Swarthmore College Catalogue, 1994-1995

SWARTHMORE

COLLEGE
BULLETIN

1994-95

Swarthmore
College Bulletin 1 9 9 4 -1 9 9 5
Volume XCII Number 1
Catalogue Issue September 1994

Directions fo r
Correspondence
SWARTHMORE COLLEGE, 5 0 0 COLLEGE AVENUE, SWARTHMORE, PA 19081-1397
GENERAL COLLEGE POLICY

.

Jennie Keith
Provost

ACADEMIC POLICY
vT; g Y

Ngina Lythcott
Dean o f the College 1

STUDENT SERVICES

0. Carl W artenburg III
Dean o f Admissions

ADMISSIONS AND CATALOGUES

Ja n e H. M ullins
Registrar

RECO RDS AND TRANSCRIPTS

W illiam T. Spock
Vice President!

FINANCIAL INFORMATION

Laura Talbot
Director o f Financial Aid|

FINANCIAL AID AND
FINANCING OPTIONS INFORMATION

H. Thom as Francis
Director

CA REER PLANNING AND PLACEMENT

ALUMNI, DEVELOPMENT, AND PUBLIC RELATIONS

The Swarthmore College Bulletin (ISSN
088 8 -2 1 2 6 ), o f which this is Volume XCII,
number 1, is published in September,
December, January, February, May, and
August by Swarthmore College, 5 0 0 College
Avenue, Swarthmore, PA 19081-1397.

Printed in U .S.A .

H a rry D. Gotwals
Vice President
Barbara Haddad Ryan
Associate Vice President

GENERAL INFORMATION

Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin, sexu­
al preference, or handicap. This policy is
consistent with relevant governmental statutes

Alfred H. Bloom
President

and regulations, including those pursuant tot
Title IX of the Federal Education Amendments!
o f 1972 and Section 504 of the Federal Reha-j
bilitation Act o f 1973.

■

I ?

Second-class postage paid at Swarthmore, PA
19081 and additional mailing offices. Permit
number 0 5 3 0 -6 2 0 . Postmaster: Send address
changes to Swarthmore College Bulletin, 5001
College Avenue, Swarthmore, PA 19081-1397.
Phone(6 1 0 )3 2 8 -8 0 0 0

Table of Contents

C A LEN D A R 4
IN T R O D U C T IO N 8
ED U C A T IO N A L R E S O U R C E S 10
A D M ISSIO N 19
E X PEN SES 2 2
FIN A N C IA L A ID 2 4

III
IV

V

VI

C O L L EG E L IFE 3 8
ED U C A T IO N A L PR O G R A M 5 9
FA C U LT Y R EG U LA TIO N S 71
D EG R EE R E Q U IR E M E N T S 7 5
AW ARD S A N D PRIZES 7 7
FE L LO W S H IP S 8 2
C O U R S E S O F IN ST R U C T IO N 8 5
A rt 86
Linguistics 167
Asian Studies 92
Literature 173
Biology 95
Mathematics and Statistics 175
Black Studies 100
Medieval Studies 184
Chemistry 102
Modem Languages and Literatures 186
Classics 108
Music and Dance 207
Computer Science 113
Peace and Conflict Studies 219
Economics 117
Philosophy 222
Education 123
Physical Education and Athletics 227
Engineering 127
Physics and Astronomy 229
English Literature 135
Political Science 236
Environmental Studies 149
Psychology 245
German Studies 151
Public Policy 252
History 153
Religion 256
International Relations 163
Sociology and Anthropology 263
Interpretation Theory 165
Women’s Studies 271
T H E C O R PO R A TIO N and B O A R D O F M A N A G ER S 2 7 6
A LU M N I A SSO CIA TIO N O FFIC E R S and A LU M N I C O U N C IL 2 8 1
T H E FA C U LT Y 2 8 4
A D M IN ISTRA TIO N 3 0 2
V ISITIN G E X A M IN ER S 3 1 5
D EG R EES C O N FER R E D 3 1 7
AW ARD S A N D D ISTIN C TIO N S 3 2 2
EN R O LLM EN T STATISTICS 3 2 5
IN D EX 3 2 6
PLA N O F C O L L E G E G R O U N D S 3 3 4
D IR EC T IO N S FO R R EA C H IN G T H E C O L L E G E 3 3 6

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College Calendar

1994

Fall Semester

August 27-31
August 31
Septem ber 1
Septem ber 30 -O ctober 1
O ctober 7

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

| O ctober 17
| November 23
m
P. November 28
D ecem ber 2 -3
D ecem ber 9
D ecem ber 10
D ecem ber 12
D ecem ber 16
D ecem ber 20

1995

Spring Semester

January 16
February 24-25
M arch 3

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

M arch 13
A pril 7-9
A pril 28
May 1
May 4
May 4
May 5-6
May 13
May 15
May 15-16
May 18-20
May 28
May 29
June 2-4

5

College Calendar
(Tentative)

1995

Fall Semester

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

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

O ctober 23
November 22
November 27
D ecem ber 1-2
D ecem ber 12
D ecem ber 13
D ecem ber 15
December 15
D ecem ber 23

1996

Spring Semester

January 22
'March 1-2
M arch 8

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

M arch 18
May 3
May 3 -4
May 6
May 9
May 9
May 18
May 20
May 20-21
May 23-25
June 2
June 3
June 7-9

I

Introduction to
Swarthmore College

Educational Resources

7

Introduction to
Swarthmore College
Swarthmore College, founded in 1864 by
members o f the Religious Society o f Friends
as a coeducational institution, occupies a campus o f more than 3 0 0 acres o f rolling wooded
land in and adjacent to the borough o f Swarth­
more in Delaware County, Pennsylvania. It is
a small college by deliberate policy. Its present
enrollment is about 1,300 men and women
students. The borough o f Swarthmore is a

residential suburb within half an hour’s com­
muting distance o f Philadelphia. College stu­
dents are able to enjoy both the advantages of
a semi-rural setting and the opportunities
offered by Philadelphia. The College’s loca­
tion also makes possible cooperation with
three nearby institutions, Bryn Mawr and
Haverford Colleges and the University of
Pennsylvania.

O B JE C T IV E S A N D P U R PO SES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individ­
uals and as responsible citizens through exact­
ing intellectual study supplemented by a varied
program o f sports and other extra-curricular
activities.

institutions, each school, college, and univer­
sity seeks to realize that purpose in its own
way. Each must select those tasks it can do
best. By such selection it contributes to the
diversity and richness o f educational oppor­
tunity which is part of the American heritage.

The purpose o f Swarthmore College is to
make its students more valuable human beings
and more useful members o f society. While it
shares this purpose with other educational

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

V A R IETIES O F ED U C A T IO N A L E X P E R IE N C E
Education is largely an individual matter, for
no two students are exactly alike. The Course
and External Examination (Honors) Programs
are designed to give recognition to this fact.
They provide alternative systems o f instruc­
tion for students during their last two years.
Both seek to evoke the maximum effort and
development from each student, the choice of
method being determined by individual pref­
erence and capacity. The Honors Program, in
which Swarthmore pioneered, provides an
enriching and exciting intellectual experience.
It has as its main ingredients close association

with faculty members, often in small semi­
nars, concentrated work in various fields of
study, and maximum latitude for the develop­
ment o f individual responsibility. W ithin the
Course Program, options for independent
study and interdisciplinary work offer oppor­
tunities for exploration and development over
a wide range o f individual goals. These oppor­
tunities typically include considerable flexi­
bility o f program choices from semester to
semester, so that academic planning may be
responsive to the emerging needs o f students.

T H E R E L IG IO U S T R A D IT IO N
Swarthmore College was founded by members
o f the Religious Society of Friends. Although
it has been nonsectarian in control since the
beginning o f the present century, and al­
though Friends now compose a minority of
the student body, the faculty, and the admin­
istration, the College seeks to illuminate the
lives of its students with the spiritual princi­
ples o f that Society.

8

Foremost among these principles is the
individual’s responsibility for seeking and
applying truth, and for testing whatever truth
one believes one has found. As a way o f life,
Quakerism emphasizes hard work, simple liv­
ing, and generous giving; personal integrity,
social justice, and the peaceful settlement of
disputes. The College does not seek to impose
on its students this Quaker view o f life, or any

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

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

T R A D IT IO N A N D CH A N G E
A college draws strength from tradition, and
energy from the necessity o f change. Its pur­
poses and policies must respond to new con­
ditions and new demands. By being open to

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

9

Educational Resources

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

physical resources play an important suppor­
tive role.

TH E EN DO W M EN T
The educational resources at Swarthmore
College have been provided by gifts and bequests from many alumni, foundations, cor­
porations, parents and friends. In addition to
unrestricted gifts for the operating budget,
these donors have contributed funds for
buildings, equipment, collections o f art and
literature, and permanently endowed profes­
sorships, scholarships, awards, book funds
and lectureships. Their gifts to Swarthmore
have not only provided the physical plant, but
also have created an endowment fund o f ap­
proximately $473 ,0 0 0 ,0 0 0 at market value on
March 31, 1994. Swarthmore ranks among
the top ten in the country in endowment per
student. Income from the endowment during
the academic year 1992-93 contributed ap­
proximately $13,000 to meet the total expense

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

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

10

Total College Library holdings amount to
780 .0 0 0 volumes with some 2 0,0 0 0 volumes
added annually. About 2,4 0 0 periodical titles
are received regularly. T he C ornell Library o f
Science and Engineering (completed in 1982)
houses some 63,0 0 0 volumes. T he D aniel
U nderhill M usic Library contains around
16.000 books and scores, 15,000 recordings
and listening equipment. A small collection of
relevant material is located in the Black Cul­
tural Center.
S p ecial L ibrary C ollection s
The Library contains certain special collec­
tions: British A m ericana, accounts o f British
travellers in the United States; the works of
the English poets Wordsworth and Thomson
bequeathed to the Library by Edwin H. W ells;
the W. H. Auden C ollection commemorating
the English poet who taught at Swarthmore in
the mid-forties; the Bathe C ollection o f the
history of technology donated by Greville
Bathe; the Private Press C ollection representing
the work o f over 6 0 0 presses. The A udiovisual

C ollection has over 1,400 recordings on disc,
tape, and over 1,600 videotapes. It includes
contemporary writers reading from and dis­
cussing their works; full length versions of
Shakespearean plays (both videocassettes and
discs) and other dramatic literature; the liter­
ature o f earlier periods read both in modem
English and in the pronunciation of the time;
recordings o f literary programs held at
Swarthmore, and videocassettes of U .S. and
foreign film classics. These materials are used
as adjuncts to the study o f literature, art,
dance, and history and are housed in the
McCabe Library. The Library also offers elec­
tronic database searching both CD-ROM and
online, including among others Social Sciences
Index, H um anities Index, and Science C itation
Index. The Swarthmore College Libraries to­
gether with those of Bryn Mawr and Haverford Colleges are now linked in a fully auto­
mated Three College library system, Tripod,
with an online public access catalog and with
other multi-purpose functions.
W ithin the McCabe Library building are two
special libraries which enrich the academic
background o f the College:
T he Friends H istorical Library, founded in 1871
by Anson Lapham, is one o f the outstanding
collections in the United States of manu­
scripts, books, pamphlets, and pictures relat­
ing to the history o f the Society of Friends.
The library is a depository for records of
Friends Meetings belonging to Baltimore, Phi­
ladelphia, and other Yearly Meetings. More
than 6,000 record books, dating from the
1670’s until the present, have been deposited.
Additional records are available on microfilm.
The W illiam Wade Hinshaw Index to Quaker
Meeting Records lists material o f genealogical
interest. Special collections include materials
on various subjects of Quaker concern such as
abolition, Indian rights, utopian reform, and
the history o f women’s rights. Notable among
the other holdings are the W hittier Collection
(first editions and manuscripts of John Greenleaf W hittier, the Quaker poet), the M ott
manuscripts (over 5 0 0 autographed letters of
Lucretia M ott, antislavery and women’s rights
leader), and the Hicks manuscripts (more
than 300 letters of Elias Hicks, a prominent

Quaker minister). The library’s collection of
books and pamphlets by and about Friends
numbers more than 39,5 0 0 volumes. About
200 Quaker periodicals are currently received.
There is also an extensive collection o f photo­
graphs o f meetinghouses and pictures o f rep­
resentative Friends, as well as a number o f oil
paintings, including two versions o f "The
Peaceable Kingdom” by Edward Hicks. It is
hoped that Friends and others will consider
the advantages o f giving to this library any
books and family papers which may throw
light on the history o f the Society o f Friends.
T he Swarthmore C ollege Peace C ollection is of
special interest to research students seeking
the records o f the peace movement. The re­
cords o f the Women’s International League
for Peace and Freedom and the personal pa­
pers o f Jane Addams o f Hull-House, Chicago,
formed the original nucleus of the Collection
(1930). Over the years other major collections
have been added including the papers of
Devere Allen, Emily Greene Balch, Julien
Cornell, Homer Jack, Lucy Biddle Lewis, A.
J. Muste, Lawrence Scott, John Nevin Sayre,
William Sollmann, E. Raymond Wilson, and
others, as well as the records of the American
Peace Society, A Qjiaker Action Group, Busi­
ness Executives Move, CCCO, Fellowship of
Reconciliation, Friends Committee on Na­
tional Legislation, The Great Peace March,
Lake Mohonk Conferences on International
Arbitration, National Interreligious Service
Board for Conscientious Objectors, National
Council for Prevention of War, National Coun­
cil to Repeal the Draft, SANE, War Resisters
League, Women Strike for Peace, World Con­
ference o f Religion for Peace, and many oth­
ers. The Peace Collection serves as the official
repository for the archives o f many o f these
organizations, incorporated here in more than
10,000 document boxes. The Collection also
houses over 12,000 books and pamphlets and
about 2,0 0 0 periodical titles. Four hundred
periodicals are currently received from 22
countries. The comprehensive Guide to the
Swarthmore C ollege Peace Collection, published
in 1981, and the Guide to Sources on Women in
the Swarthmore C ollege Peace C ollection de­
scribe the archival holdings.

1J

Educational Resources

PH YSIC A L FA C ILITIES
Laboratories, well-equipped for undergradu­
ate instruction and in most cases for research,
exist in astronomy, biology, chemistry, com­
puter science, engineering, physics, and psy­
chology. The Sproul Observatory, with its 24inch visual refracting telescope, is the center
of much fundamental research in multiple
star systems. A 24-inch reflecting telescope
on Papazian Hall is used for solar and stellar
spectroscopy. The Edward Martin Biological
Laboratory provides facilities for work in
molecular, organismal, and population biol­
ogy. A laboratory for Interdisciplinary Re­
search, created with a grant from the Howard
Hughes Medical Institute, is designated for
the conduct o f interdisciplinary scientific re­
search by teams o f faculty and students se­
lected through an internally conducted, com­
petitive process. The Pierre S. Du Pont Science
Building provides accommodations for chem­
istry, mathematics, and physics. Hicks Hall
contains the engineering laboratories, several
o f which are equipped for computer-assisted
and computer-controlled laboratory experi­
mentation and a solar laboratory. Papazian
Hall provides facilities for work in psychol­
ogy, and for the engineering shops.
The List Art G allery for exhibitions is located
in the Eugene M. and Theresa Lang Performing
Arts Center.
T he Eugene M. and Theresa Lang M usic Build­
ing, opened in 1973, contains an auditorium
seating approximately 5 00, the Daniel Under­
hill Music Library, classrooms, practice and
rehearsal rooms, and an exhibition area. It is
the central facility for the program o f the
Music Department and for musical activities
at the College.
T he Eugene M. and Theresa Lang Performing
Arts C enter, opened in January, 1991, houses
the Pearson-H all Theatre, the largest perform­
ing stage on campus, and also the Frear Ensem­
ble Theatre, an experimental and instructional
studio, the Patricia Wityk Boyer Dance Studio
and a Dance Lab, and the List Art Gallery. The
Lang Performing Arts Center also houses the
offices o f the English Literature Department,
Theatre Studies program, and Dance Depart­
ment, as well as seminar rooms, the theatre
design studio, and set construction shop. The

12

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

Alpha systems in Chemistry, Astronomy and
Physics departments. A specialized multi'
media facility, for faculty working on projects
requiring multi-media equipment, is being
created in Beardsley. A DEC 5 9 0 0 server is
used for the College’s administrative data
management needs. Fiber optic cabling ties
these components together into a campuswide network. The campus network is linked
to the Internet allowing communication and
data access on a global scale.
Macintosh computers (the personal computer
supported by the Computing Center) are
widely used for word processing as well as for
data management and analysis. Macintosh
computers are available in public areas in
Beardsley, Du Pont, Trotter, and McCabe and
Cornell libraries. Virtually every administra­
tive and faculty o ffic e is equipped with a
Macintosh. Students may connect Macintosh
computers to the AppleTalk network from
their dormitory rooms. Any Macintosh con­
nected to the network can be used to gain
access to electronic mail and bulletin boards
(including world-wide Usenet news), Tripod
(the electronic library card catalog), program­
ming languages (C and Fortran 77 on a DEC
server), and statistical packages (SPSS on a
DEC server, and Macintosh programs Statview and JM P).
Copies o f several commonly used commercial
software packages are available on a restricted
basis on the public area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
The Computer Store and a repair service are
both located in Beardsley. The Computer

Store sells a variety of Macintosh equipment
and software at very reasonable prices, and the
repair service provides on-campus repair ser­
vices for student-owned Macintosh compu­
ters.
The telecommunications department o f the
Computing Center provides telephone and
voice mail services to faculty, staff, and stu­
dents. Every student residing in a college
dormitory room is provided with a private
telephone and personal telephone number as
well as a voice mail account. Discounted long
distance is available to students using a col­
lege-supplied calling card.
Assistance with the use o f the College’s com­
puting resources is available on a number of
levels. Students may seek help from Consul­
tants who are available in the Beardsley public
area throughout most o f the day and night,
seven days a week. Faculty may seek assistance
through a Help Desk or through Computing
Center staff assigned to their respective divi­
sion for curricular support.
The Center for Social and Policy Studies in
Trotter Hall serves as a laboratory for the
social sciences. The Center has a social science
data archive available for empirical research
on social and policy issues, and it provides
statistical consulting for faculty and students.
The Center also supports the concentration in
Public Policy through its physical facilities,
data archives and program of events.
The Language Laboratory in Martin Hall was
newly installed in 1982. It provides stations
for 27 students and has equipment for both
audio and video instruction.

S PE C IA L FU N D S A N D L EC T U R ES H IP S
The W illiam J. C ooper Foundation provides a
varied program o f lectures and concerts which
enriches the academic work of the College.
The Foundation was established by W illiam J.
Cooper, a devoted friend of the College,
whose wife, Emma Mcllvain Cooper, served
as a member o f the Board of Managers from
1882 to 1923. Mr. Cooper bequeathed to the
College the sum o f $100,000 and provided

that the income should be used “ in bringing
to the college from time to time eminent
citizens o f this and other countries who are
leaders in statesmanship, education, the arts,
sciences, learned professions and business, in
order that the faculty, students and the college
community may be broadened by a closer
acquaintance with matters of world interest.”
Admission to all programs is without charge.

13

Educational Resources

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 o f these speakers have
been invited with the understanding that their
lectures should be published under the aus­
pices of the Foundation. This arrangement has
so far produced eighteen volumes.
The Promise Fund, established anonymously
by an alumnus on the occasion o f his gradu­
ation, is administered by the Cooper Founda­
tion Committee. Income fom the Promise
Fund brings guest speakers and performers in
music, film, dance, and theatre who show
promise o f distinguished achievement.
T he B arbara 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 par­
ticipate in volunteer service projects linked to
the academic program.
T he W illiam I. H ull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory o f her late husband. Dr. Hull
was Professor o f History and International
Law at Swarthmore College for 4 8 years. The
Fund enables the College to bring a noted
lecturer on peace to the campus each year in
memory o f Dr. and Mrs. Hull who were peace
activists.
T he 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 discrimi­
nation, the fund sponsors events that focus on
concerns o f the lesbian, bisexual, and gay
communities and promotes curricular inno­
vation in the field o f Lesbian and Gay Studies.
The fund also sponsors an annual three-day
symposium. The fund is administered by a
committee o f women and men from the stu­
dent body, alumni, staff, faculty, and admin­
istration.

T he Scott Arboretum. About three hundred
twenty-five acres are contained in the College
property, including a large tract o f woodland
and the valley o f Crum Creek. Much of this
tract has been developed as a horticultural
and botanical collection o f trees, shrubs, and
herbaceous plants through the provisions of
the Scott Arboretum, established in 1929 by
Mrs. Arthur Hoyt Scott and Owen and Mar­
garet Moon as a memorial to Arthur Hoyt
Scott o f the Class of 1895. The plant collec­
tions are designed both to afford examples of
the better kinds o f trees and shrubs which are
hardy in the climate 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 o f lilacs,
rhododendrons, azaleas, and daffodils. Choice
specimens from the collections are displayed
in several specialty gardens including The
Terry Shane Teaching Garden, The Theresa
Lang Garden o f Fragrance, and the Dean Bond
Rose Garden. Many interested donors have
contributed generously to the collections.
The Arboretum conducts applied research on
ornamental plants, and serves as a test site for
three plant evaluation programs: the Gold
Medal Award o f Garden Merit through the
Pennsylvania Horticultural Society, the per­
formance o f hollies through the American
Holly Society, and the National Crabapple
Evaluation Program.
The Arboretum offers horticultural educa­
tional programs to the general public and
Swarthmore students. These workshops, lec­
tures, and classes are designed to cover many
facets o f the science/art called gardening.
Tours are conducted throughout the year for
college people and interested public groups.
Aiding the Arboretum’s staff, in all o f its
efforts, are the "Associates of the Scott Arbo­
retum.” This membership organization pro­
vides not only financial support but also
assistance in carrying out the myriad opera­
tions which make up the Arboretum’s total
program, such as plant propagation, public
lectures, and bus tours to other gardens.
Student memberships are available. The Ar­
boretum’s newsletter, H ybrid, serves to pub­

licize their activities and provides up-to-date
information on seasonal gardening topics.
Maps for self-guided tours and brochures of
the Arboretum’s plant collections are available
at the Scott Offices (610) 3 2 8 -8 0 2 5 , located
in the Cunningham House.
The Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes o f 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes
to the advancement o f music at the College. It
has been used, for example, for concerts on
the campus, for the purchase o f vocal and
orchestral scores and other musical literature,
and to provide scholarships for students in the
Department of Music who show unusual prom­
ise as instrumentalists or vocalists.
The G ene D. O verstreet M em orial Fund, given
by friends in memory o f Gene D. Overstreet
(1924-1965), a member o f the Political Sci­
ence Department, 1957-1964, provides in­
come to bring a visiting expert to the campus
to discuss problems o f developing or modern­
izing nations and cultures.

The Benjamin W est Lecture, made possible by
gifts from members o f the class o f 1905 and
other friends o f the College, is given annually
on some phase o f art. It is the outgrowth of the
Benjamin West Society which built up a
collection o f paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was bom in a house
which stands on the campus and who became
president o f the Royal Academy.
The Swarthmore C hapter o f Sigma X i lecture
series brings eminent scientists to the campus
under its auspices throughout the year. Local
members present colloquia on their own re­
search.
T he L ee Frank M em orial Art Fund, endowed by
the family and friends o f Lee Frank, Class of
1921, sponsors each year a special event in the
Art Department: a visiting lecturer or artist,
a scholar or artist in residence, or a special
exhibit.
T he M arjorie H eilm an Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory o f Marjorie Heilman to
stimulate interest in art, particularly the prac­
tice o f art, on campus.

15

Endowed Chairs

The Edmund A llen Professorship o f Chemistry
was established in 1938 by a trust set up by
his daughter Laura Allen, friend of the college
and niece o f Manager Rachel Hillbom.
The Franklin E. and Betty Barr C hair in Econom­
ics was established in 1989 as a memorial to
Franklin E. Barr, Jr. ’4 8 by his wife, Betty
Barr.
The A lbert L . and Edna Poumall Buffington
Professorship was established by a bequest
from Albert Buffington, Class of 1896, in
1964, in honor of his wife, Edna Pownall
Buffington, Class o f 1898.
The Dorwin P. Cartwright Professorship in Social
Theory and Social A ction was created in 1993
by Barbara Weiss Cartwright, Class o f 1937,
to honor her husband, Dorwin P. Cartwright,
Class of 1937. The Professorship shall be
awarded for a period of five years to a full
professor who has contributed to and has the
promise of continuing major contributions to
the understanding o f how social theory can be
brought to bear on creating a more humane
and ethically responsible society.
Centennial Chairs. Three professorships, unrestricted as to field, were created in 1964 in
honor o f Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. C lothier Professorship o f History
and International Relations was created in 1888
by Isaac H. Clothier, member o f the Board of
Managers. Originally in the field o f Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he approved
its present designation.
The Isaac H. C lothier, Jr., Professorship o f Bi­
ology was established by Isaac H. Clothier, Jr.
as a tribute o f gratitude and esteem for Dr.
Spencer Trotter, Professor of Biology, 18881926.
The Morris L. C lothier Professorship o f Physics
was established by Morris L. Clothier, Class
o f 1890, in 1905.
T he Julien and V irginia C ornell V isiting Profes­
sorship was endowed by Julien Cornell ’30,
member, and Virginia Stratton Cornell ’30,
former member o f the Board of Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.

16

i

Since 1962, from every comer o f the world,
Cornell professors and their families have
resided on the campus so that they might
deepen the perspective o f both students and
faculty.

1

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

•

The H oward N. and A da J. Eavenson Professor­
ship in Engineering was established in 1959 by
a trust bequest o f Mrs. Eavenson, whose
husband graduated in 1895.
The W illiam L . and M arjorie C . Huganir C hair
was created in 1990 by W illiam L. Huganir
’42. It is to be held by the College Librarian.
The H oward M. and Charles F. Jenkins Profes­
sorship o f Q uaker History and Research was
endowed in 1924 by Charles F. Jenkins, Hon.
’2 6 and member of the Board o f Managers, on
behalf o f the family o f Howard M. Jenkins,
member o f the Board o f Managers, to increase
the usefulness of the Friends Historical Li­
brary and to stimulate interest in American
and Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family,
and by a 1976 bequest from C. Marshall
Taylor ’04.
The W illiam R. Kenan, Jr. Professorship was
established in 1973 by a grant from the W il­
liam R. Kenan, Jr. Charitable Trust to "sup­
port and encourage a scholar-teacher whose
enthusiasm for learning, commitment to teach­
ing and sincere personal interest in students
will enhance the learning process and make an
effective contribution to the undergraduate
community.”
C?
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 o f
the Swarthmore faculty and includes one year
devoted entirely to research, study, enrich­
ment or writing. It carries an annual discre­
tionary grant for research expenses, books
and materials.

A

I

T

1

I

W

Ill

T he Eugene M. Lang V isiting Professorship,
endowed in 1981 by Eugene M. Lang ’38,
brings to Swarthmore College for a period of
one semester to three years an outstanding
social scientist or other suitably qualified
person who has achieved prominence and
special recognition in the area of social change.
I

[

I

i

1

|

T he Sara Law rence Lightfoot A ssociate Profes­
sorship was created by the College in 1992 in
recognition of an unrestricted gift by James A.
Michener, Class o f 1929. The professorship is
named in honor o f Sara Lawrence Lightfoot,
Class o f 1966, Doctor o f Humane Letters,
1989, and former member o f the Board of
Managers.
T he Susan W. Lippincott Professorship o f French
was endowed in 1911 through a bequest from
Susan W. Lippincott, member o f the Board of
Managers, a contribution ffom her niece Caro­
line Lippincott, Class of 1881, and gifts by
other family members.
The Edward H icks M agill Professorship o f M athe­
m atics and Astronomy was created in 1888
largely by contributions o f interested friends
o f Edward H. Magill, President o f the College
1872-1889, and a bequest from John M.
George.
The C harles and H arriet Cox M cDowell Profes­
sorship o f Philosophy and Religion was established in 1952 by Harriet Cox McDowell,
Class o f 1887 and member o f the Board of
Managers, in her name and that of her hus­
band, Dr. Charles McDowell, Class o f 1877.
The M ari S. M ichener A ssociate Professorship
was created by the College in 1992 to honor
Mrs. Michener, wife o f James A. Michener,
Class o f 1929, and in recognition of his unre­
stricted gift.

The R ichter Professorship o f P olitical Science was
established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’4 6 and Andrew Segal ’50.
The Scheuer Family C hair o f Humanities was
created in 1987 through the gifts o f James H.
Scheuer ’46, Walter and Marge Pearlman
Scheuer ’48, and their children, Laura Lee
’73, Elizabeth Helen ’75, Jeffrey ’75, and
Susan ’78 and joined by a challenge grant ffom
The National Endowment for the Humanities.
The Henry C. a n d j. A rcher Turner Professorship
o f Engineering was established with their con­
tributions and gifts ffom members o f the
Turner family in 1946 in recognition o f the
devoted service and wise counsel o f Henry C.
Turner, Class o f 1893 and member o f the
Board o f Managers, and his brother J. Archer
Turner, Class o f 1905 and member o f the
Board o f Managers.
The D aniel U nderhill Professorship o f M usic
was established in 1976 by a bequest ffom
Bertha Underhill to honor her husband, Class
o f 1894 and member o f the Board o f Manag­
ers.
The M arian Snyder W are Professorship o f Physi­
cal Education and A thletics was established by
Marian Snyder Ware ’3 8 in 1990. It is to be
held by the Chair of the Department of Physi­
cal Education and Athletics.
The Joseph W harton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph Wharton, President
o f the Board o f Managers.
The Isaiah V. W illiam son Professorship o f C ivil
and M echanical Engineering was endowed in
1888 by a gift ffom Isaiah V. Williamson.

The G il and Frank M ustin Professorship was
established by Gilbert B. Mustin ’42 and
Frank H. Mustin ’4 4 in 1990. It is unrestricted
as to field.

17

t

Admission

•

......
Inquiries concerning admission and appliestions should be addressed to the Dean o f Ad-

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

G E N ER A L STA TEM EN T

♦

V

In the selection o f students, the College seeks
those qualities o f character, social responsi­
bility, and intellectual capacity which it is
primarily concerned to develop. It seeks them,
not in isolation, but as essential elements in
the whole personality o f candidates for admis­
sion.

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

Selection is important and difficult. No simple
formula will be effective. The task is to choose
those who give promise o f distinction in the
quality o f their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its
students on the basis of their individual future
worth to society and o f their collective realiz­
ation o f the purpose of the College.

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

It is the policy o f the College to have the
student body represent not only different
parts o f the United States but many foreign
countries, both public and private secondary
schools, and various economic, social, reli­
gious, and racial groups. The College is also
concerned to include in each class sons and
daughters o f alumni and of members o f the
Society o f Friends.
Admission to the first-year class is normally
based upon the satisfactory completion o f a
four-year secondary school program. Under
some circumstances, students who have virtu­
ally completed the normal four-year program
in three years will be considered for admis-

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

3. Scores in the SAT-I (or earlier SAT) or the
ACT.
4. Scores in three SAT-II: Subject Tests (or
earlier Achievement Tests) one o f which
must be the writing or composition test.
5. A brief essay on a meaningful activity or
interest and a longer essay (subject speci­
fied).

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

PREPA RA TIO N
Swarthmore does not require a set plan of
secondary school courses as preparation for
its program. The election o f specific subjects
is left to the student and school advisers. In
general, however, preparation should include:
1. Accurate and effective use o f the English
language in reading, writing, and speaking.
2. Comprehension and application of the
principles o f mathematics.
3. The strongest possible command o f one or
two foreign languages. The College en-

courages students to study at least one
language for four years, if possible.
4. Substantial course work in (a) history and
social studies, (b) literature, art, and music,
(c) the sciences. Variations o f choice and
emphasis are acceptable although some
work in each o f the three groups is recom­
mended.
Those planning to major in engineering
should present work in chemistry, physics,
and four years o f mathematics including alge­
bra, geometry, and trigonometry.

19

Admission

t
I

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

F all Early Decision
Closing date for applications

November 15

Notification o f candidate

on or before
December 15

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

20

January 1
on or before
April 10
May 1

Any Early Decision candidate not accepted by
the December 15 notification date will receive
one o f two determinations: denial o f admis­
sion, which withdraws the application from
further consideration, or a deferral of admis­
sion, which secures reconsideration for the
candidate among the Regular Decision candi­
dates.

À

t

All applicants for first-year admission must
take the SAT-I (or earlier SAT) or the ACT.
They must also take three SAT-II: Subject
Tests (or earlier Achievement Tests) one of
which must be the writing or composition
test. Applicants for Engineering must take an
SAT-II (or Achievement Test) in Mathematics.
Application to take these tests is usually done
through the secondary school counseling of­
fice, but application may be made directly to
the College Entrance Examination Board, Box
592, Princeton, New Jersey 085 4 0 . A bulletin
o f information may be obtained without
charge from the Board. Students who wish to
be examined in any o f the following western
states, provinces, and Pacific areas—Alaska,
Arizona, California, Colorado, Hawaii, Idaho,
Montana, Nevada, New Mexico, Oregon,
Utah, Washington, Wyoming, Alberta, Brit­
ish Columbia, Manitoba, Saskatchewan, Mex­
ico, Australia, and all Pacific Islands including
Formosa and Japan —should address their
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.
No additional tests are required o f candidates
for scholarships. All applicants who would
like to be considered for any o f our scholar­
ships should complete their applications at
the earliest possible date. Information con­
cerning financial aid will be found on pages
24-36.

4

4

A

4

T H E IN T E R V IE W
An admissions interview with a representative
of the College is a recommended part o f the
application process. Applicants should take
the initiative in arranging for this interview.
Those who can reach Swarthmore with no
more than a half day’s trip are urged to make
an appointment to visit the College for this
purpose.* Other applicants should request a
meeting with an alumni representative in their

own area. Interviews with alumni representa­
tives take longer to arrange than interviews on
campus. Applicants must make alumni inter­
view arrangements well in advance of the final
dates for receipt o f supporting materials.
Arrangements for on-campus or alumni inter­
views can be made by writing the Office of
Admissions or calling 6 1 0 -3 2 8 -8 3 0 0 .

