam Hayes III Re­
search Grant, the Lippincott Peace Fellow­
ships and the David G. Smith Internship in
H ealth and Social Policy. Public Policy
Concentration funding for domestic intern­
ships will be limited to $2250; funding for
international internships will be limited to
$2750. The total award from all College
sources may not exceed $3500. Information on
each of these sources can be obtained in the
Public Policy C oncentration office, 105
Trotter.

PUBLIC POLICY THESIS
One of the requirements of the concentration,
providing one of the three units of substantive
policy work, is a senior thesis. 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 and academic work) a well-devel­
oped understanding of some policy question to
complete research and analysis under the
supervision of the Coordinator of the Public
Policy concentration and one or more other
core faculty. Paper topics may focus on nation­
al or international policy issues and may range
widely within areas of competence.
Students writing a one-credit thesis should reg­
ister for Public Policy 97 in the fall of the
senior year; students doing a two-credit thesis
should register for Public Policy 97 in the fall
and Public Policy 98 in the fall or spring of the
senior year. Only one credit of the two-credit
thesis will count toward the six credits required

286

by the concentration.

HONORS PROGRAM REQUIREMENTS
Students sitting for honors may have a minor
in Public Policy in one of three ways. First,
they may complete a two-credit policy thesis
and submit it as their minor preparation.
Second, and alternatively, they may submit for
external examination course or seminar work
amounting to two credits in the policy concen­
tration. Third, they may combine a one-credit
thesis with a course or seminar. In the second
case, they still must do their required concen­
tration thesis.
Two credit work in policy issues might combine
work in two policy courses for which a reason­
able examination can be constructed and a
suitable visiting examiner recruited. Policy
work examined as a minor should meet three
criteria: first, that the policy work fit together
in some fashion that is coherent and exam­
inable; second, that each student should take
responsibility for developing the course and/or
seminar combination (which will be judged on
its practicability by the Public Policy Concen­
tration Committee); and third, the work must
meet the College requirement that the work be
outside the student’s major department. In
those circumstances in which it is essential to
include work from the student’s major depart­
ment, a student can offer a three-unit package
of courses, two of which must be from outside
the student’s major department. Examples of
such policy study for a minor in honors are: (1)
the combination of a course on welfare policy
and a course on health policy or (2) the com­
bination of work on economic development
and a history or political science class on some
region in which development issues are a cen­
tral theme. These are but two illustrative
examples. Combinations of this sort would be
arrived at through consultation with the
Coordinator of the Concentration who could
then recommend them to the Committee for
approval.
The requirement that Public Policy honors
work be done, at least in part, outside the stu­
dent’s major department is relevant also to
those students offering a two-credit thesis for
examination. In the case of a two-credit thesis,
the Concentration Coordinator will determine

that at least half of the thesis represents work
done outside the student’s major department.
The form of external examination (e.g., 3-hour
written exam, oral exam alone) will depend on
the nature of the student’s preparation (e.g.,
thesis, course or seminar combination).
Students minoring in Public Policy will, for
their Senior Honors Study (.5 credit), write a
short (2-5 pages) paper the focus of which will
depend on what the student is using as her
honors preparation.

AREAS OF POLICY FOCUS
Some students may wish to focus their substan­
tive work in policy heavily in a particular field,
e.g. environmental studies, food studies, wel­
fare issues, health or education. Given the size
and interests of the faculty, not every area of
public policy is well represented in courses and
faculty. Nevertheless, there are a number of
policy areas in which a student can take multi­
ple courses, often in a variety of departments.
Courses that fulfill the Public Policy founda­
tion requirements in political analysis, eco­
nomic analysis, and quantitative analysis as
well as other courses that count toward the
Concentration are listed below.

Foundation Requirements
Political Analysis Courses
Pols 2. American Politics
Economic Analysis Courses
Econ 11. Intermediate Microeconomics
Econ 41. Public Finance
Econ 141. Public Finance*
Quantitative Analysis Courses
Stat 1. Statistical Thinking
Stat 2. Statistical Methods
Stat 2C. Statistics
Stat 53. Mathematical Statistics
Econ 31. Statistics for Economists
Econ 35 or 135. Econometrics*
Engin 57/Econ 32. Operations Research

Policy Courses and Seminars*
(arranged by department)
PP 97/98. Public Policy Thesis
PP 199. Senior Honors Study

Pols 15. Ethics and Public Policy
Pols 23. Presidency, Congress, Court
Pols 33. Race, Ethnicity and Public Policy
Pols 36. Multicultural Politics in the U.S.
Pols 38. Public Service, Community
Organizing, and Social Change
Pols 41. Political Economy and Social Policy
Pols 45. Defense Policy
Pols 47. Politics of Famine and Food Policy
Pols 52. European Welfare State
Pols 62. Development and Discontent
Pols 65. Politics of Population
Pols 68. International Political Economy
Pols 108. Comparative Politics: China*
Pols 110. Comparative Politics: Africa*
Pols 111. International Politics*
Econ 5. Savage Inaccuracies: The Facts &
Economics of Education in America (crosslisted with Educ 69)
Econ 41. Public Finance
Econ 42. Law and Economics
Econ 43. Public Policy and the American
Family
Econ 44. Urban Economics
Econ 51. The International Economy
Econ 53. The International Political Economy
Econ 61. Industrial Organization
Econ 73. Women and Minorities in the
Economy
Econ 75. Health Economics
Econ 76. Economics of the Environment and
Natural Resources
Econ 81. Economic Development
Econ 82. Political Economy of Africa
Econ 83. Asian Economies
Econ 101A. Economic Theory: Advanced
Microeconomics*
Econ 141. Public Finance*
Econ 151. International Economics*
Econ 161. Industrial Organization and Public
Policy*
Econ 171. Labor and Social Economics*
Econ 181. Economic Development*
Educ 68. Urban Education (cross-listed with
Soc/Anth 68)
Educ 69. Savage Inaccuracies: The Facts &

287

Public Policy

Economics of Education in America (crosslisted with Econ 5)
Hist 49. Race and Foreign Affairs
Hist 54. Women, Society and Politics
Soc/Anth 68. Urban Education (cross-listed
with Educ 68)
Descriptions of the courses listed above can be
found in each department’s course listings in
this Bulletin.
*Please note that seminars are limited in size
and that most departments give priority to
departmental majors and minor, so Public
Policy concentrators might not be admitted.
For more information on the Public Policy
concentration, internships, theses and related
topics, please see our web page at: http://
www.swarthmore.edu/SocSci/PublicPolicy.

288

Religion

J . WILLIAM FROST, Professor, Director of the Friends Historical Library
DONALD K. SWEARER, Professor1
ELLEN M. ROSS, Associate Professor
MARK i. WALLACE, Associate Professor and Chair
CYNTHIA M . RAKER, Visiting Assistant Professor
YVONNE P. CHIREAU, Assistant Professor
NATHANIEL DEUTSCH, Assistant Professor3
STEVEN P. HOPKINS, Assistant Professor
RUQAYYA Y. KHAN, Visiting Assistant Professor
EILEEN McELRONE, Administrative Assistant

3 Absent on leave, 1998-99.

I The Department of Religion investigates the
I phenomenon of religion through the study of
ritual and symbol, myth and legend, story and
poetry, scripture and theology, festival and cer­
emony, art and music, and moral codes and
social values. The Department seeks to develI op ways of understanding these phenomena in
n terms of their historical and cultural particularI ity as well as their common patterns.

I
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I
I
I

Courses offered on a regular cycle present the
development of Judaism and Christianity as
well as the religions of India, China, Japan,
Africa, Europe and the Americas. Breadth in
subject matter is complemented by strong
methodological diversity; questions raised
include those of historical, theological, philo­
sophical, literary-critical, feminist, sociological, and anthropological interests. This multifaceted, focus makes religious studies an ideal liberal arts major.

I
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I
I

REQUIREMENTS AND RECOMMENDATIONS
I Students are encouraged to begin their study of
I religion with Religion 1 or one of the courses
numbered 1 through 13. (Majors are required
to take at least one of these courses.) As PDCs,
Religion 1 and Religion 8 introduce students
I to seminal themes and methods in the study of
I religion. Other courses in this group prepare
I students in comparative, historical, philosoph­
ical, literary, and phenomenological approach­
es to religion. Successful completion of at least
two courses is normally required for admission

to seminars, and is also prerequisite for admis­
sion to a major in Course or a major or minor
in Honors.
The major in Religion is planned through con­
sultation with faculty members in the
Department. To ensure breadth in the program
of study all majors must take at least one course
from two curricular groups which include the
several religious traditions and the varied
modes of analysis represented in the
Department (see “Majoring in Religion at
Swarthmore”). Students in both Course and
the Honors Program are expected to have
taken the background courses required for
work in specific seminars. A component of a
major’s program of study may include study
abroad planned in collaboration with the
Department. In addition to the introductory
course and distributional requirements, majors
are required to complete the Religion
Capstone, 95, The Senior Symposium:
Religion Café, a weekly symposium, over
espresso and snacks, for senior majors on semi­
nal themes, theories, and methods in the com­
parative, cross-cultural study of religion.
Majors are required to complete at least eight
credits in Religion, including the senior sym­
posium, to meet Department graduation
requirements.

HONORS PROGRAM
The normal method of preparation will be
done through three seminars, although with

289

Religion

the consent of the Department work done in a
two-credit thesis, one-credit thesis/course com­
bination, or in a combination of two courses
(including attachments and study abroad
options) can count for one preparation. In gen­
eral, only one such preparation can consist of
non-seminar-based studies.
The mode of assessing a student’s three twocredit preparations in Religion (seminars or
course combinations, but not two-credit the­
ses) will be written papers of not more than
4000 words for each preparation to be com­
pleted in the spring of the senior year. In the
late fall of the senior year external evaluators
will provide questions for the honors papers.
These papers will be written independently
and presented to the evaluators for oral exami­
nation during Honors Week in the spring of
the senior year. The student’s portfolio will
consist, then, of the senior honors papers and
corresponding preparation syllabi—and a the­
sis for the student who selects this option.
Students who have a minor in Religion do a
single two-credit preparation that must be in a
seminar. In addition, minors are required to
complete at least two courses in Religion
(including any prerequisites for the seminar)
prior to or in conjunction with any seminar.
Students who minor in Religion, in the spring
of the senior year, will also write a paper of not
more than 4000 words to complete their twocredit preparation in the minor.

COURSES
1 . Religion and Human Experience.
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self­
understanding and action. The course explores
various themes and structures seminal to the
nature of religion and its study: sacred scrip­
ture; visions of ultimate reality and their vari­
ous manifestations; religious experience and its
expression in systems of thought; ritual behav­
ior and moral action. Members of the
Department will lecture and lead weekly dis­
cussion sections.
Primary distribution course.
Fall semester. Ross, Chireau and Staff.

290

2B. Religion in America: A Multicultural
Approach.
A n introductory survey that explores religion
in the United States from an historical per­
spective, emphasizing cultural diversity and
religious pluralism.
Not offered 1998-99. Chireau.

3. Hebrew Rible and the Ancient Hear
East.
A n introduction to the Hebrew Bible and the
religion of ancient Israel within the context of
other ancient Near Eastern religious traditions.
The Hebrew Bible will be read closely in
English translation with special attention to
historical, exegetical, ethical, sociological, and
gender issues. In addition to the Hebrew Bible,
we will have occasion to read literature from
Mesopotamia, Egypt, and Canaan; samples of
ancient Jewish and Christian biblical interpre­
tation; and some later retellings of biblical nar­
ratives from a variety of historical periods and
perspectives.
Fall semester. Baker.

4. Hew Testament and Early Christianity.
A n introduction to the New Testament and its
development. The New Testament will be read
closely in English translation, with special
attention to problems of redaction and literary
construction, as well as the formation of early
Christian orthodoxy and heresy. In addition to
the New Testament, several Gospels which
were not included in the orthodox canon will
be read. Finally, the figure of Jesus will be
examined in light of Jewish and other contem­
porary traditions.
Spring semester. Baker.

5. Problems of Religious Thought.
Study of contemporary religious and cultural
problems.
Not offered 1998-99. Wallace.

6. War and Peace.
A n analysis of the moral issues posed by war,
with consideration of the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
of major ideas of war from the Bible to the pre­
sent. A study of America’s wars since 1940 will
show the application of these ideas in this
nation’s response to organized violence. .
Fall semester. Frost.

7B. Women and Religion.

11B . Introduction to Islam.

This course will examine the variety of
women’s religious experiences in the United
States. We will read a number of primary and
secondary texts that explore the diverse ways
that women have historically experienced/
made sense of the sacred. Topics will include:
the construction of gender and religion; reli­
gious experiences of women of color; spiritual
autobiographies and narratives by women;
W1CCA and witchcraft in the United States;
feminist and womanist theology.
Fall semester. Chireau.

The historical origins and development of
Islam will be studied in light of the sources that
have shaped it. Themes to be explored include
the central doctrines of Islam as derived from
the Qur’an and traditions (sunna), the devel­
opment of Islamic law (shari’ah), the Shi’s
alternative, the growth of Muslim theology,
philosophy, and mysticism (Sufism), and con­
troversial issues among contemporary Muslims.
Fall semester. Khan.

8. Patterns of Asian Religions.
A thematic introduction to the study of reli­
gion through an examination of selected texts,
teachings, and practices of the religious tradi­
tions of South and East Asia structured as pat­
terns of religious life. Materials taken from the
Hindu and Buddhist traditions of India, the
Confucian and Taoist traditions of China, and
from Zen in Japan. Themes include myth and
cosmology, asceticism and shamanism, person­
al identity and community, religious language
and the experience of the divine, narrative and
gender.
Primary distribution course.
Spring semester. Hopkins.

9. The Buddhist Traditions of Asia.
This course explores the unity and diversity of
the Buddhist tradition within the historical
and cultural contexts of South, Central, and
East Asia.
Not offered 1998-99. Swearer.

10. African American Religions.
W hat makes African-American religion
“African” and “American”? Using text, films,
and music, we will examine the sacred institu­
tions of Americans of African descent. Major
themes will include: Africanisms in American
religion; slavery and religion; gospel music;
African American women and religion; black
and womanist theology;- The Civil Rights
Movement; and Islam and urban religions.
Field trips, including visits to Father Divine’s
Peace Mission and the first independent black
church in the United States, Mother Bethel
A.M.E. Church.
Fall semester. Chireau.

12 . The History, Religion & Culture of
India I: From the Indus Valloy to the
Hindu Saints.
A study of the religious history of India from
the ancient Indo-Aryan Civilization of the
north to the establishment of Islam under
Moghul rule. Topics include the ritual system
of the Vedas, the philosophy of the
Upanishads, the rise of Buddhist and Jain com­
munities, and the development of classical
Hindu society. Focal themes of heriarchy, caste
and class, purity and pollution, gender,
untouchability, world-renunciation and the
construction of a religious defined social order.
(Cross-listed as History 12)
Fall semester. Hopkins.

13. History, Religion and Culture of
India li: From Akbar to Gandhi and the
Voices of Untouchable Liberation.
The religious history of India from the advent
of Islam to the present. From the Moghuls to
the Hindu nationalist movements, and
Ambedkar’s legacy to the present.
Not offered 1998-99. Hopkins.

14B. Christian Life and Thought in the
Middle Ages.
Survey of western religious culture and thought
from the early to the late Middle Ages.
Not offered 1998-99. Ross.

15B. Philosophy of Religion.
This course considers Anglo-American and
Continental philosophical approaches to reli­
gious thought using different disciplinary per­
spectives. Topics include rationality and belief,
proofs for existence of God, problem of evil,
interreligious dialogue, feminist revisionism,
and postmodernism. Thinkers include Kant,
Kierkegaard, Nietzsche, Wittgenstein, Buber,
Kristeva, Ricoeur, Levinas, Hegel, Abe, and

291

Religion

Wiesel.
(Cross-listed as Philosophy 16.)
Fall semester. Wallace.

est mystics, such as ‘Attar, Ansari, Ibn al’Arabi, Rumi, Hafiz, and others.
Not offered 1998-99. Staff.

16B. Rabbinic Thought and Literature.

22. Religion and Ecology.

This course will examine the thought, litera­
ture, and social context of rabbinic religion
from the fall of Jerusalem to the redaction of
the Babylonian Talmud. Topics will include
the historical development of rabbinic cul­
ture, the role and character of rabbinic bibli­
cal exegesis (Midrash), the nature and imple­
mentation of rabbinic law (Halakha), early
Jewish mysticism and magic, and rabbinic
formulations of gender and sexuality. Primary
sources will be read in English translation.
Fall semester. Baker.

17B . Midrash Tisch.
Before Deconstructionism there was Mid­
rash, a sophisticated, imaginative, and enter­
taining method of interpreting the Bible.
Open to students with intermediate knowl­
edge of Hebrew and above.
Not offered 1998-99. Deutsch.

18B. Modern Jewish Thought and
Literature.
A close reading of modem Jewish works. We
will examine topics such as Hasidism,
Haskalah (Jewish Enlightenment), Zionism,
the Holocaust, and twentieth century Jewish
philosophy.
Not offered 1998-99. Deutsch.

19B. Introduction to Jewish Mysticism.
This course will survey the history and liter­
ature of Jewish mysticism, beginning with
Merkabah mysticism, continuing through
the German Pietists and the Kabbalah, and
ending with Sabbatianism and Hasidism.
Not offered 1998-99. Deutsch.

20B. Prophets and Visionaries:
Christian Mysticism Through the Ages.
Course considers topics in the history of
Christian mysticism.
Not offered 1998-99. Ross.

2 1. “ The Friends of God” : The Great
Mystics of Islam.
This course will focus on Islamic Mysticism
(Sufism), its theory and practice, as expressed
in the prose and poetry of some of the great­

292

The challenge of the ecological crisis to con­
temporary religious thought and practice.
Topics include the history of environmental
thought in Western philosophy, theology,
and biblical studies; the value of Native
American and American nature writings;
and the contemporary relevance of neopa­
gan, ecofeminist, deep ecology, and Asian
ecological worldviews. Readings will be
drawn from M. Heidegger, Book of Job,
Buddhist scriptures, J. Muir, Black Elk, E.
Abbey, S. Griffin, B. McKibben, C. HyunKyung, and R. Ruether.
Spring semester. Wallace.

23B. Quakerism.
The history of the distinctive religious and
social ideas and practices of Friends from the
1650s to the present. Special emphasis will
be placed on changes in worship and theolo­
gy caused by the enlightenment, evangelical­
ism, and modernism. There will be compar­
isons among English, American, and Third
World Friends. There will be assessment of
the contributions of Quakers to reform
movements: Indian rights, anti-slavery, the
treatment of the insane, prison reform, tem­
perance, women’s movement, and peace.
Spring semester. Frost.

24B. From V o d u n t o V o o d o o : African
Religions in the Old and New Worlds.
Is there a kindred spirituality in the cere­
monies, music, and movements of African
religions? This course explores the dynamics
of African religions throughout the
Diasporas.
Not offered 1998-99. Chireau.

25B. Black Women and Religion in the
United States.
This course explores how social, cultural and
political forces have intersected to inform
black women’s personal and collective
attempts at the definition of a sacred self.
Spring semester. Chireau.

26B. Buddhist Social Ethics.
A study of the doctrinal foundations of

Buddhist social ethics; classical conceptions
of individual and social well-being; and con­
temporary Buddhist social activists.
Not offered 1998-99. Swearer.

27B. Asian Religions in America.
An exploration of various forms of the appro­
priation, establishment, and transformation
of Hinduism, Buddhism, and Islam in
America.
Not offered 1998-99. Swearer.

28. Ritual and Image in Buddhist
Traditions.
An interdisciplinary exploration of the unity
and variety of Buddhist traditions of Asia,
within their historical development. Our
goal will be to understand Buddhist visual
arts (including narrative and iconic sculpture
and painting, and shrine and monastic archi­
tecture) and material culture (such as shrines
and their relics, pilgrimage places, mummies
and portraits, and texts), in relation to ritual
practice.
Prerequisite: ARTH1 or 3, or RELG 1, 8, 9,
12, or 13. Counts toward a program in Asian
Studies.
(Cross-listed as ARTH 38.)
Spring semester. Graybill.

29. Monasticism and the Arts in the
Christian Middle Ages.
Survey of Christian monastic contributions
to the arts in the Middle Ages.
(Cross-listed as A rt History 46.)
Not offered 1998-99. Ross and Cothren.

30B. The Power of Images: Icons and
Iconoclasts.
A cross-cultural, comparative study of the use
and critique of sacred images in Biblical
Judaism, Eastern Christianity, Hindu,
Buddhist, and Jain traditions of India.
Not offered 1998-99. Hopkins.

31B. Religion and Literature: From the
S o n g o f S o n g s to the Hindu Saints.
A cross-cultural, comparative study of reli­
gious literatures in Jewish, Christian, Islamic,
and Hindu traditions. How “secular” love
poetry and poetics have both influenced and
been influenced by devotional poetry in
these traditions, past and present. Readings

include the Hebrew Song of Songs, Dante
and the Troubadours; the Hemish female
saint-poet Hadewijch and San Juan de la
Cruz; the Sanskrit plays of Kalidasa; South
Indian Tàmil poems of love, war, and reli­
gious devotion; Rajasthani women’s wedding
songs, and love poems to the Prophet
Muhammad.
Spring semester. Hopkins.

32B. A Path to Theocracy: The IWelver
Shi’ is of Iran.
This course examines the origins and devel­
opment of Shi’ism in Iran focusing on mod­
em religious and political developments.
Not offered 1998-99. Staff.

3 7. Greek and Roman Religion.
(See Classics 37.)

38B. Religion as a Cultural Institution.
(See Sociology and Anthropology 70.)

40. Three Thousand Years of Jewish
Messiahs.
This course provides a historical and themat­
ic survey of the ideas of messiah, messianism,
and the messianic age in Judaism. We will
trace messianic figures—literally, “anointed
ones”—from their origins in Israelite monar­
chy legends and biblical prophetic traditions,
through Jesus and Bar Kokhba under the
Roman Empire and Abu Isa and Sabbatai Zvi
under Islamic rule, up to the early modem
messianic movements within Hasidism and
Zionism and the very recent messianic fervor
focused on the Lubavitcher Rebbe. Each
example will be explored with close atten­
tion to its sociopolitical and confessionalspiritual contexts and consequences.
Spring semester. Baker.

4 1. Secrecy and Revelation in Islam.
A n exploration of a dialectic of the secret in
medieval and modem Islamic texts. W hat is
a secret and how does secrecy invite revela­
tion? How does secrecy function in the
realms of word, symbol, and space in Islam?
Through a reading of a variety of texts, we
will address these questions and also study
the multiple ways in which secrecy and reve­
lation are connected with self and the other;
with conceptions of truth and the absolute;
with sexual desire, gender and the body; with
reality, deception, and illusion; with child-

293

Religion

hood and death. We will read translations of
secular and Sufi love poetry, Qur’anic and
hadith material, diverse types of narratives
such as stories, epistles, romances, biographies,
and treatises.
Spring semester. Khan.

93. Directed Reading.
Staff.

95. Religion C afi: Senior Symposium.
A weekly symposium, over espresso and snacks,
for senior majors on seminal themes, theories,
and methods in the comparative, cross-cultur­
al study of religion. Course will argue for the
inherently multidisciplinary nature of religious
studies by examining various approaches to the
phenomenon of religion, from psychanalysis
and post-structuralist theory to anthropology,
literature, philosophy, and social history.
Themes include religion, violence, and the
sacred; ritual, symbol and pilgrimage, purity
and pollution; religious experience, gender,
and embodiment; civil religion, orientalism,
colonialism and power. Interpreters will
include Mircea Eliade, Victor Turner, Rene
Girard, Mary Douglas, Mikhail Bakhtin,
Carolyn Walker Bynum, and Michel Foucault.
Fall semester. Hopkins and Staff.

through the lens of folk and popular traditions.
Not offered 1998-99. Chireau.

Women and Spirituality. (Seminar: 103)
Using various methodological approaches and
texts by Native American, African-American
and Euro-American women writers, we will
examine women’s spiritual experiences, tradi­
tions and religious healing cross-culturally.
Prerequisites: Religion 24, 26, 33, or permis­
sion of the instructor.
Not offered 1998-99. Chireau.

Duddhism and Society in Southeast Asia.
(Seminar: 104)
A multidisciplinary study of Theravada
Buddhism against the historical, political,
social, and cultural backdrop of Sri Lanka,
Burma, and Thailand.
Prerequisites: Religion 8, 9, 12, 32, or permis­
sion of the instructor.
Not offered 1998-99. Swearer.

Religion and Society. (Seminar: 105)

Staff.

How have religious ideas and institutions
shaped and been influenced by American cul­
ture? Topics include the varieties of Protestanism, Roman Catholicism and Judaism, and
contemporary religious practices, church and
state.
Not offered 1998-99. Frost.

Jesus in History, Literature, and
Theology. (Seminar: 101)

Contemporary Religious Thought.
(Seminar: 106)

Areas of exploration may include the various
quests for die 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 cen­
tury; the Black Messiah and the political liber­
ator; and the figure of Jesus in ecumenical dis­
cussion. Forays will also be made into art, film,
fiction, and popular culture.
Prerequisite: Religion 4, 16, 17, 18, 106, 108,
or 109, or permission of the instructor.
Spring semester. Ross.

Study of the major theological options in the
West since the Enlightenment.
Not offered 1998-99. Wallace.

96. Thesis.

Folk and Popular Religion in the United
States. (Seminar: 102)
This seminar investigates the cultural com­
plexity of the American religious experience

294

Liberation Theology. (Seminar 107)
A study of the principal themes of liberation
theology as it has developed in Latin America
during recent decades. Readings will be drawn
from such Latin American theologians as Boff,
Gutierrez, and Segundo. A ttention will also be
given to the relationship of liberation theology
to the Roman Catholic tradition, to the social
and political movements which it has influ­
enced, and to its critics.
Prerequisite: Religion 4 ,6 , or the permission of
the instructor.
Spring semester. Lacey.

Posts, Saints and Storytellers: Religious
Literatures of India. (Seminar: 108)
The major forms of Indian religious culture
through the lenses of its varied regional and
pan-regional literatures, focusing on gender,
the passions, and religious devotion.
Not offered 1998-99. Hopkins.

Afro-Atlantic Religions. (Seminar: 109)
Is there a kindred spirituality in the cere­
monies, music, and movements of African reli­
gions? This course explores the dynamics of
African religions throughout the Diasporas.
Spring semester. Chireau.

Religious Relief and Moral Action.
(Seminar 110)
Using Buddhist, Hindu and Christian materi­
als, course will analyze concepts of virtue and
moral reasoning, the religious view of what it
means to be a moral person, and the religious
evaluation of a just society.
Not offered 1998-99. Swearer.

Medieval Theology and Contemporary
Feminism. (Seminar 111)
This course explores the integration of recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1998-99. Ross.

Postmodern Religious Thought.
(Seminar 112)
The problem of ethics and belief beyond the
philosophical foundations of traditional reli­
gious thought. Readings include Kierkegaard,
Nietzche, Heidegger, Barth, Derrida, Levinas,
Bataille, and Kristeva.
Not offered 1998-99. Wallace.

From Buddha’s Relics to the Body of God:
Hindu and Buddhist Devotion.
(Seminar 113)
A comparative historical and thematic explor­
ation of Hindu and Buddhist forms of devotion
in South and Southeast Asia.
Not offered 1998-99. Hopkins.

and divine. Sources range from Plato and the
Troubadours to Angela of Foligmo, and from
Bengali devotional poetry to motions of “love”
in a Tamil family. Major theoretical ques­
tions—the culture construction of emotions,
the erotic life, the body, and religion—will be
derived from Nussbaum, Biale, Bynum,
Ramamujan, and Trawick.
Fall semester. Hopkins.

The Gnostic Imagination: Dualism from
Antiquity to Harold Bloom. (Seminar: 115)
This course examines the problem of dualism
and the history of dualistic religious traditions
from the Gnostics and Mandeans of Late
Antiquity to the recent writings of Harold
Bloom.
Not offered 1998-99. Deutsch.

The Body in Late Antiquity.
(Seminar: 110)
A n examination of different views of the body
(human, angelic, and divine) in Late
Antiquity, with special emphasis on sexuality,
gender, divinity, and mystical transformation.
Not offered 1998-99. Deutsch.

Hasidism: From Bialystok to Brooklyn.
(Seminar 117)
We will examine the origins of Hasidism, read
the tales of its legendary founder (in Shivhei
Ha-Besht), and discuss the rapid spread of the
movement throughout Eastern Europe.
No prerequisites.
Not offered 1998-99. Deutsch.