A D VAN CED PLA C EM EN T
First-year students may apply for advanced
standing or placement in particular courses if
they have taken college level courses and the
Advanced Placement Tests o f the College En­
trance Examination Board or if they have
taken any higher level International Baccalau­
reate examinations. Decisions are made by the
departments concerned. Every effort is made
to place students in the most advanced courses
for which they are qualified.
Those students who wish to have courses
taken at another college considered for either

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

A PPLIC A TIO N S FO R T R A N S FE R
The College welcomes well-qualified transfer
students. Applicants for transfer must have
had a good academic record in the institution
attended and must present full credentials for
both college and preparatory work, including
a statement of honorable dismissal. They must
take the SAT-I (or earlier SAT) given by the
College Entrance Examination Board or the
ACT if one of these tests has not been taken
previously.

Four semesters of study at Swarthmore Col­
lege constitute the minimum requirement for
a degree, two o f which must be those of the
senior year. Applications for transfer must be
filed by April 15 o f the year in which entrance
is desired. Decisions on these applications are
announced by June 1. Application for transfer
at mid-year must be received by November
15. Financial assistance is available for trans­
fer students as long as they are not foreign
nationals.

See page 4 9 for information on withdrawal and readmission for health reasons.

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

Expenses

S T U D EN T C H A R G ES
Total charges for the 1994-95 academic year
(two semesters) are as follows:
Tuition
$19,124
Room
3,384
Board
3,200
Student Activities Fee
________ 192
$25,900
These are the only charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items.
Students engaged in independent projects
away from the College for which regular aca­
demic credit is anticipated are expected to
register in advance in the usual way and pay
normal tuition. If the student is away from the
College for a full semester, no charge for room
and board will be made; but, if a student is

away only for a part o f a semester the above
charges may be made on a pro rata basis.
Late fees o f 1Vi% per month will accrue on all
past-due balances. Students with past-due
balances will not be permitted to attend col­
lege the following semester.
The regular College tuition covers the normal
program of four courses per term as well as
variations 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 ,3 9 0 ) or half course
($1,195), although they may within the regu­
lar tuition vary their programs to average as
many as five courses in the two semesters of
any academic year. College policy does not
permit programs o f fewer than three courses
for degree candidates in their first eight se­
mesters o f enrollment.

PAYM EN T PO LIC Y
An advance payment o f $100, due before
enrollment for each semester, is required of all
new and continuing students. This is credited
against the College bill. Semester bills are
mailed in July and December. Payment for the
first semester is due by August 1 and for the
second semester by January 2. A 1.5 percent
late fee will be assessed monthly on payments
received after the due date.

Many parents have indicated a preference to
pay college charges on a monthly basis rather
than in two installments. For this reason,
Swarthmore offers two monthly payment
plans, which provide for payment in instal­
lments without interest charges. Information
on both plans are mailed to all parents in
April.

W ITH D R A W A L PO LIC Y
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:
tuition and fees will be reduced
board fees will be reduced
for students who withdraw prior to
to $200
by 95%
week 2 of classes
by 90%
by90%
week 3 of classes
by 80%
by85%
week 4 of classes
by 70%
by80%
week 5 of classes
by 60%
by75%
week 6 of classes
by 50%
by70%
week 7 of classes
no further reductions
by65%
week 8 of classes
_
by 60%
week 9 of classes
by 55%
week 10 of classes
no reductions thereafter
For Fall Semester: If you selected a room in the
The following penalties will be imposed on
lottery and choose to live off-campus but are
students who select a room in the lottery but
still enrolled, you will be assessed a $500.00
do not live in it.

22

penalty unless everyone in the space notifies
the Residential Life Office by the end o f the
spring semester that they will not be occupy­
ing that room. If you selected a room in the
lottery and take a Leave o f Absence and notify
the Dean’s Office by August 1, there will be
a $100.00 penalty; after August 1 and before
mid-semester, a penalty o f one half the room
charge for the semester, approximately $825;
after mid-semester, there will be no room
refund.
For Spring Sem ester: I f you selected a room in
the lottery and choose to live off-campus but
are still enrolled, you will be assessed a
$25 0 .0 0 penalty unless everyone in the unit
leaves this space.
If you selected a room in the lottery and take
a Leave o f Absence and notify the Dean’s

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

Financial Aid

The College strives to make it possible for all
students who are admitted to attend Swarthmore, regardless o f their financial circum­
stances, and to enable them to complete their
education when financial reversals take place.
About forty-eight percent o f the total student
body currently receives aid from the College.
Most financial aid awarded by the College is
based upon demonstrated financial need and
is usually a combination o f scholarship, loan,
and student employment. The College is com­
mitted to meeting all demonstrated financial
need, and need is assessed after a careful
review o f families’ financial circumstances.
A prospective student must apply for College
as well as outside assistance while applying for
admission: admission and financial aid deci­
sions are, however, made separately. Instruc­
tions for obtaining and filing an application
are included in the admissions application.
Financial assistance will be offered if family
resources are not sufficient to meet College
costs. The amount a family is expected to
contribute is determined by weighing the
family’s income and assets against such de­
mands as taxes, living expenses, medical ex­
penses, and siblings’ undergraduate tuition
expenses. It also includes the expectation of
$ 1 ,2 0 0 -$ 1 ,5 0 0 from the student’s summer
earnings as well as a portion o f his or her
personal savings and assets.
For 1994-95 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $25,900.
This comprehensive fee covers not only the
usual student services—health, library, labo­
ratory fees, for example—but admission to all
social, cultural, and athletic events on campus.
The total budget figure against which aid is
computed is $27,400. This allows $1,500 for
books and personal expenses. A travel allow­
ance is added to the budget for those who live
in the U .S. but more than 100 miles from the
College.

In keeping with the policy o f basing financial
aid upon need, the College reviews each stu­
dent’s award annually. Mid-year each student
who has aid must submit a new financial aid
application for the next academic year. A
student’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only for the duration o f a normallength undergraduate program (8 semesters)
and while a student makes satisfactory aca­
demic progress. These limitations are applied
in our consideration o f a sibling’s educational
expenses also. Students who choose to live off
campus may not receive College scholarship
or loan assistance in excess o f their College
bill, although the cost o f living off campus
will be recognized in the calculation of a
student’s financial need and outside sources
of aid may be used to help meet off-campus
living costs.
Students who have not previously received
financial aid may apply if special circumstan­
ces have arisen. A student who marries may
continue to apply for aid, but a contribution
from the parents is expected equal to the
contribution made were the student single.
The College has reaffirmed its need-blind ad­
mission policy and the related practice of
meeting the demonstrated financial need of
all admitted or enrolled students by action of
our Board. Eligibility for federal aid funds is
now limited to those who are able to complete
and submit to us the Statement o f Registration
Compliance, but additional funds have been
made available for those who are unable to
accept need-based federal aid because they
have not registered with the Selective Service.
Aid for foreign citizens is limited and can be
requested during the admission process only.
A special brochure has been prepared to
advise families o f the various sources o f aid,
as well as a variety o f financing options.
Please request a copy.

SC H O LA RSH IPS
For the academic year 1994-95 we awarded
more than $8 million in Swarthmore scholar­
ship funds. About one half of that sum was
provided through the generosity o f alumni

24

and friends by special gifts and the endowed
scholarships listed on pp. 2 6 -3 6 . The Federal
government also makes Pell Grants and Sup­
plemental Educational Opportunity Grants

*
available. It is not necessary to apply for a
specific College scholarship; the College de­
cides who is to receive endowed scholarships
and others are helped from general scholarship
funds. Although some endowed scholarships

are restricted by locality, sex, religion or
physical vigor, the College’s system o f award­
ing aid makes it possible to meet need without
regard to these restrictions. Financial need is
a requirement for a ll scholarships unless otherwise
indicated.

L O A N FU N D S

■s*

a

9

®

Long-term, low-interest loan funds with gen­
erous repayment terms combine with Swarthmore’s program of scholarships to enable the
College to meet the needs o f each student.
Although most offers o f support from the
College include elements o f self-help (work
and borrowing opportunities), the College
strives to keep a student’s debt at a manageable
level.
Aided students will be expected to meet a
portion o f their demonstrated need (from
$1,000 to about $ 3 ,3 0 0 ) through the Perkins
Loan, the Swarthmore College Loan (SCL),
or the Stafford Loan Programs (the College
will determine which source is appropriate for
the student). Each o f these programs allows
the borrower to delay repayment until after
leaving school, and each allows deferment of
the debt if the borrower goes on to graduate
school. Up to 10 years may be taken to repay
Perkins, SCL, or Stafford Loans. No separate
application is needed for the Perkins or SCL
loans since the College administers these
funds. Stafford Loan applications must be
initiated by the student with a bank.
Parents who wish to borrow might consider

the Federal PLUS Loan. Up to $ 2 5 ,0 0 0 per
year is available at a variable interest rate.
Repayment may be made over a period o f 10
years.
Students who would like more information
about these loan programs should read our
Financial Aid Brochure.
The College also maintains special loan funds
which are listed below:
The C lass o f ig i6 Loan Fund
The C lass o f 1920 Loan Fund
The C lass o f 1936 Loan Fund
The C lass o f 1937 Loan Fund
The Jay and Sandra Levine Loan Fund
The John A. M iller Loan Fund
The Paul M. Pearson Loan Fund
The Thatcher Family Loan Fund
The Ellis D. W illiam s Fund
The Swarthmore C ollege Student Loan Fund
T he Joseph W. Canard M em orial Fund, estab­
lished by friends o f 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.

S T U D EN T EM PLO YM EN T
Student employment on the Swarthmore cam­
pus is handled by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library,
departmental offices, the post office, and the
student-run coffee house, etc., and placements
can be arranged when students arrive in the
fall. On-campus rates of pay run from $5.05
to $5.45 per hour. Students receiving financial
aid are usually offered the opportunity to
earn up to $ 1,200 during the year and are

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

25

Financial Aid

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

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

Scholarships
All students who demonstrate financial need
are offered our scholarship aid, and some of
that aid is drawn from the following endow­
ments. Students need not worry, however, if
they do not fit specific restrictions listed
below, for their scholarships can be drawn
from other sources not listed here.
(Financial need is a requirem ent for a ll scholar­
ships unless otherwise indicated. No separate
application is needed.)
T he A etna Foundation Scholarship Grant pro­
vides assistance to minority students with
financial need.
The Lisa P. A lbert 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.
T he George I. Alden Scholarship Fund estab­
lished as a memorial by the Alden Trust is
awarded on the basis of merit and need with
preference to a student in the sciences or
engineering.
The V ivian B. A llen 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.
T he Jonathan Leigh Altm an Scholarship, given
in memory o f this member o f the Class of
1974 by Shing-mei P. Altman ’76, is awarded,
on the recommendation of the Department of
Art, to a junior who has a strong interest in
the studio arts. It is held during the senior
year.
T he Alumni Scholarship is awarded to students
on the basis of financial need. Established in
1991, this endowment is funded through
alumni gifts and bequests.

26

The Evenor Armington Scholarship is given each
year to a worthy student with financial need
in recognition of the long-standing and affec­
tionate connection between the Armington
family and Swarthmore College.
T he Frank and M arie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personali­
ty. The award is made in honor of Frank
Aydelotte, President of the College from 19211940, and originator of the Honors program
at Swarthmore, and o f Marie Osgood Ayde­
lotte, his wife.
The Roslyn Barbash, M .D. Scholarship was en­
dowed in 1990 as a memorial by her daughter
and son-in-law, Babette B. Weksler, M.D. ’58
and Marc E. Weksler, M.D. ’58. It is awarded
on the basis o f merit and need and is renewable
through the senior year. Preference is given to
women with interest in the sciences and, in
particular, in the environment.
The Philip H. Barley M em orial Scholarship,
established in memory of Philip H. Barley,
’66, by his family and friends and the Class of
1966, which he served as president, provides
financial assistance for a junior or senior who
has demonstrated outstanding leadership
qualities at Swarthmore.
T he Franklin E. Barr, Jr. ’48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and
who shows promise of developing these abili­
ties for the betterment of society. This schol­
arship is based on need and is renewable for
three years.
The H. Albert Beekhuis Scholarship in engineer­
ing is awarded on the basis o f merit and need
to a freshman and is renewable through the
senior year as long as that student retains a

f
I
1

major in engineering. This scholarship is endowed through the generous bequest o f Mr.
Beekhuis, neighbor, friend, and successful
engineer.
T he B elville Scholarship has been endowed in
memory of Robert Chambers Belville and
Margaret Klein Belville. It is awarded annually
to an incoming student o f particular promise
and is renewable for his or her years at Swarth'
more.

4
»

5»

4

«

«*

T he Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
T he Curtis B ok Scholarship was established in
the College’s Centennial Year 1964 in honor
o f the late Philadelphia attorney, author and
jurist, who was a Quaker and honorary alum'
nus o f Swarthmore. The scholarship is as­
signed annually to a junior or senior whose
qualities o f mind and character indicate a
potential for humanitarian service such as
Curtis Bok himself rendered and would have
wished to develop in young people. Students
in any field o f study, and from any part of this
country or from abroad, are eligible. The
scholarship is renewable until graduation.
T he Edward S. Bower M em orial Scholarship,
established by Mr. and Mrs. Ward T. Bower
in memory of their son, Class o f ’42, is
awarded annually to a man or woman student
who ranks high in scholarship, character, and
personality.
The D aniel W alter Brenner 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 distinguished for scholarship and an
interest in plant ecology, or wildlife preserva­
tion, or animal behavior research. The recipi­
ent is chosen with the approval o f biology and
Classics faculty.
The W illiam and Eleanor Stabler C larke Schol­
arships, established in their honor by Cornelia
Clarke Schmidt ’4 6 and W. Marshall Schmidt
’47 , are awarded to two worthy freshmen with
need. Preference is to be accorded to members
of the Society o f Friends. These scholarships
are renewable through the senior year.
The C lass o f 1930 Scholarship was endowed by
the Class on the occasion o f their 60th re­

union. It is awarded alternately to a woman or
a man on the basis of sound character and
academic achievement, with preference to
those who exercise leadership in athletics and
community service. The scholarship is renew­
able through the senior year.
The C lass o f 1939 Scholarship was established
at the 50th reunion of the class in fond
memory o f 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 C lass o f 1941 Scholarship was created in
celebration of the fiftieth reunion o f the Class.
It is awarded on the basis of merit and need
and is renewable through the senior year.
The C lass o f 1943 Scholarship, established to
honor the 50th reunion of that class, is
awarded to a student in the sophomore class
on the basis of sound character and academic
achievement, with preference given to those
participating in athletics and community ser­
vice. The scholarship is renewable through the
senior year.
The C lass o f 1963 Scholarship is awarded on the
basis o f merit and need and is renewable
through the senior year. The scholarship was
created in honor o f the class’s 25th reunion.
The N. Harvey Collisson Scholarship established
by his family and the O lin Mathieson Chari­
table Trust in memory o f N. Harvey Collisson
o f the Class of 1922 is awarded to a freshman
man or woman. Selection will place emphasis
on character, personality, and ability.
T he D avid S. Cowden Scholarship was estab­
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarth­
more from 1949 until his death in May 1983.
It is awarded on the basis o f financial need.
T he M arion L. Dannenberg Scholarship is
awarded to a freshman student with financial
need who ranks high in personality, character,
and scholarship. This endowment is in mem­
ory o f Mrs. Dannenberg who was mother and
grandmother of six students who attended
Swarthmore.
The Edith T hatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded to students in­

27

Financial Aid

tending to major either in engineering or in
the humanities. It is awarded on the basis of
need and merit and is renewable annually. It is
the gift of Edith and Russell de Burlo.
The D istrict o f Colum bia Scholarship was estab­
lished by alumni residents in the area of
Washington, D.C., to encourage educational
opportunity for qualified minority and disad­
vantaged students. Awards are made on the
basis of merit and need.
The Francis W. D ’O lier Scholarship, in memory
o f Francis W. D ’Olier o f the Class of 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality, and abili­
ty.
T he Robert K . Enders Scholarship, established
by his friends and former students, to honor
Dr. Robert K. Enders, a member o f the Col­
lege faculty from 1932 to 1970, is awarded
annually to a worthy student with an interest
in the study o f biological problems in a natural
environment.
T he Philip Evans Scholarship is established in
fond memory of a member of the Class of
1948 by his friend Jerome Kohlberg ’4 6 and
seeks to expand the diversity o f the Swarthmore community by bringing to this campus
outstanding students with need, whether from
near or far. The scholarship is awarded to
members of the freshman class and is renew­
able annually, and provides a summer oppor­
tunity grant which is awarded on the recom­
mendation of the Dean.
The Sam uel and Gretchen Vogel Feldm an Schol­
arship is awarded to a student interested in
pursuing a teaching career. It is awarded on
the basis o f need and is renewable through the
senior year.
T he E lizabeth Pollard Fetter String Q uartet
Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and
Ellen Fetter Gille in memory o f Elizabeth P.
Fetter ’25, subsidize the private instrumental
lessons o f four top-notch student string play­
ers at the College. Interested applicants should
write to the Chairman o f the Department of
Music and should plan to play an audition at
the College when coming for an interview.
Membership in the Quartet is competitive. At
the beginning of any semester, other students

28

may challenge and compete for a place in the
Quartet.
T he Eleanor Flexner Scholarship is awarded on
the basis o f merit and need to a student in the
humanities. It is the gift o f Eleanor Flexner of
the Class of 1930, author of Century o f Struggle
and Mary W ollstonecraft: A Biography. The
scholarship is renewable through the senior
year.
T he Polly and Gerard Fountain Scholarship has
been established in their honor by Rosalind
Chang Whitehead ’5 8 in appreciation of their
kindness and support during her college years.
It is awarded to a freshman with need and
merit, and is renewable through the senior
year.
The D avid W. Fraser Scholarship. This endowed
scholarship has been established by the Board
o f Managers and friends o f David Fraser in
honor o f his service as President o f Swarthmore College from 1982 to 1991. This needbased scholarship will be awarded each se­
mester to one student enrolled in an approved
program o f academic study outside the bound­
aries of the United States. Preference will be
given for students studying in Asian, Middle
Eastern, and African countries.
The Theodore and E lizabeth Friend Scholarship
is established as an expression of respect and
appreciation by Board members and others
who have been associated with them in the
service o f Swarthmore College. The scholar­
ship will be awarded each year on the basis of
need to a worthy student.
T he Joyce Mertz Gilm ore Scholarship is awarded
to an entering freshman, and may be renewed
for each of the following three undergraduate
years. The recipient is chosen on the basis of
mental vigor, concern for human welfare, and
the potential to contribute to the College and
the Community outside. The award was es­
tablished in 1976 by Harold Mertz ’2 6 in
memory o f Joyce Mertz Gilmore, who was a
member o f the class o f 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 o f need to a worthy student, with pref­
erence to a black candidate.

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The John D. Goldman '71 Scholarship is awarded
on the basis o f need to a student with a strong
academic record and leadership qualities. Pref'
erence is given to students from northern
California.
T he B erda Goldsmith Scholarship, established
1991 in memory o f 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 o f the Settlement Music School.
Accordingly, in the selection o f The Berda
Goldsmith Scholar, preference will be given
to a student who attended the Settlement
Music School; preference also will be given to
a student who shows interest and proficiency
in playing the piano.
The Stella and C harles Guttman Foundation
Scholarships were established in 1964 by a
grant from the Foundation to provide scholar­
ships to defray all or part o f the cost o f tuition
and fees for students who require financial
assistance. Preference is given to students of
recognized ability who have completed two
academic years o f college and who are con­
templating graduate or professional study.
The scholarships are renewable for a second
year.
The Lucinda Buchanan Thom as ’34 and Joseph
H. H afkenschiel '37 Scholarship Fund was established as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A. Thomas ’69, Mark C. ’72, and John
Proctor ’80. Lucinda’s father, B.A. Thomas,
M.D. graduated with the Class o f 1899. This
scholarship is awarded to a junior and is
renewable for the senior year, based on need.
Preference is given to students who have
demonstrated proficiency in water sports or
who have shown talent in studio arts and who
have been outstanding in service to the Col­
lege.
T he Mason H aire Scholarship is given by his
wife, Vivian, in honor of this member o f the
Class o f 1937, a distinguished psychologist
and sometime member o f the Swarthmore
College faculty. The scholarship is awarded to
a freshman with financial need who is distin­
guished for intellectual promise and leadership. It is renewable through the senior year.

T he M argaret Johnson H all Scholarship for the
Performing Arts is the gift of Margaret Johnson
Hall, Class o f 1941. It provides financial assis­
tance based on merit and need, with prefer­
ence to students intending to pursue a career
in music or dance.
The W illiam Randolph H earst Scholarship Fund
for Minority Students, established by the Hearst
Foundation, Inc., provides financial assistance
to minority students with need.
The Stephen B. H itchner, Jr., ’67 Scholarship
was established in 1990 by the Board of
Managers in memory of Stephen B. Hitchner,
Jr. with gratitude for his strong leadership of
the Student Life Committee and his previous
service to the College. Recipients of this needbased scholarship will be selected from the
junior class for their interest in a career in the
public or non-profit sectors and is renewable
in the senior year.
The Betty Stem H offenberg Scholarship, estab­
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
with merit and need who shows unusual prom­
ise, character, and intellectual strength. Strong
preference is given to a student majoring in
history.
The H adassah M. L. Holcombe Scholarship is
awarded to a freshman with financial need
and is renewable for three years at the discre­
tion o f the College. Preference will be given to
members o f the Society o f Friends.
The C arl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference
in the awarding is given to students planning
to major in engineering or pre-law.
The Richard Humphreys Fund Scholarship pro­
vides assistance to a student (or students) of
African descent.
The Everett L. Hunt Scholarship, endowed by
the Class o f 1937 in the name o f its beloved
emeritus professor and dean, provides an
unrestricted scholarship to be awarded annu­
ally by the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class o f 1948, one o f the first black
students to attend Swarthmore College, es­
tablished this fund through a bequest "to
provide scholarship aid to needy students.”

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Financial Aid

T he W illiam Y. Inouye ’44 Scholarship, estab­
lished in loving memory by his family, friends,
and colleagues in recognition o f his life of
service as a physician, is awarded to a worthy
junior premedical student with need. The
scholarship is renewable in the senior year.
T he W illiam and Florence Ivins Scholarship
Fund, established by their daughter, Barbara
Ivins, Class of 1935, provides financial assis­
tance to worthy students "in discrete aid of
their education.”
T he George B. Jackson ’21 Scholarship has been
endowed by Gene Lang ’38 in honor o f the
man who guided him to Swarthmore. It is to
be awarded on the basis o f need and merit
with preference given to a student from the
New York metropolitan area.
T he H oward M. and 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
engineering. It is the gift o f Elsa Palmer Jen­
kins ’22, Swarthmore’s first woman graduate
in engineering.
T he H oward C ooper Johnson Scholarship, estab­
lished by Howard Cooper Johnson ’96, is
awarded on the basis of all-around achieve­
ment to a male undergraduate who is a mem­
ber o f the Society of Friends.
T he Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar­
ship is awarded on the basis o f need and merit
and is renewable through four years.
T he Florence and M elville Kershaw Scholarship
is endowed in their honor by their son Thom­
as A. Kershaw, Class o f 1960. It is awarded to
a freshman on the basis o f need and merit,
with preference to those intending to major in
engineering, and is renewable through the
senior year.
T he William H. K istler ’43 Scholarship is en­
dowed in his memory by his wife, Suzanne,
and his friends and former classmates. It is
awarded to a needy and deserving student
majoring in engineering or economics.
The Paul and Mary Jan e Kopsch Scholarship
Fund, established through a gift o f Paul J.
Kopsch o f the Class o f ’46, is awarded each
year to a junior premedical student(s) with

.30

financial need. The scholarship is renewable
in the senior year.
T he Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle, Jr. ’52, is awarded in the
junior or senior year to a student who has
shown leadership capability, made significant
contributions to the life o f the College, and
demonstrated the need for financial assis­
tance.
T he Laurence L afare ’38 Scholarship was estab­
lished in his memory in 1986 by family,
friends, classmates, and former students. Pro­
fessor Lafore, author of numerous books and
essays, taught history at Swarthmore from
1945 until 1969. This scholarship is awarded
to a needy student showing unusual promise
and is renewable through four years.
T he B arbara Lang Scholarship is awarded to a
student in the junior class whose major is in
the arts, preferably in music, who ranks high
in scholarship and has financial need. It is
renewable in the senior year. This scholarship
was established by Eugene M. Lang ’3 8 in
honor o f his sister.
Eugene M. Lang Opportunity Grants are
awarded each year to as many as five entering
students who are selected by a special commit­
tee on the basis of distinguished academic and
extra-curricular achievement and demonstra­
ble interest in social change. Stipends are
based on financial need and take the form of
full grants up to the amount o f total college
charges. Each Lang Scholar is also eligible for
summer or academic year research or com­
munity service support, while an undergrad­
uate, up to a maximum of $7,5 0 0 and for a
$3,000 fellowship for graduate study. Projects,
which must be approved in advance by a
faculty committee, are expected to facilitate
social change in a significant way. The program
is made possible by the gift o f Eugene M. Lang
’38.
The Ida and D aniel Lang Scholarship estab­
lished by their son, Eugene M. Lang of the
Class o f 1938, provides financial assistance
for a man or woman who ranks high in
scholarship, character, and personality.
The Frances Reiner and Stephen Girard Lax
Scholarship has been established with prefer­
ence for minority or foreign students who

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show both merit and need. This scholarship
has been endowed by the family of Stephen
Girard Lax ’41, who was Chairman o f the
Board o f Managers o f Swarthmore College
from 1971 to 1976.

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The Stephen Girard Lax Scholarship, established
by family, friends and business associates of
Stephen Lax ’41, is awarded on the basis of
financial need every two years to a student
entering the junior year and showing academic
distinction, leadership qualities, and definite
interest in a career in business.
The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless o f the Class o f 1914 at
Swarthmore College, was offered for the first
time in 1950. This scholarship is in honor of
a former distinguished Professor o f Engineer'
ing and, therefore, students who plan to major
in engineering are given preference. An award
is made annually.
The Christian R. and Mary F. Lindback Founda­
tion Scholarship is awarded to deserving stu>
dents from the states o f Pennsylvania, New
Jersey, Delaware, or Maryland.
The Lloyd-Jones Family Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79, Susan ’84,
Donald ’86, and Susan’s husband Bob Dick­
inson ’83. It is awarded on the basis o f merit
and need and is renewable through the senior
year.
T he Joan Longer ’78 Scholarship was created as
a memorial in 1989 by her family, classmates,
and friends, to honor the example o f Joan’s
personal courage, high ideals, good humor,
and grace. It is awarded on the basis o f merit
and need and is renewable through the senior
year.
The D avid Laurent Low M em orial Scholarship,
established by Martin L. Low, Class o f 1940,
his wife, Alice, Andy Low, Class o f 1973, and
Kathy Low in memory o f their son and
brother, is awarded to a man or woman who
gives the great promise that David himself
did. The award assumes both need and aca­
demic excellence, and places emphasis, in
order, on qualities of leadership, a concern for
others, and character, or outstanding and
unusual promise. The scholarship is awarded
to a freshman and is renewable for the under­
graduate years.

The Lyman Scholarship, established by Frank
L. Lyman, Jr. ’43 and his wife, Julia, on the
occasion o f his 50th Reunion in 1993, is
awarded to a student who is a member of the
Religious Society of Friends or whose parents
are members of the Religious Society of
Friends, on the basis o f need, and is renewable
through the senior year.
The Leland S. M acPhail, Jr. Scholarship, given
by Major League Baseball in recognition o f 48
years of dedicated service by Leland S. Mac­
Phail, Jr. ’39, will be awarded annually to a
deserving student on the basis o f need and
merit.
T he Dorothy Maynor Scholarship, established
by the Hearst Foundation, is awarded to a
student from the Harlem School o f the Arts in
honor of its founder. It provides a grant for
the full amount o f need and for music lessons.
The awardee will be nominated by the Harlem
School o f the Arts and selected by Swarth­
more College on the basis of all-around quali­
fications.
T he Thom as B. McCabe Awards, established
by Thomas B. McCabe ’15, are awarded to
entering students from the Delmarva Penin­
sula, and Delaware County, Pennsylvania. In
making selections, the Committee places em­
phasis on ability, character, personality, and
service to school and community. These
awards provide a minimum annual grant of
tuition, or a maximum to cover tuition, fees,
room and board, depending on need. Candi­
dates for the McCabe Awards must apply for
admission to the College by January 1.
T he C harlotte G oette '20 and W allace M. Mc­
Curdy Scholarship is awarded to a freshman on
the basis o f need and merit, and is renewable
annually. It has been endowed by Charlotte
McCurdy ’20.
T he Dorothy Shoem aker ’29 and Hugh M cDiarm id ’30 Scholarship is awarded to a freshman
man or woman student on the basis o f merit
and need and is renewable through the senior
year. It is the gift o f the McDiarmid family in
commemoration o f their close association
with Swarthmore College.
T he Norman M einkoth Scholarship, established
by his friends and former students, to honor
Dr. Norman A. Meinkoth, a member o f the

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Financial Aid

College faculty from 1947 to 1978, is awarded
annually to a worthy student with an interest
in the study of biological problems in a natural
environment.
T he Peter M ertz Scholarship is awarded to an
entering freshman outstanding in mental and
physical vigor, who shows promise o f spend­
ing these talents for the good o f the college
community and of the larger community out­
side. The award was established in 1955 by
Harold, LuEsther and Joyce Mertz in memory
o f Peter Mertz, who was a member o f the class
of 1957. It is renewable for the undergraduate
years.
T he M ari M ichener Scholarship provides finan­
cial support to four students on the basis of
merit and need. It is the gift o f James Michener
’29.
T he M argaret M oore Scholarship Fund provides
scholarships to foreign students with a prefer­
ence given to students o f South Asian origin.
The Florence Eising Naumburg Scholarship,
named in 1975 in honor o f the mother o f an
alumna of the Class of 1943, is awarded to a
student whose past performance gives evi­
dence o f intellectual attainment, leadership,
and character, and who shows potential for
future intellectual growth, creativity, and
scholarship, and for being a contributor to the
College and ultimately to society.
The Thom as S. ’30 and M arian Hamming Nicely
’30 Scholarship is awarded to a freshman with
need who shows promise o f academic achieve­
ment, fine character, and athletic ability. Pref­
erence will be given to a person who has been
on the varsity tennis, squash, racquets, golf,
or swimming teams in high or preparatory
schools.
T he John H. Nixon Scholarship was established
by John H. Nixon, Class o f ’35, to assist Third
World students, especially those who plan to
return to their country of origin.
T he Edward L. Noyes ’31 Scholarship has been
endowed in his memory by his wife, Jean
Walton Noyes ’3 2, his three sons and his
many friends. The scholarship is available to
an incoming freshman, with preference given
to those from the southwest, especially Texas.

32

It is awarded on the basis o f need and merit
to students with broad interests and is renew­
able through four years.
The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer of the Class of 1926,
are awarded to members o f the freshman class
who show promise of leadership and who
have need of financial assistance. The scholar­
ships are renewable for a total o f four years at
the discretion o f the College.
The Tory Parsons ’63 Scholarship was estab­
lished in 1991 in his memory by a member of
the Class o f 1964 to provide scholarship aid
to students with demonstrated need.
T he J . Roland Pennock Scholarships were estab­
lished by Ann and Guerin Todd ’38 in honor
o f J. Roland Pennock ’27, Richter Professor
Emeritus o f Political Science. Income from
this endowment is to be used to award four
scholarships on the basis of merit and need,
preferably to one scholar in each class.
T he Cornelia Chapm an and N icholas O . Pittenger Scholarship, established by family and
friends, is awarded to an incoming freshman
man or woman who ranks high in scholarship,
character, and personality and who has need
for financial assistance.
Lauram a Page Pixton ’43 Scholarship provides
financial assistance for foreign students study­
ing at Swarthmore, with preference for those
from the Soviet Union and Eastern Europe. It
is a gift of her brother Edward Page, Class of
1946.
The Anthony Beekm an Pool Scholarship. This
scholarship is awarded to an incoming fresh­
man man of promise and intellectual curiosity.
It is given in memory of Tony Pool o f the Class
of 1959.
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
student who has declared the intention to
choose a major in the Division of Natural
Sciences excluding engineering. It is awarded
on the basis o f 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.

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The Ram ey-Chandra and Niyomsit Scholarships
are given by Renoo Suvamsit ’47 in memory
of his parents. They are given in alternate
years: the Raruey-Chandra Scholarship to a
woman for her senior year, and the Niyomsit
Scholarship to a man for his senior year, who
has high academic standing and real need for
financial aid. Preference is given to a candidate
who has divorced or deceased parents or a
deceased mother or father.
T he Byron T. Roberts Scholarship, endowed by
his family in memory o f Byron T. Roberts,
T 2 , is awarded annually to an incoming stu­
dent and is renewable for his or her years of
study at Swarthmore.
The Louis N. Robinson Scholarship was established 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 o f the junior or senior class who
has demonstrated interest and ability in the
study of Economics is chosen for this award.
The Edwin P. Rome Scholarship provides financial assistance to worthy students with need.
It was established in memory o f Edwin P.
Rome ’37 by his wife, Mrs. Rita Rome, and
the William Penn Foundation on whose board
he served.
The A lexis Rosenberg Scholarship Fund, estab­
lished by The Alexis Rosenberg Foundation,
provides aid for a freshman student. It is
awarded annually to a worthy student who
could not attend the College without such
assistance.
The Id a and W illiam R osenthal Scholarship was
established by Elizabeth Coleman ’6 9 to be
awarded to a student with need from a middle
income family.
The Girard Bliss Ruddick ’27 Scholarship is
awarded to a junior on the basis of merit and
need, with preference to an economics major.
It is renewable in the senior year. T he M arcia
Perry Ruddick C ook ’27 Scholarship is awarded
to a junior on the basis of merit and need, with
preference to an English Literature major, and
is renewable for the senior year. Both scholar­
ships are endowed by J. Perry Ruddick in
memory o f his parents.