Gender and Judaism. (Seminar: 118)
Using feminist insights and other critical and
constructive tools, we will explore gender and
sexuality within Judaism through a broad range
of media, including ancient and contemporary
narrative, midrash, and legal codes; film; ritual;
political activism; and future fiction.
Spring semester. Baker.

Love and Religion. (Seminar 114)
An exploration of the concept of “love” in
selected western, near eastern and Indian tra­
ditions. The uses of love and sexuality, the
body and the passions, in religous discourse to
describe the relationship between the human

295

Sociology and Anthropology

JOY CHARLTON, Professor1
FATEMA MERNISSI, Cornell Visiting Professor5
MICHAEL MULLAN, Professor
BRAUUO MUNOZ, Professor and Chair
STEVEN 1. PIKER, Professor
ROBIN E . WAGNER-PACIFICI, Professor
MIGUEL DIAZ-BARRIGA, Associate Professor
MARIS GILLETTE, Visiting Assistant Professor
BRUCE GRANT, Assistant Professor
USA HAJJAR, Visiting Assistant Professor
SARAH WILLIE, Assistant Professor
MICHAEL SPEIRS, Visiting Instructor
LAURA JACKSON, Lecturer
ROSE MAIO, Administrative Assistant

3 Absent on leave, 1998-99.

5 Spring semester, 1999.

The program of this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
department are directed toward understanding
the order, meaning, and coherence of life in
human societies and cultures, as well as the
pressures and contradictions that produce pat­
terns of conflict and change. Courses variously
emphasize the comparative study of societies
and cultures, the conditions of social organiza­
tion as well as disorganization, evolution and
the bases of human adaptation, change as well
as continuity, gender and culture, the symbolic
aspects of human social life.
Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
contemporary and, particularly, American
society, and to contemporary social problems.
The department strongly encourages students
to carry out their own research and offers
internship opportunities as well as courses in
research methods.
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,
Philosophy, Psychology, and Religion. The
department also participates in a Special Major
in Linguistics and BioAnthropology.

REQUIREMENTS ANQ RECOMMENDATIONS

296

Courses numbered 1 through 19 may serve as
points of entry for students wishing to begin
work in the department. Enrollment in these
courses is unrestricted, and completion of one
of them will normally serve as prerequisite to
all other work in the department (Some cours­
es may, however, with permission of the
instructor, be taken without prerequisite.)
Applicants for the major will normally be
expected to have completed at least two cours­
es in the department. Majors will complete a
minimum of eight units of work in the
Department, including a double-credit thesis
tutorial normally to be taken during the fall
and spring semesters of the senior year. The
Research Design course, SA 21, is strongly rec­
ommended for majors, and spring semester of
the junior year is the ideal time to take it, as it
offers important preparation for the senior
thesis project.
Students contemplating teacher certification
would normally schedule their program in a
semester which does not conflict with their
senior thesis. Such programs should be devel­
oped in close consultation with advisors in the
Education Program.
The department emphasizes the importance of
familiarity with appropriate elementary statis-

tics as well as computet literacy, both for work
taken at the College and for subsequent career
development. Toward underlining this, the
Department crosslists Statistics courses 2 and
2c (listed as, respectively, Sociology and
Anthropology 27 and 28).
Major and minor in the Honors Program:
Candidates for honors in Sociology &
Anthropology must complete three honors
preparations, one of which must be S&A 180,
Thesis. The other two preparations may be a
seminar, or, with permission, course plus
attachment, paired upper level courses, or for­
eign study. Majors in the honors program must
also complete one unit of senior honors study.
Minors in the honors program must complete
one preparation and prepare a specified paper
as part of their senior honors study. See
“Majoring in Sociology & Anthropology” for
additional information.

AREAS OF SPECIAL CONCENTRATION IN
SOCIOLOGY AND ANTHROPOLOGY
Teaching and research interests of members of
the department cluster to create a number of
subject matter areas. Students who are inter­
ested in one of these are encouraged to meet
with the indicated department members to
plan a program of study.
(1) Social Theory and Social Philosophy
(Diaz-Barriga, G rant, Muñoz, Piker,
Wagner-Pacifici, Willie)
(2) Human Adaptation, Cultural Ecology,
and Human Evolution (Piker, Speirs)
(3) Modem Society (Charlton, Diaz-Barriga,
Grant, Hajjar, Wagner-Pacifici, Willie)
(4) Cultural and Ethnic Pluralism (Charlton,
Diaz-Barriga, G rant, Hajjar, Muñoz,
Willie)
(5) Religion and Culture (Charlton, Grant,
Hajjar, Piker)
(6) Psychology and Culture (Charlton,
Piker)
(7) Sociology of A rt and Intellectual Life
(Grant, Muñoz, Wagner-Pacifici)
(8) Modernization and Development (DiazBarriga, Hajjar)
(9) Inequality (Charlton, Diaz-Barriga,
Hajjar, Wagner-Pacifici, Willie)

(10) Political Behavior and Culture (DiazBarriga, Grant, Hajjar, Wagner-Pacifici,
Willie)

CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
There are two normal routes to Social Studies
certification. One of these is through a major
in the social sciences, plus four to six semesters
of courses in other social sciences. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major; stu­
dents majoring in Economics and Psychology
are required to take six. The other route to cer­
tification 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. A t least
one course in American history and one social
science course focusing on Third World or
non-Anglo subject matter are required.

C00RSES
1 . Modern America: Culture, Society, and
State.
This course will explore central themes and
points of conflict in American life, authority,
community, sexuality, work, personal identity,
politics, and heroism. This exploration will
proceed by way of an analysis both of the insti­
tutional representations of these central issues
and their cultural expressions.
Primary distribution course.
Not offered 1998-99. Charlton.

2. Nations and Nationalisms.
Nationalist movements around the world have
risen to the fore in the late twentieth century
by drawing on very malleable images of culture,
patriotism, and belonging. This course exam­
ines different kinds of nationalist discourse
through recent anthropological and sociologi­
cal analyses of ethnicity, class, and the use of
symbolism in complex societies. This course
may be counted toward a concentration in

297

Sociology and Anthropology

Interpretation Theory.
Primary distribution course.
Fall semester. Grant.

3. Social Conflict and Social Change.
Social conflicts arise as a result of competing
visions and agendas among groups with differ'
ent social and political identities. Social
changes are the consequences of processes to
resolve such conflicts, whether through concil­
iatory or violent means. This course studies the
constructions of socio-political identities (e.g.,
race, class, nation), considers how identity dif­
ferences inform struggles for equality, sepa­
ratism and domination, and focuses on specific
cases in which identity politics are at the heart
of conflicts within heterogeneous societies.
Primary distribution course.
Not offered 1998-99. Hajjar.

4. Symbols and Society.
This course examines the ways in which we
orient ourselves in a world of constant and
contradictory symbols. National symbols, ideo­
logical symbols, status symbols and others will
be analyzed with the approaches of sociologists,
semioticians and anthropologists.
Primary distribution course.
Spring semester. Wagner-Pacifici.

5. Freshman Seminar: Introduction to
Contemporary Social Thought.
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Giddens,
Lukes, and Rieff will also be included. These
developments will be studied against the back­
ground of the socio-philosophical climate of
the 19th century. Limited enrollment.
Primary distribution course.
Not offered 1998-99. Muñoz.

6. Cultural Borderlands.
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 multi-culturalism as well as case studies, including
Chicano feminism, working-class sexuality,

298

gendered “backtalking.” The course is designed
to introduce the student to the basic concepts
of both anthropology and cultural studies for
understanding cultural “borderlands” in the
United States.
Primary distribution course.
Not offered 1998-99. Diaz-Barriga.

7 . Gender, Power, and Identity.
A n exploration of the social and political
implications of gender, drawing on cross-cul­
tural and historical materials. Primary empha­
sis will be on developments in contemporary
America. This course may be counted toward a
concentration in Women’s Studies.
Primary distribution course.
Not offered 1998-99. Charlton.

8. Psychological Anthropology.
Sometimes called culture and personality, this
field explores the relationship between the
individual and his or her culture. The course
treats the following issues: a) the psychologi­
cal, or symbolic, capacities presupposed by cul­
ture; b) socialization, or the transmission of
culture from generation to generation; c) the
psychological functions of culture. Case mate­
rials will be principally, but not exclusively,
non-Western, and the cross-cultural study of
child rearing will receive particular emphasis.
Primary distribution course.
Not offered 1998-99. Piker.

9. Conflict and Change in IsraeliPalestinian Relations.
This course offers wide-ranging but introducto­
ry coverage of a variety of issues related toIsraeli-Palestinian relations. Using sociological
theories of identity formation, nationalism,
stratification, and culture production, we will
consider the rise and institutionalization of the
Zionist and Palestinian national movements,
changing identities among Jews (Ashkenazim/
Mizrachim, religious/secular, native-born/
immigrant) and Palestinian Arabs (citizens,
residents of the territories, refugees), and socio­
political relations in Israel, the West Bank and
Gaza. This class draws heavily upon readings to
present a variety of views and issues, helping us
to understand and discuss competing interests
of “two people” in this “one land.”
Spring semester. Hajjar.

10. Human Evolution.
This course surveys both the fossil record of
human evolution and the archaeological, primatological and ethnographic 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 bias­
es. The course assumes no prior knowledge of
paleoanthropology, but integrates informa­
tion and perspectives from anatomy, primatology, evolutionary biology and the geo­
sciences.
Primary distribution course.
Fall semester. Speirs.

1 1 . Intro to Raco & Ethnicity in the U.S.
This course uses classic ethnographies, cur­
rent race theory, and journalistic accounts to
examine the experiences of selected ethnic
groups in the U.S. and to investigate theories
of racism, the meaning of race and ethnicity
in the twentieth century, and contemporary
racialized public debates over affirmative
action, welfare, and English-Only policies.
This course may be counted toward a con­
centration in Black Studies.
Primary distribution course.
Spring semester. Willie.

12. Introduction to Latinos In tho U.S.
The course is an introduction to anthropo­
logical, sociological, and literary writing on
Mexican-American culture. The course
focuses on ethnic identity, covering such top­
ics as border ballads and folklore, inner-city
life, and Chicana/Riquenja feminism.
Authors studied in the course include
Cisneros, Garza, Limon, Moraga, Paredes,
Rodriguez and Rosaldo. This course may be
counted toward a concentration in Latin
American Studies.
Not offered 1998-99. Diaz-Barriga.

14. The Social Development of Sport.
The course is designed as an introduction to
the sub-field of sport sociology. The primary
focus of the course will rest on the develop­
mental history of the institution of western
sport and the principal analytical frameworks
constructed to explain its origins. While the
historical and theoretical material is centered

on European developments, contemporary
issues and debates on the relationship of gen­
der, race, and ethnicity to sport will concen­
trate on American society. Readings will be
drawn from the work of sociologists and his­
torians working directly in sport studies.
Not offered 1998-99. Mullan.

1 7 . Cross Cultural Learning.
This course is intended for students planning
to do foreign study during the spring semes­
ter, 1999. It seeks to enable students, while
studying abroad, to understand how their
host cultures work at the most local, human
level, i.e., in the context of routine, everyday
social encounters and activities and endeav­
ors, as experienced by natives. Toward this
end, the course will include field work, use of
films as cultural documents, and destination
country-specific projects. Readings will
include the works of Edward T. Hall, Irving
Goffman, James Spradley, Robert Emerson,
and J. and L. Lofland.
This course is open equally to students from
Bryn Mawrk, Haverford, Penn, and Swarthmore, and will hbe IP status.
Fall semester. Piker and Mancini.

2 1. Research Design.
Introduction to the process of research on
human social life: creation of research ques­
tions, strategies for obtaining evidence, tech­
niques of evaluating hypotheses, and gener­
ating theory. The roles of theory, ethical
issues, and cultural and historical context in
the research enterprise will be addressed.
Students will get direct hands-on experience
with design, data-gathering, and analysis,
and will have professional researchers visit
the class.
Spring semester. Charlton.

22. Field Methods.
Techniques of primary data collection and
analysis used in field research, with particular
attention to participant observation and
interviewing. We’ll read, in addition to the
how-to’s, some of the classic ethnographies,
think about how theory connects with
method, and get practical experience doing
field research directly.
Not offered 1998-99. Charlton.

Sociology and Anthropology

24. Discourse Analysis.
We are what we speak—or largely so. This is
the premise of “Discourse Analysis.” This
course will concentrate on language in a vari­
ety of social contexts: conversations, media
reports, legal settings, etc. We will analyze
these speech and writing interventions via
the tools of socio-linguistics, ethnomethodology, critical legal studies, and discourse
analysis. The essential issue of the course can
be boiled down to the question: who gets to
say what to whom? (Cross-listed as Ling 24.)
This course may be counted toward a con­
centration in Interpretation Theory.
Fall semester. Wagner-Pacifici.

2 7. Statistical Methods.
(See Statistics 2 for description.)

28. Statistics.
(See Statistics 2c entry for description.)

31. Latin American Society and Culture.
A n introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, litera­
ture, philosophy and theology will be exam­
ined. This course may be counted toward a
concentration in Latin American Studies.
Not offered 1998-99. Muñoz.

32. Latin American Urbanization.
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview of the
processes behind the urbanization of Latin
America and explores housing policy
options. Members of the class will be intro­
duced to concepts such as dependency,
underdevelopment, the informal sector, marginality, the culture of poverty, self-construc­
tion, and self-help. The role of the informal
sector in urban development, housing, and
the dependent economy is a particular focus.
This course may be counted toward a con­
centration in Latin American Studies.
Not offered 1998-99. Diaz-Barriga.

33. Indigenous Resistance and Revolt In
Latin America.
The course explores ethnic conflict and rev­
olution in Latin America, focusing on
Guatemala, Mexico, Peru, and Bolivia.
Readings for the course include ethnogra­

300

phies on rural and urban culture as well as
more general works on anthropological theo­
ry. This course may be counted toward a con­
centration in Latin American Studies.
Not offered 1998-99. Diaz-Barriga.

34. Ecology, Peace, and Development
in El Salvador.
There is little disagreement that prolonged
and pronounced social injustice was the fun­
damental factor that led to the war in El
Salvador (1980-1992). Now, under U.N. aus­
pices, an agreement has been signed that not
only has put an end to the fighting and set
the terms for disarmament, but also has laid
out an agenda for reconstruction, economic
development, and the consolidation of
democracy. In this course, we will examine
the various models, policies, and practices of
development that are being proposed by
political parties, international institutions
(including NGOs), and other civic groups in
El Salvador. This course may be counted
toward a concentration in Public Policy.
Not offered 1998-99. Diaz-Barriga.

35. Social Movements in Latin America.
Over the last forty years a number of Social
Movements have emerged in Latin America,
including Urban, Womens’; Indigenous, and
Ecological. These movements have arisen ,
in some cases, as a result of the emergence of
new social and political perspectives, such as
liberation Theology. In other cases, they
have formed as reactions to inequality and
crises in development, such as massive urban­
ization and the impact of neoliberal econom­
ic policies. This class explores the range of
social movements by focusing on their
attempts to articulate new visions of society
and culture. The aim of the class is to under­
stand the heterogeneity of social movements
in Latin America and understand how Latin
Americans have conceptualized their mean­
ing and impact. This course may be counted
toward a concentration in Latin American
Studies.
Spring semester. Diaz-Barriga.

37. Spanish American Society Through
Its Novel.
This course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,

Mario Vargas Llosa, Gabriel García Márquez,
Isabel Allende, Luisa Valenzuela, Elena
Paniatowska, and others.
This course may be counted toward a concen­
tration in Latin American Studies. (Cross-list­
ed as 60SA in Modem Languages.)
Not offered 1998-99. Hassett and Muñoz.

39. Visual Anthropology.
Visual Anthropology looks at visual communi­
cation both as a tool for academic work and the
object of anthropological study. In this course,
we look at the processes and politics of repre­
sentation focusing on the use of film and pho­
tography both “within” cultures and by anthropologists/sociologists to convey the complexi­
ties of cultural practices. Among the issues
covered in the class include the relationship of
documentary realism to ethnographic film, the
emergence of indigenous media, and debate
over “postmodern” forms of representation.
(Please note that unlike S and A 111 this class
does not have a production component.)
Not offered 1998-99. Diaz-Barriga.

40. Gender Politics in the Third World.
This course examines the debates in feminist
thought, including the growing attention to
the relationship between gender and other
forms of oppression; the cultural constructions
of gender differences and their political signifi­
cance in various societies in Asia, the Middle
East and Africa; the way gender has been used
in national movements for independence and
as symbols of “authenticity”; and finally, the
way gender is informing studies of internation­
al relations, economic development and state
violence. This course may be counted toward
concentrations in Peace and Conflict Studies
and Women’s Studies.
Fall semester. Hajjar.

41. Comparative Studies of China and
Japan.
Comparative studies of China and Japan focus­
ing on the family and social organization.
Social reproduction and social transformation
in rural and urban settings. Ideological and
other aspects of tradition and modernity.
Domestic space and its effects on sociability.
Fall semester. Gillette.

42. Cities and Ghettos in Europe:
Comparative approaches to ethnic
relations in Europe and America.
This course will adopt an inter-disciplinary
approach bringing together disciplines ranging
from sociology and political science to anthro­
pology and cultural studies, and will emphasize
the particular cases of France, the U.S. and
Great Britain.
(Cross-listed with French 80F and LIT 80F)
Fall semester 1998. Azouz Begag (Cornell
Visiting Professor).

43. Twentieth Century Black Political
Thought.
Engaging the work of a handful of this centu­
ry’s most noted Black authors with the under­
standing that literature transcends the written
word, we will examine how Black scholars,
politicians, lawyers, ministers, hymn writers,
and playwrights help us to examine how
African Americans have wrestled with the
existence of self, understood community and
conceived of citizenship as well as what their
ideas reveal about the dominant culture.
Prerequisite: one course in Soc/Anthro, Black
Studies, or Philosophy.
Spring semester. Willie.

44. The Harem Fantasy in the Global
Market: Women’s Civic Empowerment in
Morocco.
This course combines theory and empirical
exploration. We begin focusing on the Harem
as a binary code where men’s and women’s
interests are perceived as conflictual. The
Harem is a frontier (hudud in Arabic)—a line
(real or imaginary)—which splits space into
two distinct spheres (public/male and
private/female), thereby ensuring the gender
balance. However, when we move into more
empirical inquiries about social relations in
Morocco, we see that collaboration between
the sexes is the rule. Non-govemmental orga­
nizations (NGOs) are new spaces which offer
men and women new opportunities to dance
around the hudud, the line which is supposed to
block them from contact. A striking feature of
the booming civic society in Morocco is femi­
nist men, who see their interests 'as linked to
women’s empowerment. By learning about the
activities of a dozen NGOs in two cities, Fez
and Essaouira, students will be moving back

301

Sociology and Anthropology

and forth between the theoretical part, which
tries to unravel the enduring spell of the harem
in today’s modem global market, and the
empirical part which focuses on how women
and men are changing their power relations by
innovating and cooperating. The assignments
for this course will include student research
presentations and oral projects; as well as two
collective/class final projects: developing a
website for one of the Moroccan NGOs, and
preparing grant proposals on behalf of this
NGO. Thus, this class affords students an
opportunity to develop an expertise on a par­
ticular civic initiative, and to act as “advo­
cates” on behalf of that initiative.
Spring semester. Fatema Memissi (Cornell
Visiting Professor).

46. Soviet Cinema.
The early years of the Soviet state produced
some of the world’s finest filmmakers, revolu­
tionizing cinematic form through new visions
of the political in the aesthetic. This course
organizes a critical look at the modernist patri­
otic statements forged by early Soviet directors,
with an emphasis on the work of Sergei
Eisenstein. A background in Soviet history or
permission of the instructor is required.
Not offered 1998-99. Grant.

4 7. Soviet Culture.
The building of the Soviet state was a vast
undertaking which drew on high modernist
visions of cultural identity. This course exam­
ines Soviet nationality and cultural policies
through the lens of anthropology and litera­
ture, with a particular view to the debates reg­
nant in the nineteenth century and now again
in a post-Soviet setting over whether Russia’s
soul belongs to Europe or Asia.
Not offered 1998-99. Grant.

50. The Constitution of Knowledge in
Modern Society.
This course takes classic sociology of knowl­
edge texts as a starting place for an interroga­
tion and discussion of how knowledge is con­
structed in this culture. Additional texts will
be drawn from Women’s Studies, Black
Studies, and Media Studies as we examine the
powerful ways that knowledge can be and is
differently constructed within our own culture
as well as the ways that some kinds of knowl­
edge seem to be categorically intractable across

time and space. Prerequisite: A course in
theory, sociology/anthropology, literature, or
philosophy.
Fall semester. Willie.

5 1. Classical Theory.
Through the works of Marx, Weber, Durkheim, Simmel, DuBois and Freud, the recur­
rent and foundational themes of late 19th and
early 20th century social theory will be exam­
ined: capitalism, class conflict and solidarity,
alienation and loneliness, social disorganiza­
tion and community, secularization and new
forms of religiosity.
Not offered 1998-99. Willie.

52. Mapping the Modem.
The course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate upon “urban fables” of
early 20th century high modernism, conclud­
ing briefly with late 20th century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce,
and Woolf; Weber, Simmel, Adorno, Benja­
min, and Lukács; Bakhtin, Arendt, Canetti,
and de Certeau; Calvino and Borges; Berman
and Harvey. The central topics under study are
the phenomena of the modem subject and the
modem city, as expressed in literature, ana­
lyzed in sociology and critical theory, and rep­
resented in a range of cultural practices.
Not offered 1998-99. Philip Weinstein and
Robin '
Wagner-Pacifici. Triple-listed in English,
Sociology, and Interpretation Theory.

53. Topics in Social Theory.
This course deals with Kant’s and Hegel’s social
philosophy insofar as it influenced the devel­
opment of modem social theory. Works by
Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and post-mod­
ernists will also be discussed.
Not offered 1998-99. Mufioz.

55. Power, Authority, and Conflict.
This course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the

I

theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, politi­
cal legitimacy, and the interpenetration of the
personal and the political. This course may be
counted toward concentrations in Inter­
pretation Theory and Peace and Conflict
Studies.
Not offered 1998-99. Wagner-Pacifici.

57. History of the Culture Concept.
We traffic in presumptions of culture and soci­
ety every day, relying on elastic ideas of what
constitutes a people, culture or nation, and yet
few of us have the chance to step back and
interrogate the intellectual genealogies that
inform these central concepts. This course
examines a handful of paradigmatic moments
in modernist culture theory — evolutionism,
functionalism, cultural relativism, structural­
ism, cultural materialism and symbolic studies
— in order to study a repertoire of responses to
the issue of representation in anthropology and
cultural studies more broadly. This course may
be counted toward a concentration in Franco­
phone Studies.
Spring semester. Grant.

58. Cultural Representations.
The course looks at models used by anthropologist/sociologists to analyze culture. Readings
for the course will focus on symbolic analysis,
practice and meaning, experimental ethnogra­
phy, structuralism, and postmodernism. The
majority of readings center on current debate
in theories about culture. This course may be
counted toward a concentration in Interpre­
tation Theory.
Spring semester. Diaz-Barriga.

61. An Introduction to Archaeology.
(See Classics 52 for description.)

64. Seeds of Change: The Environmental
Consequences of the Agricultural
Revolution In Prehistory.
This course investigates the impact of the
Agricultural Revolution in prehistory on phys­
ical and social environments. We examine the
coevolutionary processes which transformed
mobile foraging groups into sedentary farmers
and herders following the end of the last Ice
Age and focus on the ecological and paleodemographic impacts of increased reliance upon

domesticated plants and animals for subsis­
tence. We will examine myths about prehis­
toric edens and indigenous populations as
“Ecologically Noble Savages" and will attempt
to use the archaeological record as a guide for
selecting appropriate options for future agricul­
tural development. This course may be count­
ed toward concentrations in Environmental
Studies and Public Policy.
Spring semester. Speirs.

65. Primate Behavior.
(See Bio 31 for description.)

66. The Hominid Heritage: Special Topics
in Paleoanthropology.
The evolution of four presumably adaptive
hominid behavioral repertoires and their
anatomical substrates will be the focus of this
course. Emphasizing the development of ana­
lytical competence in evaluating paleoanthropological data, as well as critical reading of the
primary literature, we will examine changes in
dietary, locomotor, symbolic and reproductive
behavior over the course of human evolution
and consider the implications of these devel­
opments for understanding and coping with
several contemporary health and biocultural
issues.
Prerequisite: SA10 or equivalent or instructor’s
permission.
Not offered 1998-99. Speirs.

67. Human Biodiversity.
A n introduction to the evolving concept of
“race” in biological anthropology and its lega­
cy for the contemporary exploration of modem
human variation as a product of population
history, evolution and adaptation.In addition
to the examination of the dynamic interaction
of genotype and phenotype - whether physio­
logically or socially constituted - from multiple
historical and scientific perspectives, we will
scrutinize the use and abuse of racial perspec­
tives in the biomedical sciences and current
efforts to catalogue the human genome.
Spring semester. Speirs.

68. Urban Education.
(Cross-listed with Education 68.)

69. School and Society.
(Cross-listed with Education 63.)

303

Sociology and Anthropology

70. Religion as a Cultural Institution.

84. Snclal Inequality.

The focus is primarily cross-cultural, and reli­
gion case materials will be drawn from both
pre-literate and civilized traditions, including
the modem West. The following topics will be
emphasized: religious symbolism; religious evo­
lution; religion as a force for both social stabil­
ity and social change; psychological aspects of
religious belief; and religious change in modem
America. May be taken without prerequisites
with permission of instructor.
(Cross-listed as Religion 30.)
Spring semester. Piker.

This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is phenomenologi­
cal: How are inequalities made social and how
are they disrupted?
Fall semester. Wagner-Pacifici.

72 . Shamanism.

86. Culture, Illness, and Health.

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 shaman­
ism in the United States, Russia, and South
America in order to ask ourselves how we con­
stitute and appropriate the exotic.
Fall semester. Grant.

This course will treat, 1) evolved human adap­
tations, with reference to health and illness; 2)
cultural constructions of and responses to ill­
ness, and 3) the intersection of non-Western
and Western medical systems. Cross-cultural
materials will be featured. This course may be
counted toward a concentration in Public
Policy.
Spring semester. Piker.

7 7 . Art and Snciety.

90. Research Internship.

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 exam­
ined. This course may be counted toward a
concentration in Interpretation Theory.
Fall semester. Mufioz.

79. Language, Culture and Snciety.
(See Linguistics 25.for description.)
Please see Linguistics entry for description.)

82. Law and Society: The Discourse of
Rights in the U.S.
This course explores the changing discourse of
legal and political rights in the US throughout
the 20th century. We focus on the socio-polit­
ical struggles for rights by African-Americans,
women, and homosexuals within the legal
domain. We will analyze theories of law and
social identity, the contours of political
debates, the legal records on issues relating to
minority rights and the effects of legal devel­
opments on contemporary society.
Fall semester. Hajjar.

304

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 award­
ed on a CR/NC basis, for a half to one credit.
Since available projects change, interested stu­
dents should see the instructor before registra­
tion. Interested students are also encouraged to
take SA 21.
Fall and spring semesters. Charlton.

93. Directed Reading.
Individual or group study in fields of special
interest to the students not dealt with in the
regular course offerings. Consent of the depart­
ment chair and of the instructor is required.
For half or one credit.
Fall and spring semesters. Members of the
Department.

96-97. Thesis. Theses will be required o!
all majors.
Seniors will normally take two consecutive
semesters of thesis tutorial. Students are urged
to discuss their thesis proposals with faculty
during the spring semester of their junior year,
especially if they are interested in the possibil-

ity of field work.
Fall and spring semesters. Members of the
Department.
The following courses, with attachment, can
be taken in preparation for Honors Exam¡nations: S&A 33 & 35,55, 57, 70, 84, 86.

SEMINARS
101. Critical Modern Social Theory.
The development of critical theory from Kant
to Habermas. Works by Hegel, Marx, Nietsche,
Lukács, Adorno, Benjamin, Horkeimer and
Foucault will be examined.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political
Science; or permission of the instructor.
Students are advised to take S&A 105 Modem
Social Theory as preparation for this seminar.
This course may be counted toward a concen­
tration in Interpretation Theory.
Spring semester. Muñoz.

Fall semester. Piker.