T he D avid B arker Rushmore Scholarship, estab­
lished in honor o f David Barker Rushmore,
Class o f 1894, by his niece Dorothea Rush­
more Egan ’24, is awarded annually to a
worthy student who plans to major in Engi­
neering or Economics.
T he K atharine Scherman Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter­
ests, however, will not be excluded from
consideration. Awarded in honor of Katharine
Scherman, of the Class o f 1938, it is renewable
for the full period o f undergraduate study.
The Howard A . Schneiderman, C lass o f 1948,
Scholarship, established in 1991 by his family,
is awarded to a freshman student and is
renewable through the senior year. Preference
is given to students with interest in the biologi­
cal sciences.
The Joe and Terry Shane Scholarship, created in
honor of Joe Shane ’25, who was Vice Presi­
dent of Swarthmore College’s Alumni, Devel­
opment, and Public Relations from 19501972, and his wife, Terry, who assisted him in
countless ways in serving the College, was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in remem­
brance of Joe and Terry’s warm friendship
with generations of Swarthmore alumni. This
award is made to a freshman student on the
basis of merit and need. It is renewable through
four years.
T he Florence C reer Shepard ’26 Scholarship,
established by her husband, is awarded on the
basis o f high scholastic attainment, character,
and personality.
The Sarah W. Shreiner Scholarship, given in
loving memory by her daughter, Leah S.
Leeds of the Class of 1927, is awarded annu­
ally to a woman who ranks high in scholarship,
character, and personality.
The W illiam C . and B arbara Tipping Sieck
Scholarship is awarded annually to a student
showing distinction in academics, leadership
qualities, and extra-curricular activities, and
who indicates an interest in a career in busi­
ness.
The Nancy Baxter Skallerup Scholarship, estab­
lished by her husband and children, is awarded

33

Financial Aid

to an incoming freshman with financial need.
It is renewable through four years.
The W illiam W. Slocum, Jr. Scholarship fund
established in 1981 by a member of the Class
o f 1943 is awarded to a deserving student on
the basis of merit and need.
The Courtney C. Smith Scholarship is for stu­
dents who best exemplify the characteristics
o f Swarthmore’s Ninth President: intellect
and intellectual courage, natural dignity, hu­
mane purpose, and capacity for leadership.
Normally the award will be made to a member
o f the freshman class on the basis o f merit and
need. It is renewable during the undergraduate
years. Holders of this scholarship gain access
to a special file in the Friends Historical
Library left by the scholarship’s creator, the
Class o f 1957, inviting them to perpetuate the
memory o f this individual’s sixteen years of
stewardship o f the College’s affairs and his
tragic death in its service.
T he W.W. Smith C haritable Trust provides
scholarships to students who qualify on the
basis of need and merit.
The H arold E. and Ruth C aluiell Snyder Premed­
ical Scholarship is the gift o f 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
o f merit and need.
The Cindy Solomon M em orial Scholarship is
awarded with preference to a young woman in
need o f financial assistance, and who has
special talent in poetry or other creative and
imaginative fields.
The H elen Solomon Scholarship is given in her
memory by her son, Frank Solomon Jr. of the
Class of 1950. It is awarded to a freshman on
the basis of merit and need and is renewable
through the senior year.
T he B abette S. Spiegel Scholarship Award, given
in memory of Babette S. Spiegel, Class of
1933, is awarded to a student showing very
great promise as a creative writer (in any
literary form) who has need o f financial assis­
tance. The Department o f English determines
those eligible.
The Harry E. Sprogell Scholarship was estab­
lished in 1981 in memory o f Harry E. Sprogell
’32, and in honor o f his class’s 50th reunion.

It is awarded to a junior or senior with
financial need who has a special interest in law
or music.
C.V. Starr Scholarship Fund, established by
The Starr Foundation as a memorial to its
founder, provides scholarship assistance on
the basis of merit and need.
T he D avid Parks Steelman Scholarship Fund, es­
tablished in his memory in 1990 by C. W il­
liam ’63 and Linda G. Steelman, is awarded
annually to a deserving male or female student
on the basis o f merit and need, with a prefer­
ence for someone showing a strong interest in
athletics.
The Stella Steiner Scholarship, established in
1990 by Lisa A. Steiner ’54, in honor o f her
mother, is awarded to a first-year student on
the basis of merit and need. This scholarship
is renewable through the senior year.
The C larence K . Streit Scholarship is awarded to
a student entering the junior or senior year
and majoring in history. Preference is given to
persons, outstanding in initiative and scholar­
ship, who demonstrate a particular interest in
American pre-Revolutionary War History.
This scholarship honors Clarence K. Streit,
author of Union Now: A Proposal For An At­
lantic Federal Union o f the Free, whose seminal
ideas were made public in three Cooper Foun­
dation lectures at Swarthmore.
T he K atharine Bennett Tappen, C lass o f 1931,
M em orial Scholarship, established in 1980 is
awarded to a freshman student. The scholar­
ship is renewable for four years at the discre­
tion o f the College. Preference is given to a
resident o f the Delmarva Peninsula.
T he Newton E. Tarble Award, established by
Newton E. Tarble of the Class o f 1913, is
granted to a freshman man who gives promise
of leadership, ranks high in scholarship, char­
acter, and personality, and resides west o f the
Mississippi River or south o f Springfield in
the State o f Illinois.
The Audrey Friedm an Troy Scholarship, estab­
lished by her husband, Melvin B. Troy ’48, is
awarded to a freshman man or woman. The
scholarship is renewable through four years at
the discretion o f the College. In awarding the
scholarship, prime consideration is given to
the ability o f the prospective scholar to profit

from a Swarthmore education, and to be a
contributor to the College and ultimately to
society.
The Robert C . and Sue Thom as Turner Scholar­
ship is awarded to a deserving student on the
basis o f merit and financial need.
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T he Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’2 8 through life income gifts, to provide
financial assistance to needy students.
T he Stanley and Corinne W eithom Scholarship
Fund was established to provide financial
assistance on the basis o f need and merit.
T he Elm er L. W inkler Scholarship Fund, estab­
lished in 1980 by a member o f the Class of
1952, is awarded annually to a deserving
student on the basis of merit and need.
T he L etitia M. W olverton Scholarship Fund,
given by Letitia M. Wolverton of the Class of
1913, provides scholarships for members of
the junior and senior classes who have proved
to be capable students and have need for
financial assistance to complete their educa­
tion at Swarthmore College.
T he Frances ’28 and John Worth ’30 Scholarship
was established by Frances Ramsey Worth in
1993 and is awarded to a first-year student
with strong academic credentials and with
financial need. The scholarship is renewable
through the senior year.
The H arrison W right Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Professor o f History and International Relations,
upon the occasion o f his retirement from the
College. The annual scholarship supports a
student for a semester o f study in Africa.

4

T he 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.

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The income from each of the following funds
is awarded at the discretion o f the College.
The Barclay G. Atkinson Scholarship Fund
T he R ebecca M. Atkinson Scholarship Fund
T he Barcus Scholarship Fund
T he B ook and Key Scholarship Fund
T he Leon W illard Briggs Scholarship Fund

T he John S. Brod Scholarship
T he Robert C . Brooks Scholarship Fund
T he Edna Poumall Buffington Scholarship Fund
T he C hi Omega Scholarship
T he Class o f 1913 Scholarship Fund
T he C lass o f 1914 Scholarship Fund
The C lass o f 1915 Scholarship Fund
The C lass o f 1917 Scholarship Fund
T he C lass o f 1925 Scholarship Fund
The C lass o f 1936 Scholarship Fund
The Susan P. Cobbs Scholarship
T he Cochran M em orial Scholarship Fund
T he Sarah Antrim C ole Scholarship Fund
The Charles A . Collins Scholarship Fund
T he Stephanie Cooley ’70 Scholarship
T he Ellsworth F. Curtin M em orial Scholarship
T he D elta Gamma Scholarship Fund
T he W illiam Dorsey Scholarship Fund
T he George E llsler Scholarship Fund
T he J. H orace Ervien Scholarship Fund
T he H oward S. and Gertrude P. Evans
Scholarship Fund
T he Joseph E. Gillingham Fund
T he Mary Lippincott Griscom Scholarship
T he J . Philip Herrmann Scholarship
T he A . Price Heusner Scholarship
T he R achel W. H illborn Scholarship
T he A aron B. Ivins Scholarship
T he George K . and S allie K . Johnson
Scholarship Fund
T he K appa A lpha T heta Scholarship Fund
T he K appa K appa Gamma Scholarship
T he Jessie Stevenson K ovalenko Scholarship
Fund
The W alter W. K rider Scholarship
T he L afore Scholarship
T he E. H ibberd Law rence Scholarship Fund
T he Thom as L . Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The Long Island Q uarterly M eeting, N.Y.,
Scholarship
The Mary T Longstreth Scholarship Fund
The C lara B. M arshall Scholarship Fund
The Edward M artin Scholarship Fund
T he Jam es E. M iller Scholarship
T he H oward Osborn Scholarship Fund
T he H arriet W. Paiste Fund
T he Susanna H aines ’80 and Beulah H aines
Parry Scholarship Fund
T he T.H. Dudley Perkins Scholarship Fund
T he W innifred Polland Pierce Scholarship Fund
The Mary C oates Preston Scholarship Fund
The D avid L . Price Scholarship

35

Financial Aid

The Robert Pyle Scholarship Fund
The George G. and H elen G askill Rathje ' 18
Scholarship
The R eader’s Digest Foundation Endowed
Scholarship Fund
The M ark E. Reeves Scholarship Fund
The Fred C. and Jessie M. Reynolds
Scholarship Fund
T he Lily Tily Richards Scholarship
The A dele Mills Riley M em orial Scholarship
T he Edith A . Runge Scholarship Fund
T he W illiam G. and Mary N. Serrill Honors
Scholarship
The Clinton G. Shafer Scholarship
The C aroline Shew Scholarship
The Annie Shoem aker Scholarship
The W alter Frederick Sims Scholarship Fund
The Frank Solomon Memorial Scholarship
Fund

The Mary Sproul Scholarship Fund
The H elen Squier Scholarship Fund
The H elen G. Stafford Scholarship Fund
The Francis Holmes Strozier M em orial
Scholarship Fund
The Joseph T. Sullivan Scholarship Fund
The Phebe Anna Thorne Fund
The Titus Scholarships Fund
The D aniel U nderhill Scholarship Fund
The W illiam H illes W ard Scholarships
The D eborah F. W harton Scholarship Fund
The Thom as H. W hite Scholarship Fund
The Samuel W illets Scholarship Fund
The l.V . W illiam son Scholarship
The Edward Clarkson W ilson and E lizabeth T.
W ilson Scholarship Fund
The Mary W ood Scholarship Fund
The Roselyne! A therholt W ood ’23 Fund
The Thom as Woodnutt Scholarship Fund

College Life

STA TEM EN T O F S T U D EN T RIG H TS
R ESPO N SIB ILIT IES, A N D C O D E O F C O N D U C T
Preamble
Under Objectives and Purposes of this pub­
lication it is stated that: "T he purpose of
Swarthmore College is to make its students
more valuable human beings and more useful
members of society___ Swarthmore seeks to
help its students realize their fullest intellectual
and personal potential combined with a deep
sense of ethical and social concern.” Although
the College places great value on freedom of
expression, it also recognizes the responsibil­
ity to protect the structures and values of an
academic community. It is important, there­
fore, that students assume responsibility for
helping to sustain an educational and social
community where the rights o f all are re­
spected. This includes conforming their be­
havior to standards of conduct that are de­
signed to protect the health, safety, dignity,
and rights o f all. The College community also
has a responsibility to protect the possessions,
property, and integrity o f the institution as
well as o f individuals. The aim o f both this
Statement and the Student Judicial Procedures
is to balance all these rights, responsibilities,
and community values fairly and efficiently.
Swarthmore College policies and jurisdiction
normally apply only to the conduct o f matric­
ulated students occurring on Swarthmore
College property or at College-sanctioned
events that take place off-campus. In situa­
tions in which both the complainant and
accused are matriculated Swarthmore College
students, however, College policies and juris­
diction may apply regardless o f 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 o f the College’s faculty or staff, or
a College department. If the alleged incident
represents a violation o f federal, state, or local
law, the complainant also has the option of
intiating proceedings in the criminal or civil
court system regardless o f whether a com­
plaint is filed within the College system.

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

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

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

authors o f all borrowed materials. Students
should feel free to consult with instructors
whenever there is doubt as to proper docu­
mentation.
Fear o f being charged with plagiarism need
not inhibit anyone from appropriately using
another’s ideas or data in a piece o f writing.
Even direct quotation frequently serves as an
effective device in developing an argument.
Academic honesty requires only that writers
properly acknowledge their debts to other
authors at least by means o f quotation marks,
footnotes, and references, if not also with intext phraseology like "Einstein argued in
1900 th a t. . . ” or "A s Melville implies in
Chapter 3 o f Moby Dick___ ” Such usage is
fully within the tradition o f forthright aca­
demic work.
Because plagiarism is considered so serious a
transgression, it is the opinion o f the faculty
that for the first offense failure in the course
and, as appropriate, suspension for a semester
or deprivation o f the degree in that year is
suitable; for a second offense the penalty
should normally be expulsion. Cases of al­
leged academic dishonesty are brought before
the College Judicial Committee.”
Submission of the Same Work in
More than One Course
When submitting any work to an instructor
for a course, it is assumed that the work was
produced specifically for that course. Sub­
mission of the same work in more than one
course without prior approval is prohibited.
I f the courses are being taken concurrently,
approval o f the professors for both courses is
required. I f a student wishes to submit a paper
which was written for a course taken in a
previous semester, the student need only ob­
tain the permission o f the professor teaching
the current course involved.
Library/Educational Materials Ethics
Students may not hinder the educational op­
portunity o f other students by behavior such
as removing, hiding, or defacing educational
materials.
Statement on Computing
Use of the Swarthmore College computer
system and networks is governed by the gen­
eral norms o f responsible community conduct

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

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

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

College Life

Association o f University Professors, Colum­
bia University, the University o f Delaware,
the University o f Southern California at Los
Angeles, and Virginia Tech University.
2 . V iolen ce, A ssault, In tim id atio n ,
and H arassm ent
(for sexual violations see Sexual M isconduct)
Swarthmore College seeks to maintain an
environment o f mutual respect among all its
members. All forms o f violence, assault, in­
timidation, and harassment, including that
based on sex, race, color, age, religion, na­
tional origin, sexual preference, or handicap,
undermine the basis for such respect and
violate the sense of community vital to the
Colleges educational enterprise. This state­
ment o f policy should not be taken to super­
sede the Colleges commitment to academic
freedom, which it hereby reaffirms. The rea­
soned expression of different views plays a
particularly vital part in a college community.
Freedom o f expression, fundamental to an
exchange o f views, carries with it corollary
responsibilities equally basic to reasoned de­
bate.
Violence and Assault
Students may not engage in physical violence
against others. Those who do will be subject
to serious sanctions.
Intimidation
Verbal, written, or electronic threats o f vio­
lence or other threatening behavior directed
toward another person or persons that rea­
sonably leads the person or persons to fear for
their well-being constitutes intimidation and
is prohibited. Anyone who attempts to use
intimidation or retaliation against someone
who reports an incident, brings a complaint,
or participates in an investigation in an at­
tempt to influence the judicial process will be
subject to serious sanctions.
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: Harassment is defined as behavior
directed at a particular person that may rea­
sonably be considered to be demeaning, threat­

ening, or creating a hostile environment, de­
fined as one that interferes with the ability to
learn, exist in living conditions, work (if
employed by the College), or have access and
opportunity to participate in all and any
aspect o f campus life. Usually, this behavior
must also be repeated or persistent to be
adjudicable, although a single extreme inci­
dent may be considered for formal adjudica­
tion.
Stalking: Stalking is a form of harassment,
which, following the PA Criminal Code, oc­
curs when a person engages in a course of
conduct or repeatedly commits acts toward
another person, including following the per­
son without proper authority, under circum­
stances that demonstrate either o f the follow­
ing: placing the person in reasonable fear of
bodily injury; or reasonably causing substan­
tial emotional distress to the person.
Resolution and support
Members o f the Swarthmore College commu­
nity may find it appropriate, in cases of speech
or other actions they find offensive, wrong, or
objectionable, to respond with further dis­
cussion, exchange o f views, and reasoned
argument. However, whether or not they de­
cide to exchange views (and in the most
serious cases, this approach might not be
desirable) students have the right to request
mediation or to initiate judicial procedures
and are urged to consult with a dean, the
Gender Education Advisor, or other entry
person into the process for support and to
help clarify informal and formal options for
resolution. Consultation with any of these
individuals in no way limits a students options
for resolution nor obligates the student to a
particular course o f action.

3. Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida­
tion and is a serious violation of the Colleges
code o f conduct. Both women and men can be
subject to and can be capable o f sexual mis­
conduct. It can occur between two people
whether or not they are in a relationship in
which one has power over the other, or are o f
different sexes.

Charges of sexual misconduct may be handled
according to either informal or formal proce­
dures. Regardless of whether or not options
for resolution are pursued within the College
system, complainants always have the option
o f filing charges in civil or criminal court. It
is important to note that discussing concerns
with or seeking clarification or support from
the Gender Education Advisor, a dean, or
others does not obligate a person to file a
formal complaint initiating judicial proce­
dures. The Gender Education Advisor will
register each request for assistance in resolv­
ing a case involving charges of sexual miscon­
duct, whether formal or informal. These re­
cords will be kept confidential to the extent
permitted by law.
Sexual Assault and Abuse
Students are prohibited from engaging in sex­
ual assault or abuse o f any kind.
Definition: Sexual assault is defined as any
sexual contact that occurs without the consent
o f the other person. Specifically, it is inten­
tional physical contact with an intimate part
o f the body or with clothes covering intimate
body parts without the consent o f the person
touched. Sexual assault includes but is not
limited to sexual penetration o f an unwilling
persons genital, anal, or oral openings; touch­
ing an unwilling persons intimate parts such
as genitalia, groin, breasts, lips, buttocks or
the clothes covering them; or forcing an un­
willing person to touch another persons inti­
mate parts or clothes covering them. When
sexual asault occurs repeatedly between indi­
viduals, it is referred to as sexual abuse.
Consent: Students have the responsibility to
ensure that any sexual interaction occurs only
with mutual consent. If a person indicates
that she/he does not want sexual contact then
any further sexual contact is considered to be
without the persons consent. If the person has
agreed to sexual interaction, she/he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the inter­
action. A person has the right to indicate she/
he does not want any further sexual contact
no matter how much sexual interaction has
already taken place. Valid consent cannot be
obtained from someone who is asleep, uncon­
scious, coerced, or is otherwise unable to give

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informed, free, and considered consent. It
must be emphasized that the consumption of
alcohol and other drugs may substantially
impair judgment and the ability to give consent. Those who willingly permit themselves
to become impaired by alcohol or other drugs
may be putting themselves at greater risk, but
this impaired state provides no defense for
those who take advantage of people whose
judgment and control are impaired.

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Sexual Harassment
The following definition is based on that
formulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of
discrimination based on sex, gender, or sexual
orientation, clearly endangers the environment
of mutual respect and is prohibited. Because
behavior that constitutes sexual harassment is
a violation o f federal law (Title V II of the Civil
Rights Act o f 1964, Title IX o f the Education
Amendments o f 1972), any individual who
feels that she or he has been subjected to
sexual harassment has the right to initiate
legal proceedings in criminal or civil court in
addition to or in lieu o f a complaint pursuant
to this policy.
Definition: Sexual harassment is o f two basic
types: a. any action, verbal expression, usually
repeated or persistent, or series o f actions or
expressions that have either the intent, or are
reasonably perceived as having the effect, o f
creating an intimidating, offensive, hostile, or
demeaning educational, employment, or liv­
ing environment for a student or College
employee, by focussing on that person’s
gender. A hostile environment is defined as
one that interferes with the ability to learn,
exist in living conditions, work (if employed
by the College), or have access and opportu­
nity to participate in all and any aspect o f
campus life. (Harassment creating a hostile
environment); b. any action in which submis­
sion to conduct of a sexual nature is made
either explicitly or implicitly a term or condi­
tion o f an individual’s education or employment, or submission to or rejection of such
conduct is used as the basis for academic or
employment decisions affecting that individ­
ual. (Q.uid Pro Quo Harassment).
Because at Swarthmore it is not unusual for
students to supervise other students, or for

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students to have actual or perceived power or
influence over another students academic per­
formance (e.g., student graders, student labo­
ratory assistants, and student writing asso­
ciates), there can exist a power imbalance
between students that makes it possible for
quid pro quo harassment to occur between
them.
Descriptions: Sexually harassing behaviors
differ in type and severity and can range from
subtle verbal harassment to unwelcome physi­
cal contact. Sexual harassment includes but is
not limited to: a. unwelcome verbal or physical
advances, persistent leers, lewd comments;
b. the persistent use of irrelevant references
that insult or degrade a person’s gender, or the
use o f sex stereotypes to insult or degrade;
c. the use by a person in authority o f his/her
position to coerce another person to do some­
thing o f 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
definition of sexual harassment and many
differing notions o f what behaviors are and
are not acceptable. Key factors that determine
instances o f sexual harassment are that the
behavior is unwelcome, is gender-based, and
is reasonably perceived as offensive and ob­
jectionable. Such behavior need not produce
or threaten some tangible loss to the receiver
in order to be deemed harassment. I f it is
unclear that the behavior constitutes harass­
ment, a person who thinks s/he has been
harassed should not spend considerable time
struggling alone with this issue. Students are
strongly encouraged to bring their issues to
the Gender Education Advisor, a dean, or
others trained in this area for support, clar­
ification, and to discuss options for informal
resolution or formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person
is aware o f the way in which his or her
behavior has been interpreted. There are a
number o f ways to make a person aware that
his/her behavior constitutes sexual harass­
ment. The grievant is never under any obliga­
tion to take any steps that would cause him/
her to come into contact with the harasser in
ways he/she is unwilling to do. Instead, the

grievant can consider all the informal and
formal means open to him/her for resolution
and choose what seems most useful and work­
able in his/her particular case. The grievant
must also weigh, however, the fact that with­
out in some way being made aware o f his/her
actions, the harasser may continue the offen­
sive behavior. In the most serious instances of
sexual harassment, it is unreasonable to expect
grievants to confront their perceived harassers; in these cases the grievant should
enlist the help o f a trained third party such as
the Gender Education Advisor, a dean, or
another person trained in this area.
It is important to remember that any member
of the community can be guilty o f sexually
harassing any other member regardless of
position o f authority or status. Although
students have often found it difficult to come
forward when the perceived harasser is in a
position o f authority or is threatening, proce­
dures are in place to respond and to provide
support throughout the resolution process.
Support
Support is available through the Gender Ed­
ucation Advisor, a group o f trained faculty
and staff members comprising the response
team, and the deans for students who feel that
they have been subjected to any form of
sexual misconduct. Consultation with any of
these individuals in no way limits a students
options for resolution nor commits the stu­
dent to a particular course 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 mis­
conduct and for those students accused of
sexual misconduct; these rights are listed in
detail in the Student H andbook. In addition,
students are encouraged to discuss their con­
cerns with a dean when deciding whether to
file a formal complaint.
The College also has sexual misconduct pol­
icies as they relate to staff-student behavior
and faculty-student behavior. The College
policy governing staff and the related griev­
ance procedure can be found in the Staff
Handbook. The College policy governing fac­
ulty and the related grievance procedure can
be found in the Faculty Handbook.

4 . A ctions P oten tially In ju rio u s to
O n eself o r O thers
Alcohol and Other Drugs
The possession and use o f alcoholic beverages
on the campus are regulated by Federal, State,
and local law and are limited to those areas of
the campus specified by Student Council and
the Dean. The observance ofmoderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
the College policy on alcohol and other drugs,
it is important to note that being under the
influence o f alcohol or other drugs is not an
excuse for violation of the Statement o f Student
Rights, Responsibilities, and C ode o f Conduct
and does not reduce a students accountability.
For a complete description of the Colleges
alcoholic beverage policy guidelines, please
see the section in the Student H andbook.
The use, possession, or distribution of inju­
rious drugs or narcotics without the specific
recommendation o f a physician and knowledge
o f the deans subjects a student to possible
suspension or expulsion.
Smoking
Smoking is prohibited in all public spaces
throughout the College: meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy. Smoking is
allowed outdoors and in the students room
(in certain residence halls), provided that the
door remains closed.
Climbing on College Buildings or Structures
Climbing on any College building, or being
present on building roofs is not allowed. In
unusual circumstances, arrangements to climb
predesignated locations, may be coordinated
through the Department of Public Safety.

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 o f this policy occurs in a
residence hall, all residents of that residence
hall are subject to fines and charges for costs
incurred by the College and/or fire department(s).
Firearms; Fireworks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, hand­
guns, air guns, and gas-powered guns and all
ammunition or hand-loading equipment and
supplies for the same, are not allowed in any
student residence or in any College building.
Requests for exceptions must be made to the
Dean. No student may possess or use fire­
works on Swarthmore College property or its
environs.
Reckless Conduct
Conduct which places oneself or another in
imminent danger of bodily harm is prohibited. ■
The standard as to what constitutes imminent
danger is solely at the discretion of the Dean
and/or the judicial body hearing the case.
5 . College and Personal Property
Illegal Entry
Unauthorized entry into or presence within
enclosed and/or posted College buildings or
areas, including student rooms or offices,
even when unlocked, is prohibited and may
subject a student to fines and other sanctions.
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.

Fire Safety Equipment and Alarms

Theft or Damage

Tampering or interference with, as well as
destruction or misuse of, fire safety and fire
prevention equipment is prohibited and is a
violation o f state law. An automatic fine of
$125 for each piece of equipment plus the cost
of replacement of equipment is charged to any
student violating this regulation, and further
disciplinary action may be taken. Any student
who causes an alarm to be set off for improper

Theft and negligent or intentional damage to
personal or College property will subject a
student to paying for the repair or replacement
of the damaged property as well as to disci­
plinary action. In the event that damage oc­
curs in a residence hall for which no one
assumes responsibility, payment for damages
will be divided equally among all residents of
that hall. For damage that occurs during a

College Life

student event in a space other than a residence
hall and for which no individual student(s)
accept(s) responsibility, the sponsoring stu­
dents and/or organization will be held ac­
countable for the money for replacement or
repair o f the damaged property and may be
subject to further disciplinary action.
Parking
No student may park an automobile on Col­
lege property without permission from the
Car Authorization Committee, a studentadministration group.
6 . Guests
Friends o f Swarthmore students are welcome
on campus. If a guest of a student will be
staying in a residence hall over night, the
Resident Assistant and the Housekeeper must
be notified. A guest is not permitted to stay
in a residence hall more than four consecutive
nights. Requests for exceptions must be made
to the Director o f Residential Life.
Student hosts are responsible for the conduct
o f their guests on campus and will be held
accountable for any violation of the code of
conduct or other rules o f the College commit­
ted by a guest.
7. D isorderly C onduct
Students at Swarthmore College have the

right to express their views, feelings, and
beliefs inside and outside the classroom and
to support causes publicly, including by dem­
onstrations and other means.
These freedoms o f expression extend so far as
conduct does not impinge on the rights of
other members o f the community or the
orderly and essential operations o f the college.
Disorderly conduct is not permitted.
Violation of the orderly operation o f the
college includes, but is not limited to:
1. Excessive noise, noise, once identified,
which interferes with classes, College offices,
dorm neighbors, or other campus and com­
munity activities; 2. Unauthorized entry into
or occupation o f a private work area;
3. Conduct that restricts or prevents faculty
or staff from performing their duties; 4. Fail­
ure to maintain clear passage into or out of
any college building or passageway.
8 . V io latio n o f L ocal, State, or
Federal Law
Violation o f the laws of any jurisdiction,
whether local, state, federal or (when on
foreign study) foreign, may at the discretion of
the Dean subject a student to College disci­
plinary action. A pending appeal o f a convic­
tion shall not affect the application o f this
rule.

STUDENT JUDICIAL SYSTEM
The formal judicial system at Swarthmore
College has two main components: 1) adjudi­
cation by individual deans of minor infrac­
tions o f College regulations, where a finding
of guilt would result in a sanction less severe
than suspension; and 2 ) adjudication by the
College Judicial Committee o f serious infrac­
tions of College regulations, including all
formal charges o f academic dishonesty, as­
sault, or sexual misconduct. The College Ju­
dicial Committee is composed o f faculty,
staff, and administrators who have undergone
training for their role.
In all cases o f formal adjudication, whether by
a dean or by the College Judicial Committee,
the deans will keep records o f the violation(s)
and o f the sanction(s) imposed on a student.
Sanctions are cumulative, increasing in sever­

ity for repeat offenders. Notational sanctions
are recorded permanently on the back o f the
students record card but do not appear on the
face o f the academic record. Therefore an
official transcript of an academic record,
which is a copy o f the face o f the record card,
does not reflect notational sanctions. Nonnotational sanctions are not so recorded, but
are entered into the students personal file as
a separate letter which is destroyed at the time
o f the students graduation.
These formal procedures are separate from
the various informal methods of conflict res­
olution available such as facilitated discussion
by a dean or other trained facilitators, or
mediation, a non-adversarial method o f re­
solving interpersonal disputes. It is important
to remember that all possible avenues of

45

conflict resolution be considered thoroughly
when deciding upon a course of action. A
more complete description of the judicial

system is available from the Office o f the
Dean or in the Student H andbook.

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

Residence Halls
Twelve residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. These dormitories include:
Woolman House; Dana and Hallowell Halls;
the upper floors in the wings of Parrish Hall;
Wharton Hall, named in honor of its donor,
Joseph Wharton, at one time President of the
Board o f Managers; Palmer, Pittinger, and
Roberts Halls on South Chester Road; one
building on the Mary Lyon School property;
Worth Hall, the gift o f W illiam P. and J.
Sharpies Worth, as a memorial to their par­
ents; Willets Hall, made possible largely by a
bequest from Phebe Seaman, and named in
honor o f her mother and aunts; and M em
Hall, the gift of Harold and Esther Mertz.
About eighty-five percent o f dormitory areas
are designated as coeducational housing either
by floor, section, or entire dorm; the remain­
ing 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
preferences indicated, and to accommodate
special needs, such as physical handicaps.
Other students choose their rooms in an
order determined by lot or by invoking special

46

options—among these are block housing, al­
lowing friends to apply as a group for a section
o f a particular hall or dorm; and substancefree halls, where residents commit to abstain­
ing from the use of tobacco and alcohol. There
is also the opportunity to reside at neighboring
Bryn Mawr and Haverford Colleges in a crosscampus housing exchange that proceeds on a
matched one-for-one basis. First- and secondyear students typically reside in one-room
doubles while juniors and seniors have a wider
selection of room types. All students are
expected to occupy the rooms to which they
are assigned or which they have selected
through the 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
catalog activities for students, serve as support
advisers 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. At the end of the fall
semester students are expected to vacate their
rooms within 24 hours after their last sched­
uled examinations. Freshmen, sophomores,
and juniors are expected to leave immediately
after their last examination in the spring so
that their rooms may be prepared for use by
Commencement visitors.
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.

College Life

S h arp ies D in in g H a ll
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 o ff campus may purchase the board
plan if they wish. The board plan covers 20
meals a week. Students on the board plan may
choose between eating in Sharpies Dining
Hall or Tarble Snack Bar at specified times of

day. When utilizing Tarble Snack Bar, a credit
toward the cost o f the purchases is applied.
Although an effort is made to meet the dietary
needs o f all students, not all special require­
ments can be accommodated; permission to
reside o ff campus will be extended to any
student not able to participate in the board
plan. The dining hall is closed during the fell,
winter, and spring vacations.

S O C IA L C E N T E R S
T arble S o cia l C en ter
Through the original generosity o f Newton E.
Tarble o f the Class o f 1913 and his widow,
Louise A. Tarble, the reconstructed Tarble
Social Center in Clothier Memorial opened in
April o f 1986. The facility includes recrea­
tional areas, a snack bar, lounge, student
activities offices, a multi-purpose perfor­
mance space as well as the bookstore. Under
the leadership o f a Student Activities Coordi­
nator and student co-directors, many major
social activities (parties, concerts, plays, etc.)
are held in Tarble.
O ther Centers
The Women’s Center was established to draw
all women o f the Swarthmore community to­
gether through common concerns. Its struc­
ture and leadership are now in transition.
The B lack Cultural Center, located in the
Caroline Hadley Robinson House, provides a
library and facilities for various cultural ac­
tivities of special interest to black students.
The Center and its program are guided by a
director and a committee o f black students,
faculty, and administrators. Programs planned

by the Center are open to all members of the
College community.
The Intercultural Center, located in the Clois­
ters and former Board of Managers’ meeting
room in Clothier, provides a center for cul­
tural and support activities for three student
groups, Hispanic Organization for Latino
Awareness (HOLA), Lesbian, Bisexual, and
Gay Alliance (LBGA), and Swarthmore Asian
Organization (SAO ). The Center and its pro­
gram are guided by a director and student
interns representing each of the constituent
groups. The Intercultural Center sponsors
events for the entire campus community.
There are two fraternities at Swarthmore:
Delta Upsilon, affiliated with a national orga­
nization, and Phi Omicron Psi, a local associ­
ation. Fraternities are adjuncts to the College
social program and maintain separate lodges
on campus. The lodges do not contain dormi­
tory accommodations or eating facilities. New
members are pledged during late fall o f their
first year at the College. In recent years about
13 per cent of the freshman men have decided
to affiliate with one o f the fraternities.

R E L IG IO U S L IF E
Religious life at the College is a matter of
individual choice, as is consistent with
Quaker principles. The Society o f Friends is
committed to the belief that religion is best
expressed in the quality o f everyday living.
The Office o f Religious Advisors, located in
Tarble Social Center, works with students to
coordinate activities and programs including

issues o f spirituality, ethnicity, culture, and
social justice. The Advisors are always avail­
able for counseling and discussion o f issues of
faith and daily living. Extracurricular groups
also exist for the purpose of studying religious
texts, performing community service projects,
and exploring common concerns o f religious
faith and culture.