105. Modern Social Theory.
A n analysis of selected works by the founders
of modem social theory and contemporary
social theorists. Works by Marx, Weber,
Durkheim, and Freud will be discussed. This
course may be counted toward a concentration
in Interpretation Theory. This seminar is
strongly recommended for those students plan­
ning to take S & A 101 Critical Modem Social
Theory.
Fall semester. Muñoz.

10 7. Religion as a Cultural Institution.
The following specific topics will be treated:
religious evolution; religion as a force for both
social stability and social change; the psycho­
logical bases for religious belief. Major theories
to be considered include those of Max Weber,
Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and
attention will be paid to religious change in
modem America.
Not offered 1998-99. Piker.

102. History and Myth.

108. Sucial Inequality.

The well-worn canons of historiography and
anthropology have undergone watershed
changes in the last twenty years, repositioning
the constitution of knowledge, power and the
self in new analytical genres. This course takes
a look at some wide-ranging developments in
recent historiographic theory within anthro­
pology, drawing special attention to ways in
which mythic narratives inform the power of
persons and states, blurring the boundaries
between history and myth. This course may be
counted toward a concentration in
Francophone Studies.
Not offered 1998-99. Grant.

This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is partly phenome­
nological: how are inequalities made social and
how are they disrupted?
Not offered 1998-99. Wagner-Pacifici.

104. Culture and Creativity.
Evolutionary perspective on the question: how
do we creatively make use of cultural resources
to construct ourselves and our life ways? Vast
diversity of human lifeways argues that such
creative construction is a—perhaps the—hall­
mark of human adaptation. Specific topics:
human evolution; foraging band as the basic
human pattern; speech; human intelligence;
human emotion; gender; biography; history.
Readings include ethnographies, novels, native
narratives.

110 . Work and the Workplace.
This seminar examines the meaning of life as it
relates to work, on both micro and macro lev­
els, using the classic theoretical statements as
well as case studies.
Not offered 1998-99. Charlton.

1 1 1 . Visual Ethnography and
Documentary Film: Theory and
Production.
This course examines the use of film and video
by sociologist and anthropologist to convey
and communicate aspects of culture that are
visible— from rituals, performance, and dance

305

Sociology and Anthropology

to disputes and violence. The course will look
at the history of visual ethnography and
explore the major issues within the field,
including the relationship between ethnogra­
phers and filmmakers, and the appropriateness
of the conventions of documentary film, pay­
ing special attention to the influences of poli­
tics, economics , and technical advances. The
course will include readings on visual ethnog­
raphy and documentary film techniques. The
main goals of the seminar are for students to
understand the links between anthropological
and sociological theory and the production of
ethnographic and documentary film and to
have the production skills necessary for direct­
ing their own work.
Fall semester. Diaz-Barriga and Jackson.

1 14 . Political Sociology.
This seminar analyzes the ways in which power
emerges, circulates, is augmented, and resisted
in diverse political contexts. Readings include
Marx, Weber, Gramsci, Arendt, Parsons, and
Foucault. This course may be counted toward a
concentration in Interpretation Theory.
Not offered 1998-99. Wagner-Pacifici.

115 . Freud and Modern Social Theory.
The seminar divides into two parts. The first
part is devoted to a close reading of selected
items from the Freudian canon. The second
part will examine Freud’s contribution to cur­
rent social and cultural analysis. Besides works
by Freud, works by Mitchell, Rieff, Habermas,
and Foucault will be examined.
Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political
Science; or permission of the instructor. This
course may be counted toward a concentration
in Interpretation Theory.
Not offered 1998-99. Munoz.

116 . Human Rights in Theory and
Practice.
This course deals with the emergence and
institutionalization of international human
rights in the 20th century. We start with polit­
ical theory (rights of man, sovereignty, interna­
tional law) and developments concerning
political and civil rights, social and economic
rights, and indigenous “people’s rights.” We
then deal with various problems, including
debates over universalism v. cultural rela­
tivism, enforcement in the state-centered

306

international order, and states’ co-optation of
human rights discourse to serve political ends.
Finally, we focus on several human rights issues
including torture, international humanitarian
intervention and genocide.
Spring semester. Hajjar.

1 1 7 . Liberation Theology and Social
Movement in Latin America.
This course looks at the concepts, practices,
and history of liberation theology and new
social movements in Latin America, focusing
on the ways Christian Base Communities
(CEBs) and social movements (including
human rights, women’s, urban and ecological)
have articulated demands and sought to
empower local communities. The relations
between popular religion in Latin America and
liberation theology will also be explored.
Not offered 1998-99. Diaz-Barriga, Lacey.

120. Sender and Culture.
A comparative exploration of the social con­
struction of gender utilizing diverse theoretical
and empirical perspectives. This course may be
counted toward a concentration in Women’s
Studies.
Not offered 1998-99. Charlton.

180. Thesis.
Candidates for Honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
Fall and spring semesters. Members of the
Department.

190. Senior Honors Study.
Students in the Honors Program will work
toward writing an intellectual autobiography
in preparation for the honors examinations.
Spring semester. Wagner-Pacifici.

Women’s Studies

Coordinator: JEANNE MARECEK (Psychology)
Committee: Amy Bug (Physics)
Merlon FebOf (Modem Languages and Literatures) (Fall)
Lisa Hajjar (Sociology and Anthropology)
Non Johnson (English Literature)
Tamsin Lorraine (Philosophy)
Sunka Simon (Modem Languages and Literatures) (Spring)

The program in Women’s Studies provides stu­
dents with the opportunity to learn the contri­
butions of women to society, science, and the
arts; to study gender and gender roles in a variety of social and historical contexts; to relate
issues of gender to those of race, class, and sex­
ual preference; and to explore new methods
and theories arising from interdisciplinary
study. Women’s Studies encourages students to
examine critically the representations of
women in religion, in the arts and literature, in
social and political theory, and in the sciences.
Students in any major, whether in Course or in
the Honors Program, may add a concentration
in Women’s Studies to their program by fulfill­
ing the requirements stated below. Students in
the Honors Program may minor in Women’s
Studies or design a Focus or special major in
consultation with the Women’s Studies
Coordinator, following the guidelines outlined
below. All students intending to pursue
Women’s Studies should submit their proposed
program to the Coordinator when they submit
their sophomore papers. All program proposals
must be approved by the Women’s Studies
I Committee.
The Jean Brosius Walton ’35 Fund and the
Wendy S. Cheek Memorial Fund contribute to
I the support of activities sponsored by the
Women’s Studies Committee.

I
I

approval of the coordinator, to write a onecredit thesis or pursue an independent study as
a substitute for regular course work. Students
may also, with the approval of the Coordi­
nator, include in their programs courses on
women and gender offered at Bryn Mawr,
Haverford, the University of Pennsylvania,
and abroad. These courses can be accepted
toward the concentration after they have
received credit through appropriate depart­
ments. If the institution in which the course
was offered has a Women’s Studies Program,
the course in question must be cross-listed in
that program to be accepted as a Women’s
Studies course at Swarthmore. We encourage
those students interested in receiving credit for
applied or practical work, such as service learn­
ing projects, to consult the regulations on p. 64
of the 1998-99 College Bulletin. Students will
normally take the senior seminar in the spring
semester of the senior year.
It is recommended that potential concentra­
tors take Women’s Studies 1, Introduction to
Women’s Studies, in their first or second year.

HONORS PROGRAM

Students in the Honors program may minor in
Women’s Studies by completing ail require­
ments for the Concentration in Women’s
Studies, completing 'A credit of Seniors Honors
Study and preparing for and taking one exter­
CONCENTRATION
nal exam. The preparation consists of the
Women’s Studies Senior Seminar, Women’s
Each concentration must include a minimum
Studies 91, plus the one-credit Honors A ttach­
of five credits in Women’s Studies. One course
must be the senior seminar. Because Women’s ment, 91 A. The Senior Honors Study can be
completed either semester of the senior year
Studies is an interdisciplinary program, the
J courses (or seminars) in each concentration and will consist of a literature review essay.
I must be selected from at least two different The essay will identify and discuss the contri­
bution of the several (no more than six) works
I Divisions. Students may elect, with the
in Women’s Studies that have made the great-

(

307

Women’s Studies

est impact on the student’s work in the con­
centration. The review essay will become part
of the student’s portfolio and be sent to the
external examiners.
Students in the Honors program may choose to
do a Focus in Women’s Studies. Each Focus
must include 4 honors preparations. The Focus
must include 1) two Honors preparations with­
in the student’s departmental major, and 2)
two Honors preparations outside of the stu­
dent’s departmental major, all four of which
have been approved by the Women’s Studies
Committee as Women’s Studies Honors prepa­
rations. In addition, students doing a focus in
Women’s Studies must participate in the senior
seminar and complete one credit of Senior
Honors Study in Women’s Studies.
Courses on women and gender regularly
offered for the concentration include:

Biology 93. Directed Reading in Feminist
Critiques of Biology.
Classics 34. Women in Classical
Literature.
Dance 36. Dance and Gender.
Economics 43. Public Policy and the
American Family.
Economics 73 . Women and Minorities in
the Economy.
Education 61. Gender and Education.
English 5M. Ways of Seeing.
English 5N. Illicit Desires in Literature.
English 5R. Fictions of Identity.
English 23. Renaissance Sexualities.
English 24. Inscriptions of the Feminine
in 16th- and 17th-Century England.
English 34. Restaging Romanticism.
English 36. Colloquium: The Age of
Austen.
English 48. Contemporary Women’s
Poetry.
English 67. (Asian) Ethnicity and (Hetero)
Sexual Normativity.
English 7 1 J . Cherchez la femme: The
“ Mystery” of Women in the Mystery
Genre.

308

English 71K . Lesbian Novels Since WWII.
English 82/Psychology 52.
Representations of Women’s Identity.
English 83. Feminist Theory.
English 84. Lesbian Representation.
English 89. Women and Popular Culture:
Fiction, Film, and Television.
English 90. Queer Media.
English 91. Feminist Film and Media
Studies.
English 112 . Women and Literature.
History 10C. Sex and Gender in Western
Traditions.
History 10G. Women, Family and the
State in China.
History 101. African American Women.
History 29. Sexuality and Society in
Modem Europe.
History 52. The History of Manhood in
America.
History 53. African American Women’s
History.
History 54. Women, Society, and Politics.
History 89. Gender, Sexuality and
Colonialism.
Literature 51G. Gender and Race in
German Cinema.
Literature 61SA. Women’s Testimonial
Literature of Latin America.
Literature 77G . Literature of Decadence.
Literature 79R. Russian Women Writers.
Modern Languages: French 61. Odd
Couplings: Writings and Readings
Across Gender Lines.
Modern Languages: French 76. Femmes
écrivains.
Modern Languages: German 7 7 .
Literature of Decadence.
Modern Languages: German 88. Frauen
und Film.
Modern Languages: German 108. Wien
und Berlin.

Modem Languages: Russian 79R. Russian
Women Writers.
Modem Languages: Spanish 66. La
escritora española en los siglos
XIX y X X .
Music 10. Women in Music: Composers.
Music 35. Women Choreographers and
Composers.
Peace Studies 40. Peace Movement in
the United States: Women and Peace.
Philosophy 45. Philosophical Approaches
to the Question of Woman.
Philosophy 145. Feminist Theory
Seminar.
Physics 29. Seminar on Gender and
(Physical) Science.
Political Science 13. Feminist Political
Theory.
Political Science 3 1. Difference,
Dominance, and the Struggle for
Equality.
Political Science 32. Gender, Politics and
Policy in America.
Psychology 44. Psychology and Women.
Psychology 52/English 82.
Representations of Women’s Identity.
Psychology 60. Gender and Mental
Health.
Religion 7 . Women and Religion.
Religion 25. Rlack Women and Religion
in the United States.
Sociology/Anthropology 7 . Gender,
Power, and Identity.
Sociology/Anthropology 40. Gender
Politics in the Third World.
Sociology/Anthropology 4 1. Comparative
Studies of China and Japan.
Sociology/Anthropology 120. Gender and
Culture.

Women’s Studies 1 . Introduction to
Women’s Studies. Rody Talk: Engendering
the Female Rody from Modernity to
Postmodemity.
This introductory course uses the analytic tools
arising from the study of gender, race, and class
to examine the acquisition, organization, and
dissemination of knowledge. It is intended for
students considering a concentration in
Women’s Studies and pondering the role of
gender construction in their major disciplines.
Each year the course will be designed around
one overarching topic crucial to women’s lives,
the representation of women’s experiences,
and theory and research in the field. This year’s
course will be an interdisciplinary study of the
body. Via guest lectures, class discussions and
student-run reading/discussion groups, we will
trace the appearances, development, and signi­
fication of “body-talk” from the late eighteenth
century to today—i.e., biology, psychology,
anthropology, textuality, representational poli­
tics of the female body, of woman as figure, and
of individual historical women in Western and
Non-Western societies.
Spring 1999. Simon.

Women’s Studies 30. Women and
Technology.
The course will explore the relationships
between women and technology in western
industrial society. Three aspects to be consid­
ered are the effect of technology on women,
the role of female technologists in shaping that
technology, and the effect on technology of
average women acting as consumers, voters,
and citizens. Students will research an area of
personal interest and make a presentation to
the class. Possible topics include reproductive
technologies, the internet, feminist utopias in
science fiction, and others. Expected workload
is two long papers and several short ones, with
no midterm, final, or labs.
W omen’s Studies 30 is a 1-credit lecture
course. It does not fulfill a college-wide distrib­
ution requirement. For the concentration in
Women’s Studies, however, it can be applied to
the breadth requirement.
Fall 1998. Everbach.

309

Women’s Studies

Women’s Studies 91. Seminar in Women’s
Studies.
A n advanced seminar emphasizing theoretical
and methodological questions that arise when
women are placed at the center of study, and in
which students engage in projects based upon
their prior work with gender in the various dis­
ciplines. This class is required of, and normally
limited to, Women’s Studies concentrators
special majors and students completing a Focus
for Honors. It must be taken in the senior year
and cannot be used to fulfill distribution
requirements.

Women’s Studies 91A. Honors Attachment
to Seminar in Women’s Studies.
A one-credit preparation required of students
who complete an Honors minor in Women’s
Studies.

Women’s Studies 92. Thesis.
A one-credit research project, culminating in
the preparation of a written document, for stu­
dents majoring in Course.

Women’s Studies 192. Thesis.
A two-credit research project, culminating in
the preparation of a written document, for stu­
dents completing a Focus or special major in
Honors.

Women’s Studies 199. Senior Honors
Study.

310

VI
The Corporation
Board of Managers
Alumni Association
Officers & Alumni
Council
The Faculty

Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

311

The Corporation

January 1, 1998 to December 31, 1998
J. Lawrence Shane, Chair
21 College Avenue
Swarthmore, PA 19081
Marge Perlman Scheuer, Vice Chair
101 Central Park West
New York, NY 10023
Lillian E. Kraemer, Secretary
Simpson Thacher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

Maurice G. Eldridge, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081
Louisa C. Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081

Board of Managers
J. Lawrence Shane, Chair
21 College Avenue
Swarthmore, PA 19081
Marge Pearlman Scheuer, Vice Chair
101 Central Park West
New York, NY 10023
Lillian E. Kraemer, Secretary
Simpson Thacher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

Current Term Expires December, 1998
**Sameer M. Ashar
Lawyers’ Committee For Civil Rights
310 Mission Street, Suite 400
San Francisco, CA 94105
*Frederick W. Kyle
1900 Rittenhouse Square
Apt. 15B
Philadelphia, PA 19103

Ex officio
Alfred H. Bloom
Chairman of the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021

Jane Lang
Sprenger & Lang
1614 Twentieth Street, NW
Washington, DC 20009
*Davia B. Temin
530 E. 90th Street, 5K
New York, NY 10128

Current Term Expires June, 1999
*John A. Riggs
5230 Watson Stree, N W
Washington, DC 20016

♦Nominated by the Alumni Association

312

**Young Alumni Manager

Current Term Expires December, 1999
Mary Schmidt Campbell
457 W. 144th Street
New York, NY 10031
*Barbara J. Dingfield
3246 Cascadia Avenue, South
Seattle, WA 98144
Neil Grabois
Office of the President
Colgate University
13 Oak Drive
Hamilton, NY 13346
Graham O. Harrison
8017 Grand Teton Drive
Potomac, MD 20854
Samuel L. Hayes III
345 Nahatan Street
Westwood, MA 02090
James C. Hormel
Equidex, Inc.
19 Sutter Street
San Francisco, CA 94104-4901

Barbara Weber Mather
Pepper Hamilton LLP
3000 Two Logan Square
18th and Arch Streets
Philadelphia, PA 19103-2799
**Preston C. Polk, Jr.
First Data Corp., Suite 1400
5660 New Northside Drive
Atlanta, G A 30328
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023
*William C. Stott
Marshfield Associates Investment Counsel
51 Collins Road
Northboro, MA 01532

Current Term Expires December, 2000
Neil R. Austrian
22 Ballwood Road
Old Greenwich, C T 06870
Dulany Ogden Bennett
2865 N W Thurman Street
Portland, OR 97210
*Donald T. Fujihira
1199 Park Avenue, Apt. 7B
New York, NY 10128
*Martha Salzmann Gay
1004 Montgomery Avenue
Ft. Washington, PA 19034
John D. Goldman
Richard N. Goldman & Co.
One Bush Street, Suite 900
San Francisco, CA 94104
Julie Lange Hall
1161 Pine Street
Winnetka, IL 60093

Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909
**Maeghan T. LeRoy Maloney
1969 SW Park Avenue, Apt. 406
Portland, OR 97201
William G. Nelson IV
GEAC Computer Corp. Limited
11 Allstate Parkway, Suite 300
Markham, Ontario
L3R 9T8 CANADA
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Thomas E. Spock
43 Stoneyside Drive
Larchmont, NY 10538

*Nominated by the Alumni Association

**Young Alumni Manager

313

Board of Managers

Current Term Expires December, 2001
Nancy Y. Bekavac
Office of the President
Scripps College
1030 Columbia Avenue
Claremont, CA 91771
Lloyd W. Lewis
65 Twin Pine Way
Glen Mills, PA 19342
James Noyes
9 Back River Circle
Savannah, G A 31411
Current Term Expires December, 2002
Asahi Pompey
666 West End Avenue, Apt. 10F
New York, NY 10025
Emeriti
John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105-1122
Richard M. Hurd
337 13th Avenue
Bethlehem, PA 18018
Clark Ken
8300 Buckingham Drive
El Cerrito, CA 94530
Jerome Kohlberg, Jr.
Kohlberg & Company
111 Radio Circle
Mt.Kisco, NY 10549
Walter Lamb
147 Tannery Run Circle
Waynesborough Woods
Berwyn, PA 19312

♦Freeman L. Palmer
356 West 23rd Street, #1C
New Yotk, NY 10011
Barbara Hall Partee
50 Hobart Lane
Amherst, MA 01002
Marc J. Sonnenfeld
Morgan, Lewis & Bockius, LLP
2000 One Logan Square
Philadelphia, PA 19103-6993

Elizabeth Scheuer
4730 Fieldston Road
Bronx, NY 10471

Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York, NY 10112
Charles C. Price III
Quadrangle C-301
3300 Darby Road
Haverford, PA 19041-1061
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. Willis
1314 Foulkeways
Gwynedd, PA 19436

Committees O f T he Board
The Chairman of the Board is an ex officio member of every Committee.

Executive
J. Lawrence Shane, Chair
Marge Pearlman Scheuer, Vice Chair
Dulany Ogden Bennett
Julie Lange Hall
Graham O. Harrison
James C. Hormel

314

Richard M. Hurd
Lillian E. Kraemer
Frederick W. Kyle
Eugene M. Lang
Barbara Weber Mather
Marc J. Sonnenfeld

Development
Frederick W. Kyle, Chair
William G. Stott, Vice Chair
Neil R. Austrian
Mary Schmidt Campbell
Donald T. Fujihira
Martha Salzmann Gay
James C. Hormel
Eugene M. Lang
William F. Lee, Jr.
Marc J. Sonnenfeld
Davia B. Temin
Catherine Good Abbott, ex officio
Robert B. Kyle, ex officio
John A. Riggs, ex officio
Finance and Trusts Administration
Barbara Weber Mather, Chair
Tomas E. Spock, Vice Chair
Richard M. Hurd
Lillian E. Kraemer
Walter Lamb
James W. Noyes
Preston C. Polk Jr.
Marc J. Sonnenfeld
Davia B. Temin
Jeffrey A. Wolfson
Instruction and Libraries
Dulany Ogden Bennett, Chair
Barbara Hall Partee, Vice Chair
Sameer M. Ashar
Nancy Y. Bekavac
Mary Schmidt Campbell
John D. Goldman
Neil Grabois
Julie Lange Hall
Clark Kerr
Lillian E. Kraemer
Frederick W. Kyle
Jane Lang
Barbara Weber Mather
William G. Nelson
Charles C. Price III
Marge Pearlman Scheuer
William G. Stott
Sue Thomas Turner
Investment
Graham O. Harrison, Chair
Samuel L. Hayes III, Vice Chair
Neil R. Austrian

Carley Cunniff
Terry Glenn
Jerome Kohlberg, Jr.
Eugene M. Lang
Christopher M. Niemczewski
A nn Brownell Sloane
Jeffrey A. Wolfson
Nominating
Marc J. Sonnenfeld, Chair
Dulany Ogden Bennett
Neil Grabois
Julie Lange Hall
Graham O. Harrison
Jerome Kohlberg, Jr.
Jane Lang
Property
Richard M. Hurd, Chair
John D. Goldman, Vice Chair
John C. Crowley
Barbara J. Dingfield
Samuel L. Hayes III
Walter Lamb
Lloyd W. Lewis
Maeghan T. Maloney
James W. Noyes
Marge Pearlman Scheuer
Thomas E. Spock
Two faculty members
Two student members
Student Life
James C. Hormel, Chair
Sameer M. Ashar, Vice Chair
Nancy Y. Bekavac
Dulany Ogden Bennett
Barbara J. Dingfield
Donald T. Fujihira
Martha Salzmann Gay
Neil Grabois
Julie Lange Hall
James C. Hormel
Eugene M. Lang
Jane Lang
Maeghan T. Maloney
William G. Nelson IV
Barbara Hall Partee
Preston C. Polk, Jr.
Sue Thomas Turner
Three faculty members
Five student members

315

Alumni Association
Officers & Alumni Council
President
John A. Riggs ’64

President-Designate
Elenor G. Reid ’67

Vice President
Betty Jo Matzinger Lash ’87

Vice President
Richard R. Truitt ’66

Secretary
Stratton C. Jaquette ’66

Zone A
Delaware, Pennsylvania
Allison Anderson Acevedo ’893
Philadelphia, PA
Anthony J. Cheesebrough ’972
McDonald, PA
Nancy M. Crickman ’824
Swarthmore, PA
Elizabeth Killackey ’862
Lansdowne, PA
Duleesha P. Kulasooriya ’972
Glenolden, PA
J. Randolph Lawlace ’733
Wynnewood, PA
Doris Morrell Leader ’44‘
York, PA
Barbara Seymour ’63’
Moylan, PA
Alan A. Symonette ’764
Philadelphia, PA
Peter R. Warrington ’692
Kingston, PA

Zone B

Lauren S. Basta *983
Oyster Bay, NY
Andrew K. Feldman ’96'
New York, NY
J. David Gelber ’632
New York, NY
Willa Freeman Grimes ’472
Ithaca, NY
John W. Harbeson ’604
Croton'on-Hudson, NY
Robin M. Potter ’72‘
Haddonfield, NJ
Isaac T. Schambelan ’613
New York, NY
Jack Schecter ’96'
Astoria, NY
Gaurav Seth ’983
New Delhi, Delhi, India

Zone C
Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Robert J. Amdur ’813
Lebanon, N H
Martha Sanders Beshers ’I T
Barrington, RI
Roberta A. Chicos ’77‘
Arlington, MA
J. Andrew Daubenspeck ’66'
Lebanon, N H
John F. Leich ’422
Cornwall Bridge, CT
Ruth Jones McNeill ’702
Medford, MA

Zone D
District of Columbia, Maryland, and Virginia

New Jersey, New York
Rikki Abzug ’863
New York, NY
Penelope Owens Adelmann ’66‘
Scarsdale, NY

Margaret W. Capron '69'
Arlington, VA
Catherine L. Fernandez ’802
Bethesda, MD
Stephen L. Gessner ’662
Baltimore, MD

1 term ends 1999
2 term ends 2000

3 term ends 2001
4 nominating committee

316

Cynthia Norris Graae ’62'
Washington, DC

Elizabeth Peirce Swift ’422
Hilton Head, SC

Anne Newman Hirshfield ’70'
Columbia, MD
David A. Maybee ’623
Rockville, MD

Zone G

Barbara D. Merrill '69*
Washington, DC
Alice Lund Norris ’554
Washington, DC

Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
Dagmar Strandberg Hamilton ’531 >
Austin, TX
Linda J. Lee ’69'
New Berlin, WI
Richard W. Mansbach ’6412
Huxley, IA
Joel S. Taylor ’65J
Bexley, OH
Joanna Bailey Van Ham ’882
Grand Rapids, MI
Lesley C. Wright ’793
Iowa City, IA

Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee, territories,
dependencies, and foreign countries
Timothy M. Kuykendall ’892
Mooresville, NC
Donna C. Llewellyn ’803
Marietta, GA
Eileen Nixon Meredith ’65'
Atlanta, GA

JR

Alaska, Ar¡zona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico,
Oregon, Utah, Washington, and Wyoming
John B. Collins ’592
Seattle, WA
Claude G. Davis ’73'
Burlingame, CA
Marian Westover Gade ’562
Kensington, CA
William J. Pichardo ’713
Lyons, CO
Carola B. Sullam ’723
San Francisco, CA

Member at Large
James P. DiFalco ’822
New York, NY

Connection Representatives
Boston
Sanda Balaban ’94
Cambridge, MA
David R. Hochschild ’93
Cambridge, MA
Jeremy Weinstein ’97
Cambridge, MA
Chicago
Marilee Roberg ’73
Evanston, IL
Los Angeles
chair pending
Metro D.C. /Baltimore
Kathryn Stevens ’89
Washington, DC
Metro N.Y.C.

Eric Osterweil ’563
Brussels, Belgium
Mark T. Shullenberger ’72'
Paris, France

Deborah Branker Harrod ’89
Jersey City, NJ

1 term ends 1999
2 term ends 2000

3 term ends 2001
4 nominating committee

3 17

Alumni Association Officers & Alumni Council

North Carolina
Priscilla Coit Murphy ’67
Chapel Hill, N C
Philadelphia
Jennifer]. Rickard ’86
Philadelphia, PA
Son Francisco
chair pending
Seattle
Deborah Read ’87
Seattle, WA

National Chair
Don Fujihira ’69
New York, NY

318

The Faculty

Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics. 324 Cedar Lane.

Jonnio Keith, B.A., Pomona College; M.A.

Robert C. Bannister, B.A. and Ph.D., Yale
University; B.A. and M.A., University of
Oxford, Scheuer Professor Emeritus of History.
737 Harvard Avenue.

and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.
612 Ogden Avenue.

Robert A . Barr, J r ., B.A., Swarthmore
College; M.A., University of Pennsylvania,
Dean Emeritus of Admissions. Strath Haven
Condominiums, Apt. 719, 801 Yale Avenue.

Wendy E . Chmielewski, B.A., Goucher

Paul H. Beik, B.A., U nion College, M.A.

College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator of
the Swarthmore College Peace Collection.
Swarthmore College.

and Ph.D., Columbia University, Centennial
Professor Emeritus of History. 2461 Venetian
Way, W inter Park, FL 32789.

Kathryn M . Cleland, B.A. and M.A., SUNY,
Albany; M.A., University of Chicago, Social
Sciences Librarian. Swarthmore College.

David Ramirez, B.A., M.A., and Ph.D.,
University of Texas, Director of Psychological
Services. Swarthmore College.
Peggy Ann Seiden, B.A., Colby College;
M.A., University of Toronto; M.L.I.S.,
Rutgers University, College Librarian.
Swarthmore College.
Meg E . Spencer, B.A., University of
Richmond; M.S., Drexel University, Acting
Science Librarian. Swarthmore College.

Martin 0. Warner, B.A., University of
North Carolina at Chapel Hill; M.A., Duke
University, Registrar. Swarthmore College.
Heather Whipple, B.A., Swarthmore
College; M.L.S., Indiana University, Acting
Humanities Librarian. Swarthmore College.

EMERITI
Elisa AsensiO, M.A., Middlebury College,
Professor Emerita of Spanish. Apt. 8350, 3300
Darby Road, Haverford, PA 19041.
George C. Avery, B.A., M.A., and Ph.D.,
University of Pennsylvania, Professor
Emeritus of German. 230 Haverford Avenue.
Lydia Baer, B.A., Oberlin College; M.A. and
Ph.D., University of Pennsylvania, Professor
Emerita of German, c/o Staff Leasing Group,
P.O. Box 25020, Bradenton, FL 34206-5020.

Oleksa-Myron Bilaniuk, Cand. Ingeanieur,
Universitea de Louvain; B.S.E., B.S., M.S.,
M.A., and Ph.D., University of Michigan,
Centennial Professor Emeritus of Physics.
100 Plush Mill Road, Wallingford, PA 19086.
David L . Bowler, B.S. in E.E., Bucknell
University; M.S. in E.E., Massachusetts
Institute of Technology; M.A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus of Electrical
Engineering. 505 Yale Avenue.

AliCO Brodhead, B.S. and M.A., University
of Pennsylvania, Professor Emerita of
Education. Stonegates #162, 4031 Kennett
Pike, Greenville, DE 19807.
HildO D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German.
Apt. 6311, 3300 Darby Road, Haverford, PA
19041-1095.

Tatiana M . Cosman, B.A. and M.A.,
Middlebury College; M.A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. Riddle Village, #215 Williamsburg,
Media, PA 19063-6032.
Gomer H. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush Mill Road, Wallingford, PA 19086.

William C. Elmore, B.S., Lehigh University;
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics. Dunwoody
Village C H 3 ,3500 West Chester Pike,
Newtown Square, PA 19073.

319

Faculty

Edward A . Fehnel, B.S., M.S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus of Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
Launce J . Flemister, B.A., M.A. and Ph.D.,
Duke University, Professor Emeritus of
Zoology. 36 Deerfield Road, Hilton Head,
SC 29926.

Charles E . Gilbert, B.A., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science. 223 Kenyon
Avenue.

Barbara Lange Godfrey, Dean Emerita of
Women. W hite Horse Village, B102
Gradyville Road, Newtown Square, PA
19073.
James H. Hammons, B.A., Amherst
College; M.A. and Ph.D., The Johns Hopkins
University, Professor Emeritus of Chemistry.
17 Furness Lane, Wallingford, PA 19086.

Mark A . Heald, B.A., Oberlin College; M.S.
and Ph.D., Yale University, Morris L. Clothier
Professor Emeritus of Physics. P.O. Box 284,
Pleasant Hill, TN 38578.
Wulff D. Heintz, Dr. rer. nat. Miinchen
University, Professor Emeritus of Astronomy.
540 Riverview Avenue.
Eleanor K . Hess, B.S. and M.S., University
of Pennsylvania, Professor Emerita of Physical
Education. 5 Plush Mill Road, Wallingford,
PA 19086.

George Krugovoy, B.A., M.A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian. 562 Juniata
Avenue.

Asmarom Legesse, B.A., University College
of Addis Ababa; Ed.M. and Ph.D., Harvard
University, Professor Emeritus of
Anthropology. Swarthmore College.

Paul C. Mangelsdorf, J r ., B.A.,
Swarthmore College; Ph.D., Harvard
University, Morris L. Clothier Professor
Emeritus of Physics. 110 Cornell Avenue.

John D. McCrumm, B.A. and M.S.,
University of Colorado, Howard N. and
Ada J. Eavenson Professor Emeritus of
Engineering. Arlington #417, Riddle Village,
Media, PA 19063.
Philip Metzidakis, B.A., Dartmouth
College; Ph.D., Yale University, Professor
Emeritus of Spanish. 64 Tonset Road,
Orleans, MA 02653.
John M . Mooro, B.A., Park College; B.D.,
Union Theological Seminary; M.A., Harvard
University; Ph.D., Columbia University,
Professor Emeritus of Philosophy and
Religion. Barclay Friends, 700 North Franklin
Street, West Chester, PA 19380.

Kathryn L . Morgan, B.A., Virginia State
College; M.A., Howard University; M.A.
and Ph.D., University of Pennsylvania,
Sara Lawrence Lightfoot Professor Emerita
of History. Apt. 710, Strath Haven
Condominiums.

Barnard Morrill, B.S. in M.E., Massachusetts
Institute of Technology; M.M.E., University
of Delaware; Ph.D., University of Michigan,
Henry C. and J. Archer Turner Professor
Emeritus of Engineering. 535 Fanshaw, Boca
Raton, FL 33434-6140.

Jane Mullins, B.A., Swarthmore College,
Registrar Emerita. 11 South Princeton
Avenue.

Helen F. North, B.A., M.A., and Ph.D.,
Cornell University, Centennial Professor
Emerita of Classics. 604 Ogden Avenue.

Martin Ostwald, B.A., University of
Toronto; M.A., University of Chicago; Ph.D.,
Columbia University, William R. Kenan, Jr.,
Professor Emeritus of Classics. 408 Walnut
Lane.
Harold E . Pagliaro, A.B., M.A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus. 536 Ogden
Avenue.

Doan Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology. 312 Catch Penny Lane, Media,
PA 19063-5443.

320

Jean Ashmead Perkins, B.A., Swatthmore
College; M.A. and Ph.D., Columbia
University, Susan W. Lippincott Professor
Emerita of French. 351 Riverview Road.

Barbara Yost Stewart, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr College,
Professor Emerita of Biology, 12 Recreation
Drive, Jim Thorpe, PA 18229.

Ernest J . Prudente, B.S. and M.S.,
University of Pennsylvania, Professor
Emeritus of Physical Education. 914 Surrey
Road, Wallingford, PA 19086.

Francis P. Tafoya, B .s . and M.A.,
University of Colorado; Ph.D., Yale
University, Professor Emeritus of French and
Spanish. 620 North Chester Road.

Frederic L . Pryor, B.A., Oberlin College;
M.A. and Ph.D., Yale University, Professor
Emeritus of Economics. 740 Harvard Avenue.

Peter T. Thompson, B.A., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor Emeritus of Chemistry.
203 College Avenue.

David Rosen, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Professor Emeritus of Mathematics. 394
Riverview Road.
Alburt M . Rosenberg, B.A., Harvard
University; M.S.,University of Florida; Ph.D.,
University of Pennsylvania, Associate
Professor Emeritus of Natural Science.
P.O. Box 1593, Harwich, MA 02645.
Robert E . Savage, B.A., Oberlin College;
M.S. and Ph.D., University of Wisconsin,
Isaac H. Clothier, Jr., Professor Emeritus of
Biology. 411 Vassar Avenue.
Bernard S. Smith, B.A. and M.A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus of History. The
Coach House, Glascwm, Llandrindod Wells,
Powys LD1 5SE, England.
David G. Smith, B.A., and M.A., University
of Oklahoma; Ph.D., The Johns Hopkins
University, Richter Professor Emeritus of
Political Science. 448 S. Jackson Street,
Media, PA 19063.
Susan Snyder, B.A., Hunter College; M.A.
and Ph.D., Columbia University, Gil and
Frank Mustin Professor Emerita of English
Literature. 2939 Van Ness Street,
Washington, DC 20008-4607.

Gilmore Stott, B.A. and M.A., University of
Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College Emeritus.
318 Dartmouth Avenue.

Derek Travers!, B.A. and M.A., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
TW 1, 2HH, England.

P. Linwood Urban, J r ., B.A., Princeton
University; S.T.B., S.T.M., and Th.D.,
General Theological Seminary, Charles and
Harriett Cox McDowell Professor Emeritus of
Religion. 20 South Princeton Avenue.
Neal A . Weber, B.A., M.S., and D.Sc.,
University of North Dakota; M.A. and Ph.D.,
Harvard University, Professor Emeritus of
Zoology. 1805 Aaron Drive, Tallahassee, FL
32303.
M . Joseph Willis, B.C.E., University of
Washington; M.S., Cornell University; Ph.D.,
The Johns Hopkins University, Professor
Emeritus of Engineering. 103 Jefferson Street,
Oxford, MD 21654.
Harrison M . Wright, B.A., M.A., and Ph.D.,
Harvard University, Isaac H. Clothier
Professor Emeritus of History and
International Relations and Provost Emeritus.
P.O. Box 209, Jamestown, RI 02855.

Sarah Lee Lippincott Zimmerman, B.A.,
University of Pennsylvania; M.A.,
Swarthmore College; D.Sc., Villanova
University, Professor Emerita of Astronomy
and Director Emerita of the Sproul
Observatory. 29 Kendal Drive, Kennett
Square, PA 19348-2323.

321

Faculty

PROFESSORS

H. Searl Dunn, B.S.E. and M .S.E., Princeton

Nathalie F. Anderson,1 B.A., Agnes Scott

University; Ph.D., Brown University,'Henry
C. and J. Archer Turner Professor of
Engineering. 603 Elm Avenue.

College; M.A., Georgia State University;
Ph.D., Emory University, Professor of English
Literature. 3 Rutledge Avenue, Rutledge, PA
19070.

Azouz Begag, D.E.U.G. de sciences
économiques á l’Université Lyon II; Licence
de sciences économiques, Lyon; Maitrise de
sciences économiques, Lyon; DEA: Diplome,
Université Lyon II, Cornell Visiting Professor.
Swarthmore College.
Thomas H. Blackburn, B.A., Amherst; B.A.
and M.A., University of Oxford; Ph.D.,
Stanford University, Centennial Professor of
English Literature. 801 Yale Avenue #1001.

John R . Boecio,1 B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor of Physics. 318 North Chester Road.

Thompson Bradley, B.A., Yale University;
M.A., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.

Joy Charlton,1 B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Professor of Sociology. 503 North Chester
Road.

Peter J . Collings, B.A., Amherst College;
M.Ph. and Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 123 Locust
Lane, Media, PA 19063.
Michael W. Cothren, B.A., Vanderbilt
University; M.A. and Ph.D., Columbia
University, Professor of A rt History. 611
Strath Haven Avenue.

Robert S. Du Plessis, B.A., Williams
College; M.A. and Ph.D., Columbia
University, Professor of History. 211 Rutgers
Avenue.

Richard Eldridge,1 A.B., Middlebury
College; M.A. and Ph.D., University of
Chicago, Professor of Philosophy. 423 Harvard
Avenue.
Randall L . Exon, B.F.A., Washbum
University; M.A. and M.F.A., University of
Iowa, Professor of Studio Arts. 431 Rogers
Lane, Wallingford, PA 19086.
Marion J . Faber, B.A. and M.A., University
of California, Berkeley; Ph.D., Harvard
University, Professor of German. 234
Benjamin West Avenue.
James D. Freeman, B.A., M.A., and Ph.D.,
Harvard University, Daniel Underhill
Professor of Music and Director of the
Orchestra. 206 Martroy Lane, Wallingford,
PA 19086.

Sharon Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Professor of Dance and Director of the Dance
Program. 220 Vassar Avenue.
J . William Frost, B.A., DePauw University;
M.A. and Ph.D., University of Wisconsin,
Howard M. and Charles F. Jenkins Professor of
Quaker History and Research, and Director of
the Friends Historical Library. Swarthmore
College.

Susan P. DaviS, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education. 2411 Whitehouse Road, Berwyn,
PA 19312.

John E . GaUStad, A.B., Harvard University;

Lee Devin, B.A., San Jose State College;

Konneth J . Gorgon, B.A., Yale University;

M.A. and Ph.D., Indiana University, Professor
of English Literature and Director of The
Theatre. 603 Hillbom Avenue.

Ph.D., Duke University, Gil and Frank Mustin
Professor of Psychology. 331 Rogers Lane,
Wallingford, PA 19086.

1 Absent on leave, fall semester, 1998.
3 Absent on leave, 1998-99.

4 Fall semester, 1998 (appointment for that
semester only).

322

Ph.D., Princeton University, Edward Hicks
Magill Professor of Astronomy. 430 S. Chester
Road.

Scott F. Gilbert, B.A., Wesleyan University;
M.A. and Ph.D., The Johns Hopkins
University, Professor of Biology. 224 Cornell
Avenue.

John B. Jenkins, B.S. and M.S., U tah State
University; Ph.D., University of California,
Los Angeles, Isaac H. Clothier Jr. Professor of
Biology. 330 Cornell Avenue.

StOphOO S. Golllb,3B.A., Williams College;

Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.

M.A. and Ph.D., Yale University, Professor of
Economics. 600 Elm Avenue.

Charles M . Grinstead, B.A., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place.
John J . HaSSett, B.A., St. Francis College;
M.A., University of Iowa; Ph.D., University
of Wisconsin, Professor of Spanish. 514 S.
Providence Road, Wallingford, PA 19086.

Robinson G. Hollister, J r ., B.A., Amherst
College; Ph.D., Stanford University,
Joseph W harton Professor of Economics.
1 W hittier Place.

Raymond F. Hopkins,3B.A., Ohio Wesleyan
University; M.A., Ohio State University;
M.A. and Ph.D., Yale University, Richter
Professor of Political Science. 308 Ogden
Avenue.

Deborah G. Kemler Kelson,3B.A., M.A.,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin West Avenue.
T. Kaori Kltao, B.A. and M.A., University
of California, Berkeley; Ph.D., Harvard
University, William R. Kenan Jr. Professor of
A rt History. 540 Westminster Avenue.

Eugene A . Klotz, B.S., Antioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor of Mathematics.
735 Yale Avenue.

Mark Kuperberg, B.A., Amherst College:
M.A. and Ph.D., Massachusetts Institute
of Technology. Professor of Economics.
147 Park Avenue.

Constance Cain Hungerford, B.A.,
Wellesley College; M.A., Ph.D., University of
California, Berkeley, Professor of A rt History.
410 Dickinson Avenue.

James R. Kurtll, B.A., Stanford University;

Gudmund R. Iverson, M.A., University of

Hugh M . Lacey, B.A. and M.A., University
of Melbourne; Ph.D., Indiana University,
Professor of Philosophy. 336 Park Avenue.

Michigan; Ph.D., Harvard University,
Professor of Statistics and Director, Center for
Social and Policy Studies. 212 Elm Avenue.

Mark Jacobs, B.A., Harvard University;
Ph.D., Stanford University, Centennial
Professor of Biology. 606 North Chester Road.

Charles L . James, B.S., State University of
New York at New Paltz; M.S., State
University of New York at Albany, Sara
Lawrence Lightfoot Professor of English
Literature. 402 Laurel Lane, Wallingford, PA
19086.

2 Absent on leave, spring semester, 1999.

M.A. and Ph.D., Harvard University, Claude
C. Smith Professor of Political Science. 100
Rutgers Avenue.

Gerald Levinson, B.A., University of
Pennsylvania; M.A. and Ph.D., University of
Chicago, Professor of Music. 307 Maple
Avenue.

Lillian M . Li, A.B., Radcliffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.

HelSOn Macken, B.S., Case Institute of
Technology; M.S., Ph.D., University of
Delaware, Professor of Engineering.
250 Haverford Avenue.

3 Absent on leave, 1998-99.

323

Faculty

Jeanne Marecek, B.S., Loyola University;

Braulio Muñoz, B.A., University of Rhode

Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media, PA
19063.

Island; M.A. and Ph.D., University of
Pennsylvania, Professor of Sociology. 500
Harvard Avenue.

Stephen B. Maurer, B.A., Swarthmore

Marjorie Murphy,' B.A., Jersey City State

College; M.A. and Ph.D., Princeton
University, Professor of Mathematics.
206 Benjamin West Avenue.

College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History. 723 Yale Avenue.

Peytnn McCrary, B.A. and M.A., University
of Virginia; Ph.D., Princeton University,
Eugene M. Lang Professor of Social Change.
Swarthmore College.

Donna Jo Napoli,1 B.A., M.A., and Ph.D.,
Harvard University, Professor of Linguistics.
226 Park Avenue.

A rth u r E . M c G a rity , B.S., Trinity University;

M.S.E., Ph.D., The Johns Hopkins University,
Professor of Engineering. 135 Rutgers Avenue.

Ann Kosakowski McNamee, B.A.,
Wellesley College; M.Phil. and Ph.D., Yale
University, Professor of Music. 6 Whittier
Place.

Fatema Mernissi,3License en Sociologie,
Sorbonne, Paris, France; Ph.D., Brandeis
University. Cornell Visiting Professor of
Sociology. Swarthmore College.

Brian A . Meunier,’ B.F.A., University of
Massachusetts, Amherst; M.F.A., Tyler School
of Art, Temple University, Professor of Studio
Arts. 5 W hittier Place.

Hans F. Oberdiek, B .s . and Ph.D.,
University of Wisconsin, Professor of
Philosophy. 410 Dickinson Avenue.
Stephen A. O’Connell, A.B., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Professor of Economics. 509
Harvard Avenue.

Frederick L . Orthlieb, B.S. and M.S.,
Massachusetts Institute of Technology; Ph.D.,
Camegie-Mellon University, Professor of
Engineering. 13 Green Valley Road,
Wallingford, PA 19086.

Robert F. Pasternack, B.A. and Ph.D.,
Cornell University, Edmund Allen Professor
of Chemistry. 800 Avondale Road,
Wallingford, PA 19086.

Frank A . Moscatelli, B.S., C.W. Post
College; M.S. and Ph.D., New York
University, Professor of Physics. 302 Avondale
Road, Wallingford, PA 19086.

Steven I. Piker, B.A., Reed College; Ph.D.,

George Moskos, B.A., Davidson College;

M.A. and Ph.D., Brown University, Professor
of Philosophy. 214 Rutgers Avenue.

M.A. and Ph.D., University of Wisconsin,
Madison, Professor of French, James C.
Hormel Professor in Social Justice. 730 Yale
Avenue.

Michael L . Mullan, B.A., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education. 401 Rogers
Lane, Wallingford, PA 19086.

1 Absent on leave, fall semester, 1998.
3 Absent on leave, 1998-99.

324

University of Washington, Professor of
Anthropology. 125 Rutgers Avenue.

Charles Raff, B.A., University of Rochester;

K. Ann Renninger, B.A., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Professor of Education. 20 President
Avenue, Rutledge, PA 19070.

Gilbert P. Rose, B.A. and Ph.D., University
of California, Berkeley, Professor of Classics.
551 Marietta Avenue.

5 Spring semester, 1999.

Robert Roza,210 B.A., University of Toronto;
M.A. and Ph.D., Princeton University, Susan
W. Lippincott Professor of French. 233
Cornell Avenue.
Richard L . Rubin, A.B., Brown University;

Donald K. Swearer,23B.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.

M.A. and Ph.D., Columbia University,
Professor of Political Science and Public
Policy (part-time). Swarthmore College.

Eva F. Travers, B.A., Connecticut College;

Bernard Saffran, B.A., City College of
New York; Ph.D., University of Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.

William N. Turpin, M.A., University of St.

Peter J . Schmidt, B.A., Oberlin College;
M.A. and Ph.D., University of Virginia,
Professor of English Literature. 606 Elm
Avenue.

Judith G. Voet, B.S., Antioch College;

Allen M . Schneider, B.S., Trinity College;

Robin E . Wagner-Pacifici, B.A., Brown
University; M.A. and Ph.D., University of
Pennsylvania, Professor of Sociology.
330 North Princeton Avenue.

Ph.D., Indiana University, Eugene M. Lang
Research Professor of Psychology. 608 Elm
Avenue.

Richard Schuldenfrei, b .a . and M.A.,
University of Pennsylvania; Ph.D., University
of Pittsburgh, Professor of Philosophy.
19 W hite Pine Lane, Rose Valley, PA 19065.
Barry Schwartz, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action. 279 S. Fifth
Street, Philadelphia, PA 19106.
Helene Shapiro, B.A., Kenyon College;
Ph.D., California Institute of Technology,
Professor of Mathematics. Swarthmore
College.

Kenneth E . Sharpe, B.A., Dartmouth
College; M.S., London School of Economics
and Political Science; Ph.D., Yale University,
Professor of Political Science. 521 Elm
Avenue.
Faruq M . A . Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S. and Ph.D., University of Pittsburgh,
Professor of Engineering. 636 Yale Avenue.

2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.

M.A. and Ed.D., Harvard University,
Professor of Education. 416 Park Avenue.
Andrews; M.A., University of Toronto; Ph.D.,
Cambridge University, Professor of Classics.
410 North Swarthmore Avenue.
Ph.D., Brandeis University, Professor of
Chemistry. 368 Trevor Lane, Bala Cynwyd,
PA 19004.

Philip M . Weinstein,2A.B., Princeton
University; A.M. and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor of English Literature. 510 Ogden
Avenue.
Douglas M . Weiss, A.T.C., Professor of
Physical Education. 117 S. Chester Road.
Larry E . Westphal, B.A., Occidental
College; Ph.D., Harvard University, Professor
of Economics. Swarthmore College.
Robert E . Williams, B.S., Delaware State
College; M.S., Rutgers University, Marian
Snyder Ware Professor of Physical Education
and Athletics. 507 Oak Crest Lane,
Wallingford, PA 19086.
Timothy C. Williams, B.A., Swarthmore
College; A.M., Harvard University; Ph.D.,
Rockefeller University, Professor of Biology.
314 Rutgers Avenue.

Craig Williamson,2B.A., Stanford
University; M.A., Harvard University;
Ph.D., University of Pennsylvania, Professor
of English Literature. 602 Elm Avenue.

10 Program Director, Swarthmore Program in
Grenoble, fall semester, 1998.

325

Faculty

ASSOCIATE PROFESSORS
John Alston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Swarthmore College.
Herman Reavers,s B.A., Oberlin College;
M.A., Brown University; M.A. and Ph.D.,
Yale University, Visiting Associate Professor
of English Literature. Swarthmore College.
Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
Berkeley, Associate Professor of History.
614 Yale Avenue.

Alan Berkowitz, M.A. and Ph.D., University
of Washington, Associate Professor of
Chinese. Swarthmore College.

Ahbe Bilim,23
*B.A., University of California,
Berkeley; B.A. and M.A., Cambridge
University; Ph.D., Yale University, Associate
Professor of English Literature. 400 Walnut
Lane.

Elizabeth Bolton,’ B.A., Middlebury
College; M. Phil, and Ph.D., Yale University,
Associate Professor of English Literature. 4
Crum Ledge Lane.
Karen Borbee, B.S., University of Delaware;

Miguel Diaz-Barrlga, B.A., University of
Chicago; M.A. and Ph.D., Stanford
University, Associate Professor of Sociology.
8B W hittier Place.
Erich Carr Everbach, A.B., Harvard
College; M.S. in M.E., and Ph.D.,
Yale University, Associate Professor of
Engineering. Swarthmore College.
Sibelan Forrester, B.A., Bryn Mawr College;
M.A. and Ph.D., Indiana University,
Associate Professor of Russian. Swarthmore
College.

Maribeth Graybill, B.A., College of
Wooster; M.A. and Ph.D., University of
Michigan, Associate Professor of A rt History.
515 Elm Avenue.
Carl H. Grossman, B.Sc. and Ph.D.,
University of Pennsylvania, Associate
Professor of Physics. 3 W hittier Place.

Thomas J . Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.

Philip N. Jefferson, B.A., Vassar College;
M.A., Ph.D., University of Virginia, Associate
Professor of Economics. 625 Elm Avenue.

M.Ed., Widener University, Associate
Professor of Physical Education. 933 Mitchell
Avenue, Morton, PA 19070.

Pieter M . Judson, B.A., Swarthmore
College; M.A. and Ph.D., Columbia
University, Associate Professor of History.
801 Yale Avenue, Apt. 919.

Amy L.R . Bug, B.A., Williams College;

Allen Kuharski, B.A., University of

Ph.D., Massachusetts Institute of Technology,
Associate Professor of Physics. 302 Cornell
Avenue.

John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Associate
Professor of Economics. 220 West Rittenhouse
Square, Apt. 23C, Philadelphia, PA 19103.

Erik Cheever, B.S., Swarthmore College;
M.S.E. and Ph.D., University of Pennsylvania,
Associate Professor of Engineering. 423 S.
Olive Street, Media, PA 19063.

2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.
5 Spring semester, 1999.

326

Wisconsin-Madison; M.A. and Ph.D.,
University of California, Berkeley, Associate
Professor of English Literature. 5 Crum Ledge
Lane.

Brigitte Lane,9Licence ebs d’Enseignement,
Universitea de Paris, Sorbonne; M.A.,
University of Kansas; Ph.D., Harvard
University, Associate Professor of French.
312 South Chester Road.
Tamsin Lorraine, B.A., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. 318 N. Chester Road.

9 Campus coordinator, Swarthmore Program
in Grenoble, spring semester, 1998.

Ellen B. Magenheim, B.A., University

Ellen M . Ross, B.A., Princeton University;

of Rochester; M.A., Ph.D., University of
Maryland, Associate Professor of Economics.
410 North Swarthmore Avenue.

M.A. and Ph.D., University of Chicago,
Associate Professor of Religion. 604 Elm
Avenue.

Michael Marissen, B.A., Calvin College;

Don Shimamoto, B.S., Stanford University;
M.A. and Ph.D., Brandeis University,
Associate Professor of Mathematics.
Swarthmore College.

Ph.D., Brandeis University, Associate
Professor of Music. 915 Harvard Avenue
#1301.

William Maishall, B.F.A., University of
Florida; M.F.A., Virginia Tech, Associate
Professor of English Literature and Resident
Designer of The Theatre. Swarthmore
College.

Kathleen K . Siwicki, B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Associate
Professor of Biology. 15 W hite Pine Lane,
Media, PA 19063.

Rachel M e n, B.A., Western New Mexico
University; M.S., University of Florida; Ph.D.,
University of Chicago, Associate Professor of
Biology. 515 Elm Avenue.

Lisa Smulyan, B.A., Swarthmore College;

Karl Miran, B.A., Middlebury College; M.A.,
Lehigh University, Associate Professor of
Physical Education. Swarthmore College.

Thomas Stephenson, B.S., Furman

Lynne A . Molter, B.S. and B.A., Swarthmore
College; S.M. and Sc.D., Massachusetts
Institute of Technology, Associate Professor
of Engineering. Swarthmore College.
Rosaria V. Munson,3Laurea in Lettere
Classiche, Università!) degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor of Classics. Swarthmore College.

Carol Nackenoff, A.B., Smith College;
M.A. and Ph.D., University of Chicago,
Associate Professor of Politicai Science.
222 Vassar Avenue.
Robert S. Paley, B.S., McGill University;
M.S. and Ph.D., University of Michigan,
Associate Professor of Chemistry. 404 Elm
Avenue.
Keith Reeves,3B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. Swarthmore
College.

Micheline Rice-Maximln,3Licence and
Maitrise Universite de la Sorbonne, Paris-IV;
M.A., University of North Texas; Ph.D.,
University of Texas-Austin, Associate
Professor of French. 525 Elm Avenue.

1 Absent on leave, fall semester, 1998.

M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Professor of Education. 115 College Avenue.
University; Ph.D., The University of Chicago,
Associate Professor of Chemistry. 221
Woodward Road, Moylan, PA 19065.

Janet C. Talvacchia, M.A., Bryn Mawr
College; Ph.D., University of Pennsylvania,
Associate Professor of Mathematics.
Swarthmore College.

Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Associate
Professor of Political Science. Swarthmore
College.

Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of Illinois,
Associate Professor of Biology. Swarthmore
College.

Mark 1. Wallace, B.A., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University of Chicago, Associate Professor
of Religion. 604 Elm Avenue.

Robert E . Weinberg, B.S., Cornell
University; M.A., Indiana University; Ph.D.,
University of California, Berkeley, Associate
Professor of History. 940 Harvard Avenue.

3 Absent on leave, 1998-99.

327

Faculty

Hansjakob Werlen, M.A., University of
Notre Dame; Ph.D., Stanford University,
Associate Professor of German. 515 Elm
Avenue.

Jean-Vincent Blanchard,8" b .a . and M.A.,
Université de Montréal; Ph.D., Yale
University, Assistant Professor of French.
Swarthmore College.

B. Tyrene White, B.A., Middle Tennessee

Michael R . Brown, B.A., Pomona College;

State University; M.A., Ph.D., Ohio State
University, Mari S. Michener Associate
Professor of Political Science. 318 N. Chester
Road.

Ph.D., Dartmouth College, Assistant Professor
of Physics. 409 Turner Road, Wallingford, PA
19086.

Lee Wimberly, B.A. Stanford University;

M.A. and Ph.D., Johns Hopkins University,
Assistant Professor of History. Swarthmore
College.

J.D., University of California at Berkeley,
Associate Professor of Physical Education.
Swarthmore College.