47

Religious services are also provided on cam­
pus for Jewish, Protestant, and Roman Catho­
lic students. The Swarthmore Friends Meeting
is located on campus and cordially invites all

students to Sunday worship. Various churches
and synagogues are located throughout the
Swarthmore, Media, Chester, and Springfield
area.

H EA LTH SER V IC ES
The Worth Health Center, a gift o f the Worth
family in memory o f W illiam Penn Worth
and Caroline Hallowell, houses offices for
College physicians and nurses, out-patient
treatment facilities, offices of the Psychologi­
cal Services staff, and rooms for students who
require in-patient care. The Health Center
opens with the arrival o f the first year class in
the fall and closes for the winter break and for
the summer, following commencement in the
spring. Students must make their own ar­
rangements for health insurance and health
care when the Health Center is closed. Should
a student require in-hospital treatment, a Col­
lege physician shall oversee the care if admitted
to Crozer Chester Medical Center.
The medical facilities o f the College are avail­
able to students who are ill or who are injured
in athletic activities or otherwise, but the
College cannot assume additional financial
responsibility for medical and surgical ex­
penses which are not covered by an individu­
al’s health insurance. The College provides a
nominal supplementary health insurance pack­
age for all students, but students must pur­
chase their own health insurance beyond that
which is offered by the College. The College
does provide additional health insurance for
students who are actively participating in
intercollegiate and club sports. For further
information please consult the insurance leaf­
let mailed to all students at the beginning of
each academic year or the Health Center ad­
ministrative assistant.
The College physicians hold office hours every
weekday at the College, where students may
consult them without charge. Students should
report any illness to the College physicians
but are free to go for treatment to another
doctor if they prefer to do so.
As a part o f the matriculation process each
student must submit a brief medical history
and health certificate prepared by the family
physician on a form supplied by the College.

48

Pertinent informiition about such matters as
medical problems, handicaps, allergies, medi­
cations, or psychiatric disturbances will be
especially valuable to the College Health Ser­
vice in assisting each student. All this infor­
mation will be kept confidential.
Each student is allowed ten days in-patient
care in the Health Center per term without
charge. Students suffering from communi­
cable disease such as chicken pox may not
remain in their residence hall room and there­
fore must stay in the Health Center or go
home for the period of their illness. Ordinary
medications are furnished without cost up to
a total of $ 3 0 0 .0 0 per semester. A charge is
made for special medicines and immuniza­
tions, certain laboratory tests, and transpor­
tation when necessary to local hospitals.
The Health Center staff cooperates closely
with the Department o f Physical Education
and Athletics. Recommendations for limited
activity may be made for those students with
physical handicaps. Rarely are students ex­
cused entirely from the requirements of the
Physical Education Department because adap­
tive programs are offered.

Psychological Services
The program o f Psychological Services is
administered separately from Health Services
and is housed in the North Wing of Worth
Health Center. Services for students include
counseling and psychotherapy, after hours
emergency-on-call availability, consultation
regarding the use of psychiatric drugs or other
concerns, and educational talks and work­
shops. Psychological Services participates in
training Resident Assistants and provides
consultation to staff and faculty.
The staff includes clinical psychologists and a
clinical social worker as well as a consulting
psychiatrist who is available on an as-needed
basis. The director and staff are all part-time
but collectively provide regular appointment

College Life

times Monday through Friday. Students may
be referred to outside mental health practi­
tioners at their request or when long-term or
highly specialized services are needed.
We maintain a strict policy o f confidentiality
except where there may be an imminent threat
to life.
W ithdrawal and Readm ission
for H ealth Reasons
Students may withdraw voluntarily because
o f health problems. In no case will a students
mental or physical condition itself be a basis
for a required withdrawal, but where health
problems o f a physical or psychological nature
result in behavior that substantially interferes
with a students academic performance, or
poses a significant threat to the students safety
or the safety o f others, the student may be
required to withdraw by the College. This
determination is made by the Dean o f the
College, on the recommendation of either the
Director of Health Services or the Director of
Psychological Services, and after a considered
review of the problematic behavior.

A student who has withdrawn for health
reasons may apply for readmission. In the
case of a mental health withdrawal, normally
the College will not accept applications for
readmission until a full semester (in addition
to the semester in which the student has
withdrawn) has passed.
A student applying to the College for readmission must provide evidence from his or
her physician or psychotherapist o f increased
ability to function academically or of de­
creased hazard to health or safety. In addition,
other evidence o f readiness may also be re­
quested such as, depending on the circum­
stances: evidence o f a job or successful atten­
dance at another college or university. After
such evidence has been provided, the student
will ordinarily be required to be evaluated in
person by a physician employed by the College
Health Services and/or by the director (or a
senior staff member) o f Psychological Ser­
vices, as appropriate. Recommendations for
readmission are made to the Dean o f the
College, who makes the final decision.

ST U D EN T AD VISIN G
Each first-year student is assigned to a faculty
member who acts as course adviser until this
responsibility falls to the chairman of the
student’s major department at the end o f the
sophomore year. Requests for a change of
adviser should be addressed to the Associate
Dean and will be freely granted, subject only
to equity in the number o f advisees assigned
to individual faculty members.
The Deans hold overall responsibility for the
advising system. They are themselves available
to all students for advice on any academic or
personal matter, and for assistance with spe­
cial needs, such as those arising from physical
disabilities.

Career Planning and Placement
The Career Planning and Placement Office
helps students evaluate themselves and their
goals in order to plan future career and life
style alternatives. Individual counseling ses­
sions and group workshops are conducted to
facilitate this planning.

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

49

temships, and volunteer opportunities, and
efforts are made to help students learn the
most they can from these experiences.
Additional help is provided through career
information panels, on-site field trips, work­
shops on topics such as resume writing and
cover letter writing, interviewing skills, and
job search techniques. The office cooperates
with the Alumni Office, the Alumni Associ­
ation, and the Parents Council to help put
students in touch with a wide network of
people who can be of assistance to them. The
Career Resources Library includes many pub­
lications concerning all stages o f the job search
process. The office hosts on-campus recruit­
ing by representatives from business, indus­
try, government, non-profit organizations, and
graduate and professional schools. Notices of
jo b vacancies are collected, posted, and in­
cluded in the office’s newsletter. Credential
files are compiled for interested students and
alumni to be sent to prospective employers
and graduate admissions committees.

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

STA TEM EN T O F S E C U R IT Y PO LIC IES A N D PR O C ED U R ES
Swarthmore College is a coeducational insti­
tution founded in 1864 by members o f the
Religious Society of Friends. It occupies ap­
proximately 3 0 0 acres o f privately owned land
adjacent to the Borough o f Swarthmore in
Delaware County, Pennsylvania. There were
approximately 1,392 undergraduate students
enrolled for the 1993-94 academic year with
1,247 occupying College housing. Approxi­
mately 6 2 0 non-student personnel are em­
ployed on campus either in a part-time or full­
time capacity.
The Department of Public Safety is primarily
responsible for the overall security of the
campus. Its mission is to "protect persons
and property, to preserve the peace, to deter
crime, to apprehend criminal offenders, to
recover lost and stolen property, to perform
services as required, to apprehend criminal
offenders, to enforce appropriate College
regulations, and to maintain a sense o f com­
munity security and confidence in the depart­
ment.” It endeavors to accomplish this task
through a department comprised o f a Direc­
tor, Assistant Director, Lieutenant, one Sargeant, two Corporals, and seven full-time and

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

4

College Life

1

a

1

ij

A

tasks including operating the College’s tele­
phone console and dispatching calls over the
mobile radio system. Criminal incidents and
other emergencies can be reported directly by
dialing 8333 from any College telephone.
Non-emergency matters should be reported
on extension 8281. These numbers are con­
spicuously placed on or near all College
phones. They are also prominently listed in
the College telephone directory and included
on all o f our department’s printed publica­
tions and correspondence. The information
received by the Communications staff is im­
mediately broadcast to on-duty patrol officers
who respond to the problem. Swarthmore
Borough Police vehicles are equipped with
transceivers and may also respond. Other
appropriate assistance is summoned by the
College Communications Officer.
The Department of Public Safety immediately
notifies one of the College’s student Deans in
the event o f any serious incident involving a
student. The Dean may mobilize any number
of support options for victims o f a crime. The
Worth Health Center (x8058) is profession­
ally staffed 2 4 hours a day, seven days a week,
while classes are in session. Psychological
Services (x8059), the Equal Opportunity Of­
fice (x7360), Resident Assistants and a stu­
dent Peer Support Group (x8619) round out
available on-campus options. Women Orga­
nized Against Rape (W O A R) maintain active
chapters near Swarthmore and a 24-hour hot
line (9 2 2 -3 4 3 4 ). An up-to-date listing of
local therapists, including clinical psycholo­
gists, social workers, and psychiatrists in pri­
vate practice is available in the Health Center
on request. College employees may utilize a
free, confidential Employee Assistance Pro­
gram (ACORN) that provides professional
counseling to cope with a variety o f issues.
They can be contacted 2 4 hours a day by
calling 1 -8 0 0 -223-7050 or 610-6 6 4 -8 3 5 0 .
Numerous public pay telephones are located
throughout the campus. These are connected
to a county-wide 911 network for toll-free
connection to Delaware County Communica­
tions Center who would dispatch Swarthmore
Borough fire or police departments to a campus incident.
Significant criminal incidents, arrests by cam­
pus police, and suspicious activity are re­

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

51

dents, staff, or College Public Safety officers.
Known criminal records o f students and em­
ployees are taken into consideration before
admission and/or hiring.
At least twice each academic year, a standing
committee composed o f faculty, staff, and
students reviews security considerations on
campus and reports possible hazards to the
Physical Plant Department. Outside lighting
on campus has recently been upgraded.
Swarthmore is primarily a residential college,
in recognition that the close association of
students and instructors is an important ele­
ment in education. Most students live in
College residence halls. Single, double, and
group rooms are available. There are no grad­
uate or married housing accommodations.
Many members o f the faculty and staff live on
or near the campus and are readily accessible
to students.
New students are assigned to rooms by the
Deans. Efforts are made to follow the prefer­
ences indicated by the students and to accom­
modate special needs. Other students choose
their rooms in an order determined by lot or
by invoking special options. Requests for
room changes can be made by notifying the
Assistant Dean o f room preferences under
guidelines distributed by the Dean’s office
throughout the year.
Students are permitted guests in College hous­
ing so long as their resident assistants and
housekeepers are duly notified. Guests of the
College are housed separately in facilities
apart from the main campus. The locking of
residence halls during normal semester days
commences at 11:00 p.m. Those residence
halls located on the fringe o f the main campus
or off campus are always locked. During
break periods, residence halls may be locked
earlier, the times being determined by census.
Automatic locks on outside residence hall
doors are supplemented by posted warnings
that these facilities are private property and
access is restricted. Students’ dorm room
doors are individually keyed. Cores are
changed in response to any significant security
breach such as a stolen room key. Dorm doors
are augmented with safety chain locks. Dor­
mitory windows are equipped with screens
and locking devices to deter unauthorized

52

entry. Regular interior and exterior patrols are
made by College Public Safety officers. Res­
ident assistants are selected to serve in all
residence halls and have on-site responsibility
for security, fire protection, and general safety.
A comprehensive review of security concerns,
procedures, and services are published yearly
in the Swarthmore College Student H andbook.
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 crimi­
nal opportunities whenever possible and en­
couraging community members to be respon­
sible for their own security and the security of
others. The following is a listing o f the Crime
Prevention programs and projects employed
by Swarthmore College.
Swarthmore College Shuttle Bus: A student op­
erated, radio equipped van transports stu­
dents free o f charge in and around the main
campus during the evening and early morning
hours.
Tri-College Shuttle Bus: Free transportation is
provided to students traveling between Haverford, Bryn Mawr, and Swarthmore colleges.
This service is available from approximately
7:00 p.m. to 2:00 a.m.
Escort Service (Safew alk): The student Safewalk
Program provides a deterrent to assault on
campus and increases security consciousness
in the College community. Safewalkers escort
people after dark, notice and report to Public
Safety suspicious strangers or incidents, in­
crease the Public Safety Department’s aware­
ness of students’ concerns, and increase the
level o f traffic along key walkways on campus.
Safewalkers are encouraged to participate in
the College self-defense program.
Crime Prevention Publicity: Articles and mate­
rial are routinely published and distributed.
Fire and Crime Prevention films are shown to
R .A .’s and student groups on request.
Electronic A larm Systems: A proprietary elec­
tronic alarm system monitors a comprehen­
sive network of intrusion detection and duress
alarm systems.

College Life

A rchitectural Design: Crime prevention strate­
gies and concepts are considered in the design
of new and renovated campus facilities as it
relates to physical and electronic systems.
Security Surveys: Comprehensive security sur­
veys are made for a number o f campus offices
and facilities each year.
O peration Identification: This community ven­
ture into property identification works to
deter thefts and assist in the recovery o f 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. Once each semester op­
tional bicycle safety inspections are made
available. Safety and theft prevention material
is included. High security bike locks are
carried by the College Bookstore.
R ape Awareness, Education & Prevention: Nu­
merous presentations and publications are
made each year to members of the College
community.

C O C U R R IC U L A R A C T IV IT IES

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

Social A ffairs Committee
An extensive program o f social activities is
managed by the Social Affairs Committee, a
representative student committee. The pro­
gram is designed to appeal to a wide variety
o f interests and is open to all students. There

is no charge for Social Affairs Committee
functions and for most other campus events.

Student Art Association
The Student Art Association encourages and
supports a wide range o f extracurricular op­
portunities for those interested in the visual
and performing arts. It has sponsored avantgarde happenings and lectures by visiting
artists. It also runs two programs that con­
tinue from year to year: the Griffin Gallery
for student art shows and performances and
the Life Drawing Program, presenting weekly
sessions of figure drawing. All events are open
to the entire College community, and each
semester the group holds meetings for all who
are interested in the creative arts.

Music
The Department of Music administers and
staffs several performing organizations. The
C ollege Chorus, directed by John Alston, re­
hearses three hours per week. The College
Cham ber C hoir, a select small chorus drawn
from the membership of the Chorus, rehearses
an additional two hours twice a week. T he
C ollege O rchestra, directed by Arne Running,
rehearses twice a week. The Cham ber O rches­
tra, directed by James Freeman, gives two
concerts each semester; its rehearsals closely
precede the concerts, and its members are
drawn from The College Orchestra. The O r­
chestra (Chamber Orchestra) and Chorus
(Chamber Choir) both require auditions for
membership. The W ind Ensemble, which re­
hearses one night weekly and gives two major

53

concerts each year in addition to several
outdoor performances, is under the direction
o f Michael Johns. T he Early M usic Ensemble,
directed by Michael Marissen, meets each
week and gives two concerts during the year.
More information about joining these per­
forming groups can be found on the Depart­
ment bulletin board on the upper level of
Lang. T he Swat-tet, the Music Department’s
jazz ensemble directed by John Alston, per­
forms concerts and more informal engage­
ments as well. Students must successfully
complete Jazz Improvisation (Music 61 ) before
participating in this ensemble.
Instrumentalists and singers can also partici­
pate in the chamber music coaching program
coordinated by Dorothy Freeman. Several
student chamber music concerts (in which all
interested students have an opportunity to
perform) are given each semester. These con­
certs also provide an opportunity for student
composers to have their works performed.
The Swarthmore C ollege String Q uartet, com­
posed o f four outstanding student string play­
ers who also serve as principal players in the
College Orchestra and Chamber Orchestra,
performs frequently at the College and at
other institutions.
The Barnard, Garrigues, Fetter, Fennimore,
Courtney, and G addie prizes subsidize the entire
cost of private instrumental or vocal lessons
for a limited number o f especially gifted and
advanced student musicians with the teacher
o f their choice. These yearly awards for
approximately 15 students are determined
through a departmental screening process.
Please refer to pages 7 7 -80 for more informa­
tion.
The Orchestra each year sponsors a Concerto
Com petition, open to all Swarthmore College
students. Auditions for the competition are
normally held the first Thursday after winter
vacation. The .winner performs later with the
Orchestra.
Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(each with at least one piano), a concert and
a rehearsal hall (each with its own concert
grand), one organ, and two harpsichords. The
D aniel U nderhill M usic Library has excellent
collections o f scores, books, and records.

54

The W illiam ] . C ooper Foundation presents a
distinguished group o f concerts each year on
the campus. The Department o f Music and
Dance administers a separate series o f public
concerts.
The Swarthmore Music and D ance Festival takes
place on campus during one week in the fall
semester and one week in the spring semester.
It presents concerts, master classes, and sym­
posia, focusing on contemporary American
works performed and discussed by eminent
artists, with frequent collaboration by Swarth­
more College students.

Dance
The Swarthmore College Dance Program, di­
rected by Professor Sharon Friedler, strives to
foster a cooperative atmosphere in classes and
performance situations.
The Swarthmore College Dancers regularly
perform public concerts with works choreo­
graphed by students, the dance faculty, and
other professional choreographers.
Each year there are a series o f formal concerts
at the end of each semester, as well as informal
performances throughout the year, including
a series o f exchange concerts with other area
colleges. Lecture demonstrations for public
schools and for organizations within the sur­
rounding communities are also a regular part
of the yearly dance performance schedule.
For the past few years Swarthmore College
has been the recipient o f Pennsylvania Council
o f the Arts and National Endowment for the
Arts grants which have enabled the College, in
conjunction with the William J. Cooper Foun­
dation, to bring outstanding professional
dance companies to campus for short term
residencies.
These residencies typically last from three
days to two weeks, and include master classes,
lectures, performances, and sometimes, the
creation o f a new work by a guest artist for
student performers.
Each year the Swarthmore Music and Dance
Festival brings together guest artists, faculty
members, and students in a series o f perfor­
mances and symposia focused on specific
themes.

Scholarships for summer study are available
to dance students through funds provided by
the Friends o f Music and Dance. The Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded
annually by the Department.
The Department o f Physical Education and
Athletics sponsors a coeducational perfor­
mance group in Folk Dance.
T h eatre
Æ

«I

*

a wide range o f sports. W ithin the limits of
finance, personnel, and facilities, the College
feels that it is desirable to have as many
students as possible competing on its intercol­
legiate or club teams, or in intramural sports.
Many faculty members serve as advisers for
several of the varsity athletic teams. They
work closely with the teams, attending prac­
tices and many o f the scheduled contests.

Cocurricular Activities

Internships in film production, casting, and
theatre are available throughout the Philadel­
phia area. See Mr. Devin for details.

There is a great variety o f extracurricular life,
listed more fully in the Student H andbook.
Activities range in scope from Student Coun­
cil, to clubs covering the spectrum from Am­
nesty International to W SRN (the broadcast
station). Social and cultural centers, as well as
social action community outreach groups,
provide students with a gamut o f choices.

Athletics

Publications and M edia

Swarthmore’s athletic policy is based on the
premise that any sports program must be
justified by the contributions which it can
make to the educational development o f the
individual student who chooses to participate.
In keeping with this fundamental policy,
Swarthmore’s athletic program is varied, of­
fering every student a chance to take part in

The Phoenix, the weekly College newspaper,
and W SRN , the campus radio station, are
both completely student-run organizations. In
addition, there is a variety o f other student
publications, including literary magazines,
newsletters, and an alternative magazine. The
current list can be found in the H andbook.

Professor Lee Devin is Director o f The Thea­
tre. He supervises the Theatre Studies pro­
gram. Interested students should consult the
departmental statement for Theatre Studies.

O U T R E A C H PRO G RA M S

Swarthmore College Upward Bound
The Upward Bound Program at Swarthmore
College, begun in 1964 and continued with
Federal support, is intended to provide simul­
taneously a valuable experience for Swarth­
more students and a service to high school
students who are members o f surrounding
communities. It offers both a six-week resi­

*

dential summer school in which Swarthmore
students may serve as counselors, and a series
o f activities during the academic year in which
Swarthmore students serve as tutors. The
program, designed to assist young people in
their preparation for post-high school educa­
tion, is administered by Edwin A. Collins,
Project Director.

C O O PER A T IV E IN V O LV EM EN T A N D
V O LU N T E ER S IN C O M M U N IT IES (C IV IC )
As a part o f the community service effort at
Swarthmore, C IVIC was started as a clearing­
house of volunteer opportunities and has
grown to also serve as an umbrella organiza­
tion for student-run volunteer groups. Groups
include: Chester Community Improvement

Project, Chester Tutorial, Children’s Literacy
Project, Cancer Outreach Relief Effort, LOVE
(Lang Opportunities for Volunteer Experi­
ences), MAGIC (Motivation and Growth in
Chester), and the W inter and Spring Break
Service Projects. The two co-coordinators,

55

Alix Mariko Webb ’9 2 and Carolyn Stillwell
’92, help to organize student efforts, keep the
clearinghouse files up-to-date, and serve as
the primary contacts for students, faculty, and
partners in surrounding communities. The
Community Service Advisory Board (CSAB)
is a resource for CIVIC, helping CIVIC fulfill
its mission.

Swarthmore Foundation

Among the services CIVIC offers students are
a clearinghouse that has over 200 files on
local and national community service organi­
zations and the Swarthmore Chester Shuttle,
which transports students from campus to
community service agencies in Chester six
days a week. Students participating in CIVIC
sponsored programs can also be reimbursed
for their travel expenses to Philadelphia and
parts of Delaware county.

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

A LU M N I O FFIC E A N D PU BLIC A TIO N S
Alumni Relations is the primary communica­
tion link between the College and its alumni,
enabling them to maintain an on-going rela­
tionship with each other. Some of the office’s
programs and activities include Alumni Week­
end in the spring, Fall Weekend, Parents
Weekend in the spring, Parents Council,
alumni gatherings all over the country, and
alumni travel. The Alumni Office hires stu­
dents as events interns and to help at alumni
events on campus and in the Philadelphia
area.
The Alumni Office works closely with the
Office of Career Planning and Placement to
facilitate "networking” between students and
alumni and among alumni to take advantage
o f the invaluable experience represented
among the alumni. The Alumni Office also
helps officers o f the senior class and various
alumni groups to plan special events.
The Alumni Office gives staff support to the
Alumni Association, which celebrated its
100th anniversary in 1981-82, and to the
Alumni Council, the fifty-person elected

governing body o f the Alumni Association.
The Alumni Office gives staff support also to
the 14 regional alumni and parent organiza­
tions, called Connections, in Philadelphia,
New York, Boston, Washington, D.C., south­
ern Florida, North Carolina, Chicago, Los
Angeles, San Francisco, Hartford, New Haven,
Long Island, Seattle, and France.
There are 16,005 alumni: 8 ,3 6 8 men, 7,637
women, and 2,270 married to each other,
giving substance to the traditional appellation
for the College o f "Quaker Matchbox.” The
College defines an alumnus/a as anyone who
has completed one semester.

College Publications
All alumni, parents o f students, seniors, fac­
ulty, and staff receive the quarterly Alumni
Bulletin free of charge, and it is made available
to all students. Other complimentary publica­
tions sent to alumni, parents, and friends are
an annual engagement calendar, a report of
donations to the College, the President’s Re­
port, and the Garnet Letter.

P U B L IC RELA TIO N S
The Public Relations Office works with the
faculty, students, and staff to provide news

and information about the College to the
public, primarily through the print and broad-

casting media. It publicizes all public events
on campus and responds to requests from the
media for information on a variety of subjects
by calling on the resources and expertise of
the faculty and professional staff. The Public
Relations Office prepares two publications:
On Campus, a monthly schedule o f activities
at the College that are open to the public,
distributed on request to more than 2,000
households in the Philadelphia area, and the

W eekly News, a newsletter o f events and an­
nouncements distributed to faculty, staff, and
students. The office lends support for special
events and projects and provides public rela­
tions counsel for the College.
The Public Relations Office hires students to
be feature writers and events publicity writers,
and it also employs students as clerical help.

Educational Program
Faculty Regulations
Degree Requirements

58

Awards and Prizes
Fellowships

Educational Program

G EN ER A L STA TEM EN T
Swarthmore College offers the degree of Bache­
lor of Arts and the degree o f Bachelor of
Science. The latter is given only to students
who major in Engineering; the former, to
students in the Humanities, the Social Sci­
ences, and the Natural Sciences. Four years of
resident study are normally required for a
Bachelor’s degree (see page 75), but variation
in this term, particularly as a result o f Ad­
vanced Placement credit, is possible (see page

21).
The selection of a program will depend upon
the student’s interests and vocational plans.
The purpose o f a liberal education, however,
is not primarily to provide vocational instruc­
tion, even though it provides the best founda­
tion for one’s future vocation. Its purpose is
to help students fulfill their responsibilities as
citizens and grow into cultivated and versatile
individuals. A liberal education is concerned
with the cultural inheritance o f the past, with
the cultivation o f moral, spiritual, and aes­
thetic values, with the development o f ana­
lytical abilities. Intellectually it aims to en­
hance resourcefulness, serious curiosity,
open-mindedness, perspective, logical coher­
ence, insight, discrimination.
One comprehensive review o f Swarthmore’s
curriculum (C ritique o f a College, 1967) sug­
gested two principles for a liberal education.
"O ne is the principle o f Depth. To make the
most o f a liberal education, each student must
go far enough into some subjects to give him
a genuine mastery o f disciplinary skills, so
that he can use them to generate new dis­
coveries on his own___ He must go far enough
to grasp systematic connections within a field,
to see how fundamental principles combine to
make intelligible a range of subordinate prin­
ciples or phenomena.. . . The other principle
is that o f Diversity. To make the most of a
liberal education, each student must have
enough breadth and variety in his studies so
that he can compare and contrast different
methods o f inquiry . . . , and so that he can
have the experience of making the bright
spark o f connection leap across wide gaps. It
is this breadth that gives point to the two
senses o f 'relevance’ that are fundamental in
liberal education__ perception o f the rele-

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

59

Educational Program

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

the major department.
All students are admitted to seminars based
on their prior academic work.
The program for engineering students follows
a similar basic plan, with certain variations
which are explained on page 128. Courses
outside the technical fields are distributed
over all four years.
The course advisors of freshmen and sopho­
mores are members o f the faculty appointed
by the Dean. For juniors and seniors the
advisors are the chairs of their major depart­
ments or their representatives.

PR O G R A M FO R FR ESH M EN A N D SO PH O M O R ES
The major goals o f the first two years of a
Swarthmore education are to introduce stu­
dents to a broad range of intellectual pursuits,
to equip them with the analytic and expressive
skills required to engage in those pursuits, and
to foster a critical stance towards learning and
knowing. The College distribution require­
ments are designed to aid students in achieving
these goals.
To meet the distribution requirements, a stu­
dent must take at least three credits in each of
the three divisions of the College and complete
at least 20 credits outside the major before
graduation. At least two credits in each divi­
sion must be in different departments and
must also be earned in courses designated as
Primary Distribution courses.
For purposes o f the distribution requirements
the three divisions o f the College are consti­
tuted as follows:
H um anities: Art, Classics (literature), English
Literature, M odem Languages and Litera­
tures, Music and Dance, Philosophy, Reli­
gion.
Natural Sciences and Engineering: Biology,
Chemistry, Computer Science, Engineering,
Mathematics and Statistics, Physics and As­
tronomy.
Social Sciences: Classics (ancient history), Eco­
nomics, Education, History, Linguistics,
Political Science, Psychology, Sociology and
Anthropology.

60

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 o f each
discipline within a broader system o f knowl­
edge. In recognition of the importance of
writing as an integral part of the learning
process in disciplines across the curriculum,
Primary Distribution courses also provide
considerable practice in expressing analytic
and synthetic thought in writing. Primary
Distribution courses are intended to be ap­
propriate both for those students who con­
tinue in a field and for those who do not. To
promote discussion they are restricted to 25
students or have accompanying small labora­
tories or discussion sections.
Courses which count for Primary Distribution
are designated in the departmental listings.
All six Primary Distribution courses must be
satisfied by courses taken at Swarthmore and,
with the exception of literature courses taught
in a language other than English, will normally
be completed before the student enters the
junior year. Extensions in the time allowed to
complete the remaining Primary Distribution
courses may be granted by the Committee on
Academic Requirements to students who
study for a semester or more away from
Swarthmore.

J

w

»

ri

*

Any course in a division (with the exception
o f English Literature courses numbered 1A,
IB , 1C, Music courses numbered 4 0 -4 9 , and
Dance courses numbered 1-12 and 4 0 ) may
be chosen as the third Distribution course in
that division. Some courses may be designated
as qualifying for distribution (including Pri­
mary Distribution) within more than one
division. One-credit courses so designated
can be counted in only one of those divisions;
multi-credit courses so designated may be
counted for distribution in two or more div­
isions. A course cross-listed between depart­
ments, within or across divisions, will fulfill
the distribution requirement only for the de­
partment and division o f the professor who
offers the course. Unless designated other­
wise, courses taught jointly or alternately by
faculty members of departments in different
divisions may not be used to satisfy distribu­
tion requirements.
Students who have been granted credit and
advanced placement by two departments in
the same division for work done prior to
matriculation at Swarthmore will be exempted
from one Primary Distribution requirement
in that division on the condition that they
take an additional course in one of those
departments. They will be exempted from
both Primary Distribution requirements in
that division on the condition that they take
an additional course in each o f those depart­
ments. Students who enter Swarthmore as
transfer students with eight credits o f college
work will be exempted from one Primary
Distribution requirement in each division.

Students who enter Swarthmore with at most
four semesters remaining to complete their
degree will be exempted from the Primary
Distribution component o f the distribution
requirement.
It is most desirable that students include in
their programs some work in a foreign lan­
guage, beyond the basic language requirement
(see p. 75). A student who intends to major
in one o f the natural sciences, mathematics, or
engineering should take an appropriate mathe­
matics course in the freshman year. Students
intending to major in one o f the social sciences
should be aware of the increasing importance
o f mathematical background for these sub­
jects.
Early in the sophomore year, the student
should identify two or three subjects as pos­
sible majors, paying particular attention to
departmental requirements and recommenda­
tions.
While faculty advisors assist students in pre­
paring their academic programs, students
themselves are individually responsible for
planning and adhering to programs and for
the completion o f graduation requirements.
Faculty advisors, department chairmen, other
faculty members, the Deans, and the Registrar
are available for information and advice.
In the freshman and sophomore years all
students not excused for medical reasons are
required to complete a four quarter (two
semester) program in physical education. The
requirements are stated in full on page 73.

PRO G RA M S F O R JU N IO R S A N D SEN IO R S
The major goals of the last two years o f a
Swarthmore education are to engage students
with a chosen field o f inquiry and to assist
them in assuming an independent role in
creating and synthesizing knowledge within it.
The breadth o f exposure, acquisition of skills,
and development of a critical stance during
the first two years prepare students to pursue
these goals. W ith the choice o f a major, the
focus shifts from scope to depth. Students
become involved for two years with a discrete
field o f inquiry and demonstrate their mastery

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

Educational Program

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

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

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

credits and normally of no more than 12
credits. Occasionally, where regular depart­
mental requirements unduly constrain the
possibilities o f a Special Major, these require­
ments may be relaxed to a minimum of six
courses in the primary department or by the
omission o f certain courses in that department
normally required for the sake of breadth of
experience of the major field; but course
requirements central to systematic under­
standing o f the major field will not be waived.
By extension, Special Majors may be formu­
lated as joint majors between two depart­
ments, normally with at least five credits in
each department and 1 1 in both departments,
which, in such programs, collaborate in ad­
vising and in the comprehensive examination.
During the junior and senior years, Course
students are advised by the chairman of the
major department (or a member o f the depart­
ment designated by the chairman) whose ap­
proval must be secured for the choice of
courses each semester.
The faculty may award the bachelor’s degree
with Distinction to students who have done
distinguished work in the Course program
and have achieved the grade average estab­
lished for this degree.
Distinction in Course will no longer be
awarded after the new Honors Program is
initiated, either for the Class o f 1997 or the
Class o f 1998, based on a recommendation to
be made by the Curriculum Committee in
December 1994.

E X T E R N A L EXA M IN A TIO N PR O G R A M (R EA D IN G F O R H O N O R S)
The External Examination Program, initiated
in 1922 by President Frank Aydelotte and
modified most recently in 1987, is a distinc­
tive part o f Swarthmore’s educational life.

62

W hile the program is designedly flexible and
responsive to new needs, it has been charac­
terized from the beginning by three basic
elements, which taken together may be said to
be the essence o f the system.

A new Honors Program was approved by the
faculty in May 1994. It will be available for
the first time either to the Class o f 1997 or the
Class o f 1998, depending on a recommenda­
tion to be made by the Curriculum Committee
in December 1994. The basic features o f the
new program are the following: Each student’s
program will include three preparations for
external examination in a major and one in a
minor or four preparations in a special or
interdisciplinary major. Students offering
three preparations in a major or four prepara­
tions in a special or interdisciplinary major
will be exempted from comprehensive exams
in those majors. (Double majors may partici­
pate 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 depart­
ment, program, and interdisciplinary major
that sponsors a major or a focus. In addition,
minors may be defined by all programs and
concentrations. Each student’s program will
also include at least one credit of Senior
Honors Study, which will enhance, and where
appropriate integrate, the preparations in both
major and minor. 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 o f 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, and Honors candidates will, in
addition, be examined orally on all of their
preparations. A detailed description o f the
new Honors Program and specific formats for
preparations and for Senior Honors Study in
each department and program will be available
to the first class to participate in the new
program before students in that class write
their Sophomore Papers.
(1) Reading for Honors involves a concentra­
tion of the student’s attention upon a limited
field of studies. Normally, the student pursues
only two subjects each semester, avoiding
fragmentation of interests. Content of studies
is correspondingly broader and deeper, per­
mitting a wide range o f reading and investiga­

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

Educational Program

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

64

Social Sciences: Economics, Education, Engi­
neering, History, Linguistics (program), Mathe­
matics and Statistics, Philosophy, Political
Science, Psychology, Sociology and Anthro­
pology.

■>

Natural Sciences and Engineering: Biology,
Chemistry, Computer Science (program), En­
gineering, Mathematics and Statistics, Philos­
ophy, Physics and Astronomy, Psychology.
All seminar work will be followed by an
examination at the end of the spring semester
o f the year in which the seminar is offered.
For seniors in the external examination pro­
gram, the external examination will constitute
sufficient examination for all seminars in their
plan of study. All other students who have
taken seminars will stand for an appropriate
examination set (when feasible) by external
examiners and read by a member of the Swarthmore faculty. I f such an exam is not available,
these students will stand for an equivalent
examination set and read by a member of the
Swarthmore faculty.
Seniors who are awarded honors and juniors
who have been accepted into the external
examination program will have no grades
recorded on their transcript for any seminars
included in their plan of study for honors
programs. Seniors who take courses within a
plan of study for an external examination
program will be expected to meet all the'
requirements for such courses except that of
course examination, unless the instructor
deems it necessary that they take the examina­
tion. Normally, the external examination will
be sufficient examination for such courses.
At the end of the senior year the reading of the
examinations and the decision of the degree of
Honors to be awarded the candidates is entirely in the hands of the visiting examiners.
Upon their recommendation, successful can­
didates are awarded the Bachelor’s Degree
with Honors, with High Honors, or with
Highest Honors. When the work of a candidate does not in the opinion o f the examiners
merit Honors o f any grade, Swarthmore fac­
ulty members review the student’s examina­
tion papers and assign grades.

^

k

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1

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EX C EPT IO N S T O T H E FO U R -Y E A R PRO G RA M
Although the normal period o f uninterrupted
work toward the Bachelor of Arts and Bache­
lor of Science degrees is four years, graduation
in three years is freely permitted when a
student can take advantage o f Advanced Place­
ment credits, perhaps combining them with
extra work by special permission. When cir­
cumstances warrant, a student may lengthen
the continuous route to graduation to five
years by carrying fewer courses than the norm
of four: this may be appropriate for students
who enter Swarthmore lacking some elements
of the usual preparation for college, who are
physically handicapped, or who wish to free
time for activities relating to their curricular
work although not done for academic credit.
Information about work opportunities for
leave-takers available through the College
Venture Program is in the Career Planning and

Placement office. Such five-year programs are
possible in Music and Studio Arts for students
who are taking instruction off campus or who
wish to pursue studio or instrumental work
without full credit but with instruction and
critical supervision; but such programs are
possible only on application to and selection
by the department concerned, which will look
for exceptional accomplishment or promise.
In all cases where it is proposed to reduce
academic credit and lengthen the period before
graduation the College looks particularly to
personal circumstances and to careful advis­
ing and necessarily charges the regular annual
tuition (see the provisions for overloads, p.
22). 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.

N O R M A L C O U R S E LO A D
Although normal progress toward the degree
of Bachelor o f Arts or Bachelor o f Science is
made by eight semesters’ work o f four courses
or the equivalent each semester, students may
and frequently do vary this by programs of
five courses or three courses if it is desirable
for them to do so. The object o f progress
toward the degree is not primarily, however,

the mere accumulation o f 32 credits. College
policy does not permit programs o f fewer
than three courses within the normal eight
semester enrollment. Programs o f more than
five courses or fewer than four courses require
special permission (see p. 22 on tuition and
p. 72 on registration).

FO RM A TS O F IN ST R U C T IO N
While classes and seminars are the normal
curricular formats at Swarthmore, faculty regu­
lations encourage other modes as well. These
include various forms o f individual study,
student-run courses, and a limited amount of
"practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach­
ments provides that a student may attach to an
existing course, with permission o f the in­
structor, a project of additional reading, re­
search, and writing. If this attachment is taken
concurrently with the course it is normally
done for half credit. If it is taken in a later

semester (preferably the semester immediately
following), it may be done for either half or
full credit. This kind o f work can be done on
either a small-group or individual basis. It is
not possible in all courses, but it is in most,
including some introductory courses. For
freshmen and sophomores it is a way of
developing capacities for independent work,
and for Honors candidates it is an alternative
to seminars as a preparation for papers. Stu­
dents who decide before the middle o f the
semester to do a half-credit attachment may
commonly, with permission, withdraw from
a regular course and carry- three and a half
credits in that term to be balanced by four and

65

Educational Program

a half credits in another term. Students may
do as many as two attachments each year.
Directed reading and tutorials are similar; but
the faculty role in the former is more biblio­
graphical than pedagogical, and, because they
require somewhat less faculty time, oppor­
tunities for directed reading are more frequent
in most departments than are opportunities
for tutorials. In both cases substantial written
work and/or written examinations are con­
sidered appropriate, and it is generally desir­
able that the work be more specialized or
more sharply focussed than is usually the case
in courses or seminars; the work may range
from a course of reading to a specific research
project. Such work is available primarily to
juniors and seniors in accordance with their
curricular interests and as faculty time per­
mits.
The faculty regulation on student-run courses
permits a group of students to propose a topic
to an instructor for half or single credit and to
rim their own course with a reading list
approved by the instructor and a final exam­
ination or equivalent administered by him or
her, but normally with no further involvement
o f faculty. In organizing such a course students
obtain provisional approval and agreement to
serve as course supervisor from a faculty
member by December 1st (for the spring
term) or May 1st (for the fall term) on the
basis o f an initial memorandum emphasizing
the principal subject matter to be studied, the
questions to be asked about it, the methods of
investigation, and providing a preliminary bib­
liography. The course is then registered by its
organizers with the Provost, who has admin­
istrative supervision of such work, and who
may waive the foregoing deadlines to recognize
problems in the organization o f such courses.
The course supervisor consults his or her
department, and in the case o f an interdepart­
mental course, any other department con­
cerned, whose representatives together with
the Provost will decide whether to approve the
course. The supervisor also reviews the course
outline and bibliography and qualifications
and general eligibility o f students proposing
to participate in the course. After a studentrun course has been found acceptable by the
appropriate department (or departments) and
the Provost, the course supervisor’s final

approval is due ten days before the term
begins, following which a revised reading list
and class list are given to the Librarian and the
course title and class list are filed with the
Registrar. A t the end of the course the super­
visor evaluates and grades the students’ work
in the usual way or arranges for an outside
examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provi­
sionally proposed for half credit to run in the
first half of the semester, and at midterm, may
be either concluded or, if the participants and
course supervisor find the work profitable,
continued for the balance of the term for full
credit. Alternatively, student-run courses may
be started after the beginning of the semester
(up to midsemester) for half credit and then
be continued, on the same basis, into the
following term. Or they may be taken for half
credit over a full term. The role o f the course
supervisor may exceed that in planning and
evaluation outlined above and extend to occa­
sional or regular participation. The only es­
sentials, and the purpose of the procedures,
are sufficient planning and organization of the
course to facilitate focus and penetration. The
course planning and organization, both ana
lytical and bibliographical, are also regarded
as important ends in themselves, to be em­
phasized in the review of proposals before
approval. Up to four of the 32 credits required
for graduation may be taken in student-run
courses.
Finally, as to applied or practical work, the
College may under faculty regulations grant
up to one course credit for practical work,
which may be done off campus, when it can
be shown to lend itself to intellectual analysis
and is likely to contribute to a student’s
progress in regular course work, and subject
to four conditions: ( 1 ) agreement o f an in­
structor to supervise the project; ( 2 ) spon­
sorship by the instructor’s department, and in
the case o f an interdisciplinary project, any
other department concerned, whose repre­
sentatives together with the Provost will de­
cide whether to grant permission- for the
applied or practical work before that work is
undertaken; (3 ) a basis for the project in some
prior course work; and (4 ) normally, the
examination of pertinent literature and pro­

duction of a written report as parts of the
project. This option is intended to apply to
work in which direct experience o f the offcampus world or responsible applications of
academic learning or imaginative aspects of
the practice of an art are the primary elements.

Because such work is likely to bear a loose
relation to organized instruction and the regu­
lar curriculum, the College limits academic
credit for it while recognizing its special im­
portance for some students’ programs.

IN T ER D ISC IPLIN A R Y W O R K
The requirements o f the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diver­
sity; it may also be used for the practical
integration o f individual programs around
interests or principles supplementing the
major. The College offers interdepartmental
majors in Asian Studies, Medieval Studies,
Literature, Linguistics-Psychology, and The­
atre Studies, and formal interdisciplinary pro­
grams short o f the major in Black Studies,
Computer Science, International Relations,
Public Policy, and Women’s Studies. The pro­
grams in Education and in Linguistics have
departmental status as to staff. It should be
recognized that some departments are them­
selves interdisciplinary in nature; that a con­
siderable number of courses are cross-listed
between departments; that each year some
courses are taught jointly by members of two
or more departments; that departments com­

monly recommend or require supporting
work for their majors in other departments;
and that students can organize their work into
personally selected concentrations in addition
to or as extensions of their majors, particularly
in Special Majors. Such concentration is for­
mally provided in Black Studies, International
Relations, Public Policy, and Women’s Stu­
dies. Many other opportunities exist infor­
mally—e.g., in comparative literature, in Af­
rican studies, in American studies, in religion
and sociology-anthropology, in engineering
and social sciences, in women’s studies, in
biochemistry, or in chemical physics. Students
are encouraged to seek the advice of faculty
members on such possibilities with respect to
their particular interests. In some cases faculty
members of several departments have planned
and scheduled their course offerings with
some consultation so as to afford a de facto
concentration in addition to the major, and
students may wish to know and take advantage
of these cases of overlapping faculty interests.

H EA LTH SC IEN C ES A D V ISO R Y PRO G RA M
The function o f the health sciences advisory
program is twofold: to advise students inter­
ested in a career in the health sciences, and to
prepare letters of recommendation for profes­
sional schools to which students apply. The
letters are based on faculty evaluations re­
quested by the student, the student’s academic
record and non-academic activities.
Students intending to enter a career in the
health sciences, especially those applying to
medical or dental schools, should plan their
academic programs carefully to meet the ne­
cessary requirements, as well as the general
College requirements. The following courses

are among the minimum requirements for stu­
dents entering medical or dental schools: Bi­
ology 1 , 2 (students who have earned ad­
vanced placement credit for Biology 1, 2
should take two other biology courses);
Chemistry 1 0 ,2 2 ,3 2 ,3 6 , or 38; Physics 3 ,4 ;
Math 5 and one additional math course; and
English Literature, two semester courses. The
work o f the junior and senior years may be
completed in either the Course or the Honors
Program, and in any major department of
the student’s choice. However, professional
schools in the health sciences generally require
a demonstrated proficiency in the basic scien­

67

Educational Program

ces. All required courses should therefore be
taken on a graded basis after the first semester
of the freshman year.
Almost all medical schools require applicants
to take the Medical College Admission Test
which is given in April and September each
year. It is recommended that students take the
test in the Spring of the year that they apply
for admission to medical schools. Swarthmore
College is a testing center for the MCAT.
Corollary tests, the Dental Aptitude Test and
the Veterinary Aptitude Test, are often re­
quired by dental and veterinary schools.
Specific requirements for each medical and
dental school along with much other useful
information are given in two publications

which are available in the Health Sciences
Advisory Office: M edical School Admission
Requirements and Admission Requirements o f
Am erican D ental Schools. Catalogs for most
medical and veterinary schools are also on file
in the Advisory Office.
The Health Sciences Advisor meets periodi­
cally with students interested in health careers
and is available to assist students in planning
their programs in cooperation with students’
own academic advisors. Further information
on opportunities, requirements and proce­
dures can be obtained from the Health Sci­
ences Advisor but it is the student’s respon­
sibility to make his or her intentions known
to the Advisor at the earliest possible date.

C R EA T IV E ARTS
Work in the creative arts is available both in
the curriculum o f certain departments and on
an extracurricular basis. Interested students

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

C O O PER A T IO N W IT H N EIG H BO RIN G IN STITU TIO N S
W ith the approval o f their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College
or the University o f Pennsylvania without the
payment of extra tuition. Students are ex­

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

S T U D EN T EX C H A N G E PRO G RA M S
To provide variety and a broadened outlook
for interested students, the College has stu­
dent exchange arrangements with Harvey
Mudd College, Middlebury College, Mills
College, Pomona College, Rice University,
and Tufts University. Selection is made by a
committee of the home institution from
among applicants who will be sophomores or
juniors at the time o f the exchange.

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

S T U D Y A BRO A D
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

i

I
stage—planning, study abroad, return—o f the
process.
To be accepted for credit toward the Swarthmore degree, foreign study must meet Swarthmore academic standards. W ith proper plan­
ning, this condition normally is readily met.
Proper planning begins with seeing the For­
eign Study Adviser as early as possible in
one’s college career. Credit for study abroad is
awarded according to College regulations for
accrediting work at other institutions; and the
process must be completed within the aca­
demic year following return to the College.
Financially aided students whose aid has been
applied to study abroad must complete the
accreditation process immediately upon re­
turn.
1. T he Swarthmore Program in Grenoble, France,
inaugurated in the fall o f 1972. Students
entering this program spend either one or two
semesters at the University o f Grenoble, where
their course o f study is the equivalent of one
or two semesters at Swarthmore. This pro­
gram, 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 ac­
cepted. The number of participants is limited
to twenty-five.
Students are integrated into the academic life
at the University o f Grenoble through regular
courses, when their language competence al­
lows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation o f External Examination papers is
■ 1 possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member of the Department o f Modem
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program
and the living arrangements o f the students,
and advises on all educational or personal
problems. A coordinator of the program at
Swarthmore handles such matters as admis­
sions to the program (in consultation with the

Deans), financial aid, transfer of academic
credit to departments within the College and
to institutions whose students participate in
the program. Applications for the fall semes­
ter must be submitted by March 15 and for
the spring semester by October 15.
2. A cadem ic Year in M adrid, Spain. This pro­
gram is administered by the Romance Lan­
guage Department of Hamilton College, in
cooperation with faculty members of W il­
liams and Swarthmore Colleges. Students
many enroll for the full academic year or for
either the fall or spring semester. (Credit at
Swarthmore must be obtained through the
departments concerned.) The program at­
tempts to take full advantage o f the best
facilities and teaching staff of the Spanish
community, while adhering to the code of
intellectual performance characteristic o f the
most demanding American institutions.
A distinguishing aspect o f the program is the
individual guidance provided students in non­
academic areas, especially in ( 1 ) the efforts
that are made to End homes well suited for
student lodging, and ( 2 ) the activities which
are planned to insure ample contact with
Spanish students.
The program is based in Madrid, where the
cultural, educational and geographic benefits
are optimum. Classrooms and office space are
located at the International Institute (Miguel
Angel 8 , Madrid). The Institute houses a
library eminently suited for study and re­
search, and it sponsors a series of lectures,
concerts, and social activities.
The program is under the general guidance of
a committee comprised o f members o f the
Hamilton College Department of Romance
Languages, who, in rotation with professors
from Williams and Swarthmore Colleges,
serve also as directors-in-residence in Ma­
drid.
Applications and further information are avail­
able from the Department of Modern Lan­
guages and Literatures.
3. Swarthmore-approved Study A broad Pro­
grams. The following programs are well known
to and highly thought o f by academic depart­
ments or programs o f the College. Financial
aid is applicable to participation in these

69

Educational Program

programs. Financial aid students planning to
participate in one of these programs should
consult the Director of Financial Aid to make
requisite arrangements.
1) Swarthmore College Program in Greno­
ble (France) for either semester or the
entire academic year (see above);
2 ) Hamilton College Academic Year in Ma­
drid (Spain) for the fall semester or the
entire academic year (see above);
3 ) Wayne State Junior Year in Germany,
either at the University o f Freiburg or the
University of Munich (West Germany)
for the entire academic year;
4 ) Smith College Junior Year at the Univer­
sity o f Hamburg (West Germany) for the
entire academic year;
5) Duke University Program in Berlin (Ger­
many), Humboldt University in the fall
semester; Free University in the spring
semester;

6 ) Great Lakes College Association Latin
America Program (Ceuca) in Bogota (Co­
lombia) for either semester or the entire
academic year;
7) The Intercollegiate Center for Classical
Studies in Rome (Italy) for either semes­
ter or the entire academic year; (See also
announcement o f the Art Department,
p. 87, and of the Classics Department,
p. 108.);

8 ) Sweet Briar Junior Year in France (Paris);
9 ) Intercollegiate Sri Lanka Educational
(ISLE) Program at the University o f Peradeniya for the fall (August-November)
semester;
10) CET/Wellesley College Chinese Lan­
guage Program in Beijing for one or both
semesters;
11) Wesleyan Program in Regensburg (Ger­
many) for the spring semester;
12) University of Ghana, both semesters;
13) American Collegiate Consortium for

East-West Cultural and Academic Ex­
change for study in the former Soviet
Union;
14) Associated China Program, Nankai Uni­
versity;
15) Hamilton College, The Swedish Program
in Stockholm for either semester or the
entire academic year.
4. Students whose study abroad needs are not
met by any o f the programs listed above may
apply to other programs administered by
educational or other institutions in the U .S.,
or may apply directly to a foreign university.
Advice and direction for program selection is
available from the Office for Foreign Study, in
cooperation with the academic departments
and programs o f the College. W ith the appro­
val o f the Office for Foreign Study, financial
aid may be applied to participation in these
programs. Financially aided students (stu­
dents receiving any sort o f financial aid) wish­
ing to participate in any o f these programs
should consult both the Director o f Financial
Aid and the Foreign Study Adviser.
The O lga Lam kert M emorial Fund. Income from
a fund established in 1979 by students o f Olga
Lamkert, Professor o f Russian at Swarthmore
College from 1949 to 1956, is available to
students with demonstrated financial need
who wish to attend a Russian summer school
program in this country or either the Lenin­
grad or Moscow semester programs. Awards
based on merit and financial need will be
made on the recommendation of the Russian
section o f the Department of Modern Lan­
guages and Literatures.
The Eugene M. W eber M em orial Fund. Income
from a fund established in 1986 to honor the
memory o f Eugene M. Weber, Professor of
German at Swarthmore College from 1973 to
1986, is available to students with demon­
strated financial need who wish to attend an
academic program in a German-speaking coun­
try. Awards based on merit and financial need
will be made on the recommendation of the
German section of the Department of Modem
Languages and Literatures.

Faculty Regulations
i

--------------------------------------------------------------A TTEN D A N CE AT C LA SSES

•s

I

a

*

•I

■

■

■

Registration to take a course for credit implies
regular attendance at classes, unless a student
specifically elects to obtain credit in a course
without attending classes. The conditions for
exercising this option are set forth below.
W ith this exception, students are responsible
for regular attendance. Faculty members will
report to the Dean the name of any student
whose repeated absence is in their opinion
impairing the student’s work. The number of
cuts allowed in a given course is not specified,
a fact which places a heavy responsibility on
all students to make sure that their work is not
suffering as a result o f absences. Since fresh­
men must exercise particular care in this
respect, and since the Faculty recognizes its
greater responsibility toward freshmen in the
matter o f class attendance, it is expected that
freshmen, especially, will attend all classes.

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

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

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

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

G RA D ES
Instructors report to the Dean’s and Regis­
trar’s offices at intervals during the year upon
the work o f students in courses. Informal
reports during the semester take the form of
comments on unsatisfactory work. A t the end
of each semester formal grades are given in
each course under the letter system, by which
A means excellent work, B good work, C
satisfactory work, D passing but below the
average required for graduation, and NC (no
credit) for uncompleted or unsatisfactory
work. Letter grades are qualified by pluses
and minuses. W signifies that the student has
been permitted to withdraw from the course
by the Committee on Academic Require­
ments. X designates a condition; this means
that a student has done unsatisfactory work in
the first half o f a year course, but by creditable
work during the second half may earn a
passing grade for the full course and thereby
remove the condition. R is used to designate
an auditor or to indicate cases in which the
work of a foreign student cannot be evaluated
because o f deficiencies in English.
Inc. means that a student’s work is incomplete

with respect to specific assignments or exam­
inations. The Faculty has voted that a stu­
dent’s final grade in a course should incorpo­
rate a zero for any part of the course not
completed by the date of the final examina­
tion, or the end of the examination period.
However, if circumstances beyond the stu­
dent’s control preclude the completion of the
work by this date, a grade of Incom plete (Inc.)
may be assigned with the permission of the
Registrar. In such cases incomplete work
must normally be made up and graded and the
final grade recorded within five weeks after
the start o f the following term. Except by
special permission of the Registrar (on con­
sultation with the Committee on Academic
Requirements) all grades o f Inc. still outstand­
ing after that date will be replaced on the
student’s permanent record by NC (no credit).
Waiver o f this provision by special permission
shall in no case extend beyond one year from
the time the Inc. grade was incurred.
The only grades recorded on students’ records
for courses taken during their first semester of
the freshman year are CR (credit) and NC (no

71

Faculty Regulations

credit). In the balance of their work at Swarthmore, students may select up to four courses
for Credit/No Credit by informing the Regis­
trar’s Office within the first two weeks of the
term in which the course is taken. Until the
middle o f the semester, students may recon­
sider and opt to receive a formal grade in the
course. This course will count as one of the
four optional Credit/No Credit courses. Re­
peated courses may not be taken Credit/No
Credit. For freshmen and sophomores CR
will be recorded for work that would earn a
grade of D or higher; for juniors and seniors
the minimum equivalent letter grade for CR
will be C. Instructors are asked to provide the
student and the faculty adviser with evaluation
of the student’s Credit/No Credit work. The

evaluation for first-semester freshmen in­
cludes a letter-grade equivalent; for other
students the evaluation may be either a lettergrade equivalent, or a comment. Such evalua­
tions are not a part of the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be pro­
vided to other institutions if requested by the
student and absolutely required by the other
institution.
Reports of grades are sent to students at the end
of each semester. They are not routinely sent
to parents or guardians, but such information
may be released when students request it.
A C (2 .0 ) average is required in the courses
counted for graduation.

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

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

EXA M IN A TIO N S
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 o f the course.

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

A C A D EM IC H O N ESTY
Members of an academic community have an
unequivocal responsibility to present as the
result o f their own work only that which is
truly theirs. Cheating, whether in examina­
tions or by plagiarizing the work of others, is
a most serious offense, and one which strikes
at the foundations o f academic life.

72

The responsibility of the Faculty in this area
is three-fold: to explain the nature o f the
problem to those they teach (the Faculty’s
statement concerning plagiarism may be found
in T he Student H andbook), to minimize temp­
tation, and to report any case of cheating to
the Dean for action by the College Judiciary
Committee.

i
:
>
1
-

The College Judiciary Committee will consider
the case, determine guilt, and recommend a
penalty to the President. The order of magnitude 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

^

1

the course and, as appropriate, suspension for
a semester or deprivation o f the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description o f College judicial procedure may
be obtained from the office o f the Dean.

ST U D EN T LEA V ES O F A BSEN C E
Student leaves o f absence are freely permitted
provided the request for leave is received by
the date of enrollment and the student is in
good standing. I f a student has not enrolled
and has not arranged for a leave o f absence for
the subsequent semester, it is assumed that he
or she is withdrawing. Such students must
apply to the Dean for re-admission in order to
return to College after an interval. The pur­
pose of this policy is to assist the College in
planning its enrollments.

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The C ollege Venture Program
The College Venture Program, supported by

1

SU M M ER SC H O O L W O R K

1

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

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

nations by the Swarthmore department con­
cerned after the work has been done. Valida­
tion may include an examination, written or
oral, administered at Swarthmore. An official
transcript from the summer school must be
presented to the Office o f the Registrar before
the work can be validated for credit. Requests
for credit must be made within the academic
year following the term in which the course is
taken. One course credit at Swarthmore is
regarded as equivalent to 4 semester hours.

PH YSIC A L ED U C A TIO N

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1

1

In the freshman and sophomore years all nonveteran students not excused for medical reasons are required to complete a four quarter
(two semester) program in physical education.
All students must pass a survival swimming
test or take up to one quarter o f swimming

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

73

Faculty Regulations

EX C L U S IO N FR O M C O L L EG E
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.

W ITH D R A W A L A N D R EA D M ISSIO N FO R H EA LTH R EA SO N S (see p. 4 9 )

74

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Degree Requirements

»

-------------------------------------------------------------------------------------------BA C H ELO R O F A RTS A N D B A C H ELO R O F SC IEN C E
The degree o f Bachelor of Arts or Bachelor of
Science is conferred upon students who have
met the following requirements for gradua­
tion. The candidate must have:
1. Completed thirty-two courses or their
equivalent.

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H

test; or, c) passed one year of a foreign lan­
guage while at Swarthmore.
5. Met the requirements in the major and
supporting fields during the last two years.

6 . Passed satisfactorily the comprehensive

2. An average grade o f C in the courses
counted for graduation.*

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

3. Complied with the distribution requirements and have completed at least twenty
credits outside the major. (See pages 5 9 -6 0 .)

7. Completed four semesters of study at
Swarthmore College, two o f which have been
those of the senior year.

4. The foreign language requirement, having
either: a) passed three years or their equivalent
(as determined by the Provost) of one foreign
language while in grades nine through twelve;
or, b) achieved a score o f 6 0 0 or its equivalent
in a foreign language on a standard achievement

8. Completed the physical education require­
ment set forth on page 73 and in statements of
the Department of Physical Education and
Athletics.
9. Paid all outstanding bills and returned all
equipment and library books.

M A ST ER O F A RTS A N D M A ST ER O F SC IEN C E
The degree o f Master o f Arts or Master of
Science may be conferred subject to the fol­
lowing requirements:
Only students who have completed the work
for the Bachelor’s degree with some distinc­
tion, either at Swarthmore or at another insti­
tution o f satisfactory standing, shall be ad­
mitted as candidates for the Master’s degree at
Swarthmore.
The candidate’s record and a detailed program
setting forth the aim o f the work to be
pursued shall be submitted, with a recom­
mendation from the department or depart­
ments concerned, to the Curriculum Com­
mittee. If accepted by the Committee, the
candidate’s name shall be reported to the
faculty at or before the first faculty meeting of
the year in which the candidate is to begin
work.
The requirements for the Master’s degree shall
include the equivalent o f a full year’s work of
*"A n average o f C ” is interpreted for this
purpose as being a numerical average o f at
least 2.0 (A+, A = 4.0, A - = 3.67, B+ = 3.33,
B = 3.0, B - ^ 2.67, C + = 2 .33, C = 2.0,
C - = 1.67, D + = 1.33, D = 1.0, D - = 0.67).

graduate character. This work may be done
in courses, seminars, reading courses, regular
conferences with members of the faculty, or
research. The work may be done in one
department or in two related departments.
A candidate for the Master’s degree shall be
required to pass an examination conducted by
the department or departments in which the
work was done. The candidate shall be ex­
amined by outside examiners, provided that
where this procedure is not practicable, ex­
ceptions may be made by the Curriculum
Committee. The department or departments
concerned, on the basis o f the reports of the
outside examiners, together with the reports
o f the student’s resident instructors, shall
make recommendations to the faculty for the
award o f the degree.
A t the option o f the department or depart­
ments concerned, a thesis may be required as
part o f the work for the degree.
Grades of Credit/No Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.

75

Degree Requirements

A candidate for the Master’s degree will be
expected to show before admission to candi­
dacy a competence in those languages deemed
by his or her department or departments most
essential for the field of research. Detailed
language requirements will be indicated in the

76

announcements o f departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $ 19,124.

>Awards and Prizes
*

The Ivy Award is made by the Faculty each
year to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.

1

The O ak L e a f Award is made by the Faculty
each year to the woman o f the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.

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The M cCabe Engineering Award, founded by
Thomas B. McCabe, 1915, is presented each
year to the outstanding engineering student in
the Senior Class. The recipient is chosen by a
committee o f the faculty of the department of
Engineering.
The F lack Achievem ent Award, presented by
the Flack Foundation, one o f whose founders
is Hertha Eisenmenger Flack o f the Class of
1938, is made to a deserving student who,
during the first two years at Swarthmore
College, has demonstrated a good record of
achievements in both academic and extracurricular activities while showing leadership
potential as a constructive member of the
College. The donor hopes these awards will
go to students o f demonstrated achievement
and high potential who are dedicated to the
basic principles o f American democracy and
of academic freedom. The awards are not
related to need.

It provides up to $ 2 ,0 0 0 to support purpose­
ful work in the studio arts during the summer
between the junior and senior years.
Am erican C hem ical Society Award is given to
the student who is judged by the Department
o f Chemistry to have the best performance in
chemistry and overall academic achievement.
A m erican Institute o f Chemists Award is given
to the student who is judged by the Depart­
ment o f Chemistry to have the second best
record in chemistry and overall academic
performance.
Boyd Barnard M usic Awards. Established in
1990, these awards subsidize the entire cost of
private instrumental or vocal lessons for a
limited number o f advanced students. These
awards, which are given by the Music faculty
each semester to approximately 6-8 students,
are determined through competition. Recipi­
ents participate as leaders in performance on
campus, normally as members 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 ’17, the Barnard Prize o f $1,000 is
awarded by the Music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.

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

T he Jam es H. Batton ’72 Award, endowed in his
memory by G. Isaac Stanley ’73 and Ava
Harris Stanley, M.D. ’72, is awarded for the
personal growth or career development o f a
minority student with financial need.

i The Adam s Prize o f $ 2 0 0 is awarded each year
by the Department o f Economics for the best
I paper submitted in quantitative economics.

The Paul H. B eik Prize in History o f $100 is
awarded each May for the best thesis or
extended paper on an historical subject by a
History major during the previous academic
year.

The Stanley Adamson Prize in Chemistry is
endowed in memory of Stanley D. Adamson
’65 by his parents, June and George Adamson.
| It is awarded each spring to a well-rounded
I Junior majoring in Chemistry or Biochemistry
I who, in the opinion o f the Department, gives
most promise o f excellence and dedication in
the field.

1

The Jonathan Leigh Altman Summer Grant, given
in memory of this member o f the Class of
1974 by Shing-mei P. Altman ’76, is awarded
by the Department o f Art to a junior who has
strong interest and potential in the studio arts.

T he B lack Alumni Prize is awarded annually to
honor the sophomore or junior minority stu­
dent who has shown exemplary academic
performance and community service.
T he Brand Blanshard Prize, honoring Brand
Blanshard, Professor o f Philosophy at Swarth­
more from 1925 to 1945, has been established
by David H. Scull, of the Class o f 1936. The
award of $100 is presented annually to the
student who, in the opinion of the Depart-

77

Awards and Prizes

ment, submits the best essay on any philo­
sophical topic.
The Sophie and W illiam Brannon 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
o f Swarthmore’s sociology-anthropology de­
partment, and it carries a cash stipend.
The H einrich W. Brinkmann Mathematics Prize,
honoring Heinrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor of his 80th
birthday. Awards of $ 100 are presented annu­
ally to the student or students who, in the
opinion o f the Department of Mathematics
and Statistics, submit the best paper on a
mathematical subject.
The Sarah Kaighn C ooper 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.
T he Anna May Courtney Award. The Anna
May Courtney Award, named in honor o f the
late singer who performed often in Lang Con­
cert Hall, is given each semester by the Music
faculty to an outstanding voice student. The
award subsidizes the entire cost o f private
lessons for the semester.
The A lice L. Crossley Prize in Asian Studies of

$100 is awarded to the student who, in the
opinion o f the Asian Studies Committee,
submits the best essay on any topic in Asian
Studies.
T he George P. Cuttino Scholarship, established
in 1992, is awarded by the Department of
History to a junior for travel and research in
Europe during the summer before the senior
year.
T he Rod D owdle ’82 Achievem ent Award in
tennis is given annually to the male varsity
tennis player who best exhibits qualities of
perseverance and strong personal effort to

78

achieve a meaningful personal or team goal.
The Robert Enders Field Biology Award, estab­
lished by his friends and former students, to
honor Dr. Robert K. Enders, a member o f the
College faculty from 1932 to 1970, is awarded
to support the essential costs o f the study of
biological problems in a natural environment.
T he Arthur Fennimore Award. The Arthur Fennimore Award, named in memory o f the
distinguished pianist who lived in Swarthmore, is given each semester by the Music
faculty to an outstanding pianist. The award
subsidizes the entire cost o f private lessons for
the semester.
Fetter String Q uartet Awards. The Elizabeth
Pollard Fetter String Quartet Awards, en­
dowed by Frank W. Fetter ’20, Robert Fetter
’53, Thomas Fetter ’56, and Ellen Fetter Gille
in memory of Elizabeth P. Fetter ’25, subsidize
the private instrumental lessons of four topnotch student string players at the College.
Interested applicants should write to the Chair
o f the Music and Dance Department and
should plan to play an audition at the College
when coming for an interview. Membership
in the Qjiartet is competitive. A t the begin­
ning o f any semester, other students may
challenge and compete for a place in the
Quartet.
Friends o f M usic and D ance Summer Awards.
Each Spring, the Music and Dance Depart­
ment selects recipients of Friends o f Music and
Dance Summer Awards on the basis o f written
proposals. These awards provide stipends for
attendance at summer workshops in music
and in dance and for other further study in
these fields.
The R enee G addie Award. In memory o f Renee
Gaddie ’93, this award is given by the Music
faculty to a member of the Swarthmore Col­
lege Gospel Choir who is studying voice
through the Music 48 (Individual Instruction)
program. The award subsidizes the entire cost
o f voice lessons for that semester.
Edwin B. Garrigues Music Awards. Naming
Swarthmore as having one o f the top four
music programs in the Philadelphia area, the
Edwin B. Garrigues Foundation established
awards to subsidize the entire cost of private
instrumental or vocal lessons for a limited
number of gifted students, often incoming

*
first-year students. These awards, which are
given each semester by the Music faculty to
approximately 10-15 students, are determined
by competition on campus and by audition
(either in person or by tape) for incoming
first-year students. Recipients participate as
leaders in performance on campus, normally
as members o f one o f the Music and Dance
Department’s performing organizations, or,
in the case o f pianists and organists, as accom­
panists.
The Dorothy D itter Gondos Award, bequeathed
by Victor Gondos, Jr., in honor o f his wife,
Class o f 1930, is given every other year to a
student of Swarthmore College who, in the
opinion o f a faculty committee, submits the
best paper on the subject dealing with a
literature o f a foreign language. The prize of
$100 or more is awarded in the spring semes­
ter. Preference will be given to essays based
on works read in the original language. Award­
ing o f the prize will be under the direction of
the Literature Committee.
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The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Philip M. H icks Prizes are endowed by
friends of Philip M. Hicks, former Professor
of English and Chairman of the Department
of English Literature. They are awarded to the
two students who in the opinion o f the De­
partment submit the best critical essays on
any topic in the field o f literature.