Timothy Burke, B.A., Wesleyan University;

Syd Carpenter, B.F.A. and M.F.A., Tyler
School of Art, Assistant Professor of Studio
Arts. Swarthmore College.

ASSISTANT PROFESSORS

Yvonne P. Chireau, B.A., Holyoke College;

Pete Alvanos, A.A., Anne Arundel

M.T.S., Harvard University; Ph.D., Princeton
University, Assistant Professor of Religion.
600 Elm Avenue.

Community College; B.S., Drexel University;
M. A., University of Louisville, Assistant
Professor of Physical Education. Swarthmore
College.

Peter Aronoff, B.A., Queens College,
Visiting Assistant Professor of Classics.
Swarthmore College.
Kim 0 . AlTOW, B.S., Temple University;
M.F.A., New York University, Assistant
Professor of Dance (part-time). Swarthmore
College.

Cynthie Baker, B.A., Wesleyan University;
M.T.S., Harvard University; Ph.D., Duke
University, Visiting Assistant Professor of
Religion. Swarthmore College.

David Barton, B.A., Stanford University;
Ph.D., University of California, Berkeley,
Visiting Assistant Professor of Philosophy.
Swarthmore College.

Amanda Bayer, B.A., Williams College;

Lisa Cohen, B.A., Brown University; M.Phil.
and Ph.D., Yale University, Visiting Assistant
Professor of English Literature. Swarthmore
College.

Nathaniel Deutsch,23B.A., M.A., and
Ph.D., The University of Chicago, Assistant
Professor of Religion. Swarthmore College.
Allison Dorsey, B.A., University of San
Francisco; M.A. and Ph.D., University of
California, Irvine, Assistant Professor of
History. Swarthmore College.

Bruce A . Dorsey, B.A., Biola University;
A.M. and Ph.D., Brown University, Assistant
Professor of History. Swarthmore College.
Todd A . Drumm, B.S., Westminster College;
Ph.D., University of Maryland, College Park,
Assistant Professor of Mathematics.
Swarthmore College.

M.A., M.Phil, and Ph.D., Yale University,
Assistant Professor of Economics.
548 Westminster Avenue.

Robert Dufour, B.A., McGill University;
A.M., Ph.D., University of Illinois, UrbanaChampaign, Assistant Professor of Psychology.
1039 Janet Avenue, Lancaster, PA 17601.

2 Absent on leave, spring semester, 1999.
3 Absent on leave, 1998-99.
8 Campus coordinator, Swarthmore Program
in Grenoble, fall semester, 1998.

11 Program Director, Swarthmore Program in
Grenoble, spring semester, 1999.

328

Frank H. Durgin, B.A., St. John’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Assistant Professor
of Psychology. 6 Crum Ledge.
Raima Evan, B.A., Raddiffe College,

Cynthia Perwin Halpern, B.A., Tulane
University; M.A., The London School of
Economics; Ph.D., Princeton University,
Assistant Professor of Political Science.
Swarthmore College.

Harvard University; M.A. and Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of English Literature (part-time).
602 Elm Avenue.

Christopher M . Herald, B.A. and Ph.D.,
University of California, Berkeley, Visiting
Assistant Professor of Mathematics.
Swarthmore College.

Philip J . Everson, B.A., Pomona College;
M.A. and Ph.D., Harvard University,
Assistant Professor of Statistics. Swarthmore
College.

Geoffrey Herrera,s B.A., Swarthmore
College; M.A. and Ph.D., Princeton
University, Visiting Assistant Professor of
Political Science. Swarthmore College.

Theodore Fernaid, B.A., Ohio State

Sally HeSS, B.A., Barnard College; M.Phil.,

University; Ph.D., University of California at
Santa Cruz, Assistant Professor of Linguistics.
Swarthmore College.

Yale University, Assistant Professor of Dance
(part-time). Swarthmore College.

Maris Gillette, B.A., Harvard University;
M.A. and Ph.D., Cornell University, Visiting
Assistant Professor of Anthropology.
Swarthmore College.

Sara Hiebert, B.S., University of St.
sAndrews; Ph.D., University of Washington,
Assistant Professor of Biology. Swarthmore
College.

College, Assistant Professor of Physical
Education. Swarthmore College.

Steven P. Hopkins, B.A. and M.A.,
University of California, Santa Barbara; A.M.
and Ph.D., Harvard University, Assistant
Professor of Religion. 8 Crum Ledge Lane.

Laura Gotkowitz, B.A., Brown University;

Wendy A . Horwitz, A.B., Harvard

M.A., University of Chicago, Assistant
Professor of History. Swarthmore College.

University; M.A. and Ph.D., Temple
University, Assistant Professor of Psychology.
502 Westview St., Philadelphia, PA 19119.

Cheri Goetcheus, B.S. and M.S., Ithaca

Bruce Grant, B.A., McGill University;
M.A. and Ph.D., Rice University, Assistant
Professor of Anthropology. Swarthmore
College.

Kathleen P. Howard, B.A., Princeton
University; Ph.D., Yale University, Assistant
Professor of Chemistry. Swarthmore College.

Cheryl P. Grood, B.A., University of

Thomas J . Hunter,’ B.S., University of

Michigan; M.A. and Ph.D., University of
Wisconsin, Visiting Assistant Professor of
Mathematics. Swarthmore College.

Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.

Maria Luisa Guardiola,3Licenciada,
University of Barcelona; Ph.D., University of
Pennsylvania, Assistant Professor of Spanish.
Swarthmore College.

Ahamindra Jain, S.B., Massachusetts

Lisa Hajjar, B.A., Tufts University;

Erie L.H . Jensen, B.A., Carleton College;
M.S., Ph.D., University of Wisconsin,
Assistant Professor of Astronomy. Swarthmore
College.

M.A., Georgetown University; Ph.D.,
The American University, Assistant Professor
of Sociology. Swarthmore College.

1 Absent on leave, fall semester, 1998.
3 Absent on leave, 1998-99.

Institute of Technology; Ph.D., Harvard
University, Visiting Assistant Professor of
Chemistry. Swarthmore College.

5 Spring semester, 1999.

329

Faculty

Aimes S .A . Johnson,3B.A., University of

Lisa MOOden, B.A., Grinnell College;

California, Berkeley; Ph.D., University of
Maryland, College Park, Assistant Professor
of Mathematics. Swarthmore College.

M.S. and Ph.D., Indiana University,
Assistant Professor of Computer Science.
416 North Chester Road.

Norn Johnson, B.A., University of
California, Los Angeles; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of English Literature. Swarthmore
College.

Meta Mendel-Reyes, B.A., University of
California, Santa Cruz; M.A. and Ph.D.,
University of California, Berkeley, Assistant
Professor of Political Science. Swarthmore
College.

Ruqayya Y. Khan, B.A., Goucher College;
M.A. and Ph.D., University of Pennsylvania,
Visiting Assistant Professor of Religion.
Swarthmore College.

Bruce Morrison, B.A. and M.A., McGill
University; Ph.D., Harvard University,
Assistant Professor of Political Science.
Swarthmore College.

Haili Kong, M.A., People’s University,

Taml H. Mysliwiec, B.S., State University of

Beijing; Ph.D., University of Colorado at
Boulder, Assistant Professor of Chinese.
Swarthmore College.

New York, Plattsburgh; Ph.D., Hahnemann
University, Assistant Professor of Biology.
Swarthmore College.

Roger E . Latham, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of Biology. Swarthmore
College.

Beepa M . Ollapally, B.A., Florida State
University; M.A. and Ph.D., Columbia
University, Assistant Professor of Political
Science. Swarthmore College.

Colin W. Leach, B.A. and M.A., Boston
University; Ph.D., University of Michigan,
Assistant Professor of Psychology. 20 Oberlin
Avenue.

Emilie Passow, B.A., City College of New
York; M.A. and Ph.D., Columbia University,
Assistant Professor of English Literature
(part-time). 50 Belmont Avenue,
Bala Cynwyd, PA 19004.

Grace Ledbetter, A.B., Bryn Mawr College;
M.A., University of Virginia; Ph.D., Cornell
University, Assistant Professor of Classics and
Philosophy. Swarthmore College.

Carolyn Les|ak, B.A., Swarthmore College;
M.A., Duke University; Ph.D., Duke
University, Assistant Professor of English
Literature. Swarthmore College.

Christopher Pavsek, B.A., Cornell
University; Ph.D., Duke University, Visiting
Assistant Professor of German. Swarthmore
College.
Colin Purrington, B.A., Reed College;
Ph.D., Brown University, Assistant Professor
of Biology. Swarthmore College.

Ruth Lindeborg, B.A., Bryn Mawr College;
M.A., University of Michigan; Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor. Swarthmore College.

Paul R- Rablen, B.A., Haverford College;
M.A., Columbia University; Ph.D., Yale
University, Assistant Professor of Chemistry.
404 Elm Avenue.

Bruce Maxwell, B.A. and B.S., Swarthmore

Cecelia B. Reisman, B.F.A., CarnegieMellon University; M.EA., Yale University,
Assistant Professor of Studio Arts. 49
Merbrook Lane, Merion Station, PA 19066.

College; M.Phil., Cambridge University;
Ph.D., Cametie Mellon University, Assistant
Professor of Engineering. Swarthmore
College.1

David E . Root, B.A., Swarthmore College;
Ph.D., Stanford University, Visiting Assistant
Professor of Chemistry. Swarthmore College.

1 Absent on leave, fall semester, 1998.

330

3 Absent on leave, 1998-99.

Aurora Camacho de Schmidt, M.A. and

Thomas Whitman,*3B.A., Swarthmore

Ph.D., Temple University, Assistant Professor
of Spanish. Swarthmore College.

College; Ph.D., University of Pennsylvania,
Assistant Professor of Music. Swarthmore
College.

Adrienne Shibles, B.A., Bates College;
M.A., Smith College, Assistant Professor of
Physical Education. Swarthmore College.

Wesley Shumar, 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.

Sunka Simon,1M.A., Universitadt Hamburg;
Ph.D., The Johns Hopkins University,
Assistant Professor of German. Swarthmore
College.

Robert J . Sklenar, B.A., University of
Michigan; M.A., Princeton University; J.D.
and Ph.D., University of Michigan, Visiting
Assistant Professor of Classics. Swarthmore
College.

Sarah Willie, B.A., Haverford College;
M.A. and Ph.D., Northwestern University,
Assistant Professor of Sociology. Swarthmore
College.

INSTRUCTORS
Darlene D. Bramuccl, B.A. and M.S.,
University of Maryland, Laboratory Instructor
in Biology, 532 Milmont Avenue, Milmont
Park, PA 19033.
Garikai Campbell, B.A., Swarthmore
College, Minority Scholar-in-Residence.
Swarthmore College.

Ph.D., University of Michigan, Assistant
Professor of Physics. Swarthmore College.

Christine D e G ra dO , B.A., University of
Chicago; M.A. and Ph.D., University of
Pennsylvania, Instructor of Spanish (parttime). Swarthmore College.

Christopher Towse, B.S., Massachusetts

Joan Friedman, M.A., University of

Institute of Technology; M.S. and Ph.D.,
Brown University, Visiting Assistant Professor
of Mathematics. Swarthmore College.

Wisconsin, Instructor in Spanish (part-time).
421 Cornell Avenue.

Marie-Christine Girard, D.E.U.G.

Elizabeth A . Vallen, B.A., Case Western

d’AUemand, Orléans, Paris VII; M.A.,
University of Sydney, Visiting Language
Instructor of French. Swarthmore College.

Andrea Stout, B.A., Lawrence University;

Reserve University; Ph.D., Princeton
University, Assistant Professor of Biology.
Swarthmore College.

Andrew H. Ward, A.B., Harvard University;
Ph.D., Stanford University, Assistant Pro­
fessor of Psychology. 801 Yale Avenue #704.

Michael R. Wedlock, B.S., Hope College;
M.S., Ph.D., University of Chicago, Visiting
Assistant Professor of Chemistry.

Patricia White, B.A., Yale University;
Ph.D., University of California, Santa Cruz,
Assistant Professor of English Literature.
Swarthmore College.

1 Absent on leave, fall semester, 1998.
3 Absent on leave, 1998-99.

Pat GreSS, B.S., Towson State University,
Coach/Instructor in Physical Education.
Swarthmore College.
Michelle Hermann,3B.A. and M.A.,
University of Chicago, Visiting Instructor in
English Literature. Swarthmore College.
Evgeniya L . Katsenelinboigen, Moscow
Polygraphic Institute, Instructor in Russian
(part-time). 133 Deerpath Lane, Media,
PA 19063.

Mary K. Kenney, A.B., Chestnut Hill
College; M.A., Villanova University,
Instructor in Spanish (part-time). Swarthmore
College.
5 Spring semester, 1999.

331

Faculty

James Marshall, B.A., Cornell University;
M.S., Indiana University, Visiting Instructor
in Computer Science. Swarthmore College.

Carole Netter, Maitrisse and DEA,
University of Paris, Instructor in French
(part-time). Swarthmore College.
Jeanette Owen, B.A., Knox College; M.A.,
Bryn Mawr College, Visiting Instructor of
Russian. Swarthmore College.

Jennifer Patterson Parrack, B.A.,
Dartmouth College; M.A., University of
Pennsylvania, Visiting Instructor of Spanish.
Swarthmore College.

Elke Plaxton, B.A., Brigham Young
University; M.A., University of Colorado,
Instructor in German (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.

Donna T. Perrone, B.S., University of
Delaware, Laboratory Instructor in Chemistry.
1002 Beech Road, Wallingford, PA 19086.

Frank K. Saragosa, B.A., Bard College;
M.A., University of California at Berkeley,
Instructor in English Literature. Swarthmore
College.
Kirsten E . Speidel, B.A., Oberlin College;
M.A., Johns Hopkins University, Instructor of
Chinese (part-time). Swarthmore College.

Michael Spoils, B.A. and M.A., University
of Pennsylvania, Visiting Instructor in
Sociology and Anthropology. 545 Strath
Haven Avenue.
Stephanie Strassel, B.A., George
Washington University, Instructor in
Linguistics. Swarthmore College.

Megan Streams, B.s. and M.S., The
Pennsylvania State University, Laboratory
Instructor in Biology. Swarthmore College.

Kari Swingle, B.A. and M.A., University of
Minnesota, Instructor in Linguistics. 1511A
Wallingford Road, Springfield, PA 19064.

Brenda L . Wido, B.S., Elizabethtown
College; M.C.C., Hahnemann University,
Laboratory Instructor in Chemistry.
705 Erlen Road, Norristown, PA 19401.
Sujane Wll, B.A., Soochow University,
Taipei, Taiwan; M.A., University of
Wisconsin-Madison, Instructor in Chinese
(part-time). Swarthmore College.

LECTURERS
Abigail Adams, Diploma, Royal Academy
of Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in Theatre.
603 Hillbom Ave.

Diane Anderson, B.A., Montclair State
College; M.S., Drexel University, Lecturer
in Education. 210 Yale Avenue.

Roger Babb,sB.A., Empire State University,
Visiting Lecturer in Theatre (part-time).
Swarthmore College.
Carla Belver, B.A., Temple University;
M.A., Villanova University, Visiting Lecturer
in Theatre. 121 Dundee Mews, Media, PA
19063.

Peggy deProphetis, A.B., Vassar; M.B.A.,
W harton School, University of Pennsylvania;
Ph.D., University of Pennsylvania. Visiting
Lecturer in Economics. Swarthmore College.
Marcia Ferguson,4A.B., Bryn Mawr
College; M.F.A., Temple University, Visiting
Lecturer in English Literature (part-time).
Swarthmore College.
Jane E . Gillham, B.A., Princeton University;
Ph.D., University of Pennsylvania, Visiting
Lecturer in Psychology. Swarthmore College.

Mary Ann Hickman, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer in Physics and Astronomy.
Swarthmore College.

Thomas Valente, B.S., Montana State
University, Laboratory Instructor in Biology.
Swarthmore College.
4 Fall semester, 1998 (appointment for that
semester only).

332

5 Spring semester, 1999.

Virginia M . Indivero, B.S., Elizabethtown

Shawn Ferris, B.A., West Chester

College; M.S., Villanova University, Lecturer
in Chemistry. 2915 Wakefield Drive, Holmes,
PA 19043.

University, Assistant in Physical Education.
Swarthmore College.

Laura Jackson, B.A., Hollins College; M.A.,

University, Associate in Performance (Music).
206 Martroy Lane, Wallingford, PA 19086.

Virginia Polytechnic Institute and State
University, Lecturer in Sociology/
Anthropology. Swarthmore College.

Paul H. King, B.F.A., Philadelphia College of
Arts; Certificate, Pennsylvania Academy of
Fine Arts; M.F.A., Boston University, Visiting
Lecturer in Studio Arts. Swarthmore College.
Gail Maxwell,5 B.A., University of Colorado;

Dorothy K. Freeman, B.M., m .m ., Boston

Dolores Luis Gmitter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance). Swarthmore
College.
Sarah loannides, B.A., Oxford University,
Associate in Performance (Music).
Swarthmore College.

M.A., University of Lancaster, England,
Visiting Lecturer in A rt History. Swarthmore
College.

Michael Johns, Associate in Performance

Jeannine Pinto, B.A., Vasser College; Ph.D.,
University of Virginia, Visiting Lecturer in
Psychology. Swarthmore College.

John Keady, B.A., Ithaca College; M.A.,

Mary E . Rotil, B.A., Kenyon College;
Ph.D., Massachusetts Institute of Technology,
Lecturer in Chemistry. 119 Chapel Hill Drive,
Newark, DE 19711.

Sandy Sorlien,5B.A., Bennington College,
Visiting Lecturer in Studio Art. 340 Gates
Street, Philadelphia, PA 19128.

ASSISTANTS AND ASSOCIATES
Frank Agovlno, B.S., St. Joseph’s University,
Assistant in Physical Education. Swarthmore
College.

(Music). Swarthmore College.
State University of New York at Albany,
Assistant in Physical Education. Swarthmore
College.

C. Kemal Nance, B.A., Swarthmore College;
M.A., Temple University, Associate in
Performance (Dance). Swarthmore College.

Larry Perry, B.A., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.
Dan Sears, B.S., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.
Paula Sepinuk, B.A., Bennington College;
M.A., Villanova University, Adjunct
Associate in Performance (Dance).
Swarthmore College.

LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Swarthmore College.

Jon Sherman, B.A., Temple University,

Pete Dicce, B.A., Temple University; J.D.,
Pepperdine University, Assistant in Physical
Education. Swarthmore College.

Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.

Mark Duzenski, B.S., Trenton State
University, Assistant in Physical Education.
Swarthmore College.

Ronald A . Tirpak, B.A., Millersville
University; M.A., Temple University,
Assistant in Physical Education.
440 Strath Haven Avenue.

Associate in Performance (Dance).
Swarthmore College.

5 Spring semester, 1999.

333

Faculty

Standing Committees of
the Faculty 1998-99
Academic Requirements
GROSS*, Charlton*, Cheever, Durgin,
Halpem, Ledbetter, Schwartz*, Warner*
Admissions and Scholarships
OBERD1EK, Aslanian, Carpenter, Gilbert,
Gross*, Kuperberg, Mamlet*, Marissen,
Maurer, Mendel-Reyes, Renninger, Simeone,
Talbot*, 2 students
Council on Educational Policy
KEITH*, Bloom*, Collings, Everbach, Faber,
Hassett, Maurer, Smulyan, Whitley ’01,
Monga ‘99
Committee on Faculty Procedures
BLOOM*, Jacobs, Keith*, Marecek, Merz,
Ross, Saffran, Shimamoto
Computing Services
STEPHENSON, Cavanaugh, J. Downing*,
Dufour, Forrester, Francis, M. Jones,
Moscatelli, Raff, Seiden, 3 students to be
appointed
Cooper
GRAYBILL, M. ELDRIDGE* (co-chairs),
Arrow, Cobo, Dorsey, Gilbert, Hajjar,
Levinson, Marshall, A. Morrison, Reisman,
Smythe*, 2 students to be appointed
Curriculum Committee
KEITH*, DuPlessis, Friedler, Molter,
Warner*, Johnson ’99, Sajdera ’01
Fellowships and Prizes (formerly Fellowships and
Prizes, Luce, Watson)
STOTT*, Alston, Brown, Charlton*, B.
Dorsey, Kong, Leach, McGarity, Talvacchia,
Voet, M. Westphal*, T. White
Foreign Study
PIKER*, Berkowitz, Charlton, Evans*,
Freeman, Grant, Paley, Sams, Talbot
Health Science Advisory
SIMEONE*, Charlton, G. Evans, Howard,
Purrington, Stout, Weiss
Library
SEIDEN*, J. Downing, Mazza, A. Morrison,
O ’Connell, Rose, Schall, Stephenson*,
P. White

*staff ex officio

334

Luce
see Fellowships and Prizes
Advisory Council to Physical Education
and Athletics
CASKEY, Devin, Everson, Meeden, Ramirez,
2 students to be appointed
Promotion and Tenure
BLOOM*, Cothren, Keith*, Schneider, Voet,
Westphal
Research Ethics
T. WILLIAMS, Bug, Ward
Watson
see Fellowships and Prizes
Women’s Concerns
WEINBERG/CHMIELEWSKI (Co-Chairs),
C. Evans, Goetchus, Nackenoff, Robinson*,
D. Timm-Dinkins*, 2 students to be
appointed

Special Appointments
Division Chairs
Humanities, Friedler
Natural Sciences & Engineering, Molter
Social Sciences, DuPlessis
Marshal
Hungerford
Middle States Self-Study Coordinator
Hungerford
Parliamentarian
Frost
Secretary to the Faculty
Turpin

Faculty Representatives
to O ther Committees
Academic Support
see Advisory Council to the Dean
Advisory Council to the Dean (formerly the
Academic Support, Exchange, and Alcohol Policy
Committees)
GROSS*, Burke, Camacho de Schmidt,
Charlton*, Cobo*, Goundie, Jacobs, Judson,
Sams*, 3 Students

Advisory Council to the Vice President for
Facilities and Services
Everbach, Exon
Ad Hoc Committee on ADA Planning
SCHALL*, Carroll*, Dunn, Evans*,
M. Westphal*
Alcohol Policy
see Advisory Council to the Dean
Animal Use and Care Committee
H1EBERT, Ristine, Schneider, Brenda
Perkins, DVM, Yolanda Alcorta (Counsel,
Bryn Mawr College)
College Budget Committee
ASLANIAN*, Bloom*, Chijioke, Eldridge*,
Grinstead, Gross*, Keith*, Li, Moscatelli, VP
for Alumni, Development, and PR*,
Mamlet*, Schall*, Schwartz*, Smythe,
Valelly, Welsh*, M. Schwartz ’01, B. Hanani
’0 0 ,1. lyahen ’0 0 ,1. Tsay ’99
College Judiciary Committee
GROSS*, Bayer-Alt, M. Dean (Reg), J.

(

J

I

Downing (Alt), Durgin-Alt, Goundie
(Observer)*, Hain (Alternate), Hiebert-Reg,
Wallace-Reg, Weinberg-Alt, 2 students to be
appointed

College Planning Committee
BLOOM*, Aslanian*, Dean, DuPlessis*,
M. Eldridge*, Everbach, Friedler*, VP for
Alumni, Development, and PR*, Gross*,
Hungerford* (as needed for Middle States),
Keith*, Mamlet*, Marissen, Molter*, Schall*,
Schwartz*, Stephenson*, Oberdiek, 4 students
Community Services Advisory Board
P. JAMES*, D. Anderson, Cheever, Cole*,
Evans, Francis, Goundie*, Wylie*
Cultural Diversity Task Force
SAMS*/DIAZ'BARRIGA(Co-Chairs), Cobo,
Evans, Schwartz*, Vollmer, students to be
appointed
Equal Opportunity Committee
O’CONNELL, J. Downing, Kalwaic, M.
Eldridge*, N. Johnson, Narkin, Robinson*,
Sams*, Schmidt, Vollmer
Exchange
see Advisory Council to the Dean

Faculty and Staff Benefits
ASLANIAN*, Carroll*, Femberger*, Hain,
Maio, Osborne, Schwartz*, Wagner-Pacifici,
L. Westphal
Honorary Degrees
BLOOM*/VP FOR ALUMNI, DEVELOP­
MENT, & PR* (co-chairs), Latham, Lorraine,
Pasternack, Sharpe, 3 Board Members to be
designated
Lang Scholarship
GROSS*, D. Anderson, Cole*, Grant,
Jefferson, M. Westphal*
Sager
JUDSON, Ayers*, Blanchard, Cobo, Henry,
Huber*, P.James, N. Johnson, Moskos,
D. Smith, Wedlock, P.White
Suiarthmore Aisian-American, Latino, Native
American and African Heritage Concerns
Committee
CHIREAU, Bradley, R. Jefferson, M.
Robinson, Cobo*, Evans, P. James, Sams*,
2 students to be appointed
Suiarthmore Foundation
COLE*, Charlton, Francis, Gotkowitz,
Goundie, Grossman, J. James, P. James*,
Lacey, J. Mullins, L. Talbot, Stott*

Faculty Representatives to
Committees of the Board
Board Observers
Blackburn, McNamee
Property
Exon, Everbach
Student Life
Burke, Camacho deSchmidt, Jacobs, Judson

Programs and
Concentrations
Asian Studies
GRAYBILL, Berkowitz, S. Hopkins, Li,
Ollapally, T. White, Whitman

""staff ex officio

335

Faculty

Black Studies
WILLIE, Burke, Carpenter, Chireau,
A. Dorsey, James, Leach, Schmidt, 2 students
to be appointed
Comparative Literature
LESJAK, Berkowitz, Bolton, Bradley, Faber,
Hassett, Moskos, Rose, Weinstein, Werlen
Computer Science
KELEMEN, Grinstead, Maxwell, McNamee,
1 Student
Environmental Studies
EVERBACH, Latham, McGarity, Nackenoff,
Oberdiek, Speirs, Valelly, Wallace, Westphal
Francophone Studies
LANE, Blanchard, DuPlessis, Freeman, Hess,
Grant, Halpem, Hungerford, Lorraine,
Moskos
German Studies
PAVSEK, Faber, Judson, Kurth, Lorraine,
Marissen, Munoz
Interpretation Theory
WAGNER-PACIFICI/WALLACE, Gergen
Latin American Studies
DIAZ-BARRIGA, Camacho de Schmidt,
Friedman, Gotkowitz, Hassett, Munoz
Linguistics
FERNALD, Everbach, Forrester, Kelemen,
Piker, Williamson
Medieval Studies
COTHREN, Bensch, Deutsch Marissen,
Munson, Ross, Turpin, Williamson
Peace and Conflict Studies
LACEY, Bayer, Chmielewski, Frost, Hajjar,
Leach, Ollapally, Ward
Teacher Education
SMULYAN, Dufour, Faber, Hiebert, Maurer,
Piker, Schmidt, Weinberg
Public Policy
HOLLISTER, Caskey, Iversen, Latham,
Mendel-Reyes, Nackenoff, Rubin, Valelly,
Weinberg
Women’s Studies
MARECEK, Bug, Hajjar, Lorraine, N.
Johnson, Simon (spring), Faber (fall)

Divisions and Departments
I.

DIVISION OF THE HUMANITIES
Sharon Friedler, Chair

Art
Randall L. Exon, Chair

Asian Studies (Program)
Maribeth Graybill, Program Coordinator

Classics
William N. Turpin, Chair

English Literature
Charles L. James, Chair

History
Robert E. Weinberg, Chair

Mathematics and Statistics
Janet C. Talvacchia, Chair

Modern Languages and Literatures
Thompson Bradley, Chair

Music and Dance
A nn K. McNamee, Chair

Philosophy
Richard Schuldenfrei, Acting Chair

Psychology
Jeanne Marecek, Department Head

Religion
Mark I. Wallace, Chair

II.

DIVISION OF THE NATURAL
SCIENCES AND ENGINEERING
Lynne A. Molter, Chair

Biology
Kathleen Siwicki, Chair
John B. Jenkins, Associate Chair

Chemistry
Robert S. Paley, Chair

Computer Science (Program)
Charles F. Kelemen, Program Director

Engineering
Faruq M.A. Siddiqui, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director
Theodore Femald, Acting Program Director

Mathematics and Statistics
Janet C. Talvacchia, Chair

336

Philosophy
Richard Schuldenfrei, Acting Chair

Physics and Astronomy
Peter J. Collings, Chair

Psychology
Jeanne Marecek, Department Head

III.

DIVISION OF THE SOCIAL
SCIENCES
Robert S. DuPIessis, Chair

Economics
Mark Kuperberg, Chair

Education (Program)
Lisa Smulyan, Program Director

Engineering
Faruq M.A. Siddiqui, Chair

History
Robert E. Weinberg, Chair

Linguistics (Program)
Donna Jo Napoli, Program Director
Theodore Femald, Acting Program Director

Mathematics and Statistics
Janet C. Talvacchia, Chair

Philosophy
Richard Schuldenfrei, Acting Chair

Political Science
Carol Nackenoff, Chair

Psychology
Jeanne Marecek, Department Head

Sociology and Anthropology
Braulio Muñoz, Chair

Rose Maio, Administrative Assistant for the
Divisions of Humanities, Social Sciences, and
Natural Sciences and Engineering

337

Administration

Alfred H. Bloom, B.A., Princeton

PROVOST’S OFFICE

University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Jennie Keith, B.A., Pomona College; M.A.

Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.

Paul J . Aslanian, B.A., M.B.A., University
of Washington; C.P.A., Vice President for
Finance and Planning.

Maurice G. Eidridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.
Robert J . Gross, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T. and Ed.D., Harvard
University, Dean of the College.

Robin 6. Mamlet, A.B., Occidental College,

and Ph.D., Northwestern University, Provost
and Centennial Professor of Anthropology.

Barry Schwartz, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Associate Provost and Dorwin P. Cartwright
Professor of Social Theory and Social Action.
Thomas Stephenson, B.S., Furman
University; Ph.D., The University of Chicago,
Associate Professor of Chemistry and
Associate Provost for Information
Technology.

Marcia C. Brown, B.A., Villanova
University; M.Ed., University of
Pennsylvania, Executive Assistant to the
Provost and Faculty Grants Administrator.
C a th y Pe S C atO re, Administrative

Coordinator.

Dean of Admissions.

Cheryl Robinson, A.A.S., Delaware County

Lawrence M . Schall, B.A., Swarthmore

Community College, Administrative
Assistant.

College; J.D., University of Pennsylvania,
Vice President for Facilities and Services.

DEAN’S OFFICE
PRESIDENTS’ OFFICE
Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

Maurice G. Eidridge, B.A., Swarthmore
College; M.Ed., University of Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.

Dawn E . Page, B.A., Swarthmore College,
Social Coordinator.
Margaret M . Giovannini, Administrative
Coordinator for the President.

Janet A . Kazio, Administrative Coordinator
for the Vice President/Executive Assistant to
the President.

Robert J . Gross, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work; M.A.T., Ed.D., Harvard
University, Dean of the College.

Joy Charlton, B.A., University of Virginia;
M.A. and Ph.D., Northwestern University,
Associate Dean for Academic Affairs.

Gilmore Stott, B.A. and M.A., University of
Cincinnati; B.A. and M.A., University of
Oxford; M.A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean of the College.
Tedd R . Goundie, B.S., Muhlenberg College;
M.S., Bowling Green State University,
Associate Dean of the College for Student
Life.

Anna M . Cobo, B.A., St. John’s University;
M.A., New York University, Assistant Dean
of the College and Director of the
Intercultural Center.

Timothy E . Sams, B.A., Union College;
M.A., SUNY at Albany, Assistant Dean of
the College and Director of the Black
Cultural Center.
Gloria Carey Evans, B.A., Western
Washington College of Education; M.S.,
University of Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.

Myrt Westphal, A.B. , Occidental College;
Ed.M., Boston University, Assistant Dean of
the College and Director of Residential Life
and Coordinator for Services for Students
with Disabilities, Lang Scholarship Advisor.
Karen M . Henry, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School
of Social Work, Assistant Dean of the College
and Gender Education Advisor.
Davirah W. Timm-Dinkins, B.A.,
Swarthmore College; M.A., Fairleigh
Dickinson University, Coordinator of Student
Activities.
Patricia James, B.A., Colorado College;
M.Ed., Temple University, Coordinator of
Volunteer Programs.

Verna S. Cole, B.A., Dartmouth College;
M.Div., Yale University Divinity School,
Ph.D., University of Pennsylvania, Lang
Scholar and Volunteer Programs Assistant.

Ida Leader Miller, B.A., Princeton
University, Academic Support Coordinator.
Patricia A . Coyne, Alma E . Stewart,
Administrative Coordinators.

Sheila Y. Gonzales, Joanna K. Nealon,
A.B., Immaculata College, Diane E . Watson,

Susan K. Untereker, B.A., Smith College; ,
M.A., Columbia Teachers College, Associate
Dean of Admissions.
James L . Dock, B.A., Swarthmore College;
M.Ed., University of Virginia, Director of
Admissions.

Tracy Collins Matthews, B.A., Swarthmore
College; M.A., Syracuse University, Associate
Dean of Admissions.
Manuel Carballo, B.A., Swarthmore
College, Admissions Counselor.
Elizabeth Geiger, B.A., Swarthmore College,
Admissions Counselor.
Yansl Y. Pérez, B.A., Stanford University,
Admissions Counselor.
Megan E . Smith, B.A., Swarthmore College,
Admissions Counselor.
Cathy K .M . Tak, b .a ., W heaton College,
Admissions Counselor.
Margaret T. Klngham, b .a ., Mary
Washington College, Admissions Officer.
Jean Wang, B.A., Capital University, M.S.,
Ohio State University, Admissions
Information Specialist.

Yvetta Moat, Administrative Coordinator.
Dernadette Carroll, Ellen Dolski, Susan
English, Maureen McKeon, Maureen
Plummer, Dianna Mullen, B.S., Millersville
State University; M.A., West Chester State
University, Administrative Assistants.

Alexis Kingham, B.S., Mary Washington
College, Arlene K. Mooshian, B.S., West
Chester University, Receptionists.

Administrative Assistants.

ADMISSIONS OFFICE

ALUMNI RELATIONS, PUDLIC RELATIONS,
AND PURLICATIONS

Wallace Ann Ayres, B.A., Swarthmore

Barbara Haddad Ryan, B.A., Swarthmore
College; M.S., Columbia University Graduate
School of Journalism, Associate Vice
President for External Affairs.

College; Ed.M., Harvard University, Associate
Dean of Admissions.

Astrid Devaney, Associate Director of

Robin G- Mamlet, A.B., Occidental College,
Dean of Admissions.

Kennon L . Dick, B.A., College of William
and Mary; M.A., Drexel University, Associate
Dean of Admissions.

Alumni Relations.

Katie Bowman, B.A., Swarthmore College,
Assistant Director of Alumni Relations.

339

Administration

Tom Krattenmaker, B.A., University of

Jane Ziegler McGarity, B.A., Johns Hopkins

Minnesota, Director of Public Relations.

University; M.S.S., Bryn Mawr College,
Assistant Director.

Marsha Mullan, B.A., Washington State
University, Associate Director of News and
Information.

Steven Lin, B.A., University of Maryland,
World Wide Web Editor/Intemet
Coordinator.

Patricia E . Trinder, A.B., Oxford College of
Technology, Recruitment Coordinator/Office
Manager.
Leslie M . Brubaker, B.A., Cedar Crest
College, Administrative Assistant.

Jeffrey B. Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design,
Director of Publications and Editor of the
Suiarthmore College Bulletin.

Andrea K. Hammer, B.A., Franklin and
Marshall College, Assistant Director of
Publications.

Mancy L.T . Lehman, B.A., Swarthmore
College, Assistant Director of Publications.

CENTER FOR SOCIAL AND POLICY STUDIES
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University,
Director.
Cathy Wareham, A.S., Wesley College,
Administrative Assistant.

Audree Penner, B.A., University of
Missouri-Columbia, Desktop Design
Specialist.

Millie Dappollone, Barbara Gifford,
Administrative Assistants.

CHESTER/SWARTHMORE COLLEGE
COMMUNITY COALITION
Neilda E . Mott, B.A. and M.Ed., Long Island
University, Director.

BOOKSTORE
Kathleen K. Grace, B.S., Elizabethtown
College; M.B.A., Philadelphia College of
Textiles and Science, Director.

COMPUTING AND COMMUNICATION
SERVICES

Linda L . Levin, B.A., Colorado State
College, Trade Book Buyer.

Judy R. Downing, Director of Computing

Steve Levin, B.A., Temple University, Book

Mark J . Dumlc, B.A., M.B.A., University of
Rochester, Manager of Networking and
Systems.

Manager.

Tom Ermel, Bookstore Assistant.
Mark Kaufman, Bookstore Assistant.
Linda Bordiey, Office Coordinator.

and Communication Services.

Jane F. James, B.S., State University of
New York at New Pain, User Services and
Training Coordinator.
Robin Jacobsen, B.B.S., Temple University,
Manager, User Services.

CAREER PLANNING ANO PLACEMENT
H. Thomas Francis, B.A., Kalamazoo
College; M.A., Western Michigan University,
Director.

Patricia Wong Connolly, B.E.E., Villanova
University; M.Ed., University of Delaware,
Assistant Director.

340

R. Glenn Stauffer, B.B.A., Temple
University, Database Manager.
Mary K. Hasbrouck, B.A., Oberlin College,
Natural Sciences Computing Coordinator and
Manager, Academic Computing.
David Conner, B.A., Duke University, UNIX
System Manager.

Donald TedeSCO, B.A., Rutgers University,
Client/Server Specialist.

Accounting

Flank Milewski, B.S., Saint John’s

M.B.A., Villanova University, Manager,
Budget and Restricted Funds.

University, Banner Application Support
Manager.

KatiO Bourne, B.A., Lock Haven University;
M.S., Drexel University, Banner Application
Support Analyst.

Deirdre McGoldrick, B.A., Boston
University, Banner Application Support
Analyst.

Robert Velez, B.S., Liberty University,
Network/UNIX Manager.

Lori Ann Keeley, B.A., Rutgers UniversityKebedO Teferi, M.Sc., University of
Timishoara; C.P.A., Assistant Controller.
Judith F. Valori, B.A., University of
Maryland, Manager, Financial Information
Systems.
Business Office

Nancy E . Sheppard, Business Office
Manager.

Karen V. Roop, A.S., Brandywine College,

Jean English, Administrative Assistant.
Kathryn Timmons, Accounts Payable Clerk.
Catherine Cinquina, Purchasing

B.A., Widener University, User Services
Analyst.

Bursar

Greg Hartley, Telecommunications Services
Coordinator.

Heather Dumigan, User Services

Coordinator.

Denise A . Risoli, B.S., LaSalle College,

Coordinator.

Bursar.

Toni Palm, B.S., Drexel University, User

Linda Weindel, Assistant to the Bursar.

Services Coordinator.

Adam Preset, B.A., Swarthmore College,

Office Services

Michael W. Rapp, Hardware Support

Diane Stasiunas, Director.
Marie Kirlin, Joann M . Massary,

Technician.

Administrative Assistants.

User Services Coordinator.

Eric Behrens, B.A., Swarthmore College,
Humanities Computing Coordinator.

Christopher Couples, M.A., Virginia Tech,
Social Sciences Computing Coordinator.

DEVELOPMENT

University, AIMS Associate.

Martha Meier Dean, B.A., Swarthmore
College; M.A., University of Michigan,
Director of Development.

David Robinson, Computer Operator.
Lisa Brunner-Bireley, A.A.S., Delaware

Mimi Geiss, Banner Conversion Coordinator
for Advancement Systems.

County Community College,
Purchasing/Accounting.

Connie Baxter, Administrative Assistant.

Alice H. McGovern, B.S., Fordham

Stewardship

CONTROLLER’S OFFICE
James C. Cavanagh, B.A., Villanova
University; M.B.A., Syracuse University;
C.P.A., Controller.

Susan Hodge Levin, B.A., Wheaton
College; M.A., University of Pennsylvania,
Development Associate for Stewardship. Sandra D. Yates, Development Associate for
Stewardship.

Anita Newman, Administrative Assistant.

341

Administration

Major Gifts

EQUAL OPPORTUNITY OFFICE

Carol F. RllfUS, B.A., Rosemont College,

Linda Echols, R.N., B.S.N., and M.S.N.,

Major Gifts Officer.

Kay Draper, B.S.Ed., Northwestern
University; J.D., University of Illinois, Senior
Research Associate/Writer.

University of Pennsylvania; M.B.A., Wharton
School; CRNP, Johns Hopkins Hospital,
Interim Director.

Carol Brévart, B.A., University College,
London, Research Associate/Writer.

Mary Henderson, Administrative Assistant.
Annual Giving

Patricia A . Laws, B.A., Lehigh University,
Director of Annual Giving.
David Sacker, B.A., Swarthmore College,
Assistant Director of Annual Giving.
Robert W. Watson, B.A., Bloomsburg
University, Assistant Director of Annual
Giving.
Nathan Crandall, Administrative Assistant.

FACILITIES AND SERVICES
Karen Mazza, Auxiliary Services Assistant.
Did! Beebe, B.A., Gettysburg College,
Administrative Coordinator.

FACILITIES MANAGEMENT
C. Stuart Haln, B.A., Roanoke College,

Planned Giving

Director of Facilities Management.
Alice Balbierer, Assistant Director for
Special Projects.
Claire Ennis, Administrative Assistant.
Paula Dale, B.A., Wake Forest University;
M.A., University of North Carolina at Chapel
Hill, Space Use Coordinator.
Steve Borger, Crew Leader, Support Services
Crew.

Margaret W. Nikelly, B.A., Upsala College,

Maintenance

Director.

Ralph P. Thayer, Director of Maintenance.
Tom Cochrane, Assistant Director of

Foundation and Corporate Relations

Ellen Wylie, B.A., Colgate University; M.A.,
Temple University, Director.
Ruth Haney, Administrative Assistant.

Anne Bonner, B.A., University of Wyoming;
M.A., University of Washington, Associate
Director.
Alumni and G ift Information Systems

Diane C. Crompton, B.S., Rosemont
College, Director.

Ruthanne Krauss, Office Manager.
Irene Martin, B.A., Lock Haven University,
Senior Gift Recorder.

Jacqueline West, Assistant Alumni
Recorder.

Barbara Mann, B.S., West Chester
University, Assistant Gift Recorder.
Linda Wagner, Administrative Assistant.

342

Maintenance.

Gary Morrissey, Painter Foreman/Work
Coordinator, Faculty Housing.
Bill Maguire, Foreman, Maintenance/Trades.
Eleanor Broischaft, Accounting.
Environmental Services
Sarah Porter, Director of Environmental
Services.
Patricia Fitzgerald, Supervisor.

Judy Majors, Supervisor.
Patti Shields, Supervisor.
Alvin Miser, Supervisor.

Grounds

Jeff Jabco, B.S., Penn State; M.S., N orth
Carolina State University, Director of
Grounds.

Richard Evans, Foreman.
Paul Erikson, B.S., University of Delaware,
Crew Leader.

Lenny Wilson, B.A., University of Delaware,
Crew Leader.

Jim McKenna, Motor Pool Foreman.
Planning and Construction

FOOD SERVICE
Linda McDougall, B.A., Temple University,
Director of Dining Services.

Laurie Dibeler, B.A., Pennsylvania State
University, Catering Manager.
Janet A . Kassab, Director of Purchasing.
Lisa Scolaro, Culinary Institute, Catering
Chef.

Rhonda Kirby, B.A., University of Delaware,
Office Manager.

Marie Dalton, Cash Operations Manager.

Mark C. Evans, R.A., B.Arch., Cornell
University, Director of Planning and
Construction.

Michael Boyd, Assistant Director of

FOREIGN STUDY OFFICE

Construction.

Steven I. Piker, B.A., Reed College; Ph.D.,

Kelly Ewald, B.S., Drexel University,

University of Washington, Professor of
Anthropology, Foreign Study Adviser.

Facilities Information Manager.

FINANCE AND PLANNING

Rosa M . Bernard, A.A.S., Queensborough
Community College; B.S., Pace University,
Foreign Study Coordinator.
Deborah DIFilippO, Foreign Study Assistant.

Paul J . Aslanian, B.A., M.B.A., University
of Washington; C.P.A., Vice President for
Finance and Planning.

HEALTH SCIENCES ADVISORY PROGRAM
Gigi Simeone, A.B., Wellesley College;

FINANCIAL AID OFFICE

Ed.M., Boston University; Ph.D., University
of Pennsylvania, Health Sciences Advisor.

Laura Talbot, B.A., W heaton College,

Barbara Hirshfeld, A.B., Cornell University,
Administrative Assistant.

Director of Financial Aid.

Patricia Serianni, B.A., M.Ed.,
Pennsylvania State University,
Associate Director of Financial Aid.
Bonnio Lee Behm, B.S., Thomas Jefferson
University; M.S., St. Joseph’s University,
Associate Director of Financial Aid and
Banner Project Director.

Robyn Barto, B.A., Sweet Briar College;
M.A., Indiana University, Financial Aid
Services Coordinator.
Joanne Barracliff, Loan Coordinator.
Sydney Pasternack, B.A., s u n y
Courtland, Grants Coordinator.

HEALTH SERVICES
Linda Echols, R.N., B.S.N., and M.S.N.,
University of Pennsylvania; M.B.A., Wharton
School; CRNP, Johns Hopkins Hospital,
Director of Worth Health Center.

Administration

Donna Bartenbach, R.N., Delaware County
Community College, Constance C . Jones,
R.N., Hospital of University of Pennsylvania,
Barbara Krohmer, R.N., Delaware County
Community College, Ethel Kaminski, A S.,
Mt. Aloysius Junior College; B.S.N.,
University of Pennsylvania, Geraldine C0l6,
A. A.S., Delaware County Community
College; B.S.N. and M.S.N., Widener
University, Nurses.
Beth Kotarski, R.N., M.S.N., C.R.N.P.;

Carolyn D. Evans, Health Services
Administrative Assistant.

HUMAN RESDURCES
Barbara L . Carroll, M.B.A., Vanderbilt
University, Director of Human Resources.
Lee Robinson, B.A., Rhode Island College,
Associate Director, Employee Relations.

B. S.N., West Chester University; M.S.N.,
University of Pennsylvania, Nurse Practioner.

Ellen W. Fernberger, B.S., B.A., Wagner

Mari Clements, R.D., B.S., Immaculata

Joan K. Krehnbrink, B.A., Pennsylvania

College: M. H.Ed., St. Joseph’s University,
Nutrician Clinical Specialist.

State University, Associate Director,
Recruitment.

Andrea Sconier LaBoo, B.A., Swarthmore

Mildred L . Connell, Human Resources

College; M.A., Pennsylvania State University,
HIV Test Counselor.

Administrator.

James E . Clark, B.A., West Virginia

Coordinator.

University; M.D., Jefferson Medical College,
Medical Director, Crozer Chester Medical
Center.
Alan Zweben, B.S., SUNY, Stoney Brook;
M.D., New York Medical College,
Consultant, Internal Medicine.

Carole Forsythe, Administrative Assistant.

Vinisha J . Patel, M.D., B.S., Union

University, Managing Director.

College; M.D., Albany Medical College,
Internal Medicine.
Paul S. Zamostien, B.S., Ursinus College;
M.D., Jefferson Medical College, Consulting
Gynecologist.

Rima Himelstein, B.S., University of
Pennsylvania; M.D., University of
Pennsylvania; Internship Residency Mount
Sinai Hospital; M.D., Adolescent Medicine;
Consultant.

College, Associate Director, Benefits.

Theresa Handley, Administrative

LANG PERFORMING ARTS CENTER
Susan Dinsmore Smythe, B.A., Wesleyan
James P. Murphy, B.F.A., State University
of New York at Albany, Manager of
Operations.
Andrew Metherall, B.S., Lyndon State
College, Manager of Media Services.

Michael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.

Martin Carillo, B.A., Swarthmore College,
Production Intern.

Charles D. Hummer, III, M.A., B.A.,
Amherst College; M.D., Jefferson Medical
College; Internship, Pennsylvania Hospital;
Residency, Thomas Jefferson University;
Fellowship, Univeristy of Cincinnati/The
Christ Hospital; Orthopedic Consultant.

Kim Paterson, B.S., Cornell University;
MX)., Temple Medical School, Residency/
Internship, Pennsylvania Hospital,
Consultant, Internal Medicine.

Bonnie Ermel, Nursing Assistant.

344

LIBRARIES
College Library

Peggy Ann Seiden, B.A., Colby College;
M.A., University of Toronto; M.L.I.S.,
Rutgers University, College Libranan.

Usha Tandon, B.S., Pennsylvania State
University; M.A., University of Pennsylvania,
Administrative Assistant to the College
Librarian.
David A . LoyndS, B.S., Swarthmore College,

I

Viola G. Holdsworth, B.S., Westminster
College; M.Ed., Temple University,
Receptionist.
Kathleen laquinto, Receptionist.

Assistant.

Bibliographic Instruction and Reference

Technical Services

Kathryn M . Cleland, B.A. and M.A., SUNY

Amy V. Morrison, B.A. and M.L.S., Rutgers
University, Technical Services Librarian.

Barbara J . Weir, B.S., Pennsylvania State
University; M.L.S., Drexel University,
Assistant Technical Services Librarian.

Netta Shinbaum, B.A., State University of

at Albany; M.A., University of Chicago,
Social Sciences Librarian.

Heather Whipple, B.A., Swarthmore
College; M.A. and M.L.S., Indiana
University, Acting Humanities Librarian.
Edward H. Fuller, B.A., Widener College;

New York Oswego, Monographs Specialist.

M.S. in L.S., Drexel University, General
Reference Librarian.

So-Young Jones, B.A., Euha Womens
University, Korea; M.LS., Simmons College,
Monographs Specialist.

Minda Hart, B.A., Pennsylvania State
University; M.S., Drexel University,
Interlibrary Loan Specialist.

Pamela Jufian-Smyers, B.S., West Chester
University; M.S., Bloomsburg University,
Monographs Specialist.

Kerry McElrone, B.A., St. Joseph’s
University, Reference/ILL Assistant.

Sandra M . Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of
Pennsylvania, Monographs Specialist.

Cornell Library of Science and Engineering

Meg E . Spencer, B•A., University of
Richmond; M.S., Drexel University, Acting
Science Librarian.

Margaret Rivello, Monographs Specialist.
Gretchen Stroh, B.S., Philadelphia. College

Julie T. Miran, B.A., Bates College, Science

of Textiles and Science, Materials Processing
Specialist.

Teresa E . Heinrichs, B•A., Waynesburg

Library Specialist.

Elizabeth Woolson, A.B., Chestnut Hill
College, Serials Specialist.

College, Science Periodicals Specialist.

Louise Petrilla, A.A., Delaware County

George K. Huber, B.A., University of

Community College, Serials Specialist.

Pennsylvania; M.S. in L.S., Drexel University,
Music Librarian.

Jacqueline Magagnosc, B.A., University of
California, Berkeley; M.S., Drexel University,
Government Documents Specialist.

Underhill Music Library

Three College Library Automation

I

Alison J . Masterpasqua, B.S., Millersville
State College, Circulation Specialist.

Linda G, Bills, B.A., University of
California, Los Angeles; M.S.L.S., Case
Western Reserve University, Library
Automation Coordinator.

I

Linda Hunt, B.A., West Chester University,

Randal Gustitis, B.S., Pennsylvania State

Circulation and Reserve

Circulation Specialist.

Donny Smith, B.S., University of Nebraska,
I Circulation Specialist.
Anna M . Agenbroad, Receptionist.
Benedict A . Criscuolo, Receptionist.
Pauline E . Hallman, Receptionist.

University, Library Automation Assistant.
FRIENDS HISTORICAL LIBRARY

J . William FrOSt, B.A., DePauw University;
M.A. and Ph.D., University of Wisconsin,
Director.

345

Administration

Friends Historical Library of
Swarthmore College

Advisory Council of the Swarthmore College
Peace Collection

Mary Ellen Chijloke, B.A., Swarthmore
College; M.A., University of California, Los
Angeles; Post-Graduate Diploma in
Librarianship, University of Ibadan;
Advanced Certificate of Librarianship,
Columbia University, Curator.

Harriet Hyman Alonso, Irwin Abrams
(emeritus), Asia Bennett, Katherine Camp,
Kevin Clements, Hilary Conroy (emeritus),
Virginia S. Cornell (honorary member),
Kendall Landis, Donald B. Lippincott,
Hannah and Felix Wasserman.

Patricia Chapin O’Donnell, B.A. and M.A.,
University of Pennsylvania; M.A., University
of Delaware, Archivist.

LIST GALLERY

Susanna K. Morikawa, B.A., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.

Charlotte A . Blandford, Administrative

Andrea Packard, B.A, Swarthmore College;
Certificate, The Pennsylvania Academy of
the Fine Arts; M.F.A., American University,
Director.

Assistant.
Honorary Curators o f the Friends Historical
Library

Margaret Hope Bacon, Esther Leeds
Cooperman, Virginia Stratton Cornell,
Mary Dunlap, David C. Elkinton (emeritus),
Philip L . Gilbert, Valerie Gladfelter,
Janies E . Hazard, Adalyn Purdy Jones,
Elizabeth Moger, John M . Moore (emer­
itus), Lyman W. Riley (emeritus), Jane
Rittenhouse Smiley, Ron Stroud, Alson D.
VanWagner, Signe Wilkinson.

PAYROLL
Karen Philllips, Payroll Coordinator.
Tom Blumenthal, Payroll Administrator.

POST OFFICE
Vincent J . Vagnozzi, B.S., West Chester
University, Supervisor.

Swarthmore College Peace Collection

Wendy E . Chmielewski, B.A., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator.

Barbara E . Addison, B.S., University of
Wisconsin (Milwaukee); M.S. in
Librarianship, University of Wisconsin
(Madison), Cataloged
Anne Yoder, B.A., Eastern Mennonite
College; M.L.S., Kent State University,
Archivist.
Kate C. Myer, B.A., Neumann College,
Periodicals Specialist.

Susanna K. Morikawa, B.A., Dickinson
College; M.F.A. and Ph.D., Syracuse
University, Archival Specialist.

Joseph Quinn, Assistant Supervisor.
John Quinn, Window Clerk.
Mary Hamilton, Clerk.
John Flanagan, John Steel, Couriers.

PSYCHOLOGICAL SERVICES
David Ramirez, B.A., M.A., and Ph.D.,
University of Texas, Director of Psychological
Services.

Paula S. Rosen, B.A., University of
Rochester; M.S.S., Bryn Mawr College; Ph.D.,
Bryn Mawr College Graduate School of
Social Work and Social Research, Senior
Clinical Social Worker.
Sabrina Ford, B.S., University of Michigan;
M.A., University of Iowa; Ph.D., University
of Iowa, Clinical Psychologist.

346

Jack L . Solomon, B.S., Villanova
University; M.D., Hahnemann University,
Consulting Psychiatrist.

Leonard Hedges-Goettl, B.A., University of
Wisconsin; M. Div., Princeton Theological
Seminary; M.A., Widener University;
Doctoral Candidate, Widener University,
Psychology Intern.

Suzanne Johnson, B.A., University of
Pennsylvania; Doctoral Candidate, Temple
University Clinical Psychology Program,
Psychology Intern.

Jill Ragozzino, B•A., Earlham College;
Master’s Candidate, Bryn Mawr College
Graduate School of Social Work and Social
Research, Psychology Intern.

Josoph Schaller, A.B., Georgetown

REGISTRAR’S OFFICE
Martin 0. Warner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke
University, Registrar.
Diane M . Collings, B.A., Smith College,
Assistant Registrar.

Nancy Ochs, Senior Recorder.
Evelyn G. Huk, Agnes Kennedy, Kimberly
Terrell, Recorders.

SAFETY
Donald L . Abramowib, B.A., La Salle
University; M.S., Harvard School of Public
Health, Occupational and Environmental
Safety Officer.

University; M. Div., Weston School of
Theology; M.A., University of Notre Dame;
S.T.L., Weston School of Theology; M.F.T.,
Hahneman University; M.A., Widener
University; Doctoral Candidate, Widener
University, Psychology Intern.

Did! Beebe, B.A., Gettysburg College,
Administrative Coordinator.

Birgitte Haselgrove, Administrative

THE sco n ARBORETUM

Assistant.

PUBLIC SAFETY

Claire Sawyers, B .s . and M.S., Purdue
University; M.S., University of Delaware,
Director.
Jeff Jabco, B.S., Penn State University;

Owen Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director of Public
Safety.

Leon Francis, Assistant Director of Public

M.S., North Carolina State University,
Horticultural Coordinator.

Andrew Bunting, A. A S., Joliet Junior
College; B.S., Southern Illinois University,
Curator.

Safety.

Dave Chanudet, A.S., Temple University,

George Iredale, Patrol Lieutenant.
Brian Harris, Pat Laurenzi, Patrol

Horticulturalist.