■

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

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The M ichael H. K eene Award, endowed by the
family and friends o f this member of the Class
of 1985, is awarded by the Dean to a worthy
student to honor the memory of Michael’s
personal courage and high ideals. It carries a
cash stipend.

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The Naomi K ies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community
service outside the academic setting, alleviat­

ing discrimination or suffering, promoting a
democratic and egalitarian society, or resolv­
ing social and political conflict. It carries a
cash stipend.
The Kwink Trophy, first awarded in 1951 by
the campus managerial organization known as
the Society of Kwink, is presented by the
faculty o f the Department o f Physical Educa­
tion and Athletics to the senior man who best
exemplifies the Society’s five principles: Ser­
vice, Spirit, Scholarship, Society, and Sports­
manship.
T he Leo M. L eva M em orial Prize, established
by his family and friends, is awarded by the
Biology Department to a graduating senior
whose major is Biology and whose work in the
field shows unusual promise.
The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards o f $100 each are pre­
sented annually, one for linguistic theory and
one for psycholinguistics, to the two students
who, in the opinion o f the Program in Lin­
guistics, submit the best senior papers or
theses in these area.
The Norman M einkoth Field Biology Award,
established by his friends and former students,
to honor Dr. Norman A. Meinkoth, a member
o f the College faculty from 1947 to 1978, is
awarded to support the essential costs o f the
study o f biological problems in a natural en­
vironment.
T he E lla Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide income
for a poetry reading contest as well as funds
for visiting poets and writers.
The Lois M orrell Poetry Award, given by her
parents in memory of Lois Morrell o f the
Class of 1946, goes to that student who is
judged to have submitted the best original
poem in the annual competition for this $200
award. The Fund also supports campus read­
ings by visiting poets.
Music 48 Special Awards. Endowed by Boyd T.
Barnard ’17 and Ruth Cross Barnard ’19,
grants are given by the Music faculty to stu­
dents at the College who show unusual prom­
ise as instrumentalists or vocalists. All grants
subsidize two-thirds of the cost o f ten lessons,
as part o f the Music 4 8 program. For more

79

Awards and Prizes

information, please refer to Credit for Perfor­
mance—Individual Instruction (Music 4 8).
The A . Edward 'Newton Library Prize endowed
by A. Edward Newton, to make permanent
the Library Prize first established by W.W.
Thayer, is awarded annually to that under­
graduate who, in the opinion of the Commit­
tee o f Award, shows the best and most intel­
ligently chosen collection of books upon any
subject. Particular emphasis is laid not merely
upon the size o f the collection but also upon
the skill with which the books are selected and
upon the owner’s knowledge o f their subjectmatter.
The May E. Parry M em orial Award, donated by
the Class of 1925 o f which she was a member,
is presented by the faculty of the Department
o f Physical Education and Athletics to the
senior woman who by her loyalty, sportsman­
ship, and skill in athletics has made a valuable
contribution to Swarthmore College.
T he Drew Pearson Prize o f $100 is awarded by
the Dean on the recommendation o f the edi­
tors o f The Phoenix at the end o f each staff
academic year to a member of The Phoenix for
excellence in journalism. The prize was estab­
lished by the directors o f The Drew Pearson
Foundation in memory of Drew Pearson, Class
of 1919.
T he D avid A . Peele ’50 Sportsmanship Award is
made to a tennis player after submission o f a
written essay. It is endowed by Marla Hamil­
ton Peele in memory of her husband’s love and
advocacy o f tennis and carries a cash stipend.
The John W. Perdue M em orial Prize, established
in 1969 in memory o f an engineering student
of the Class o f 1969, is awarded by the
Department o f Engineering to the outstanding
student entering the junior class with a major
in engineering.
The W illiam Plumer Potter Public Speaking Fund,
established in 1927, in addition to providing
funds for the collection of recorded literature
described on page 1 1 , sponsors awards for the
best student short stories, and is a major
source o f funds for campus appearances by
poets and writers.
Judith Polgar Ruchkin Prize Essay is an award
for a paper on politics or public policy written
during the junior or senior year. The paper

80

may be in satisfaction o f a course, a seminar,
or an independent project, including a thesis.
The paper is nominated by a faculty member
and judged by a committee o f the Department
of Political Science to be of outstanding merit
based upon originality, power o f analysis and
written exposition, and depth of understand­
ing of goals as well as technique.
The Rosita S am off Prize for Playwriting is
awarded for the best full-length or one-act
play as judged by external reviewers in a
competition conducted by the Department of
English Literature.
The Frank Solomon, Jr. Student Art Prize Pur­
chase Fund permits the Art Department to
purchase for the College one or two of the
most outstanding student works from the
year’s student art exhibitions.
The H ally Jo Stein Award, endowed in her
memory by her brother Craig Edward Stein
’78, is given to an outstanding student who in
the view o f the Dance faculty best exemplifies
Hally Jo ’s dedication to the ideals o f dance. It
carries a cash stipend.

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The Karen Dvonch Steinmetz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a junior who will be
applying to medical school and who demon­
strates a special compassion for others.

a

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

*

The M elvin B. Troy Prize. The Melvin B. Troy
Prize of $ 2 5 0 is given each year for the best,
most insightful paper in Music or Dance, or
composition or choreography by a student,
judged by the Music and Dance Department.
The prize was established by the family and
friends o f Melvin B. Troy ’48.
T he P. Linwood U rban, Jr. Prize, honoring Lin
Urban, Professor of Religion at Swarthmore
from 1957 to 1989, is awarded annually to a
graduating senior planning to continue reli­
gious studies either in seminary or graduate
school.

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

teaching and original scholarly work. The
award itself is to be made by the President
upon the recommendation o f the Provost and
the candidate’s academic department. This
award is made possible by an endowment
established by James M. Flack and Hertha
Eisenmenger Flack ’38.

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81

Fellowships

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

82

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

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

research project (which could include inquiry
through responsible participation) in public
affairs. The Fellowship, for Swarthmore un­
dergraduates, would normally be held offcampus during the summer. Preference is given
to applicants from the Junior Class.
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 cer­
tified to teach. Fellows will work alongside
exceptional teachers in alternative East Harlem
public schools that are nationally recognized as
meeting the challenge of educating children in
the inner city.

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

with preference to members of the department
o f English literature.
The Brand Blanshard Faculty Fellowship is an
endowed Faculty fellowship in the humanities
established in the name o f philosopher and
former faculty member Brand Blanshard. Blan­
shard taught philosophy at Swarthmore from
1925 to 1944. The Fellowship will provide a
semester leave at full pay for a member of the
humanities faculty to do research and to write.
Upon recommendation o f the Selection Com­
mittee, there may be a small additional grant
for travel and project expenses. Any humani­
ties faculty member eligible for leave may
apply. Fellows will prepare a paper about the
work of their leave year and present it publicly
to the College and wider community. The
Blanshard Fellowship is made possible by an
anonymous donor who was Blanshard’s stu­
dent at Swarthmore, and a challenge grant
from the National Endowment for the Human­
ities.

Fellowships

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

purchases. The Selection Committee shall
consist o f the Provost, three Divisional Chair­
men, and three others selected by the Presi­
dent, o f whom at least two must be Swarth­
more alumni. Any faculty member eligible for
leave may apply, and up to four may be
chosen. Fellows will be expected to prepare a
paper or papers resulting from the work of
their leave year, presented publicly for the
College and wider community. The Selection
Committee may support wholly or in part the
cost o f publishing any of these papers. These
fellowships are made possible by an endow­
ment established by Eugene M. Lang ’38.

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84

V
Courses of Instruction
The course (semester course) is the unit of
credit. Seminars and colloquia are usually
given for double credit, i.e., equivalent to two
courses. A few courses are given for halfcourse credit.
Courses are numbered as follows:

1 to 10 — introductory courses
11 to 9 9 — other courses (Some o f these
courses are not open to fresh­
men and sophomores.)
100 to 199 — seminars for upperclass persons
and graduate students.

Year courses, the number of which are joined
by a hyphen (e.g., 1 - 2 ) must be continued for
the entire year; credit is not given for the first
semester’s work only, nor is credit given for
the first semester if the student fails the
second semester.
Although the course listings in this catalogue
cannot be guaranteed as accurate, these are
intended to facilitate planning by representing
probable offerings over a two-year period.
Those courses actually offered each semester
are listed in the schedule o f classes available
before enrollment for that semester.

85

Art

MICHAEL W. COTHREN, Professor of Art History
CONSTANCE CAIN HUNOERFORD, Professor o f Art History
T. KAORI KITAO, Professor o f Art History 2
RRIAN A. MEUNIER, Professor of Studio A rts 3
RANDALL L EXON, Associate Professor o f Studio Arts and Chair
MARIBETH GRAYBILL, Associate Professor o f Art History
SYD CARPENTER, Assistant Professor o f Studio Arts
CELIA 0. REISMAN, Assistant Professor of Studio Arts

The Department of Art offers historical, criti­
cal, and practical instruction in the visual
arts. Courses in art history consider questions
having to do with the forms, traditions, mean­
ings, and historical contexts of works o f art
and architecture; studio arts courses explore
problems o f methods, processes, and personal
resources which arise in the actual creation o f
objects in various media.
List G allery: The List Gallery, located in the
Performing Arts Center, was established to
enhance the curricular offerings o f the De­
partment of Art. The contemporary work of
a wide variety of artists—both established or
emerging professionals and Swarthmore stu­
dents in group shows and in the solo shows
required o f senior art majors—is hung annu­
ally in a series o f rotating exhibitions. The
primary criterion in selecting outside artists is
the degree to which their work will facilitate
the pedagogical needs o f the studio arts pro­
gram. It is for this reason that artists are
usually brought to campus as visiting critics
while their works are being shown. Classes
and individuals thus have the opportunity not
only to see the work o f an array o f contempo­
rary artists but also to exercise the critical
process that is central to the study and under­
standing of art in a liberal arts college. A
selection o f works from Swarthmore’s perma­

nent collection is hung in a permanent instal­
lation at the back of the List Gallery, and
occasionally there are exhibitions of works of
art from the historical past using the gallery as
an extension o f the art history classroom. At
the same time as they fulfill specific curricular
needs, however, both contemporary and his­
torical exhibitions in the List Gallery benefit
the entire College by incorporating a broad
community within an ongoing discourse con­
cerning the place of the visual arts in past and
present culture. The Ann T. Warren Exhibit
Fund supports List Gallery exhibitions.
H eilm an Artist: Each year the Department of
Art invites a distinguished colleague to the
College as the Marjorie Heilman Visiting
Artist. The work o f the invited artist is exhib­
ited in the List Gallery, and while on campus,
she or he gives a public lecture, critiques work
in the studios, and meets and talks with stu­
dents— both majors and non-majors—in for­
mal gatherings and on an informal basis.
Lee Frank Lecture: See p. 15.
Benjamin West Lecture: See p. 15.
Jonathan Leigh Altm an Scholarship: See p. 26.
Jonathan Leigh Altman Summer Grant: See p. 77.
Frank Solomon, Jr. Student Art Prize: See p.
80.

R E Q U IR E M E N T S A N D RECO M M EN D A TIO N S
Prerequisites: ARTH 1 is the prerequisite for
all other art history courses in the Depart­
ment. STUA 1 is the prerequisite for studio
arts courses, even for seniors; it may be waived

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

2 Absent on leave, spring semester, 1995.

3 Absent on leave, 1994-95.

86

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11

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

,

4

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The Course M ajor in Art History: A rt History
majors are required to take ARTH 1, ARTH 2,
ARTH 3, six elective credits in art history, and

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

Art History
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1. Critical Study in the Visual A rts.
This introduction to the study of the visual
arts will investigate formal analysis, iconography, and methods o f historical interpretation, using examples o f art and architecture
drawn from a variety of cultures and historical
periods. The course will emphasize learning
to see vividly and systematically and to write
accurately about what is seen. Topics for dis-

cussion will include technique and production, visual narrative and didacticism, patronage and biography, and approaches such as
psychoanalysis, Marxism, and feminism. T h is
P rim ary D istrib u tio n C ou rse serv es a s pre­
req u isite fo r a ll fu rth er w o rk in a rt history ,
E ach sem ester. Staff,

87

Art

2. Western A r t
An historical introduction to the forms,
meanings, functions, and contexts of Western
art and architecture from ancient Mediterra­
nean civilizations to the 20th century.
Fall semester. Kitao.
3. Asian A r t
An introduction to the forms, functions, and
contexts of the Arts of Asia, focusing on the
cultures of India, China, and Japan, from
prehistoric to early modem times.
The prerequisite of ARTH 1 may be waived
for Asian Studies majors with the permission o f
the instructor.
Spring semester. Graybill.
9. Film: Form and Signification.
Film as visual and narrative art; principles of
framing, editing, and mise-en-scene; and an
historical survey. Two lectures and one screen­
ing session.
No prerequisite. Limited to 20.
Not offered 1994- 95; Spring 1996. Kitao.
14. Medieval Survey.
An introduction to European art and archi­
tecture from late antiquity through the thir­
teenth century. Special attention will be given
to the "Romanization” o f 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, Ro­
manesque sculpture as ecclesiastical propa­
ganda, the efflorescence of monastic art under
the Cluniacs and Cistercians, and the neopla­
tonic aesthetic that gave birth to the Gothic.
Fall 1995. Cothren.
17. Nineteenth-Century European Art.
Painting and sculpture in Western Europe,
from the late 18th century revolution o f David
through the "Post-Impressionist” work of
Cézanne, van Gogh, and Gauguin, considered
in the context of social, political, economic,
and cultural developments and with reference
to current theoretical debates regarding inter­
pretation.
Fall semester. Hungerford.
18. Tw entieth-Century Western A r t
Painting and sculpture in Europe and then the
United States, from the 1890s to the present.
Consideration will be given to relevant social,
political, economic, and cultural factors and

88

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to the developing critical discourse addressing
the art.
Spring semester. Hungerford.
25. A rts of Africa.
Not offered 1994- 95.
31. Japanese Civilization and Culture.
(Also listed as History 72, and offered as
Religion 11 in some years.) This course ex­
plores Japan’s culture and society from its
origins to the early nineteenth century.
Among the topics to be considered are lan­
guage, writing, and literature; the visual arts;
religion; and the development of political and
social institutions.
No prerequisite. (Fulfills the distribution re­
quirement for either Humanities or Social
Sciences as designated at time o f registration,)
Fall 1994. Graybill and Li.
32. A rts of the Buddhist Tem ple
in Japan.
A study of the arts associated with the Bud­
dhist temple in Japan, from the 7th through
13th centuries.
Not offered 1994- 95. Graybill.
34. Japanese A rt of the Early Modern
Period: Painting and Prints, 1550-1850.
An examination o f major schools and genres
of painting and prints o f Japan’s early modem
period.
Not offered 1994- 95. Graybill.
38. Ritual and Image in the
Buddhist Tradition.
(Also listed as Religion 28 .) This course
explores the unity and variety of the Buddhist
tradition within its historical development in
South, Southeast, and East Asia, by way o f the
study o f its visual arts (including narrative
and iconic sculpture and painting, stupa archi­
tecture, and the mandala) as well as other
forms of material culture, such as shrines and
their relics, pilgrimage places, and the cult of
the book. Students in the External Examina­
tion Program desiring to do work in Asian art
in 1994-95 may take an additional credit of
advanced work in this course as an attach­
ment.
Spring sem eter. Graybill and Hopkins.
40. Ancient Greek A rt and
Its Traditions.
(Cross-listed as Classics 40 .)
Not offered 1994- 95.

45. Gothic A rt and Architecture.
The formation of "The Gothic” around 1140
and its development and codification in the
Ile-de-France to the middle of the 13th cen­
tury: monasteries, cathedrals, and chapels;
neoplatonism and the new aesthetic; "court
style” and political ideology; structural tech­
nology and stylistic change; patronage and
production; contextualizing liturgy and visu­
alizing dogma.
Not offered 1994- 95. Cothren.
46. M onasticism and the A rts in
the Christian Middle Ages.
(Also listed as Religion 2 9 .) This course will
investigate the significance of Christian mo­
nastic communities as major artistic centers
during the middle ages with an emphasis on
the way the social context o f production and
consumption effected the works of art them­
selves and the way we have traditionally cho­
sen to study them.
Spring 1995. Cothren and Ross.
47. Late Antique, Early Christian,
and Byzantine Art.
An examination o f the emergence o f a Chris­
tian form o f artistic expression from the heri­
tage of late antique art, followed by a survey
of its international development through the
sixth century and its progression in the Byzan­
tine empire centered in Constantinople until
the fall of that empire to the Ottoman Turks
in 1453.
Not offered 1994- 95. Cothren.
50. Renaissance A rt.
Spring semester.
51. Renaissance Picture: Sem iotic
Study.
Spring 1996. Kitao.
53. Michelangelo and His Tim es.
Michelangelo, his art and thought, his Quat­
trocento sources, and his relationship with
Leonardo, Raphael, the Mannerists, and his
patrons in 16th Century Italy.
Not offered 1994- 95. Kitao.
55. Rembrandt and His Tim es.
See description for ARTH 155.
Fall 1995. Kitao.

61. Built Environment: Space, Things,
and Culture.
Crosscultural study of urban and architectural
spaces as well as material "things” large and
small—how they are conceived, made, seen,
used, and interpreted.
No prerequisite.
Fall 1995. Kitao.
64. Philadelphia and Am erican
Architecture.
American architecture, especially in Philadel­
phia, with European parallels: Palladianism,
historic revivals and Victorian architecture,
the Anglo-American house, the skyscraper,
Art Nouveau, Art Deco, the International
Style, Kahn and Venturi, and Postmodernism.
Lectures and four guided tours; papers.
Prerequisite: ARTH 1 and/or ARTH 61.
Fall semester. Kitao.
66. Am erican A r t
Painting and sculpture in the United States
from the Colonial Period to the present, with
special attention to the relationship between
developments in American art and those in
Western European art.
Not offered 1994- 95. Hungerford.
75. Special Studies in Cinema.
Study of selected films in wide-ranging genre
but with a special focus, encompassing semi­
otics and other critical theories and problems.
Prerequisite: ARTH land/or ARTH 9.
O ffered occasionally. Kitao.
86. Architectural Th eory.
Special study on traditional and contemporary
architectural thoughts: classicism, functional­
ism, systems design, semiotics, structure and
decoration, and other topics.
Prerequisite: ARTH 61 or 6 4 and instructor’s
approval.
O ffered occasionally. Kitao.
96. Directed Reading.
Staff.
99. Thesis.
The thesis is normally for two credits, taken
in the Fall o f the Senior Year; the topic must
be submitted and approved by the instructorin-charge before the end o f the Junior Year.
Staff.

89

SEM IN A R S
132. A rts of the Buddhist Tem ple
in Japan.
See description for ARTH 32.
Not offered 1994- 95. Graybill.
135. Eighteenth-Century Japanese
Painting and Its Contexts.
An exploration o f intersections between the
visual arts and the political, social, and intellectural history o f 18th-century Japan.
Prerequisites: ARTH 1 and ARTH 3 or per­
mission of the instructor.
Not offered 1994- 95. Graybill.
136. The M ichener Collection of
Japanese Prints.
A closely-focused study o f Japanese wood­
block prints of the mid-Edo period.
Prerequisites: ARTH 1 and ARTH 3 or per­
mission of the instructor.
Not offered 1994- 95. Graybill.
138. Islam ic 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.
Not offered 1994- 95. Cothren.
145. Gothic A rt and Architecture.
See description for ARTH 45.
Fall semester. Cothren.
153. M ichelangelo and His Tim es.
See description for ARTH 53.
Not offered 1994-95. Kitao.
155. Rembrandt and His Tim e s.
Rembrandt, Dutch Painting, and the nature of

picture making: Protestantism and mercantile
milieu, Mannerism and Caravaggism, Rem­
brandt and Italy, portraiture and self-portrai­
ture, the genre, optics and painting, the print
as medium; and theatricality, narrative and
realism.
Not offered 1994- 95. Kitao.
160. Eighteenth-Century Western Art.
Study of the transition from royal and aristo­
cratic visual culture to that of the rising
middle class in Western Europe and the
emerging United States, with primary atten­
tion to painting in France and Great Britain.
Close reading o f the recent critical contribu­
tions o f scholars such as Bryson, Crow, and
Fried.
Spring 1996. Hungerford.
164. Modern A r t
This seminar will focus on the critical debate
addressing artists such as Courbet, Manet,
Degas, Cezanne, Picasso, and Pollock and the
issue of "modernism” in nineteenth- and
twentieth-century painting.
Prerequisite: ARTH 1 and ARTH 2, ARTH 17,
or ARTH 18.
Fall semester. Hungerford.
175. Cinema.
Prerequisite: ARTH 1 and/or ARTH 9.
Not offered 1994- 95. Kitao.
195. Th e o ry and Methodology.
An introduction to the historiography o f art
history, both theory and practice, and an ex­
ploration o f the current "crisis” o f the disci­
pline which has led to its reassessment from
a variety o f critical perspectives.
Prerequisite: four credits in art history.
Not offered 1994- 95. Cothren.

Studio Arts
1. Foundation.
An exploration, in practice and theory, o f the
elements of visual thinking. Through prob­
lems, primarily in drawing, attention will be
given to the following elements of two and
three dimensional design and composition—
line, value, color, perspective, proportion,
figure/ground and volume/mass relation­
ships. (This course is a prerequisite for all

other courses in studio art.)
Each semester. Staff.
3. Drawing.
Work in various media directed toward a
clearer perception o f space, light and form. A
course for all levels o f ability. Weekly outside
drawing problems and a final project.
Fall semester. Reisman.

4. Sculpture.
This course will cover a wide range o f sculp­
tural concepts and techniques, from tradi­
tional to contemporary. These techniques
will include: clay modeling, casting, multimedia assemblage, and wood construction.
Each semester. Staff.

19. W orks On Paper.
Investigations into printmaking and other
materials that use paper as a support. Empha­
sis will be placed on drawing concepts. In
addition to class assignments, students will be
encouraged to work on independent projects.
Spring sem ester. Reisman.

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

20. Advanced Studies.
20A . Ceramics
20D . Photography
20B. Drawing
20E. Sculpture
20C . Painting
These courses are designed to usher the inter­
mediate and advanced student into a more
independent, intensive study in one or more
o f the fields listed above. A discussion of
formal issues generated at previous levels will
continue, with greater critical analysis brought
to bear on stylistic and thematic direction.
Each student will enroll under the guidance of
a professor in the chosen medium, to whom
a written statement o f purpose must be sub­
mitted at the time o f pre-registration. In ad­
dition to individual conferences, a colloquium
meeting will be scheduled every two or three
weeks. During these gatherings the entire
studio faculty, (and occasional visiting ar­
tists), all advanced study students, and art
majors will critique and share issues o f artistic
intent. (This course replaces STU A 14, 16,
and 18)
Prerequisite: Foundation and at least one pre­
vious course in the chosen medium.
E ach semester. Staff.

6. Photography.
Introduction to the technical processes and
visual and theoretical concepts o f photog­
raphy, both as a unique medium and as it
relates to other forms o f non-photographic
composition.
Prerequisite: STU A 1, even for seniors.
Each sem ester. Staff.
8. Painting.
Investigation in oil paint o f pictorial structure
and o f the complex nature o f color—how it
can define surface, space, light, temperature
and mood.
Fall semester. Exon.
Spring semester. Reisman.
10. Life D rawing.
Work in various media directed toward a
clearer perception of the human form. The
class is centered on drawing from the model,
and within this context. The elements of
gesture, line, structure, and light are isolated
for the purpose o f study.
Spring sem ester. Exon.
15. Advanced Ceram ics.
Students who have had sufficient experience
may submit a written proposal for a semester
of independent work in clay. Slides or exam­
ples of previous work must be submitted with
the proposal. Acceptance into the advanced
level is based on strong evidence of a greater
than basic understanding o f formal as well as
technical considerations.
Spring semester. Carpenter.

25. Advanced Studies II.
Continuation of STU A 2 0 on a more ad­
vanced level.
Prerequisite STUA 20. Staff.
30. Senior Workshop.
A course designed to strengthen critical, the­
oretical, and practical skills on an advanced
level. Critiques by the resident faculty and
visiting artists, as well as group critiques with
all members of the workshop, will guide and
assess the development o f the students’ indi­
vidual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing of the thesis for the
senior exhibition. (This course is required of
senior art majors.)
Fall sem ester. Carpenter.
40. Senior Thesis.
Staff.

Asian Studies

Coordinator: ALAN BERKOWITZ (Modern Languages, Chinese)
Faculty:

Woon-Ping Chin (English Literature)
M aribeth Graybill (Art)
Steven Hopkins (Religion)
Gerald Levinson (Music)
Lillian M. Li (History)
Li-Ching M air (Modern Languages, Chinese)
Deepa Ollapally (Political Science)
Stephen Piker (Sociology/Anthropology)
Donald S w e a re r (Religion )3
L a rry Westphai (Economics)
Tyre ne White (Political Science)

P U R PO S E
The Asian Studies Program by nature imple­
ments interdisciplinary approaches in the
study o f the multiple and diverse cultural
traditions o f over half of the world’s popula­
tion.
The purpose o f the Asian Studies major is to
provide the student with interdisciplinary
education concerning Asia that has five com­
ponents, four o f which are required: (1 ) A
general background in Asia that stresses the
ability to make cross-cultural comparisons.
For this purpose the student is required to
take courses in more than one o f the regions
o f Asia: China, Japan, South Asia, and South­
east Asia. (2 ) An interdisciplinary approach;
the student will be required to take instruction
in at least three different departments, one of
which may be language. (3 ) A specialized
knowledge o f one area o f Asia, defined either
geographically or topically. (4) The ability to
demonstrate this specialized knowledge in an
independent research project (thesis) done in
the senior year.
A fifth, strongly recommended, component is
the study o f an Asian language. Students may
study an Asian language in one of the following
ways: (a) taking Chinese language at Swarthmore or Japanese at Haverford, (b) taking
another Asian language at the University of
Pennsylvania or in summer school, for exam­

3 Absent on leave, 1994-95.

ple at the Middlebury College Summer Lan­
guage Institute, or (c) taking language courses
in one o f the study-abroad programs with
which Swarthmore is affiliated. A maximum
of 4 credits o f language study taken above the
first-year level may be counted toward the
major. Other courses taken in a study-abroad
program may also be applied toward the
major, subject to the approval of the Asian
Studies Committee.
In planning their programs of study, prospec­
tive majors are urged to consider study abroad
for a summer, a semester, or a year. Study
abroad serves not only as an opportunity for
students to build their language skills, but also
as the ideal way to study a foreign culture. To
the greatest extent possible the Asian Studies
faculty will help students plan a program
abroad that will support and enhance their
Swarthmore programs.
In planning his/her major in Asian Studies,
the student should demonstrate in the sopho­
more plan o f study the intellectual coherence
o f his/her proposed program. To a large
extent this will consist o f explaining how the
proposed program develops a specialized
knowledge o f one o f the regions o f Asia, as
defined above, or o f a topic that spans the
different regions. Examples of the latter might
be Buddhism in Asia, Revolutionary Move-

merits in Asia, the Political Economy of Asian
Development, or Elite and Popular Cultures
in Asia. Any subsequent changes in the pro­

gram, after its initial approval by the Asian
Studies Committee, must be aproved in ad­
vance by the Coordinator of Asian Studies.

R EQ U IR EM EN T S
The major in Asian Studies consists o f a
minimim o f 9 credits, with requirements and
distribution as follows:
( 1 ) Coursework must be completed concern­
ing more than one of the regions o f Asia.
(2) Classes must be taken in at least three
different departments.
(3) 2 credits must be taken from the follow­
ing: Art History 3 (Asian Art), Chinese
16/LIT 16Ch (Substance, Shadow, and
Spirit in Chinese Literature and Culture),
Chinese 18/LIT 18Ch (The Classical Tra­
dition in Chinese Literature), History 9
(Chinese Civilization), A rt History 31/
History 72/Religion 11 (Japanese Civili­
zation and Culture), Religion 8 (Patterns
o f Asian Religions), Religion 9 (The Bud­
dhist Tradition), Religion 12 or 13 (His­
tory, Religion, and Culture o f India, I and
II)-

(4 ) A minimum of 6 credits of work must be
completed at the intermediate or ad­
vanced level in at least two different de­
partments. This may include the study of
an Asian language above the first year.
External examination candidates nor­
mally will present two fields plus a thesis
for examination, in addition to three
fields outside the major. (In cases where
fields represent three credits o f work,
three of these fields must be in Asian
Studies, and one will be outside the
major.)
(5 ) A l - o r 2 -credit senior thesis, followed by
an oral exam. Each major will be expected
to write a senior thesis in his/her area of
specialization. External examination can­
didates generally will be required to write
a two-credit thesis for external examina­
tion; other students generally will write a
one-credit thesis.

C O U R SES
Asian Studies courses have in common the
treatment of Asian cultures and traditions,
providing various perspectives on diverse as­
pects of a number of Asian countries and
cultural traditions. (See catalogue sections for
individual departments to determine specific
offerings in 1994-1995; additional depart­
mental courses may be considered, pending
approval.)
Department of A rt
3. Asian Art
31. Japanese Civilization and Culture
32. Arts of the Buddhist Temple in Japan
34. Japanese Art o f the Early Modern
Period: Painting and Prints,
1550-1850
38. Ritual and Image in Buddhist Tradition
135. 18th Century Japanese Painting and Its
Contexts

136. The Michener Collection of Japanese
Prints
Department of Econom ics
83. Asian Economics
181. Economic Development
Department of English Literature
4. The Post-Colonial Condition
75. Southeast Asian Literature
Department of H istory
9. Chinese Civilization
72. Japanese Civilization and Culture
74. Modern China
75. Modern Japan
144. M odem China
Department of Modern Languages
and Literatures, Chinese
3B, 4B. Second-year Mandarin Chinese
11. Third-year Chinese

93

Asian Studies

11 A. Third-year Chinese Conversation
12.
Advanced Chinese
12A. Advanced Chinese Conversation
16. Substance, Shadow, and Spirit in
Chinese Literature and Culture.
17. Vernacular, Modem, and
Contemporary Chinese Writings
18. The Classical Tradition in Chinese
Literature
20. Readings in M odem Chinese
20A . M odem Chinese Conversation
33. Introduction to Classical Chinese
63. Comparative Perspectives: China in
the Ancient World
66. Chinese Poetry.
81. Transcending the Mundane: Taoism in
Chinese Literature and Culture
91. Special Topics in Chinese Literature
and Culture in Translation
93. Directed Reading

Department of Religion
8 . Patterns of Asian Religions
9. The Buddhist Tradition
11. The History, Religion, and Culture of
Japan
12. History, Religion, and Culture of
India, I
13. History, Religion, and Culture of
India, II
20. Poets, Saints, and Storytellers: The
Religious Literatures of India
28. Ritual and Image in the Buddhist
Tradition
104. Buddhism in Southeast Asia
113. From Buddha’s Relics to the Body of
God: Hindu and Buddhist Devotion
114. Love and Religion

Department of M usic and Dance
8. The Music of Asia and Africa
21. History o f Dance: Asia and Africa.

Linguistics
Ling 33. Introduction to Classical Chinese
Ling 99. (when target language is an Asian
Language)

Department of Political Science
3. Comparative Politics
55. China and the World
56. Politics of South and Southeast Asia
64. American-East Asian Relations
108. Comparative Politics: Politics and
Development in Greater China

Department of Sociology-Anthropology
93. Southeast Asia: Culture and History
Independent Study.

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

Biology

SC O TT F. GILBERT, Professor
MARK JACOBS, Professor
JOHN B. JENKINS, Professor
ROBERT E. SAVAGE, Professor
JACOB WEINER, Professor’
TIM O THY C. W ILLIAMS, Professor
RACHEL A. MERZ, Associate Professor and Chair
BARBARA Y. STEWART, Associate Professor and Associate Chair
RICHARD L. BOYCE, Assistant Professor
SARA M. HIEBERT, Assistant Professor
KATHLEEN K. SIWICKI, Assistant Professor
AM Y C. VOLLMER, Assistant Professor
DARLENE BRAMUCCI, Laboratory Instructor
ANNE DANIELSON, Laboratory Instructor
SHELAGH JOHNSTON, Laboratory Instructor
THO M AS VALENTE, Laboratory Instructor

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

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

R E Q U IR EM EN T S A N D RECO M M EN D A TIO N S
Students electing a Course major in Biology
must include the following supporting sub­
jects in addition to the minimum of eight
credits composing the major: Introductory
chemistry, at least one semester o f organic
chemistry, and two semesters o f college math­
ematics (not Stat 1 or Math 3 ) or the comple­
tion of Calculus II (Math 6A and 6B, or 6C).
One semester o f statistics (Stat 2 or 23) is
strongly recommended.
Students majoring in Biology must take at
least one course or seminar in each o f the
following three groups: I. Cell and Molecular

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

E X T E R N A L EXA M IN A TIO N PRO G RA M
Qualified students may prepare for External
Examinations by combining courses and
seminars in the areas o f Animal Physiology,

3 Absent on leave, 1994-95.

Behavioral Ecology, Biomechanics, Cell Biol­
ogy, Developmental Genetics, Human Genet­
ics, Cellular Membranes, Microbiology, Neuro-

Biology

biology, Orientation, Paleobiology, Plant
Development, Plant Ecology, and Research in
Biology (Bio 180). Admission to the External
Examination Program is based on academic
record (average o f B or better in the natural
sciences) and completion o f prerequisites for
the courses or seminars used in preparation

for external examination. Students in the
External Examination Program may take an
additional credit o f advanced work in any
course numbered between 5 0 and 90 or any
one credit seminar. The additional advanced
work will be designated as an attachment to
the course.

C O U R SES
1. Cellular and M olecular Biology.
An introductory study of living cells illus­
trated by examples drawn from cell biology,
biochemistry, genetics, microbiology, neuro­
biology, and developmental biology.
One laboratory period per week.
Primary distribution course.
Fall semester. Staff.
2. Organism al and Population Biology.
Introduction to the study of organisms em­
phasizing the adaptive aspects o f morphology,
physiology, behavior, ecology, and evolution
o f whole organisms and populations.
One laboratory period per week.
Primary distribution course.
Spring semester. Staff.
14. Field Ornithology.
The biology of birds in their natural habitats.
The course will emphasize the diversity of
birds, their ecology, evolution, adaptive phys­
iology and behavior.
One lab or field trip per week: at least one all
day trip/semester.
Prerequisites: Biology 2, or AP Biology, or
consent o f instructor.
Alternate years, fall semester. Williams.
Not offered 1994- 95.
15. Com parative Vertebrate Physiology.
An examination of the principles and mecha­
nisms of animal physiology ranging from the
subcellular to the integrated whole animal.
One laboratory per week.
Prerequisites: Bio 1, 2, Chemistry 10.
Spring semester. Hiebert.
17. System atic Botany.
Principles and methods o f plant systematics
approached through the classification and iden­
tification o f the major families o f vascular
plants.
One laboratory period per week.

96

Prerequisites: Biology 2 or consent o f instruc­
tor.
Alternate years, spring semester. Weiner.
Not offered 1994- 95.
20. Genetics.
An introduction to genetic analysis using the
tools o f classical and molecular genetics. The
course explores basic principles o f genetics,
the chromosome theory of inheritance, classi­
cal and molecular strategies for gene mapping,
strategies for identifying and isolating genes,
the genetics o f bacteria and viruses, replica­
tion, gene expression, and the regulation of
gene activity. Major concepts will be illus­
trated using human and non-human exam­
ples.
One laboratory period per week or a special
project.
Prerequisite: Biology 1.
Fall semester. Jenkins.
21. Cell Biology.
A study o f the ultrastructure and function of
cell components.
One laboratory period per week.
Primary distribution course.
Prerequisites: Biology 1, Chemistry 22.
Spring semester. Savage.
22. Th e Evolutionary Process.
An examination o f the emergence o f Darwin­
ism, evolutionary genetics, adaptation and
natural selection, speciation, and macroevolutionary processes.
Laboratory project.
Prerequisites: Biology 1 or 2.
Spring semester, 1995. Jenkins.
25. Animal Behavior.
An introduction to the biological study of
animal behavior in field and laboratory.
One laboratory or field period per week.
Prerequisites: Biology 2; Stat 2 recommended.
Alternate years. Williams.

29. Neurobiology.
An introduction to the cellular and molecular
biology of neurons and the organization of
neural systems.
One laboratory period per week.
Prerequisite: Biology 1, Chemistry 10.
Spring semester. Siwicki.
33. Em bryology.
This analysis of animal development will com­
bine descriptive, experimental, and evolu­
tionary approaches. Laboratories will involve
dissection and manipulation o f invertebrate
and vertebrate embryos.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Spring semester. Gilbert.
34. Immunology.
A survey o f infectious agents and o f the
humoral and cellular mechanisms by which
vertebrates recognize and destroy such agents.
One laboratory period per week.
Prerequisites: Biology 1 and 2; 20 or 21
recommended.
Alternate years, spring semester. Vollmer.
Not offered 1994- 95.
36. Invertebrate Zoology.
Evolution, morphology, ecology, and physiol­
ogy o f invertebrate animals.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.
Alternate years, fa ll semester. Merz.
37. Plant Physiology.
A study o f the principal physiological pro­
cesses of higher plants, including photosyn­
thesis, gas exchange, water and nutrients
transport, mineral metabolism, plant hor­
mone action, and environmental responses.
One laboratory period per week.
Prerequisites: Biology 1, 2. Chemistry 22
recommended.
Fall semester. Jacobs.
Not offered 1994- 95.
38. M icrobiology.
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and identi­
fying bacteria.
One laboratory period per week.

Prerequisites: Biology 1, Chemistry 22.
Alternate years, spring semester. Vollmer.
Not offered 1995- 96.
39. Ecology.
The scientific study o f the relationships that
determine the distribution and abundance of
organisms. Topics covered include interac­
tions between organisms and their environ­
ments, population dynamics, species inter­
actions, community ecology, and nutrient
cycles.
One laboratory period or field trip per week.
Prerequisites: Biology 1 and 2.
Fall semester. Boyce.
43. H istory and Critique of Biology.
The topics of this course focus on genetics,
development, and evolution; science and the­
ology; and contemporary social critiques of
biological sciences.
Prerequisites: Biology 1 and 2.
Alternate years, spring semester. Gilbert.
Not offered 1994- 95.
45. Primate Behavior.
The adaptive aspects of primate behavior,
studied under natural conditions, its evolu­
tionary implications and physiological deter­
minants. Content overlaps with Biology 25
and S/A 10.
One laboratory period per week.
Prerequisites: Biology 2 or Psychology 1, or
one introductory level course in Sociology/
Anthropology giving an appropriate back­
ground in Anthropology.
Alternate years, fa ll semester. Williams.
50. M arine Biology.
Ecology of oceans and estuaries, including
discussions o f physiological and structural
adaptations o f marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: Biology 1 and 2.
Alternate years, fa ll semester. Merz.
51. Cells in Culture.
The biology o f plant and animal cells. Seminar
discussions on cytoskeleton, cell surfaces,
normal growth, adhesion, locomotion, trans­
formation, and oncogenes. Independent semes­
ter-long laboratory work.
Prerequisite: Biology 21 or consent of instruc­
tor.
Fall semester. Savage.

97

Biology

55. M icrobial Adaptation and
Biotechnology.
A study of microbial mechanisms o f adapta­
tion to natural and experimental stressors and
their applications. Laboratory will focus on
molecular techniques to investigate gene ex­
pression or environmental enrichment.
Prerequisites: Biology 20, 21, 38, 152 or
Chem. 38.
One credit.
One laboratory per week.
Fall semester. Vollmer.
56. Human Genetics.
A seminar exploring the genetic analysis of
the human genome. Topics discussed include
mendelian inheritance patterns in humans,
clinical cytogenetics, classical and molecular
strategies for mapping the human genome,
identifying and isolating genes, the metabolic
basis o f inherited diseases, immunogenetics,
the genetic basis o f cancer, complex inheri­
tance patterns, the genetic control of human
behavior, and population genetics and human
origins. Genetic counseling and gene therapy
issues are also discussed.
Prerequisite: Biology 2 0 or consent o f instruc­
tor.
Spring semester. Jenkins.
62. Biomechanics.
Basic principles of solid and fluid mechanics
will be explored as they apply to the morphol­
ogy, ecology, and evolution of plants and
animals.
Prerequisites: Biology 1, 2, and one other
Biology course.
Alternate years, spring semester. Merz.
Not offered 1994- 95.
63. Paleobiology.
Introduction to the fossil record and the
techniques and theories used by paleontolo­
gists. Current issues in paleontology will also
be examined.
Prerequisites: Biology 1 and 2 and one other
Biology course.
Alternate years, spring semester. Merz.
Not offered 1994- 95.
66. Control of Plant Development.
An examination of cellullar, intercellular, and
environmental control mechanisms operating

98

in plant growth and development. Particular
examples will be studied in depth, with an
emphasis upon critical evaluation o f original
research literature.
One seminar meeting each week and continu­
ing laboratory projects.
Prerequisites: Biology 1, 2, and one other
Biology course.
Fall semester. Jacobs.
72. Cellular M em branes.
A study o f the central role o f cellular mem­
branes in the process o f cell metabolism.
Transport across membranes and interaction
with other cells are stressed.
Prerequisites: Bio 21, 38, or Chem 38.
Fall semester. Stewart.
76. Biological Rhythms.
An examination of the properties of biological
clocks, their neural control, and the rhythms
they generate, with an emphasis on the signifi­
cance of rhythms at the level o f organism and
environment.
One seminar meeting each week and ongoing
laboratory projects.
Prerequisites: Biology 1, 2 and one other
biology course, preferably Bio 15.
Spring semester. Hiebert.
93. Independent Study.
A program of directed reading or laboratory
or field work in a designated area of biology.
One-half or one credit.
Fall or spring semester. Staff.
94. Research P ro je c t
W ith the permission of the Department,
qualified students may pursue a research pro­
gram for course credit.
Fall or spring semester. Staff.

a

*

an

a»

m

m

95. Senior P ro je c t
W ith the permission o f the department a
student may write a senior paper in Biology
for satisfaction o f the requirement o f a com­
prehensive examination for graduation.
97. Senior Evolution Sem inar.
A consideration of evolution from the per­
spectives o f several biological subdisciplines.
Participation in the evolution seminar is re­
quired of all Biology majors in course.

'*•

SEM IN A RS

» I

* :

»

•:

»

B

103. Plant Physiological Ecology.
The study o f the influence o f structure and
function o f plants on their distribution and
success in the environment.
Prerequisite: Bio 37 or Bio 3 9 or permission
o f the instructor.
Two credits.
Laboratories and field trips.
Spring semester. Boyce.
104. Plant Ecology.
The study of plant individuals, populations,
and communities in their relationships with
their physical and biological environments.
Prerequisites: Biology 39 or consent o f in­
structor.
Two credits.
Alternate years, fall semester. Weiner.
Not offered 1994- 95.
152. Developmental Genetics.
Senior-level seminar focusing on the mecha­
nisms o f cell differentiation and signal trans­
duction in embryos and lymphocytes; AIDS.
Laboratories will stress molecular analyses.
Prerequisites: Biology 20, 21 or Chem 38.
Two credits.
One laboratory per week
Fall semester. Gilbert.
160. Behavioral Ecology.
The study o f the evolution o f behavior as an

adaption to an environment.
Prerequisites: Biology 25 or 3 9 or 45 or 15.
Students with preparation outside biology
should seek permission o f the instructor.
Two credits.
Alternate years. Williams.
164. Developmental Neurobiology.
Seminars discussing cellular and molecular
mechanisms of nervous system development
and plasticity.
Prerequisite: Biology 29 or 152.
Two credits.
Independent laboratory projects.
Alternate years, fa ll semester. Siwicki.
Not offered in 1994- 95.
178. Neural Basis of Behavior.
Seminars will explore cellular mechanisms
underlying specific behaviors. Semester-long
laboratory projects will focus on invertebrate
neural systems.
Prerequisite: Biology 29.
Two credits.
Alternate years, fa ll semester. Siwicki.
180. Thesis.
A research project for students who partici­
pate in the External Examination program in
Biology.
One or two credits.
Both semesters.

99

Black Studies

Coordinator:

CHARLES JA M E S (English Literature)

Committee:

John Alston (Music and Dance)
Syd Carpenter (Art)
Yvonne Chireau (Religion)
Charles L. Ja m e s (English Literature)
Jo e Mason (Dean’s Office)
Darrell M oore (Philosophy)
Ethel M oore (Psychology)
Micheline Rice-M axim in (Modem Languages)3
Peter Schm idt (English Literature)
Alison P. W illiam s (Chemistry)
Je ro m e H. Wood (History)

The purpose of the Black Studies Program is
( 1 ) to introduce students to the history, cuiture, society, and political and economic con­
ditions of Black people in Africa, the Ameri­
cas, and elsewhere in the world; and ( 2 ) to
explore new approaches—in perspectives,
analyses and interdisciplinary techniques—
appropriate to the study o f the Black experi­
ence.
Students in any department may add a Con­
centration in Black Studies to their depart­
mental major by fulfilling the requirements
stated below. Applications for admission to
the Concentration should be made in the
spring semester of the sophomore year to the
Coordinator o f the Program. All programs
must be approved by the Committee on Black
Studies.
All Concentrators in Black Studies are re­
quired to take History 7, as early as feasible,
and Black Studies 91, ordinarily in the last
semester of the senior year. Members o f the
1997 and 1998 classes may substitute either
Religion 10 or English 59 for the History 7
requirement. Concentrators must take a mini­
mum o f five courses in Black Studies. These
must include at least three courses (which
may include Black Studies 91) outside the
departmental major, from at least two depart­
ments other than the major.
Black Studies 91, Special Topics in Black
Studies, will take the form o f a one-credit

3 Absent on leave, 1994-95.

tutorial (if there are three or fewer students in
any one year) or a one-credit seminar (if there
are four or more students), with all senior
Concentrators participating. The topics se­
lected for reading, class discussions, and the
writing o f seminar papers will be drawn from
representative works in Black Studies from a
variety of disciplines and perspectives and
will depend on the interests and backgrounds
of the participants. The tutorial or seminar
will normally be taken in the spring semester
of the senior year, and will culminate in a
senior thesis administered by the Black Stu­
dies Committee.
The committee expects those students who
use their thesis credit for both a major and
Black Studies to show much more substantial
work than single-credit theses applied only to
Black Studies 91.
Courses of the Black Studies Concentration
are listed below. Courses o f independent
study, special attachments on subjects relevant
to Black Studies, and courses offered by vis­
iting faculty (those courses not regularly
listed in the College Bulletin) may, at the
discretion of the Black Studies Committee, be
included in the Program. Students who wish
to pursue these possibilities should consult
with the appropriate department and with the
Black Studies Committee.

C O U R SES
Dance 9. M usic and Dance of Africa.
Dance 21. History of Asian and African
Dance.
Economics 71. Labor Economics.
Economics 72. Social Economics.
Economics 73. Women & M inorities
in the Economy.

History 67. Th e Black Experience in
Latin Am erica.
History 85. African and African
Am erican Folklore.
History 86. Women in Early
African Civilizations.
History 140. The Colonial Encounter
in Africa.

Economics 82. Th e Political
Economy of Africa.

Linguistics 37. Languages of Africa.

Economics 171. Labor and Social
Economics

Linguistics 52. Historical and
Com parative Linguistics.

Economics 172. Urban Underclass.

Literature 79F. France and Africa
Through Each Other’s Eyes.

English Literature 50. Theories of
Black Studies.
English Literature 52. The Harlem
Renaissance.
English Literature 58. Autobiographical
Acts.
English Literature 59. Th e A fro Am erican W riter.

Modern Languages 12L. Introduction
L’expérience Littéraire.
Modern Languages 77. Prose
Francophone: Litérature et Société.
Modern Languages 78. Théâtre
d’écritures françaises.
9
Modern Languages 110. Ecritures
françaises: hors de France:
Fiction et réel.

English Literature 60. The
Contem porary A fro-A m e rica n
W riter.

M usic 3. J a z z History.

English Literature 76. Th e Black
African W riter.

M usic 9/Dance 9. M usic and Dance
of Africa.

English Literature 121. Modern
Black Fiction.

M usic 24. Arm strong, Parker and
Coltrane.

History 7. History of
A frica n-A m e rica n People.
History 8A. A frica in the Era of the
Slave Trade, 1600-1880.
History 8B. Modern Africa, 1880 to
Present.
History 53. Black Culture and
Black Consciousness.
History 58. The W orld of DuBois,
Rogers, and Diop.
History 63. History of South Africa.

M usic 61. J a z z Im provisation.
Political Science 33. Race,
Ethnicity and Public Policy.
Political Science 58. African
Politics.
Political Science 110. Com parative
Politics: Africa.
Religion 10. A frica n-A m e rica n
Religions.
Black Studies 91. Special Topics
in Black Studies (Th e sis).

Chemistry

JA M E S H. HAM MONS, Professor
ROBERT F. PASTERNACK, Professor'
PETER T. THOMPSON, Professor
TH O M AS A. STEPHENSON, Associate Professor and Chair
JU D ITH G. VOET, Associate Professor
ROBERT S. PALET, Assistant Professor3
JOHN 0. THOBURN, Assistant Professor
ALISON P. W ILLIAMS, Assistant Professor
VIRGINIA M. INDIVERO, Lecturer
URSULA M. DAVIS, Assistant
MARGARET M. LEHMAN, Assistant
BRENDA L WIDO, Assistant

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

and to provide interested students with the
opportunity for advanced work in the main
subdisciplines o f modem chemistry.

R E Q U IR E M E N T S A N D RECO M M EN D A TIO N S
The normal route for entrance to the advanced
level program is to take Chemistry 10 fol­
lowed by 22, 32, and either 3 6 or 3 8 (or
both). Students with an especially strong pre­
college background in chemistry are advised
to begin with Chemistry 10H or Chemistry
22. Such students will normally be asked to
take a placement examination. Students seek­
ing Advanced Placement credit may also be
required to take this examination. Consult
with the Department Chair.
The minimum requirement for a major in
Chemistry is nine courses in the Department.
These must include Chemistry 1 0 ,2 2 ,3 2 ,3 6 ,
38, 44, 45, 5 0 and one single-credit seminar
or one advanced course (8 2 ). (Beginning in
1995-96, Chemistry 36 is replaced by Chem­
istry 4 6 and the Physical Chemistry sequence
4 4 and 45 is replaced by 3 4 and 45 A/B.)
Students should note the Mathematics and
Physics prerequisites for Inorganic and Physi­
cal Chemistry. Those considering a major in
Chemistry are strongly urged to complete Moth 5 ,
6A, 6B, 18 and Physics 3 , 4 (or 7, 8) by the end
o f the Sophomore year. In addition, beginning
in 1996-97, all students must complete Chem­
istry 10, 22 and 34 before enrolling in a1

1 Absent on leave, fall semester, 1994.

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. Accredi­
tation by the American Chemical Society
(ACS) is useful for those who intend to pur­
sue a career in chemical industry and requires
a year of independent research through Chem­
istry 94, 96, or 180. Further, proficiency in
reading scientific German, Russian, or French
is an asset to the practicing chemist.
Students desiring teacher certification in chem­
istry must complete Biology 1, 2 in addition
to the Chemistry major program. All candi­
dates for teacher certification are required to
assist in the instruction o f the laboratory of
an introductory chemistry course on one
afternoon per week for two semesters.
Research opportunities with individual staff
members are available through Chemistry 94,
96, and 180. Majors are encouraged to consult
the staff about current research problems
under investigation.

3 Absent on leave, 1994-95.

«4

as
In collaboration, the Departments o f Chem­
istry and Physics provide for a Special Major
in Chemical Physics (see discussion o f Special
Major, page 62), which offers students the
opportunity to gain strong background in the

m

Si

study o f chemical processes from a micro­
scopic, molecular point o f view. Interested
students should consult the Chairs o f both
departments.

BIO C H EM ISTR Y S PE C IA L M A JO R
In collaboration with the Department o f Bi­
ology, the Department o f Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
special emphasis on the application of chemis­
try to biochemical and molecular biological
problems. The requirements include Chemis­
try 22, 32, 36, 38, 44, 45, 50, and 108b or
109b; Biology 2 0 or 21 or 38; and one ad­
vanced Biology course to be selected by con­
sultation with the Chairs of both departments.
(Beginning in 1995-96, Chemistry 3 6 is re­
placed by Chemistry 4 6 and the Physical
Chemistry sequence 4 4 and 45 is replaced by

34 and 45 A/B.) Students should note the
Mathematics, Physics, Chemistry, and Biology
prerequisites for these courses. Those consid­
ering a major in Biochemistry are strongly urged
to complete Math 5 , 6A, 6B, 18 and Physics 3 ,
4 (or 7, 8) by the end o f the Sophomore year. In
addition, beginning in 1996-97, all students
must complete Chemistry 10, 22 and 34
before enrolling in a Chemistry Department
seminar. Students should complete these re­
quirements by the fall semester o f the junior
year. Research opportunities are available in
both the Biology and Chemistry Departments.
Interested students should consult the Chairs
o f the two departments.

E X T E R N A L EXA M IN A TIO N PRO G RA M
Students preparing for the External Examina­
tion Program with a major in Chemistry
should complete Chemistry 10, 22, 32, and
either 36 or 3 8 (or both), three semesters of
calculus, and two semesters o f physics by the
end o f the sophomore year. In addition to
Chemistry 10, 22, 32, 36, and 38, all majors
are further required to complete Chemistry
44, 45, and 50; except under truly extraordi­
nary circumstances, these requirements must
be met by the end of the junior year. The
major program consists of a minimum of
three papers in Chemistry, one o f which must
be a research thesis (Chemistry 180). Prepa­
ration for the remaining papers in Chemistry
(Organic Reaction Mechanisms, Organic Syn­
thesis, Thermodynamics and Statistical Me­
chanics, Quantum Chemistry, Inorganic
Chemistry, Biological Chemistry) consists of
the core curriculum (i.e., Chemistry 10, 22,

32, 36, 38, 44, 45, and 50) plus completion
o f the appropriate 100-level seminar. The
core curriculum alone is sufficient preparation
for a paper in General Physical Chemistry. All
papers, with the exception of General Physical
Chemistry, are "three unit” papers.
All of the External Examination papers listed
in the preceding paragraph are available for
students wishing to complete a minor in
Chemistry. The minimum prerequisites for
the preparation o f any paper are Chemistry 10
and 36, Mathematics 5, 6A, and 6B, and
Physics 3, 4. Preparation for the General
Physical Chemistry paper consists o f comple­
tion of Chemistry 4 4 and 45 and the addi­
tional Mathematics prerequisite. Preparation
for the remaining papers consists of comple­
tion o f the relevant 100 -level seminar and the
associated prerequisites (see seminar prereq­
uisites, below).

a#

103

Chemistry

CO U RSES
1. Chem istry in the Human
Environment.
This course will include the study o f the cen­
tral concepts of chemistry in the context of
current problems that impact on the human
environment. This list includes the green­
house effect, ozone depletion, acid rain, en­
ergy utilization, waste disposal, air and water
quality, nutrition, food production, toxic sub­
stances, drugs, AIDS, brain chemistry and
medicine. Class discussion into the philo­
sophical and public policy aspects of these
problems as well as the chemistry will be
encouraged. Assigned reading material will be
non-mathematical and emphasize organic and
bio-chemistry as well as general chemical prin­
ciples.
One laboratory period every second week.
Primary distribution course.
Spring semester. Thompson.
10. General Chem istry.
A study o f the general concepts and basic
principles of chemistry; atomic and molecular
structure, bonding theory, molecular inter­
actions and the role of energy in chemical
reactions. Applications will be drawn from
current issues in fields such as environmental,
transition metal, and biological chemistry.
One laboratory period weekly.
Primary distribution course.
Fall semester. Williams and Staff.
10H. General C hem istry: 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 o f the instructor.
Primary distribution course.
Fall semester. Stephenson and Staff.

101. General Chem istry: Intensive
Course.
This course covers the same material as Chem­
istry 10 using a small class format (enrollment
limited to 2 5 ) with emphasis placed on dis­
cussion and in-class participation. For first
year students who have had one year or less of
high school chemistry and feel that they would
benefit from intensive work before entering
more advanced chemistry courses.
Open to first-year students only.
One laboratory period weekly.
Primary distribution course.
Fall semester. Voet and Staff.
22. Organic Chem istry I.
An introduction to the chemistry o f some of
the more important classes of organic com­
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepa­
ration and reactions of aliphatic and aromatic
hydrocarbons, halides and monofunctional
oxygen compounds, with an emphasis on
ionic reaction mechanisms.
One laboratory period weekly.
Prerequisite: Chemistry 10.
Spring semester. Hammons.
32. Organic C hem istry II.
A continuation of Chemistry 22 with empha­
sis on more advanced aspects o f the chemistry
o f monofunctional and polyfunctional organic
compounds, multi-step methods o f synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22.
Fall semester. Thobum.
34. Principles of Physical Chem istry.
Prerequisites: Chemistry 10, Math 5 , 6A, 6B,
Physics 3, 4 (or 7, 8 ).
O ffered each Fall, beginning in 1995.
36. Inorganic Chem istry.
A study of the main group and transition
metals with emphasis on their structure,
bonding, and reactivities. The laboratory
component emphasizes the synthesis, spec­
troscopy, and magnetic properties o f transi­
tion metal complexes including organometallic substances and ones of biochemical in­
terest.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B,

M
Physics 3, and prior or concurrent enrollment
in Physics 4 (Physics 7 and 8 substitute for
Physics 3, 4).
Not offered after Spring, 1995 semester.
Spring semester. Pasternack.

jl

s»

s

*

9

38. Biological Chem istry.
An introduction to the chemistry of living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, intermediary metabolism, and molecular genetics.
One laboratory period weekly,
Prerequisite: Chemistry 32 (Biology 1 rec­
ommended).
Spring semester. Voet.
44. Physical Chem istry I.
An introduction to some basic concepts of
physical chemistry including states of matter,
kinetic theory of gases, laws of thermodynam­
ics, chemical and phase equilibria, solutions,
electrochemistry, and solid state structure.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B
and 18, Physics 3, 4 (or 7, 8 ).
Not offered after Fall, 1994 semester.
Fall semester. Thompson.
45. Physical Chem istry II.
An introduction to some basic physical chem­
istry concepts at the atomic and molecular
level including particles and waves, elementary
quantum theory, atomic and molecular struc­
ture, valence bond and molecular orbital the­
ory, symmetry and group theory, spectros­
copy, statistical mechanics, and reaction rates.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6B

and 18, Physics 3 , 4 (or 7, 8 ).
Not offered after Spring, 1995 semester.
Spring semester. Stephenson.
45A/B. Applications of Physical
Chem istry.
Prerequisites: Chemistry 34, Math 18.
Offered each Spring, beginning in 1996.
46. Inorganic Chem istry.
Prerequisite: Chemistry 34.
Offered each Spring, beginning in 1996.
50. Modern Instrumental Methods in
Chem istry and Biochem istry.
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 3 6 or
38. Concurrent or prior courses in Physical
Chemistry are recommended. Beginning in
1996, prior or concurrent registration in
Chemistry 3 4 is required.
Fall semester. Hammons and Voet.
82. Organic Reaction M echanism s.
This course deals with the structures and
mechanisms o f reaction of organic com­
pounds. Polar, free-radical, pericyclic, and
photochemical reactions are studied. Mecha­
nistic discussions emphasize methods of in­
vestigation and the interpretation of experi­
mental results from the primary literature.
Prerequisite: Chemistry 32. Prior or con­
current registration in Physical Chemistry
strongly recommended.
Fall semester. Hammons.

SEM IN A R S
The following single credit seminars may be
taken for credit towards a degree in Course or
combined with single credit courses to prepare
for Papers in the External Examination Pro­
gram.
Prerequisites: The preferred background for
students enrolled in any seminar is prior or
concurrent enrollment in Chemistry 10, 22,
32, 36, 38, 44, and 45. When circumstances
warrant it, students will be permitted to enroll

in Chemistry 102b or 103b while meeting
only the organic chemistry prerequisites, stu­
dents will be permitted to enroll in Chemistry
108b while meeting only the organic chemis­
try and biological chemistry prerequisites,
students will be permitted to enroll in Chem­
istry 106b while meeting only the inorganic
and physical chemistry prerequisites, and stu­
dents will be permitted to enroll in Chemistry
104b or 105b while meeting only the physical

105

Chemistry

chemistry prerequisites. However, such stu­
dents will be expected to do the extra reading
required for them to participate fully in the
discussions. Students wishing to enroll in a semi­
nar without first completing Chemistry to, 22 , 32 ,
36, 38, 44, and 45 must consult with the instruc­
tor. Beginning 1996-97, all students must
complete Chemistry 10, 22 and 3 4 before
enrolling in any seminar.
102b. Organic Reaction M echanism s
Sem inar.
This course deals with the structures and
mechanisms of reaction of organic com­
pounds. Polar, free-radical, pericyclic, and
photochemical reactions are studied. Mecha­
nistic discussions emphasize methods o f in­
vestigation and the interpretation of experi­
mental results from the primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
Fall semester. Hammons.
103b. Organic Synthesis Sem inar.
Modern synthetic organic methodology will
be examined, with emphasis on selective car­
bon-carbon bond formation, control o f rela­
tive and absolute stereochemistry, and organometallic chemistry directed towards organic
synthesis. Application o f these methods to
the total synthesis of pharmacologically im­
portant natural products will be studied, using
examples from the recent primary literature.
Prerequisites: See statement above regarding
seminar prerequisites.
104b. Therm odynam ics and Statistical
M echanics Sem inar.
Topics to be studied will be selected from
more advanced aspects o f thermodynamics
and statistical mechanics including studies of
the gaseous and liquid states, the theory of
solutions, and an introduction to computer
simulation techniques.
Prerequisites: See statement above regarding
seminar prerequisites.

105b. Quantum Chem istry Sem inar.
Advanced consideration o f topics in quantum
chemistry with a focus on the electronic struc­
ture of atoms and molecules, and molecular
spectroscopy.
Prerequisites: See statement above regarding
seminar prerequisites.
Fall semester. Stephenson.
106b. Inorganic Chem istry Sem inar.
Topics in inorganic chemistry including the
bonding, reaction mechanisms, and spectros­
copy of Werner complexes; organometallic
chemistry; boron hydrides and metal clusters;
bioinorganic chemistry.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. Pasternack.
108b. Biological Chem istry Sem inar.
Selected topics in a few important areas of
current biochemistry, such as enzyme struc­
ture and function, spectroscopic methods,
receptor biochemistry, and genetic and protein engineering principles.
Prerequisites: See statement above regarding
seminar prerequisites. Additional prerequi­
site: Biology 1. Prior or concurrent enrollment
in Biology 20 or 21 or 3 8 is recommended.
109b. Biophysical Chem istry Sem inar.
The course focuses on the physical and chem­
ical properties of biological macromolecules
concentrating on proteins and nucleic acids.
W ithin this context we will introduce the
physical techniques for studying macromole­
cules. We will discuss macromolecular inter­
actions with self (structures and forces), with
radiation and solvent and with other macromolecules.
Prerequisites: See statement above regarding
seminar prerequisites.
Spring semester. W illiams.

S T U D EN T R ESEA R C H
All students who enroll in one or more re­
search courses during the academic year are
required to attend weekly colloquium meet­
ings and to present the results of their work
during the spring semester.

106

94. Research P ro je c t
This course provides the opportunity for
qualified students to participate in research
with individual staff members. Students who
propose to take this course should consult

I

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m

Chemistry

with the staff during the preceding semester
concerning problem areas under study. This
course may be elected more than once.
Each semester. Staff.
96. Research Thesis.
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu o f taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee
to consist of (but not be limited to) two mem­
bers o f the Chemistry Department, one of
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 o f Chemistry
9 6 to be taken during the last three
semesters o f the student’s residence at
Swarthmore.
ii) A thesis based upon the student’s re­
search activity to be submitted prior to
the last week of classes o f the final semes­
ter. Guidelines for the preparation of the
thesis will be provided to the student.
Each semester. Staff.
180. Research Thesis.
An opportunity for students in the External
Examination program to participate in re­
search with individual staff members. The
thesis topic must be chosen in consultation
with some member o f the staff and approved
early in the semester preceding the one in
which the work is to be done.
Each semester. Staff.

Classics

GILBERT P. ROSE, Professor and Department Head
ROSARIA V. MUNSON, Associate Professor3
WILLIAM N. TURPIN, Associate Professor
CHRISTOPHER FRANCESE, Visiting Assistant Professor
GRACE M. LEDBETTER, Instructor’

Classics is the study o f the ancient Greeks and
Romans, who produced some of the world’s
greatest literature and influenced the entire
subsequent course of Western history and
culture. The Department of Classics teaches
the Greek and Latin languages and literatures
from the beginning level through Honors
seminars. Any student who wishes to major
or minor in Greek or Latin can do so without
having studied it before entering college.
Those who begin a language at Swarthmore
start to read literature by the end of one year.
After two years students are usually prepared
for seminars, in which they read and discuss
in depth the works of such authors as Homer,
Sappho, Aeschylus, Sophocles, Euripides,
Plato, Thucydides, Herodotus, Cicero, Taci­
tus, Catullus, Horace, and Virgil.
The ancient languages are studied in courses
numbered from 1 to 19 and in seminars.
Courses numbered 2 0 and over have no pre­
requisites and assume no knowledge of Greek
or Latin; instead, English translations are
used to introduce students to the history,
literature, philosophy, mythology, religion,

and archaeology o f the ancient world. The
courses specifically in ancient history count
as prerequisites toward advanced courses in
the Department o f History and as part of a
major in History.
The Department of Classics encourages both
majors and non-majors to spend a semester,
usually during their junior year, at the Inter­
collegiate Center for Classical Studies in
Rome. Here students from many American
colleges may study Latin, Greek, Italian, art
history, and the ancient city; they also take
field trips in Rome and Italy. Swarthmore
College also helps to support the American
Academy in Rome and the American School
o f Classical Studies in Athens, and its students
have privileges at those institutions. Classics
students are eligible for the Susan P. Cobbs
Scholarship and the Susan P. Cobbs Prize
Fellowship for study abroad (see pp. 35 and
82).
The Classics Department participates in the
Medieval Studies Program, the Women’s
Studies Program, the Literature major, and a
Special Major in Linguistics.

R E Q U IR E M E N T S FO R A M A JO R O R M IN O R
Greek, Latin, or Ancient History may be a
student’s major subject in either the Course
or External Examination Program, and a
minor in the latter program. Those who in­
tend to major or minor in Greek or Latin
should complete courses numbered 1 1 and 12
(or their equivalents) as early as possible.

of at least 8 credits in the appropriate language
above the introductory level; normally at least
three seminars are included.

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

A major in Ancient History consists o f Clas­
sics 31 (or 21), 32, 42, 44, a one-credit
attachment to any of the above (see p. 65,
Formats of Instruction), and a second onecredit attachment or else another course in
Classical Civilization. One of the following
seminars is also required: Latin 102, Latin
105, Greek 113. For a minor in Ancient
History everything but the seminar is re-

3 Absent on leave, 1994-95.

9 Joint appointment with Philosophy.

quired; thus, no ancient language is required
for this minor. More information on majors

and minors is available from the Department
Head.

■

Greek
1-2. Intensive F irs t-ye a r Greek.
• I Students learn all the basics of the language,
I begin reading major classical writers, and are
[ introduced to the culture and thought of the
I Greeks. The course meets four times a week
I and carries 1 Vi credits each semester. There is
no assumption that students have studied
I Latin.
Primary distribution course, Humanities.
Year course. Francese.
, I

9,10. Greek Prose Composition.
Extensive translation of English into Greek.
Meets one hour per week.
H alf course.