Sergeants.

Kris Benarcik, A.S., Joliet Junior College,
Education Coordinator.

Jeff Johnson, Patrol Corporal.
Jim Ellis, Mark McGinnis, A.A.S.,

Josephine 0. Hopkins, Office Manager.
Helen DIFeliciantonio, Arboretum

Delaware County Community College,

Secretary.

Christopher Smith, B.S., Shippensburg
University, Bob Stephano, Julie Waltz,
Public Safety Officers.

George Darbes, Ellie Jamison, Kathy
Manapat, Communications Center Staff.
TeiTi Narkin, Administrative Assistant.

Allison Necaise, B.S., James Madison
University, Education Intern.

Rhoda Maurer, B.A., University of
Washington, Curatorial Intern.

347

Administration

TREASURER’S OFFICE

Chemistry: Kay McGinty, B.A., M.A.,

Suzanne P. Welsh, B.A., B.S., University of

California State University at Long Beach,
Administrative Assistant; James W. Bell,
Instrument Coordinator.

Delaware; M.B.A., University of
Pennsylvania, Treasurer.

Louisa C. Rldgway, B.A., Vassar College;
M.B.A., University of Pennsylvania, Assistant
Treasurer.

Classics: Francesca Giegengack,
Administrative Assistant.

Computer Science-Astronomy Research:
Jeffrey M. Knerr, B.S., William and Mary
College; M.S. and Ph.D., University of North
Carolina, Lab/System Administrator.

UPWARD RUUND

Economics: Mary Anne Stewart,
Administrative Assistant.

Michael Robinson, B.S., Clarion University,

Education: Kae Kalwaic, B.S., Shippensburg
University; M.Ed., Temple University,
Administrative Assistant.

Project Director.

UeLoiS M . Collins, B.A., Temple University,
Associate Director.

Sharon D. White, B.A., Eastern College;
M.S.W., Bryn Mawr College, Academic
Coordinator.

Engineering: Rose Martin, Administrative
Assistant; Grant Lee Smith, Mechanician;
Charles A. W hite, Electronics Technician.

C. Kemal Nance, B.A., Swarthmore College;

English Literature: Carolyn Anderson,
Administrative Assistant.

M.A., Temple University, Administrative
Assistant.

History: Theresa Brown, Administrative
Assistant.

VISUAL RESOURCES COLLECTIONS,
DEPARTMENT OF ART
Susan Shifrin, B.A., Brandeis University;
M.A. and Ph.D., Bryn Mawr College,
Director.

Linguistics: Stephanie Strassel, B.A., George
Washington University, Administrative
Assistant.
Mathematics and Statistics: Joyce A.
Glackin, Administrative Assistant. Modern Languages and Literatures:
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Michael Jones, B.A., SUNY, Buffalo,
Language Resource Center Director.

DEPARTMENT ASSISTANTS AND
TECHNICIANS

Music and Dance: Judy Lord, A.A., Wesley
College, Administrative Assistant.

Art: June V. Cianfrana, A.A.S., Delaware

Philosophy: Jacqueline Robinson,
Administrative Assistant.

County Community College, Administrative
Assistant.

Biology: Maria E. Musika, Administrative
Assistant; John Kelly, A.A.S., Community
Gollege of Philadelphia; B.A., The W harton
School, University of Pennsylvania,
Instrumentation Specialist; Gwen Rivnak,
B.S. Denison University; M.E. Widener
University, Laboratory Technician; Bill
Pinder, B.A. Swarthmore College, Biology
Department Greenhouse Manager.

348

Physical Education and Athletics: Marian
Fahy, Assistant to the Athletic Director;
Sharon J. Green, Administrative Assistant;
Ray Scott, David Lester, Equipment/Facilities
Managers; Marie Mancini, A.T., C., B.S.,
West Chester University; Doug Weiss, Sports
Medicine Resident.

Physics and Astronomy: Deborah J.

i,

Economidis, A.A., Cecil Community College,
Administrative Assistant; Steven Palmer,
Mechanician; David Radcliüfe, B.A., Rutgers
University, Electronics Technician.

Political Science: Kathleen Kerns, B.A.,
University of Pennsylvania, Deborah Sloman,
Administrative Assistants.
Psychology: Joanne Bramley, Administrative
Coordinator; Julia Welbon, B.A., William
Smith College, Academic Coordinator;
Donald Reynolds, Instrumentation
Technician.
Public Policy: Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
Religion: Eileen McElrone, Administrative
Assistant.

Sociology and Anthropology: Rose Maio,
Administrative Assistant.

Special Projects: Pauline M. Carroll,
Administrative Assistant.

349

Visiting Examiners 1998

ART
Professor Kathleen Nolan, Hollins College
Professor Quitman Eugene Phillips, University
o f Wisconsin-Madison
Professor Christine Poggi, University of
Pennsylvania
Professor Jane Mayo Roos, University of
New York

Professor Eleanor Brown, Pomona College
Professor Jonathan Conning, Williams College
Professor Duncan Foley, Barnard College
Professor George Jakubson, Cornell University
Professor Frank Levy, MIT
Professor Jeffrey Miller, University of Delaware
Professor Robert Murphy, Boston College
Professor Peter Zaleski, Villanova University

ASIAN STUDIES

EDUCATION

Professor Mark Chiang, University of
Pennsylvania

Professor Barbara Beatty, Wellesley College
Dean Randy Milden, Haverford College

BIOLOGY

ENGINEERING

Professor Stanley R. Maloy, University of
Illinois
Professor Shahid Naeem, University of
Minnesota
Professor John Olson, Villanova University
Professor Terry L Page, Vanderbilt University
Professor David J. Perkel, University of
Pennsylvania
Professor A nn E. Stuart, University o f North
Carolina-Chapel Hill
James F. Thome, The Nature Conservancy
Professor Robert Trivers, Rutgers University
Professor Janice Voltzow, University of
Scranton
Professor W. Herbert Wilson, Jr., Colby College

Professor Fernand Cohen, Drexel University
Kevin Flood, LSA
Professor Kenneth R. Foster, University of
Pennsylvania
Professor Victor Kaliakin, University of
Delaware
Professor Susan M. Lord, University of
San Diego
Professor John Molyneux, Widener University
Professor Michael Schulte, Lehigh University

CHEMISTRY
Professor James Coe, Ohio State University
Professor A nn McDermott, Columbia
University
Professor Jack Norton, Columbia University

CLASSICS
Professor T. Corey Brennan, Bryn Mawr
College
Professor Elaine Fantham, Princeton University
Professor Christopher Shields, University of
Colorado

ENGLISH LITERATURE
Professor Marcus Cafagna, LaSalle University
Professor Katie Conrad, University of Kansas
Professor Timothy Corrigan, Temple University
Professor A nn Cvetkovich, University of
Texas-Austin
Professor Maria Di Batista, Princeton
University
Professor Elaine Hansen, Haverford College
Professor Cassandra Laity, Drew University
Professor Laurie Osborne, Colby College
Professor Arden Reed, Pomona College
Professor Patricia Yeager, University of
Michigan-Ann Arbor

ENVIRONMENTAL STUDIES
Professor Charles ReVelle, Johns Hopkins
University

COMPUTER SCIENCE
Professor Douglas Blank, University of
Arkansas
Professor Robert L. (Scot) Drysdale,
Dartmouth College
Professor Jonathan Rossie, Jr., North Carolina
State University

FRANCOPHONE STUDIES
Professor Mine Francois, Gaucher College

GERMAN STUDIES
Professor Michael Rothberg, University of
Miami

ECONOMICS

HISTORY

Dr. Mitchell Berlin, Federal Reserve Bank of
Philadelphia

Professor William Bowman, Gettysburg College
Professor Pamela Crossley, Dartmouth College

350

Professor Walter Johnson, New York University
Professor Peter Kolchin, University of Delaware
Professor Louise McReynolds, University of
Hawaii
Professor Lynn Thomas, University of
Washington
Professor Sharon Ullman, Bryn Mawr College

INTERPRETATION THEORY
Professor Harold Bershady, University of
Pennsylvania
Professor Ann Cvetkovich, University o f
Texas-Austin

LINGUISTICS
Professor Donka Frankel Farkas, University o f
CalifomiarSanta Cruz
Lecturer Sheila Rosalie Glasbey, University of
Edinburgh
Professor Ellen Prince, University of
Pennsylvania

MATHEMATICS
Professor Don Davis, Lehigh University
Professor Mark Glickman, Boston University
Professor George Kamberov, Washington
University
Dr. James Kraft, National Security Agency
Professor Paul Monsky, Brandeis University
Professor Ayse Sahin, North Dakota State
University

MODERN LANGUAGES - GERMAN
Professor Christian Rogowski, Amherst College

PHILOSOPHY
Professor Charles Brittain, Cornell University
Professor Paul Churchland, Universilty of
Calilfomia-San Diego
Professor Lewis Gordon, Brown University
Professor Robert Louden, University of
Southern Maine
Professor William Peck, Reed College
Professor Gopal Sreenivasan, Princeton
University

PHYSICS & ASTRONOMY
Professor David Griffiths, Reed College
Professor Dana Longcope, Montana State
University
Professor David C. Montgomery, Dartmouth
College
Professor Kenneth D. Singer, Western Reserve
University

POLITICAL SCIENCE
Professor John Harbeson, City College of
New York
Professor Christopher Howard, William &
Mary College
Professor Gerard Huiskamp, Haverford College
Professor Anita Issacs, Haverford College
Professor Ronald Kahn, Oberlin College
Professor Joshua Miller, Lafayette College
Professor Anne Norton, University of
Pennsylvania
Professor Robert Paarlberg, Wellesley College

PSYCHOLOGY

Professor Miguel Gonzalez-Gerth, University o f
Texas-Austin

Professor Philip J. Kellman, UCLA
Professor Suzanne Kirschner, College o f the
Holy Cross
Professor Susan Opotow, University of
Massachusetts-Boston
Professor Kenneth R. Short, Grinnell College
Professor Stanton E. F. Wortham, Bates
College

MUSIC

PURLIC POLICY

MODERN LANGUAGES - RUSSIAN
Professor George Pahomov, Bryn Mawr
College

MODERN LANGUAGES - SPANISH

Ingrid Arauco, (Formerly)University o f North
Carolina
Professor Stephen A. Crist, Emory University
Professor Cynthia Folio, Temple University
Professor John Halle, Yale University
Geoffrey Michaels
Professor Evan Ziporyn, MIT

PEACE & CONFLICT STUDIES
Professor Robert Paarlberg, Wellesley College

Professor Andrew Gold, Trinity College
Professor John Harbeson, City College of
New York
Professor Peter Zaleski, Villanova University

RELIGION
Professor Anne Blackburn, University of
South Carolina
Professor Charles Hallisey, Harvard University
Professor Momy Joy, University o f Calgary

351

Visiting Examiners

Professor Kenneth Koltun-Fromm,
Haverford College
Professor Anne McGuire, Haverford College
Professor Peter Williams, Miami University
Professor Elliot Wolfson, New York University

SOCIOLOGY & ANTHROPOLOGY
Professor Barbara Beatty, Wellesley College
Professor Harold Bershady, University of
Pennsylvania
Professor Paul Brodwin, University of
Wisconsin-Milwaukee
Professor Yvette Christianse, Fordham
University
Professor Kathryn Edin, University of
Pennsylvania
Professor James Faubion, Rice University
Professor Anne Meneley, Lewis and Clark
College
Regan Ralph, The Human Rights Watch
Professor Ted Swedenburg, University of
Arkansas

THEATRE STUDIES
Professor Cary Mazer, University of
Pennsylvania
Professor Helen E. Richardson, University
o f Utah
Professor Helena M. White, University of
the Arts

WOMEN’S STUDIES
Professor Randy Milden, Haverford College

352

Degrees Conferred
June % 1998

BACHELOR OF ARTS
Takuji Aida, Economics and Mathematics
Amy Sara Albert,9 Sociology & Anthropology
Joshua Freeman Alloy, Political Science
Mary Elizabeth Alvarez, Religion
Saudia Amiruddin, Psychology
Danielle Marie Anctil, Special Major: Music
and Sociology & Anthropology
Alix Christine Anderson, Biology
David Javier Andrade,11 Special Major:
Linguistics
Bridget Eileen Arbour, Philosophy
Joseph Matthew Armah, Mathematics
Daniel Thomas Attig, Psychology
Kathryn Louise Auld, Biology
Sarah April Azaransky, Religion
Deena Danielle Bahri, English Literature and
French
Nancy Katherine Baird, Special Major:
Cultural Studies
Peter Timothy Balvanz, Special Major:
Bwbgical Anthropobgy
Sean Lewis Barney, History and Special Major:
Political Science, Phibsophy and Economics
Gil Michael Barretto,1234Physics
Daniel Robert Barrick, English Literature
Lauren Stacey Basta, Political Science
Erika Baumgartner, Biology
Kelly Claire Baxter, Biology
Ariel Golden Behr,9 Sociology & Anthropobgy
Koren Larissa Bell, Political Science
Thomas Mckinley Bell, Phibsophy
Gabriel Benjamin-Femandez, Physics
Nancy Jean Benson-Nicol, Sociology &
Anthropobgy
Douglas Bradley Berger, Phibsophy
Melissa Diane Binde, Religion and Special
Major: Computer Science
Liza Marie Bonilla, Religion
Mark Boulos, Phibsophy
Rachel Anne Brakke, Biology
Rachel Laura Breitman," English Literature
Tamara Jane Brenner, Special Major:
Biochemistry
Ian Shaw Bricke, English Literature
1 with
2 with
3 w ith
4 w ith
5 with
6 with

the concentration in
the concentration in
the concentration in
the concentration in
the concentration in
the concentration in

Black Studies
C om puter Science
Environm ental Studies
Francophone Studies
International Relations
Interpretation Theory

Jason Gabriel Luciano Bromer, Biology
David Jonathan Bruemmer, Religion and
Special Ma/or: Computer Science
Seth Alexander Budick, Biology
Anthony Marlon Buendia, Economics
Faye A nn Bulaon, Political Science
Frederic Albert Bush, Psychology and English
Literature
Anne Elizabeth Byrd, A rt History
Manuel Carballo Sayao, Economics
Marialuz Castro,7 Sociology & Anthropobgy
Jimmy Chan, Special Major: Chinese Studies
Jonathan David Charen, Art History and
Biology
James L. Chen, Biology
Connie Man Yin Cheung, Sociology &
Anthropobgy and Special Major: Chinese
Studies
Lynn Hope Chosiad, Biology
John Paul Christodouleas, Mathematics and
Phibsophy
Courtney Eleanor Clark, Theatre Studies
Crispin Charles Alexander Clark, Sociology &
Anthropobgy
Sasha W inn Clayton, Psychobgy
Daniel Patrick Clowes, Sociology &
Anthropobgy
Leora Cohen McKeon, Biology
Sharon Coleman, English Literature
Linda A nn Colwell,56Political Science and
Psychobgy
Margaret Ellen Coote, German
A na Carolina Corrales,7 Spanish
Jennifer Fay Cox, Political Science
Courtney Pray Cupples, Sociology &
Anthropobgy
Cynthia Leigh Curl, Chemistry
Amy Lorraine Dalton, Socbbgy &
Anthropobgy
Tinsley Hayes Davis, Biology
Sacha-Ellis De Lange,5 History
Alice Elizabeth Decker, Economics
Sonya Klaw Del Tredici, Mathematics
John Joseph Delatush, Political Science
Alex Martin Deshields, Phibsophy
Yonathan Dessalegn, Special Major: linguistics
7 w ith the concentration in Latin A m erican Studies
8 w ith the concentration in Peace and C onflict Studies
9 w ith the concentration in Public Policy
10 w ith the concentration in W om en’s Studies
11 Pennsylvania Teacher C ertification

353

Degrees Conferred

Meghan Sarah Dillon,10English Literature
Emilie Disney-Hoey, Psychology
Tam Minh Doan, Physics
Sonja Lynn Downing,123 Music
Rafael Jonathan Dowty,25History
James Joseph Duckman, Medieval Studies
Nina Anne Dudash, Philosophy
Danielle Duffy, Special Major: Biochemistry
Stephanie Beth Dyrkacz,2Mathematics
Robert William Eberhardt, Biology
Assad El-Karim Ebrahim, Mathematics
Kierstin Raylene Edwards, Political Science
Erica Beth Eisenberg, Theatre Studies
Daniel Eugene Eisenbud, Mathematics
Lea Kristin Ekeberg, Asian Studies and French
Hannah Williams Emlen, Music
Neil Michael Epstein, Mathematics and Special
Major: Linguistics
Edwin Charles Ernst IV, Philosophy
Julie Young Falk, English literature and A rt
History
Eric Abraham Falke, Special Major:
Psychobiology
Meghan Kathleen Falvey, Sociology &
Anthropology
Elizabeth Helene Farley, Psychology
Christopher J. Fecko, Chemistry and Physics
Jessica Margaret Fisher, English literature
Teodor Viorel Florea,6 Political Science and
Sociology & Anthropology
Ashley Carter Flynn, Biology
Christopher Thomas Foley, Religion
Heather Tressel Frank, Music
Anna Westfall Fricke, Theatre Studies and
English literature
Mark William Friedberg, Economics and
Mathematics
Elizabeth Miriam Galatin, Religion and Biology
Daniel Lawrence Gallant, English literature
Kimberly Pederson Gallup,10English literature
Jean-Marc Gauguet, Special Major:
Biochemistry
David Christopher Giles, Philosophy
James A. Gill, Special Major: Mathematics and
Physics

1 w ith the concentration in Black Studies
2 w ith the concentration in C om puter Science
3 with the concentration in Environmental Studies
4 w ith the concentration in Francophone Studies
5 w ith the concentration in International Relations
6 w ith the concentration in Interpretation Theory

354

Susannah Starr Glidden, Sociology &
Anthropology
Bryan C. Gobin, Economics
Maria-Femanda Gonzalez, Special Major:
Psychology and Education
Giovi T. Grasso-Knight, Biology
Rebecca Tana Green, History
Jennifer Wendy Gross, Biology
Amelia Sims Grossman, Greek
Justin Allyn Hall, Special Major: Meaning,
Context and Media
Matthew Evan Halpem, Biology
Amber Hope Halsey,’ Economics
Kimberly Paige Hart," Spanish
Danielle Marie Hartman,3 Biology
Jonathan Immanuel Hauze, Religion
Jordan Maureen Hay,2 Economics
Azeez Hayne, Biology
Michanne Vonetta Haynes, Economics
Laird Elizabeth Hedlund, Religion
Matthew Samuel Heilman,’ Philosophy and
Economics
Kara Marie Herzog,10 Theatre Studies
Aaron David Hoffman, Mathematics
Joan Audrey Hoffmann, Physics and
Mathematics
Ethan Bela Holland,1English Literature
Byron Richard Holz, Music
Cynthia Guat-Heem Hong, Art
Lauren Elizabeth Hopkins, Physics
Herrin Hopper,10Sociology & Anthropology
Elizabeth Houle, French
Amanda Marie Hourihan, Special Major:
History and Education
Sarah Jane Howard,7 Spanish
Meagan Maurice Howell, Religion
Jessica Alwes Howington,3 Biology
Paul A. Hsu, Physics and Economics
Elaine May Huang, Special Majors: Linguistics
and Computer Science
Aaron Lawrence Hultgren, Philosophy
Julia Michelle Humphreys, Biology and English
Literature
Margaret Reed Hutchins, English Literature
Anjolie Elizabeth Idicula, Special Major:
Psychobiology
7 w ith the concentration in Latin A m erican Studies
8 w ith the concentration in Peace and C onflict Studies
9 w ith the concentration in Public Policy
10 w ith the concentration in W om en's Studies
11 Pennsylvania Teacher C ertification

Lauren Anne Jacobi, A rt History and English
Literature
Christopher Keith Jahnke, English Literature
Sarah Jane Jaquette,10 Religion
Erica Marie Johanson, Philosophy
Andrea Jacqueline Johnson, Theatre Studies
Fatimah M. Johnson, Sociology & Anthropology
Daniel Patrick Johnston, Chemistry
Vincent Deondrake Jones, History
Emily A. Kalovidouris, Philosophy
Pinar Karaca,5 Economics and Mathematics
Peter Silas Karacki, Special Major: Biochemistry
John Wilson Kello, English Literature
Morgan Wolcott Kelly,3,5Biology
Eric William Kem, Philosophy
Benjamin Bartlett Kennedy, Economics and
Mathematics
Ryan Barrett Kennedy, Philosophy and Physics
Kimon Alexander Keramidas, Theatre Studies
Julia Anne Kemochan, Religion
Rachel Carlin Kidman, Biology
Mina Maria Kim,5 Economics
Ryon Hee Kim, History
Sonia Joyce Kimm, French
Duncan Charles Kirkpatrick, English Literature
Kevin Richard Kish, Sociology & Anthropology
Jennifer Reita Klein,1Political Science and
Spanish
Nathaniel Ronald Knowles Jr., Asian Studies
Sarah Louise Knudsen, Sociology &
Anthropology
Thomas Whitmore Komack, Physics and
Special Major: Linguistics
Nancy Susan Koven,10Psychology
Erika Lauren Krick,10Biology
Catherine Florence Lain£, Biology
Lisa Vanessa Lalljie, Political Science
Jacob Abraham Latham, Art History and
Religion
Delila Rebecca Leber,7 Sociology &
Anthropology
Edgar Khang-Ouk Lee,5 Economics
Jennifer Young Lee,5 Religion
Maryann Jeung Lee, Biology
Dana Lyn Lehman," Physics
Ariane Mary Aphrodite Liazos, History

Alexandra Jane Lin, Art and Special Major:
Linguistics
Joanne Shing-Wen Lin, Special Major:
Environmental Systems Modeling
Robert Coleman Lindsley Jr., Music
Raven Crystal Lipmanson, Chemistry
Jeffrey William Lockman, Chemistry
Kimberly A nn Lombardo, Psychology
Jonathan Todd Makler,3,9 Special Major:
Environmental Engineering and Policy
Molly Collins Marino,7 Spanish
Allison Courtney Marsh,2 History
David Konstantine Martinez, Biology
Lynn Turner Matthews, Biology
George Stephan Manila, Biology
Charles Gabriel Mayer, History
Susannah Ruth McCandless,3,7Biology
Ronan Adren McCoy, Sociology &
Anthropology
Larry Alan McDowell, English Literature
Jessica Leigh McFarland, Philosophy
Robert Clifford McGreevey, History
Mary Luthien Juliana McMenomy, Greek
Naomi Anne Michlin, Mathematics
Charity Melissa Miller, Psychology
Naisha Olisa Miller, Chemistry
Tsuyoshi Mitarai, Economics
Robert Edward Monk, English Literature
Tamala Treon Montgomery, Political Science
Michael James Murphy, Physics
Frank Andrew Murray, Political Science and
English Literature
Seth Michael Murray, Economics and
Mathematcs
Christopher Jason (Muth) Stawski, Religion
Matthew David Neal,11 English Literature
Kamilah Omolara Neighbors,1Psychology
Kimberly Ilissa Nelson," Biology
My Phuong Thi Nguyen, Biology
Bernard Salim Nossuli, Economics
Brian Gerald O ’Connell, History
Richard Herbert Okello,5 Economics
Jessica Dawn Orlowski, Philosophy
Michelle Meeyoung Park, Psychology
Marc Edward Pasciucco, Music

1 with
2 with
3 with
4 with
5 with
6 with

7 w ith the concentration in L atin A m erican Studies
8 w ith the concentration in Peace and C onflict Studies
9 w ith the concentration in Public Policy
10 w ith the concentration in W om en’s Studies
11 Pennsylvania Teacher C ertification

the
the
the
the
the
the

concentration
concentration
concentration
concentration
concentration
concentration

in
in
in
in
in
in

Black Studies
C om puter Science
Environm ental Studies
Francophone Studies
International Relations
Interpretation Theory

355

Degrees Conferred

Shoshannah Anne Pearlman, Special Major:
Biochemistry
Derrick Andre Perkins, Psychology
Louis Darcy Peterson, Economics and Art
Sarah Lynne Pheasant, History
Sarah Laveme Piatt, Music
Ariel David Plost, Sociology & Anthropology
and History
Ahsiya Beth Posner, Special Major: Education
and Sociology & Anthropology
James Duncan Rice, Greek and Biology
Rebecca Linn Riskey, Special Major:
Biochemistry
Anna Forbes Rives, Biology
Andrew Richard Robbins, Psychology
Kristen Robertson, Special Major: Psychology
and Education
Joseph Merritt Robins, Mathematics and Special
Major: Computer Science
Christophe Henri Nicolas Rockmore,
Economics
Christopher Nicholas Rodger, Economics
Catherine Blanche Rose, Art
Elena Rosenbaum, Special Major: Psychobiology
Elizabeth Patton Rosenbaum,10Psychology
Jesse Karl Rosenthal,6 English Literature
Erik William Rosolowsky, Special Major:
Astrophysics
Bonnie Marie Rostan, History
Jason Frank Rothenberg, Special Major: Film
Studies
Douglas Arthur Allen Rouse,9 Special Major:
Psychobiology
Erin Elisabeth Ruble, English Literature
Patrick Raymond Runkle, Special Major:
Linguistics
Marianna B. Ruzinova, Special Major:
Biochemistry
Rumki Saha,10Economics
Rahul Sakhuja,9 Special Major: Psychobiology
Solimar Gricell Salas Rodriguez,7 Special
Major: Biological Anthropology
Shirley Natali Salmeron,9 Political Science
Carl Elliott Sanders, Special Major: Computer
Science
Kristin Lindsay Savicki, Religion

1 w ith the concentration in Black Studies
2 w ith the concentration in C om puter Science
3 w ith the concentration in Environm ental Studies
4 w ith the concentration in Francophone Studies
5 w ith the concentration in International Relations
6 w ith the concentration in Interpretation Theory

356

Miriam Adelaide Elsa Schmidt, Philosophy
Kate Zoe Schneider,3 Biology
Sandra Schrauf, Economics
Tara Anne Schubert, Biology
Samuel Aryeh Schulhofer-Wohl, Physics
Joel Theodore Schultz, Philosophy
Roslyn Imoinda Scott, Psychology
Rhea Sujin Seo, English Literature
Simona Benedetta Serio,7 French and Spanish
Gaurav Seth, Economics and Special Major:
Computer Science
Rani Theresa Shankar, Biology
Emily Setsuko Shartin,10English Literature
Hillaty Alison Sheipe, Biology and History
Neena Ganguli Shenai, Latin and Political
Science
Steven Dong Soo Shin, Economics
Timothy Verbeck Sibley, Mathematics and
Physics
Vanessa Joy Silberman, History
Alison Margaret Sipler, Special Major:
Biological Anthropology
Ned Putnam Small, Sociology & Anthropology
Rebecca Lee Snyder, Biology
Peter Kielty Sollins, Mathematics and Special
Major: Astrophysics
Jennifer Ivy Sorowitz, Biology
Eve Christina Sorum,6 English Literature
Giridhar Narasimhan Srinivasan, Economics
Matthew Jacob St. Clair,3 Economics
Alec Christian Stall, Special Major: Biological
Anthropology
Heather Lynn Stickney, Biology
Wyndam M. Strodtbeck, Political Science
Amita Sudhir, Biology
Adrian Peng Kuan Tay, Economics
Jeremy Craig Taylor, Religion
Hannah Meredith Teicher, Sociology &
Anthropology
Kelli Kristina Tennent, Philosophy
Maurisa Lynne Thompson, English Literature
Elena Milinda Trujillo, Theatre Studies
Cecilia Tsu, History
John Henry Tull IV, Asian Studies
Cathlin Diane Tully, Economics and Religion
N a’im R. Tyson, Special Major: Linguistics
7 w ith die concentration in L atin American Studies
8 w ith the concentration in Peace and C onflict Studies
9 w ith the concentration in Public Policy
10 w ith the concentration m Women’s Studies
1 1 Pennsylvania Teacher C ertification

Jude Chike Uzonwanne, Economics and
Political Science
Matthew David Van Itallie, History
Daniel Feller Vatner, Chemistry
Christina Viola,5 Biology
Kristin Leigh Vitalich, Special Major:
Linguistics and Languages
Danielle Dell Wall, Special Major: Biochemistry
Peter Semmes Walmsley, Greek and Economics
Sarah Ruth Wamester, English Literature and
Spanish
Jagath Chandima Wanninayake,9 Economics
Erin Corinne Watson, Theatre Studies
Elizabeth Anna Weber, Economics
Jennifer Dana Weiss, English Literature and
History
Victor Pablo White,7 Sociology & Anthropology
Elizabeth Marie Wiles, Special Major:
Psychobiology
Michael Morgan Williams, Special Major:
Cultural Theory
Emily Marie Willits,8 History
Mary Norton Wiltenburg, English Literature
Katherine A nn Wu, Special Major: Biology and
Education
Roanna Constancia Fernandez Yangco,
Sociology & Anthropology
Ayla Yavin, Religion
Leslianne Elizabeth Yen, Special Major:
Environmental Science
Kuo-Hui Frank Yu,6 Psychology
Tara Elizabeth Zahra, History and Economics

Erik Theodore Johnson, Engineering
Sylvia Dokua Sakyiama Kwakye,2Engineering
Graham Douglas Lucks, Engineering
Aaron Ming Marsh,8 Engineering
Allison Courtney Marsh,2 Engineering
Carl Jordan Mas,3 Engineering
Nathaniel Sifford Pearre, Engineering
Christopher Nicholas Rodger, Engineering
Noah Ben Salzman, Engineering
Carl Elliott Sanders, Engineering
Adrian Peng Kuan Tay, Engineering
Michelle Marie Walsh, Engineering

BACHELOR OF SCIENCE
Joseph Matthew Armah, Engineering
David E. Bosworth, Engineering
Corinne Bright, Engineering
Philip Kempton Degreen, Engineering
Jonathan David Fiorello, Engineering
Jonathan Alan Francis, Engineering
Benjamin Hauch Hall, Engineering
Byron Richard Holz, Engineering
Dylan Wells Humphrey, Engineering

1 w ith
2 w ith
3 w ith
4 w ith
5 w ith
6 w ith

die concentration
the concentration
the concentration
the concentration
the concentration
the concentration

in Black Studies
in C om puter Science
in Environm ental Studies
in Francophone Studies
in International Relations
in Interpretation Theory

7 w ith the concentration in Latin A m erican Studies
8 w ith the concentration in Peace and C onflict Studies
9 w ith the concentration in Public Policy
10 w ith the concentration in W om en’s Studies
1 1 Pennsylvania Teacher C ertification

357

Awards and Distinctions

HONORS AWARDED RY THE VISITING
EXAMINERS
HIGHEST HONORS:
Anne Elizabeth Byrd, Mark Friedberg, James
A. Gill, Matthew Heilman, Aaron Marsh,
Susannah McCandless, Erik Rosolowsky,
Marianna Ruzinova

HIGH HONORS:
Sarah Azaransky, N. Kate Baird, Daniel
Barrick, Koren Bell, Douglas Berger, Mark
Boulos, Ian Shaw Bricke, Jason Bromer, Dave
Bruemmer, Linda A nn Colwell, Amy L.
Dalton, Sonja Downing, Robert Eberhardt,
Neil Epstein, Eric Falke, Christopher Fecko,
Jessica Fisher, Heather Frank, Daniel Gallant,
Amelia Grossman, Jordan Hay, Aaron
Hoffman, Joan Hoffmann, Julia Humphreys,
Margaret Hutchins, Pinar Karaca, John
Wilson Kello, Thomas Komack, Nancy Susan
Koven, Jeffrey Lockman, Michael J. Murphy,
Seth Murray, Christopher (Muth) Stawski,
Matthew Neal, Sarah Piatt, James Rice, Jesse
Karl Rosenthal, Erin Ruble, Kristin L.
Savicki, Rhea Sujin Seo, Neena Shenai, Eve
Sorum, Jeremy Taylor, Kelli Tennent, Cecilia
Tsu, Matthew Van Itallie, Sarah Wamester,
Emily Willits, Tara Zahra

HONORS:
Takuji Aida, Amy Albert, Joshua Alloy,
Bridget Arbour, Sean Barney, Nancy BensonNicol, Anthony Buendia, Alice E. Decker,
Meghan Dillon, Rafael Dowty, Daniel
Eisenbud, Christopher Foley, Jonathan
Francis, Rebecca Green, Laird Hedlund, Erica
Johanson, Fatimah Johnson, Eric William
Kem, Ariane Liazos, Lynn Matthews, Larry
Alan McDowell, Jessica McFarland, Mary
McMenomy, Richard Okello, Sarah Pheasant,
Ariel Plost, Christophe Rockmore, Rumki
Saha, Giridhar Srinivasan, Adrian Tay,
Maurisa Thompson, Jude Uzonwanne,
Elizabeth Weber, Frank Yu

ELECTIONS TO HONORARY SOCIETIES
PHI RETA KAPPA:
Danielle Marie Anctil, Erika Baumgartner,
Koren Larissa Bell, Douglas Bradley Berger,
Tamara Jane Brenner, lan Shaw Bricke, David

358

Jonathan Bruemmer, Seth Alexander Budick,
Anne Elizabeth Byrd, Margaret Ellen Coote,
Sacha Ellis de Lange, Robert William
Eberhardt, Christopher J. Fecko, Jessica
Margaret Fisher, Teodor Viorel Florea, Mark
William Friedberg, Jean-Marc Gauguet, James
A. Gill, Matthew Evan Halpem, Matthew
Samuel Heilman, Joan Audrey Hoffmann,
Elizabeth Houle, Margaret Reed Hutchins,
Benjamin Bartlett Kennedy, Julia Anne
Kemochan, Kevin Richard Kish, Thomas
Whitmore Komack, Nancy Susan Koven,
Robert Coleman Lindsley Jr., Susannah Ruth
McCandless, Jessica Leigh McFarland,
Michael James Murphy, Frank Andrew
Murray, Michelle Meeyoung Park, Sarah
Laveme Piatt, Ahsiya Beth Posner, Anna
Forbes Rives, Elena Rosenbaum, Jesse Karl
Rosenthal, Erik William Rosolowsky, Erin
Elisabeth Ruble, Kristin Lindsay Savicki,
Sandra Schrauf, Samuel Aryeh SchulhoferWohl, Eve Christina Sorum, Heather Lynn
Stickney, Kelli Kristina Tennent, Cecilia Tsu,
Matthew David Van Itallie, Tara Elizabeth
Zahra

SIGMA XI:
Joseph Matthew Armah, Douglas Bradley
Berger, Tamara Jane Brenner, Corinne Bright,
Jason Gabriel Luciano Bromer, David
Johnathon Bruemmer, Cynthia Leigh Curl,
Tinsley Hayes Davis, Sonja Lynn Downing,
Danielle Duffy, Stephanie Beth Dyrkacz,
Robert William Eberhardt, Assad El-Karim
Ebrahim, Erick Abraham Falke, Christopher J.
Fecko, Jonathan David Fiorello, Elizabeth
Miriam Galatin, Jean-Marc Gauguet, James
A. Gill, Matthew Evan Halpem, Aaron David
Hoffman, Byron Richard Holz, Lauren
Elizabeth Hopkins, Julia Michelle Humphreys,
Anjolie Elizabeth Idicula, Pinar Karaca, Peter
Silas Karacki, Thomas Whitmore Komack,
Nancy Susan Koven, Sylvia Dokua Sakyiama
Kwakye, Raven Crystal Lipmanson, Jeffrey
William Lockman, Kimberly A nn Lombardo,
Aaron Ming Marsh, Carl Jordan Mas, Lynn
Turner Matthews, Susannah Ruth
McCandless, Michael James Murphy, Marc
Edward Pasciucco, Shoshanna Anne
Pearlman, James Duncan Rice, Rebecca Linn
Riskey, Andrew Richard Robbins,
Christopher Nicholas Rodger, Elena
Rosenbaum, Erik William Rosolowsky,
Douglas Arthur Allen Rouse, Marianna B.

Ruzinova, Rahul Sakhuja, Noah Ben Salzman,
Carl Elliott Sanders, Samuel Aryeh
Schulhofer-Wohl, Hillary Alison Sheipe,
Peter Kielty Sollins, Heather Lynn Stickney,
Amita Sudhir, Daniel Feller Vatner, Danielle
Dell Wall

TAU BETA PI:
Jonathan Alan Francis, Benjamin Hauch
Hall, Byron Richard Holz, Aaron Ming
Marsh, Adrian Peng Kuan Tay

FELLOWSHIPS
The Susan P. Cobbs Prize Fellowship to Mary
McMenomy ’98
The Sarah Kaighn Cooper Scholarship to Rachel
Goldman ’99 and Robert Griffin ’99
The Eugene M. Lang Graduate Incentive
Fellowship to Kristin Sostowski ’97
The Hannah A. Leedom Fellowship to Douglas
Berger ’98, James Gill ’98, and Zack Kramer
’94
The Joshua Uppincott Fellowship to Nancy
Koven ’98, Jacob Latham ’98, Jennifer Owen
’94, James Rice ’98, Neena Shenai ’98, and
Jonah Steinberg ’97
The John Lockwood Memorial Fellowship to
Karen Lee Birdsall ’94, Jonathan Makler ’98,
and Emily Smith ’94
The Lucretia M ott Fellowship to Gabriela
Gomez-Carcamo ’94, Joanna Lin ’98,
Kimberly Lombardo ’98, Melanie Markowirz
’95, and Mary McMenomy ’98
The Martha E. Tyson Fellowship to Hilary Beth
Gehlbach ’96, Than Kim Hoang ’97, and
Charlotte North ’95

AWARDS AND PRIZES
The Stanley Adamson Prize in Chemistry to
Diana H unt ’99
The Jonathan Leigh Altman Summer Grant to
Alice Unger ’99
The American Chemical Society Undergraduate
Award in Polymer Chemistry to Rachel
Goldmann ’99

The American Chemical Society Undergraduate
Award in Analytical Chemistry to Maria Krisch
’99
The American Chemical Society Scholastic
Achievement Award to Jean-Marc Gauguet ’98
and Christopher Fecko ’98
The American Institute o f Chemists Student
Honor Award to Tamara Brenner ’98 and
Marianna Ruzinova ’98
The Solomon Asch Award in Psychology to
Nancy Koven ’98, Kimberly Lombardo ’98,
and Elizabeth Wiles ’98
The Boyd Barnard Prize to Katherine Hall ’99
The James H. Batton ’72 Award to Kim Foote

’00
The Paul H. Beik Prize in History to Cecilia
Tsu ’98
The Tim Bemian Memorial Award to Wyn
Strodtbeck ’98
The Black Alumni Prize to Vincent Kelly ’00
and Desiree Peterkin ’00
The Brand Blanshard Prize in Philosophy to
Edwin Charles Ernst IV ’98
The Sophie and William Bramson Prize to Jonah
Steinberg ’97
The Susan P. Cobbs Scholarship to Joel Yurdin
’99
The CRC Press Freshman Chemistry
Achievement Award to Polina Kehayova ’01
Chemistry Department Service Awards to Jeff
Lockman ’98, Dan Vatner ’98, and Seth
Garber ’99
The Alice L. Crossley Prize in Asian Studies to
Sonja Downing ’98 (first prize) and Cecilia
Tsu ’98 (second prize)
The Robert Dunn Award to Tucker Zengerle
’00 and Steve Dawson ’00
The Lew Elverson Trophy to Tim Schofield ’99
The Robert Enders Field Biology Award to
Danielle Thomas ’99
The Department o f English Literature Freshman
Writing Prize for the Class o f2000 to Julie
Levin Russo ’00
The Department of English Literature Summer
Writing Stipend to Erika Johansen ’99
The Flack Achievement Award to Sonali
Chakravarti ’00

359

Awards and Distinctions

The Frank Solomon Jr. Student Art Prize to
The Gonzalez-Vilaplana Prize for Outstanding
Nancy Katherine Baird ’98, Lou Peterson ’98,
Achievement in Chemistry to Jean-Marc
and Graham Lucks ’98
Gauguet ’98, Christopher Fecko ’98, Tamara
The Hally Jo Stem Memorial Award for Dance
Brenner ’98, and Marianna Ruzinova ’98
to Kimon Keramidas ’98 and Derrick Perkins
The John Russell Hayes Poetry Prizes to Kevin
’98
Kish ’98 and Mary Meiklejohn ’99
The Karen Dvonch Steinmetz ’76 Memorial
The Samuel Hayes III Research Grant to
Award to Rahul Sakhuja ’98
Abigail Salerno ’99
The Peter Gram Swing Prize to Sonja Downing
The Pete Hess Award to Desiree Peterkin ’00
’98
The Philip M. Hicks Prize for Literary Criticism
The Melvin B. Troy Award to Sonja Downing
Essay to Jessica Fisher ’98 (first prize), and
’98 and Coleman Lindsley ’98 (music); Ayla
Mary Wiltenburg ’98 (second prize)
Yavin ’98 (dance)
The Jesse H . Holmes Prize in Religion to Erin
The Vollmecke Service Award to Mong-ying
Ruble ’98 and Jacob Latham ’98
Hsieh ’99
The Gladys Irish Award to Danielle Duffy ’98
The Hans WaUach Research Fellowship to Aarti
The Ivy Award to Mark Friedberg ’98
Iyer ’99
The Michael Keene Award to Matthew St.
Clair ’98
The Kwink Trophy to Mark Friedberg ’98
The Lands Field Biology Award to Eric Von
Wettberg ’99
The Leo Leva Memorial Prize in Biology to Rob
Eberhardt ’98, Lynn Matthews ’98, and
Susannah McCandless ’98
The Linguistics Prizes to Tom Komack ’98
(theoretical linguistics), Elaine Huang ’98 and
Jennifer Freeman ’98 (applications linguistics)
The McCabe Engineering Award to Aaron
Ming Marsh ’98
The Norman MemJcoth Field Biology Award to
Martine Claremont ’99
The Morris Monsky Prize in Mathematics to
Yuhai Xuan ’01 and Benjamin Newman ’01
The Lois Morrell Poetry Award to Jessica Fisher
’98
The A . Edward Newton Library Prizes to Jerry
Melichar ’00 (first prize), Wendy Kemp ’99
(second prize), Jessica Alwes Howington ’98
(third prize)
The Oak Leaf Award to Tara Zahra ’98
The May E. Parry Award to Michelle Walsh
’98
The William Plumer Potter Prizes in Fiction to
Erika Johansen ’99 (first prize), Anna Fricke
’98 (second prize), Emily Topper ’99 (third
prize)
The Ernie Prudente Award to Danielle Wall ’98
The Dinny Rath Award to Kristen Robertson
’98 and Catherine Laine ’98

360

Enrollment Statistics

ENROLLMENT OF STUDENTS BY CLASSES 1997-98
MEN
139
132
191
180

WOMEN
183
129
204
194

TOTAL
322
261
395
374

Graduate Students
Special Students

642
0
8

710
0
9

1352
0
17

TOTAL

650

719

1369

Seniors
Juniors
Sophomores
Freshmen

GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1997-98
New York......................... 207
Pennsylvania.................... 160
California..........................120
New Jersey.......................... 90
Massachusetts..................... 84
Maryland.............................69
Connecticut....................... 48
Virginia.............................. 44
Florida................................ 40
Washington........................ 29
O hio...................:...............27
O regon................................25
Illinois.................................23
M aine...............
23
Michigan............................ 22
North Carolina.................. 22
21
Georgia................
Delaware.................... .;i:...;.20
Texas'....................
.....19
District of Columbia.......... 17
Minnesota...........................17
Vermont..............................16
Colorado.............................13
Kentucky.............................13
Wisconsin............................12
New Mexico........................11
Missouri..................
9
New Hampshire................... 9
Indiana........................... ......8
Tennessee..............................8
Iowa.......................................7
U ta h ......................................6
Alaska...................................4

Arizona................................. 4
Hawaii.....;...............
4
4
N evada...................
Kansas...................................3
Puerto Rico..................
3
Rhode Island........................ 3
Virgin Islands....................... 3
West Virginia....................... 3
Alabama..................... ..........2
Army Post Offices................ 2
Idaho.....................................2
Montana................................2
Oklahoma.....................
2
South Carolina.................... 2
Arkansas................................1
Louisiana...............................1
Mississippi.............................1
Nebraska...............................1
North Dakota........................1
South Dakota........................1
Wyoming...............................1
Total U.S.A.................... 1289
Canada..................................6
Turkey...................................6
G h an a..................
6
India......................
5
Japan.....................................4
Brazil.....................................3
France................................... 3
Germany.............................. 3
Saudi A rabia........................ 3
Hong Kong........................... 2
Jamaica..................................2

Mexico..................................2
Pakistan.................I..............2
2
Philippines...............
Peoples Republic of China ..2
Taiwan......... .........................2
Trinidad & Tobago..............2
Venezuela..............................2
Australia................................1
Austria...................................1
Bahrain..................................1
Botswana...............................1
Bulgaria.................................1
C h in a....................................1
Colombia...............................1
Guatemala.............................1
Indonesia...............................1
Italy....................................... 1
Korea.....................................1
Malaysia................................1
Mauritius...............................1
Nepal..................................... 1
Netherlands...........................1
Nigeria...................................1
Scotland................................1
Singapore..............................1
South Africa.........................1
Spain..................................... 1
Thailand................................1
Trinidad.................................1
Uganda..................................1
U kraine..................................
Total from Abroad.............81
GRAND TOTAL........ 1370

361

Index

Absence from examinations, 71
Academic honesty, 39, 71
Accelerated Class Standing, 22
Administration and staff, 338
ADMISSION PROCEDURE, 20
Application dates, 21
Scholastic Aptitude and Achievement
Tests, 20
School subjects recommended, 20
Advanced Degrees, 73
Advanced Placement, 22
Advanced Standing, 22
Advising, 49
Alumni Association Officers, 316
Alumni Council, 316
Alumni Office, 56
Ancient History and Civilization, 111
Art/List Gallery, 83
A rt History, 84
Arts, Studio, 88
Asian Studies, 90
Astronomy, 264
Athletic fields, see map
Athletics, 55, 256
Attachments to Courses, 63
Attendance at Classes, 69
Automobiles, regulations, 45
Awards and Distinctions, 358
Awards and Prizes, 74
Bachelor of Arts Degree, 73
Bachelor of Science Degree, 73
Bequests, 9
Biology, 94
Black Cultural Center, 47
Black Studies, 100
Board of Managers, 312
Committees of, 314
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 49
Center for Social and Policy Studies, 12
Chemistry, 103
Chinese, 218
CIVIC, 55
Classics, 109
Code of Conduct, 38
College Entrance Examinations, 21
College, committees of, 334
College jobs, 26
Comparative Literature, 114
Comprehensive Examinations, 59, 73
Computer Science, 116

362

Computing Center, 11
Cooper (William ].) Foundation, 12
Cooperation with neighboring institutions, 66
Cornell Library of Science and Engineering, 9
Corporation, officers of, 312
Courses of Instruction, 82
Course numbering structure, 82
Creative Arts, 66
Credit/No Credit, 69
Cross-listed course rules, 60
Curriculum, 59
Dance, 54, 242
Degree Requirements, 73
Degrees offered, 73
Degrees conferred, 353
Dining Hall, 47
Directed Reading, 64
Directions for Correspondence, 2
Directions for reaching the College, 368
Distribution requirements, 59
Divisions and Departments, 336
Drama, 54,161
Drop/Add, see Registration, 70
DuPont (Pierre S.) Science Building, 11
Economics, 123
Education, 129
Education Abroad, 66
Emeritus Professors, 319
Endowed Chairs, 16
Endowment, 9
Engineering, 134
English Literature, 143
Enrollment in courses, see Registration, 70
Enrollment statistics, 361
Environmental Studies, 167
Equal Opportunity Office, 342
Equal Opportunity Statement, 2
Examination regulations, 71
Exceptions to the four-year program, 63
Exclusion from College, 72
Expenses, 23
Extra-curricular activities, 55
Faculty advisers, 49, 59, 61
Faculty, committees of, 334
Faculty members, 319
Faculty Regulations, 69
Fees (tuition, residence, etc.), 23, 73
Fellowships, 79
Financial Aid, 25
Fine Arts, see A rt History
Foreign language requirement, 73

Foreign students, 361
Foreign Study, see Study Abroad, 23, 66
Formats of Instruction, 63
Francophone Studies, 169
Fraternities, 48
French, 221
Friends Historical Library, 10
Geographical distribution of Students, 361
German, 226
German Studies, 173
Gifts, 9
Grades, 69
Graduate study, 73
Graduation requirements, 73
(see also Distribution requirements)
Greek, 110
Grenoble Program, 66
Handicapped Student Services, 46, 63
Health care, 48
Health Sciences Advisory Program, 65
History, 175
Honors Program, 59, 61
Honors Examiners, 62, 350
Housing, 46
Incomplete grade policies, 69
Insurance, 47, 48
Intercultural Center, 47
Interdisciplinary work, 65
Interpretation Theory, 188
Judicial Bodies, 45
Kohlberg Hall, 11
Lang Music Building, 11,54
Lang Performing Arts Center, 11
Latin, 110
Latin American Studies, 191
Leaves of Absence, 71
Libraries, 9
Linguistics, 193
List Gallery, 11, 83
Literature (see Comparative Literature)
Loans to students, 26
Madrid Program, 67
Map of College grounds, 366
Martin Biological Laboratory, 11
Master’s degrees, 73
Mathematics and Statistics, 199
McCabe Library, 9

Media, Student, 55
Medieval Studies, 209
Modem Languages and Literatures, 211
Music, 53, 235
Music, performance, 236, 241
News and Information Office, 57
Normal Course Load, 63
Observatory, 11, 258
Papazian Hall, 11
Pass/Fail, see Credit/No Credit, 69
PDC (Primary Distribution Courses), 59
Peace and Conflict Studies, 248
Philosophy, 251
Physical Education and Athletics, 256
Physical Education requirements, 72, 256
Physics and Astronomy, 258
Plagiarism, 39, 71
Political Science, 265
Practical work, 64
Pre-medical Program, 65
Primary Distribution Courses (PDC), 59
Prizes, 74
PROGRAM OF STUDY, 59
Freshmen and Sophomores, 59
Juniors and Seniors, 61
Honors Program, 61
Psychological Services, 49
Psychology, 276
Public Policy, 285
Publications, College, 57
Publications, Student, 55
Registration, 70
Religion, 289
Religious life, 8, 48
Repeated Course rules, 70
Requirements for Admission, 20
Requirements for Graduation, 73
(see also Distribution requirements)
Residence Halls, 46
Residence, regulations, 46
Russian, 229
Scholarships, 25
Scholastic Aptitude Test, 20
Scott Arboretum, 13
Security Policies and Procedures, 50
Senior year residency requirement, 73
Sharpies Dining Hall, 47
Social Affairs Committee, 53
Sociology and Anthropology, 296

363

Index

Spanish, 231
Special Major, 61
Sproul Observatory, 11, 258
Statistics, 199
Student conduct, 38
Student-run courses, 64
Student Council, 53
Student employment, 26
Student Exchange Programs, 66
Student Rights, 38
Study Abroad, 23, 66
Submission of the same work in more than
one Course, 39
Summer school work, 72
Swarthmore College Peace Collection, 10
Swarthmore Foundation, 56
Tarble Social Center, 47
Theatre, Courses in, 161
Transfer, application for, 22
Transfer Credit
(see work done elsewhere), 72
Tuition and other fees, 23, 73
Tutorials, 64
Twenty course credit rule, 61
Upward Bound, 55
Venture Program, 72
Visiting Examiners, 350
Vocational Advising, 49
Withdrawal and Readmission for Health
Related Reasons, 71
Withdrawal from Courses, 70
Women’s Resource Center, 47
Women’s Studies, 307
Work done elsewhere, 72
Worth Health Center, 48
Writing Center, 50

364

Swarthmore College Campus Map

1. Ashton House - College guest house

2. 6 a m
3. Beardsley Hall - Art history, studio art, C om puting C en ter
4. Bond and Lodges - Stu d en t residence a nd m eeting rooms
5. Clothier Memorial Hall - Tarble Social C enter, snack bar, student
offices, bookstore. Intercultural C enter

6. Courtney Smith House (President’s House)
7. Cornell Science & Engineering Library
8. Cratsley House - College guest house
9 . Cunningham House - S co tt A rboretum offices a nd Terry Shane
Teaching G arden

10. Dana Hall - S tudent residence
11. DuPont Science Building - C hem istry, m athem atics, physics and
astronom y

12. Hallowell Hall - Stu d en t residence
13. Heating Plant
14. Hicks Hall - Engineering
15. Kohlberg Hall - E conom ics, m o d em languages and literatures, .
sociology a nd anthropology, Language Resource C enter, Scheuer
Room, Corddry W in g , C redit U nion

366

5m
)hitheater

Rugby Field

Faculty
'(Housing

Entrance

Visitor
Information
Center

f

M ain Entrance

Faculty
Housing

NORTH

Cunningham Fields
16. Lamb'Miller Field House
17. Lang Music Building - M u s k , Underhill M u s k Library
18. Eugene M. and Theresa Lang Performing Arts Center - Theatre,
dance, English

19.
20.
21.
22.
23.
24.
25.
26.
27.

Martin Building & Animal Laboratory —Biology, Kirby L ecture H all
Mary Lyon Building - S tu d en t residence
McCabe Library
Mertz Hall - S tu d en t residence
Old Tarble
Palmer Hall - S tu d en t residence
Papazian Hall —Philosophy, psychology, engineering laboratory
Parrish Hall - A dm issions O ffic e , adm inistration offices, student residence
Pearson Hall - E ducation, linguistics, religion, faculty offices,

H u m a n Resources, Foreign S tu d y O ffice
28. Pittenger Hall - Student residence
29. Roberts Hall - S tu d en t residence
30. Robinson Hall - B lack C u ltu ra l C en ter
31. Scott Map Building - R elief m ap o f cam pus
32. Service Building —Maintenance, grounds a nd environm ental services

33. Sharpies Dining Hall
34. Sproul Observatory - Astronomy an d com puter
science

Squash Court Building
36. Swarthmore Friends Meeting House
37. Tarble Pavilion - Physical education
38. Trotter Hall - Political science, history, Classics
3 9 . Ware Pool
40. Benjamin West House —Visitor information,
35.

41.
42.
43.
4445.
46.
47.
48.

p u b lk safety, communications
Wharton Hall - S tudent residence

Whittier House
Willets Hall - S tudent residence
Wister Greenhouse
Women’s Resource Center
Woolman House - S tudent residence
Worth Hall —S tudent residence
Worth Health Center

367

Directions for Reaching
Swarthmore College
DRIVING
From Pennsylvania Turnpike, going East
From Exit 24 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2'A
miles to 1-476 South. Take 1-476 approx. 13 miles to Exit 2, Media/Swarthmore.
A t bottom of exit ramp, follow sign for Swarthmore by turning left onto
Baltimore Pike. (See below for “. . . th e rest of the way.”)

From Pennsylvania Turnpike, going West
From Exit 25 A (Norristown) follow signs for 1-476 South. Stay on 1-476 approx.
17 miles to Exit 2, Swarthmore/M edia. A t bottom of exit ramp, follow sign for
Swarthmore by turning left onto Baltimore Pike. (See below for “. . . th e rest of
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 n o rth on 1-95, pass the C hester exits and continue to Exit 7, 1-476
N orth/Plym outh M eeting. Take 1-476 to Exit 2, M edia/Swarthmore. A t bottom
of exit ramp, follow sign for Swarthm ore by turning right onto Baltimore Pike.
(See below for “. . . th e rest of th e way.”)

. . the rest of the way”
Stay in right lane and in less th a n / mile tu rn right onto Route 320 South (watch
turns on R oute 320). Proceed through second light at College Avenue to the first
driveway o n your right to visitor parking a t th e Benjamin W est House. T he
Benjam in W est House is th e College’s visitor center and has someone there to
han d out maps and directions 24 hours.

TRAIN
T h e College is readily accessible from Philadelphia by train. A m trak trains from
New York and W ashington arrive hourly at Philadelphia’s 30th Street Station.
From 3 0 th S treet Station, th e SEPTA M edia Local (R3) takes 21 minutes to
reach th e campus.

AIR
A n express train runs from th e airport to 30th S treet S tation where you can take
the SEPTA M edia Local (R3) train directly to th e Swarthmore campus. The
combined fare is about $8.00, and the trip requires about one hour. Taxi service
is also available. T h e fare is approximately $20.00, and the trip requires about 20
minutes. By car from th e airport, take 1-95 S outh to Exit 7, 1-476 N orth/
Plymouth M eeting. Take 1-476 N o rth to Exit 2, M edia/Swarthmore. A t bottom
of exit ramp, follow sign for Swarthmore by turning right onto Baltimore Pike.
(See above for “. . . rest of th e way.”
368