I
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11. Intermediate Greek.
The chief reading is usually a work of Plato.

J

Latin

1-2. Intensive Firs t-ye a r Latin.
Students learn all the basics of the language,
I begin reading major classical writers, and are
t
introduced to the culture and thought of the
Romans. The course meets four times a week
and carries 1 Vi credits each semester.
Primary distribution course, Humanities.
Year course. Turpin.
V

*j

9,10. Latin Prose Composition.
Extensive translation o f English into Latin.
Meets one hour per week.
H alf course.

11. Introduction to Roman Poetry.
After a review of grammar, students read and
discuss major lyric and epic poets of the
Golden Age of Roman literature (e.g., Catullus, Virgil). The course emphasizes both lan­
guage skills and literary criticism, eliciting the
special characteristics and concerns o f Roman
poetry. Normally taken after Latin 2 or high
I school Latin.
»
Primary distribution course, Humanities.
| Fall semester. Francese.

The course emphasizes both language skills
and the discussion o f literature and philoso­
phy. Other readings may include selections
from the Greek historians, orators, or trage­
dians (e.g., Euripides’ M edea).
Primary distribution course, Humanities.
Fall semester. Rose.
12. Homer.
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder of the poem
is read in translation.
Primary distribution course, Humanities.
Spring semester. Ledbetter.
93. Directed Reading.
Independent work for advanced students
under the supervision of an instructor.

12. Introduction to Roman Prose.
A study o f authors illustrating the develop­
ment of Roman prose, from Cicero to Tacitus.
Primary distribution course, Humanities.
Spring semester. Ledbetter.
13. Literature of the Augustan Age.
A portrait o f the Age o f Augustus from the
point of view o f one or more contemporary
poets, such as Ovid, Virgil, Horace, and
Propertius, who contributed to the greatness
of the period while often questioning its as­
sumptions.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Fall semester. Rose.
14. Medieval Latin.
Readings are chosen from the principal types
o f medieval Latin literature, including reli­
gious and secular poetry, history and chroni­
cles, saints’ lives, satire, philosophy, and
romances.
Prerequisite: Latin 11 or equivalent.
Primary distribution course, Humanities.
Spring semester. Not offered 1994-95.

109

Classics

15. Latin Poetry and the
English Renaissance.
Latin authors such as Catullus, Horace, Pro­
pertius, and Ovid are considered both on
their own terms and in light of English poets
for whom they were important (e.g., Donne,
Marvell, Herrick, and Milton). Special atten­
tion will be given to the role of rhetoric in

Roman and Renaissance education and to its
influence on the crafting of language and the
organization o f thought.
Prerequisite: Latin 11 or equivalent.
Fall semester. Not offered 1994- 95.
93. Directed Reading.
Independent work for advanced students
under the supervision of an instructor.

Ancient History and Civilization
All of the courses in ancient history—namely,
Classics 31 (or 21), 32, 42, and 44— are
required for a major in Ancient History. They
also count as prerequisites for advanced
courses in the Dept, of History and as part of
a major in History.
20. Plato and the Dialogue Form.
Cross-listed as Philosophy 20.
Spring semester. Ledbetter.
21. Ancient Greece.
Greek thought, literature, and history from
the Homeric age to Plato, with attention to the
links between the intellectual currents and the
social, economic, and political systems. Two
credits.
Primary distribution course (1 credit, Hu­
manities; 1 credit, Social Sciences).
Fall semester. Not offered 1994- 95.
31. H istory of Greece.
A study of the political and social history of
the Greek cities from the Mycenaean or
Bronze Age to the end o f the classical period.
Topics include the growth o f the city-states,
the development of democracy, the period of
Athenian political and cultural leadership,
and Athens’ rivalry with Sparta.
Primary distribution course, Social Sciences.
Spring semester. Turpin.
32. Th e 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 o f Rome’s foundation and of its
republican constitution; the conquest of the
Mediterranean world, with special attention
to the causes and pretexts for imperialism and
the tensions it created; and the social and
political structures of the Republic.

Primary distribution course, Social Sciences.
Spring Semester. Not offered 1994- 95.
33. Greek Literature in Translation.
The works studied in this course range in time
from Homer to Plato and include masterpieces
o f epic and dramatic poetry, history, and
philosophy. Lectures on the historical and
cultural context supplement class discussion.
Primary distribution course, Humanities.
Fall semester. Not offered 1994- 95.
34. Women in Classical Literature.
Helen, Penelope, Clytemnestra, Electra, Anti­
gone, Deianira, Medea, Phaedra, Ariadne,
Dido— these Greek and Roman women, ad­
mirable or dangerous, are among the most
complex literary creations of any period. This
course concentrates on the representations of
women in the epic poems and dramas of
Greece and Rome, but it also explores the
relation between such portrayals and the lives
of actual women in those societies.
Fall semester. Not offered 1994- 95.
36. Classical M ythology.
The myths o f the Greeks and Romans are
central to the study o f the ancient world and
have had an enormous influence upon subse­
quent literature and other arts. This course
examines selected myths in such major works
o f Greek and Latin literature as the Iliad and
the Odyssey, the tragedies of Aeschylus, Sopho­
cles, and Euripides, and Ovid’s Metamor­
phoses. Myths are treated both as traditional
tales about gods and heroes and as evolving
narratives, subject to the influences of politi­
cal, social, and sexual ideologies.
Spring semester. Rose.
37. Greek and Roman Religion.
A study o f selected issues basic to the under­

standing of religion in ancient society: the
gods, cults, festivals and rituals, beliefs about
the afterlife, oracles and prophecy, the inter­
action of philosophy and religion, and the
social context of early Christianity. Crosslisted as Religion 37.
Not offered. 1994- 95.

oped in England after the Norman invasion,
and to explore the connections of both sys­
tems with the societies and governments from
which they emerged. No prerequisite. Counts
for distribution credit (not PDC credit) in
Social Sciences.
Fall semester. Not offered 1994- 95.

51. Introduction to Archaeology.
Among the topics covered will be field tech­
niques, methods of dating, analysis of archae­
ological data, and archaeology in relation to
40. Ancient Greek A rt and Its Traditions.
other disciplines.
Cross-listed as Art History 40.
This course is in the Social Science distribu­
Not offered 1994- 95.
tion group and is cross-listed as Sociology and
42. Dem ocratic Athens.
Anthropology 51.
Using diverse primary sources (Thucydides’
Not offered 1994- 95.
Histories, tragedy, comedy, and others), this
52. Introduction to Greek Archaeology.
course explores several aspects o f classical
Primary distribution course, Humanities.
Athenian culture: democratic institutions and
Spring semester. Not offered 1994- 95.
ideology, social structure, religion, intellectual
53. Introduction to Roman Archaeology.
trends, and the major historical events that
Primary distribution course, Humanities.
affected all o f these and shaped the Greek
world in the fifth and early fourth centuries
Spring semester. Not offered 1994- 95.
B.C.
60. Dante and the Classical Tradition.
Primary distribution course, Social Sciences.
This course explores the ways in which Dante
Fall semester. Not offered 1994- 95.
and other fourteenth-century Italian authors
reinterpreted the classical tradition to create
44. The Early Roman Empire.
revolutionary works of immense influence
A detailed study, using primary sources, of
for later times. The entire Divine Comedy and
the political, economic, social, and cultural
possibly selections from Petrarch and Boccac­
history of the Roman world from the fall of
cio are read in English.
the Republic through the Antonine Age (50
Spring semester. Not offered 1994- 95.
B.C.-A.D. 192).
Primary distribution course, Social Sciences.
82. Th e Ancient Theatre.
Fall semester. Turpin.
A representative selection o f Greek and
Roman drama, both tragedy and comedy, will
45. The Formation of the Western
be read in translation, and there will be a
Legal Tradition.
study of ancient dramatic production.
This course examines the Roman Law and the
Spring semester. Not offered 1994- 95.
Common Law traditions that provided the
foundations of most modern legal systems.
93. Directed Reading.
The objectives are twofold: to compare the
Independent work for advanced students
legal system o f Rome with the one that devel­
under the supervision of an instructor.
38. The Apostolic Age.
Cross-listed as Religion 16.
Not offered 1994- 95.

SEM IN ARS
102. The Roman Emperors.
This seminar explores Latin authors of the
first and second centuries A.D., with partic­
ular attention to their responses to the social
and political structures o f the period. Ex­
pressed attitudes toward the emperors range
from adulation to spite, but the seminar con­

centrates on authors who fall somewhere in
between, writing skeptically or subversively.
Both prose writers (e.g., Tacitus, Suetonius,
Pliny) and poets (e.g., Lucan, Seneca, Juvenal)
are included.
Fall semester. Not offered 1994- 95.

Classics

103. Latin Epic.
This seminar usuallly focuses on Virgil’s Aeneid, although it may include other major
Latin epics.
Spring semester. Francese.
104. Ovid.
This seminar is devoted to the Metamorphoses,
which is read against the background o f Ovid’s
Roman and Greek literary predecessors.
Spring semester. Rose.
105. Th e Fall of the Roman Republic.
This seminar examines Latin texts from the
traumatic period o f the Late Republic (7 0 -4 0
B.C.). It focuses on the social and political
crisis of the period, as well as its connections
with the artistic and philosophical achieve­
ments of the first great period o f Latin litera­
ture. Authors include Lucretius, Catullus,
Cicero, and Sallust.
Fall semester. Turpin.
107. Horace.
The seminar emphasizes the Odes and Epodes
and their place in the tradition o f Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s achieve­
ment in the context o f the Augustan Age.
Spring semester. Not offered 1994- 95.
111. 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, al­
though the literary merits of the Greek philoso­
phers receive consideration.
Fall semester. Ledbetter.
112. Greek Epic.
This seminar studies either the entirety of
Homer’s Odyssey in Greek or most o f the Iliad.
Spring semester. Rose.
113. Greek Historians.
This seminar is devoted to a study of Herodo­
tus and Thucydides, both as examples of
Greek historiography and as sources for Greek
history.
Fall semester. Not offered 1994- 95.
114. Greek Drama.
This seminar usually focuses on one play by
each o f the major tragedians—Aeschylus, So­
phocles, and Euripides. Other plays are read
in translation. The works are placed in their
cultural setting and are discussed as both
drama and poetry.
Spring semester. Not offered 1994- 95.
115. Greek Elegiac and Ly ric Poetry.
Greek elegy and lyric are studied, with atten­
tion to the political and social background,
and to the relation of these literary types to
epic and dramatic poetry.
Fall semester. Not offered 1994- 95.

I Computer Science
"1

__
CHARLES F. KELEMEN, Professor and Program Director 7
LISA MEEDEN, Assistant Professor
Committee: Ann K. McNam ee (Music)
Don Shim am oto (Mathematics)
Faruq Siddiqui (Engineering)
a student to be appointed

Computer Science is the study o f algorithms
and the issues involved in implementing them.
This includes the study o f computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of
theories and models to aid in the understand­
ing and analysis of the properties of algo­
rithms, computing systems, and their inter­
relationship.

W

The Computer Science Program is designed
to provide students with a flexible set of
offerings in computing that can be tailored to
satisfy interests in various areas and at several
levels of depth. All the courses emphasize the
underlying, fundamental concepts of com­
puter science, treating today’s languages and
systems as current examples o f the underlying
concepts. The Computer Science Laboratory
provides up-to-date software and hardware
facilities. Students from any discipline who
are interested in an introduction to computer

science should take CS 10: Great Ideas in
Computer Science. For a deeper, more formal
introduction, they should continue with CS
20: The Structure and Interpretation of Com­
puter Programs. Students with some previous
experience in computer science may skip
CS10 by permission of the director of the
program. The Computer Science Program
offers concentrations, special majors, and mi­
nors in the External Examination Program.
Students interested in any of these options are
encouraged to meet with the director o f the
computer science program as early in their
Swarthmore years as possible. The concentra­
tion in computer science is designed for stu­
dents who desire a coherent introduction to
the core topics in the field. Students complet­
ing the concentration will possess a number
o f intellectual skills useful in many disci­
plines.

C O N C EN TR A TIO N IN C O M P U T ER SC IEN C E

»

W
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*

The concentration in computer science can be
combined with any major in the college. It
will provide students with a well-rounded
background in computer science sufficient to
allow them to develop significant, creative
applications in their major area o f interest and
to keep up with the rapid changes in the field
of computer science. Students interested in a
Concentration in Computer Science should
submit a concentration proposal for approval
by the Computer Science Committee by the
end of their sophomore year. Both the stu­
dent’s major advisor and the Director o f the
Computer Science Program should be con­
sulted when writing such a proposal. While

some flexibility is possible, the requirements
for the concentration in computer science will
usually consist o f six courses plus a compre­
hensive experience. The six courses should be
selected as follows:
Each of: C S20 Structure and Interpretation of
Computer Programs, Math 9 Discrete Mathe­
matics, CS 35 Fundamental Structures of
Computer Science,
Two of: CS 23 Computer Architecture, CS 41
Data Structures and Algorithms, CS 43 Foun­
dations o f Programming Language Design, CS
4 6 Theory of Computation,

7 Joint appointment with Mathematics.

113

Computer Science

One of: the remaining courses from the cate­
gory above (i.e. CS 23, 41, 43 or 46 ), Engin
24 VLSI design, CS 40 Computer Graphics,
CS 63 Artificial Intelligence, Math 72 Topics
in Combinatorial Optimization, CS 75 Prin­
ciples o f Compiler Design and Construction,
Ling 50, Ling 108: Syntactic Theory, CS 91
Special Topics in Computer Science, CS 93
Directed Reading or Project.
Note: In certain cases, students may be per­
mitted to substitute Math 16 for Math 9.

ference. In some cases a thesis or project may
be used to satisfy some other departments
comprehensive experience and also the Com­
puter Science requirement. In such cases spe­
cific approval of the Computer Science pro­
gram and the other department must be
obtained before embarking on the project.
For example, appropriate Engineering 90 pro­
jects have been used to satisfy the comprehen­
sive requirements for both an Engineering
major and a Computer Science Concentra­
tion.

A comprehensive experience will ordinarily
be satisfied by completing C S97: Senior Con-

S P E C IA L M A JO R S
Students desiring greater depth in computer
science or desiring to integrate computer sci­
ence with another discipline in a more formal
manner are encouraged to develop a Special
Major in Computer Science or a special major
combining computer science and another area.
Such Special Majors require the approval of
the Computer Science Committee and in the

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

M IN O R S FO R E X T E R N A L EXA M IN A TIO N
For students electing to take a minor in
Computer Science under the external exami­
nation requirements, the Computer Science
Committee has approved certain combina­
tions o f two computer science courses to
constitute a two-credit paper. A current list of

these may be obtained from the program
administrative assistant. In certain circum­
stances, the committee may be willing to
consider theses or other groupings o f courses
or seminars to constitute a paper.

G R A D U A TE ST U D Y
Students interested in graduate study in Com­
puter Science will be well prepared by a
Special Major in Computer Science or by
majoring in Mathematics or Engineering and
completing selected Computer Science
courses. The choice of the appropriate major
and computing courses will depend on the
student’s interests and should be made in
consultation with the director o f the Com­
puter Science Program. Other majors are also
reasonable for students with special interests.
For example, a major in Linguistics or Psy-

chology might be appropriate for a student
interested in artificial intelligence. In such
cases, students should consult as early as
possible with the director of the program in
order to be sure o f taking the mathematics and
computing courses necessary to be prepared
for graduate work in Computer Science.
Note: Courses used to satisfy the require­
ments for a Concentration or Special Major in
Computer Science must be completed with a
grade o f C or better.

<31

C O M PU T ER SC IEN C E C O U R S E S

M

B

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S

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S

(Courses numbered above 4 0 will be offered
in alternate years.)
10. Great Ideas in Com puter Science.
This course will introduce a number of fun­
damental ideas in computer science. Special
emphasis will be placed on artificial intelli­
gence, computability and complexity, worms
and viruses, and social implications o f com­
puting. Additional topics to be covered in­
clude: history, applications, the basic design
of a digital computer, the programming pro­
cess. Students will contribute to and modify
the emphasis of the course by writing and
presenting papers in the last third o f the
semester.
No previous experience with computers or
computing will be assumed and programming
will not be emphasized in this course. None­
theless, much of the material will be encoun­
tered in laboratory sessions in addition to the
lecture-discussion sessions. Students who
complete CS10 will be prepared to continue
with the next course in the CS sequence. Lab
work required.
This course is a Science Primary Distribution
Course. It is designed for Freshmen and Sopho­
mores. Ordinarily, Juniors and Seniors will
not be allowed to enroll.
Each semester. Lisa Meeden and staff.
20. Structure and Interpretation of
Computer Program s.
This course is a serious introduction to the
study of computer programs; and, through
programs, some central ideas in computer
science. By studying programs that make re­
peated and deep use o f abstraction, students
will learn how to generate precise specifica­
tions from vaguely formulated and perhaps
partially understood descriptions. This is a
skill that is essential in writing computer
programs and will be useful in all intellectual
endeavors. Topics to be covered include: pro­
gramming idioms and paradigms (functional
and object-oriented), recursion, abstract data
structures (lists, queues, trees and sets), in­
formation retrieval, binding and scope, and
interpreters. Lab work required.
This course is a Science Primary Distribution
Course.

Prerequisite: CS10 or permission o f the in­
structor.
Spring semester. Staff.
23. Com puter Architecture.
Alternate years. Next offered spring 1996.
35. Fundamental Structures of
Com puter Science.
This course completes the broad introduction
to computer science begun in CS 20 and
provides a general background for further
study in the field. Topics to be covered in­
clude: data structures (linked lists, trees,
graphs, etc.) and algorithms, software design
and verification, and an introduction to oper­
ating systems. Students will be expected to
complete a number o f programming projects
illustrating the concepts presented. Lab work
required.
Prerequisites: CS 15 or C S20. Corequisite:
Math9. In some cases, with the permission of
the instructor, Math 16 can be substituted.
Fall semester. Kelemen.
40. Computer Graphics.
Alternate years. Next offered spring 1996.
41. Algorithm s.
This course is a continuation o f the study of
data structures and algorithms found to be
useful in many diverse areas. This study was
begun informally in CS 2 0 and continued in
CS 35. The approach here is more formal both
with respect to the correctness of the algo­
rithms and with respect to the time and space
resources required for the various algorithms
and their associated data structures. Topics to
be covered include: abstract data types, trees
(including balanced trees), graphs, searching
and sorting, learning in neural networks, and
algorithms and data structures appropriate
for external storage media like magnetic disks
and tapes. The impact of several models of
parallel computation on the design of algo­
rithms and data structures will be presented.
Students will be expected to complete several
programming projects in the course.
Prerequisite: CS 35.
Fall semester. Meeden.
43. Foundations of Program m ing
Language Design.
Alternate years. Next offered fa ll 1995.

115

Computer Science

».

«I
46. Th e o ry of Computation.
The study of various models o f computation
leading to a characterization o f the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means of classifying them with
respect to how difficult they are to solve.
Topics to be covered include: formal languages
and finite state devices, Turing machines and
other models o f computation, computability,
and complexity.
Prerequisite: CS 35.
Spring semester. Kelemen.
63. Artificial Intelligence.
Alternate years. Next offered spring 1996.
75. Principles of Com piler Design
and Construction.
This course presents an introduction to the
design and construction of language transla­
tors for imperative, procedure oriented pro­
gramming languages. Topics covered include:
formal grammars, lexical analysis and finite
automata, syntax analysis and pushdown au­
tomata, LL and LR parsing, semantic analysis
and table handling, error detection and recov­
ery, code generation and optimization, com­
piler writing took.
There will be an ongoing programming project
that will culminate in a compiler for a small

116

but not trivial programming language. Lab
work required.
Prerequisite: CS 35
Fall semester. Kelemen.
91. Special Topics in Computer Science.
Subject matter dependent on a group need or
individual interest. Normally restricted to
senior students and only offered when staff
interests and availability make it practicable
to do so.
Prerequisite: permission of the instructor.
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 pre­
vious courses. Most recently the topic has
been parallel processing. It is the usual
method used to satisfy the comprehensive
requirement for a computer science concentrator.
Spring semester. Kelemen.

as

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<4
’

Economies

ROBINSON G. HOLLISTER, JR., Professor
MARK KUPERBERG, Professor and Acting Chairman
FREDERIC L. PRYOR, Professor (part-time)
BERNARD SAFFRAN, Professor
LARRY E. W ESTPHAL, Professor
JOHN P. CASKEY, Associate Professor
STEPHEN S. GOLUB, Associate Professor, Chairman 3
ELLEN MAGENHEIM, Associate Professor
STEPHEN A. O’CONNELL, Associate Professor
AMANDA BAYER, Assistant Professor
CHARLES F. STONE III, Visiting Lecturer
PEGGY dePROPHETIS, Visiting Lecturer

The courses in economics have three main
goals: 1 ) to provide insight into the processes
and accompanying institutions through which
productive activity is organized; 2 ) to develop
a set of tools for analyzing economic processes
and institutions; and 3 ) to build a foundation
for reaching informed 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
statistics requirement by taking Econ 31 (Sta­
tistics for Economists) or its equivalent such
as Statistics 23 or Mathematical Statistics 53
(Statistics 1 or Statistics 2 do not meet the
requirement). The statistics course in the
Economics Department focuses more on the
application o f statistical tools to economic
problems; the statistics courses in the Math­
ematics and Statistics Department focus more
on the derivation of the mathematical and
statistical properties o f various estimators.
In order to read the literature in economics
critically, a knowledge of elementary calculus
is extremely useful. The department very
strongly recommends that students take Math
5 and either Math 6A & 6C (basic calculus)
or the series o f Math 6A & 6B and Math 18.
Math 16 (Linear Algebra) and Math 18 (Sev­
eral Variable Calculus) are valuable for those
intending to focus on the more technical

aspects o f economics. Students planning to
attend graduate school in economics should
give serious thought to taking additional
mathematics courses, including Math 47 (In­
troduction to Real Analysis).
Students contemplating careers in business or
law may wish to take accounting. In turn,
students contemplating careers in interna­
tional economics or business are strongly
urged to have a mastery of at least one modem
foreign language.
To graduate as a major, a student must: have
at least eight credits in economics; meet the
theory and statistics requirements; and, in the
senior year, pass the comprehensive examina­
tion given early in the Spring semester (course
students) or the external examinations given
at the end of the Spring semester. To be
prepared for the comprehensive exam, course
students are strongly advised to complete
Econ 11, Econ 21, and Econ 31 (or its equiva­
lent) before the second semester o f their
senior year.
Students who are contemplating a major in
economics should consult "Economics at
Swarthmore: Department Handbook” (avail­
able in the department office) for additional
information regarding the details o f the pro­
gram.
For students who want secondary teaching
certification in the social sciences, two normal
routes are available. The first is through a
major in one social science, plus four to six

3 Absent on leave, 1994-95.

117

Economies

semesters of courses in other social sciences.
Students majoring in history, political science,
and sociology-anthropology are required to
take at least four courses outside their major;
students majoring in economics and psychol­
ogy are required to take six. The second route
to certification is by taking at least twelve
semester courses in social sciences, of which

six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As of 1987, at least one course in
American history and one social science
course focusing on Third World or nonWestem subject matter is required.

C O U RSES
1. Introduction to Economics.
Covers the fundamentals o f micro and macro
economics: supply and demand; market struc­
tures; income distribution; fiscal and mone­
tary policy in relation to unemployment and
inflation; economic growth; international eco­
nomic relations. Focuses on the functioning
o f markets as well as on the rationale for and
the design o f public policy. Prerequisite for all
further work in economics.
Primary distribution course.
Fall and spring semesters. Staff.
3. Th e W orld According to Economics.
This course explores from an economic per­
spective the economic content o f subjects
addressed by other disciplines throughout the
college. Topics include: pollution, the utiliza­
tion o f non-renewable resources and economic
growth, international trade and underdevel­
oped countries, and markets and social and
moral development.
Spring 1994- 95. Kuperberg.
4. H istory of Economic Th o u g h t
This course acquaints the student with the
development o f the principal schools o f main­
stream and heterodox economic thought.
M ost reading will be in primary sources and
includes, among others, the works o f Adam
Smith, Marx, Keynes, and Veblen, as well as
a number o f contemporary economists. Em­
phasis is on the historical and philosophical
context within which the works appeared and
their importance both within their own his­
torical epoch and to the evolution of econom­
ics.
Not offered 1994- 95.
5. Computing from the U se r’s
Point of View.
This is offered as a Vi credit workshop. Partici­
pants attend one weekly workshop applying

118

computing procedures directly to problems
o f economic analysis. Computing topics in­
troduced are: word processing, graphics, sim­
ple programming techniques, statistical pack­
ages, spread sheet analysis, and data base
handling. Vi credit
Fall semester. Staff.
6. Economic Policy and Economic
Analysis from Roosevelt to Clinton.
The course will examine the development of
the U S economy since the nineteen twenties.
There will be two major themes -how did
economic analysis respond to changing eco­
nomic problems and what effect did the new
analysis have on the economic policies that
the government pursued.
Fall semester. Saffran.
9. Economics of the 21st Century.
Analysis o f critical trends in the economy
defining future policy problems. Topics in­
clude: demographic and labor force trends;
shifts in income distribution and the new
emerging class structure; resource scarcity
and global warming; increasing international­
ization of the economy; changes of the finan­
cial structure and ownership; the productivity
race.
Fall semester. Pryor.
10. Current issues in Economic Policy.
Examines current micro and macro economic
policy issues. Topics vary year to year de­
pending on developments in the economy.
Recent topics have included flagging econ­
omy-wide performance, health care, tax re­
form, and personal finance. The format is
seminar-like. Reading material includes the
economic and financial pages of current peri­
odicals, reports o f think tanks and other
current literature.
Not offered 1994- 95.

I

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11. Intermediate M icroeconom ics.
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 o f theory and see
practical applications.
Fall semester. Westphal.

economic problems to assist decision making.
The working principles of engineering eco­
nomics are introduced in conjunction with
operations research topics. Normally for ju­
nior and senior students.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Prerequisites: elementary linear algebra and
high school algebra.
Not offered 1994- 95.

21. Intermediate M acroeconom ics.
Intermediate-level macroeconomic theory, fo­
cusing on the dynamic behavior of output,
interest rates, and prices in closed and open
economies. Examines conflicting views of
government stabilization policy, inflation/un­
employment tradeoffs, and the twin (fiscal
and trade) deficits. Explores the implications
and empirical relevance o f rationality and
optimizing behavior for the macroeconomy.
Spring semester. O ’Connell.

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

22. Money, Banking, and
Financial Market.
This course examines the economics o f finan­
cial institutions and markets. Among the
topics considered are: ( 1 ) the payments sys­
tem; ( 2 ) economic explanations for the exis­
tence and operations of banks; (3) the regula­
tion of financial institutions and markets; and
( 4 ) theories of stock, bond, futures and option
prices.
Spring semester. Caskey.

>

31. Statistics for Economists.
Focus is on understanding how simple and
multiple regression can be used to estimate
economic relationships— e.g., price or interest
elasticities, returns to assets or education—
and test their statistical significance. Problems
and estimation from real data sets will be
stressed in recitation sections. Econ 5 as a
concurrent course is advised but not re­
quired.
Majors may satisfy the department’s statistics
requirement by taking an equivalent course,
such as Statistics 23 or Mathematical Statistics
53, or Econ 35.
Fall semester. Hollister.
32. Operations Research.
(Cross-listed with Engineering 57 .) The prin­
ciples o f operations research as applied in
defining optimal solutions to engineering and

35. Econom etrics.
A survey of fundamental econometric meth­
ods emphasizing application. Some empirical
work is required.
Prerequisite: Econ 31 or equivalent; or in­
structor’s permission.
Fall semester. Hollister.
41. Public Finance.
This course focuses on government expendi­
ture, tax, and debt policy. A major part of the
course is devoted to an analysis of current
policy issues in their institutional and theo­
retical contexts. The course will be of most
interest to students having a concern for
economic policy and its interaction with poli­
tics.
Recommended: Econ 11.
Spring semester. Saffran.
42. La w and Economics.
The purpose o f this course is to explore the
premises behind the use of utilitarian con­
structs in the analysis o f public policy issues.
In particular, the appropriateness of the grow­
ing utilization of economic methodology will
be examined through an intensive study of
issues in property, tort, contract, and criminal
law.
Recommended: Econ 11.
Fall semester. Kuperberg.

119

Economics

51. Th e International Economy.
This course surveys the theory of trade (mi­
croeconomics) and o f the balance o f payments
and exchange rates (macroeconomics). The
theories are used to analyze topics such as
trade patterns; trade barriers; flows of labor
and capital; exchange-rate fluctuations; the
international monetary system; and macroeconomic interdependence.
Prerequisite: Econ 11 or Econ 21; Recom­
mended: both.
Fall semester. Caskey.
53. International Political Economy.
(Cross-listed with Political Science 68.) This
course uses political and economic perspec­
tives to analyze the interrelations between the
international economy and economic devel­
opment, national security, and social welfare.
Major topics are: Competing liberal, national,
and social perspectives; rise and decline of
British and U. S. economic power; contempo­
rary U.S.-Japan relations; free trade versus
"fair” trade; and reform o f the Eastern bloc
economies.
Prerequisite: Pol Sci 4.
Not offered 1994- 95.
61. Industrial Organization.
This course examines why firms and markets
are organized as they are and how their orga­
nization affects the way they operate. Topics
include the relationship between market
structure and firm behavior; particular aspects
o f firm behavior—pricing, advertising, and
collusion; and the effects o f regulation.
Recommended: Econ 11.
Fall semester. Magenheim.
71. Labor Economics.
(Included in the Black Studies and Women’s
Studies concentrations.) Labor market opera­
tions are the focus. Topics covered include:
determinants of wage and benefit levels;
growth in inequality of earnings; employment,
unemployment; the changing role o f unions;
discrimination on the basis of race and gender;
the effects o f immigration; returns to educa­
tion.
Recommended: Econ 11.
Not offered 1994- 95.
72. Social Economics.
(Included in the Black Studies concentration.)
The extent, consequences, and causes o f pov­

120

1»

erty and economic inequality; an appraisal of
reforms in income support programs, medical
care, education, housing; the "underclass” ;
the economics of discrimination.
Recommended: Econ 11.
Spring semester. Hollister.
73. Women and M inorities in
the Economy.
(Included in the Black Studies and Women’s
Studies concentrations.) This course focuses
on the role o f gender and race 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., com­
parable worth, child care, welfare reform);
bias in economic theory and policy.
Spring semester. Bayer.
75. Health Policy.
(Cross-listed with Political Science 42.) Analy­
sis of the organization o f health care in the
U .S. and government health policies. Medical
cost inflation, health insurance, supply and
demand for doctors and nurses, medical edu­
cation, bio-medical research, government reg­
ulation and programs are among the topics
covered.
Fall semester. Hollister and D. Smith.
76. Econom ics of the Environment
and Natural Resources.
Micro and macro economic approaches, long
run implications o f resource use for economic
growth, alternative uses o f natural environ­
ments and approaches to pollution control.
Government response to situations involving
externalities, public goods, and common prop­
erty resources. Case studies.
Recommended: Econ 11.
Spring semester. Stone.
81. Economic Development.
A survey covering the principal theories of
economic development and the dominant
issues o f public policy. W ithin a perspective
that emphasizes choice and transfer of technology as well as technological development,
emphasis is given to agricultural and industrial
development, to interactions among sectors,
and to international trade and capital flows
(including foreign aid).
Not offered 1994-95.

1

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82. Political Economy of Africa.
A survey of theories explaining the economic
development and/or crisis in Africa, in his­
torical perspective. Case studies are used to
explore the implications o f different develop­
ment strategies for development experience in
Africa. Topics of current interest include the
economics o f structural adjustment and the
role of the state in economic development in
Africa.
Fall semester. O ’Connell.
83. Asian Economies.
Examines economic development and current
economic structure, along with major policy
issues (domestic plus vis-a-vis the U S), in
some of the principal economies o f Asia,
focusing on those in East Asia but including
at least one South Asian country as well. The
format is seminar-like; a paper is required.
Spring semester. Westphal.
85. The Economics of East Europe
and Russia.
Reviews the economic systems o f the former

planned economies o f Eastern Europe; ex­
plores a variety o f problems o f transition
including privatization, decollectivization, in­
dustrial restructuring, and big-bang price re­
forms as well as trade, financial, and fiscal
policies.
Fall semester. Pryor.
9 7 ,9 8 . Public Policy Thesis.
(Cross-listed with Political Science 97 and
9 8 . ) Thesis preparation on a public policy
topic. The thesis will be supported by relevant
faculty and presented to a student/faculty
seminar. For a two credit thesis, enrollment in
both 97 and 98 is required. See the Bulletin’s
listing on the Concentration in Public Policy
for further information.
Fall semester.
99. Directed Reading.
W ith consent o f a supervising instructor,
individual or group study in fields of interest
not covered by regular course offerings.
Fall or spring semester. Staff.

SEM IN ARS
101. Economic Theory.
Surveys selected advanced topics in micro
and macro (seven weeks each). Micro: duality
in calculus-based theory; risk and uncer­
tainty; asymmetric information; game theory.
Macro: asset pricing, dynamic optimization;
rational expectations; alternative theories of
unemployment.
Prerequisites: Econ 11 with calculus attach­
ment, Econ 21, and Math 6C or Math 18; or
permission.
Spring semester. Bayer and Kuperberg.
122. Financial Economics.
The seminar examines modem developments
in the theory of asset prices and the economics
of financial institutions. Topics include: (1)
the payments system; ( 2 ) economic explana­
tions for the existence and operations of
banks; (3 ) the regulation of financial institu­
tions, and markets; and (4) theories o f stock,
bond, futures, and option prices.
Prerequisites: Econ 11, Math 6A and 6C, and
Econ 31.
Spring semester. Caskey.

131. Th e ory and Models for
Policy Analysis.
Provides advanced instruction in general equi­
librium theory while examining its uses in
policy and descriptive analyses. Focuses on
allocational and distributional issues in open
economies. Students master the fundamentals
of static and dynamic welfare maximization by
working with computer models of several
representative economies.
Prerequisite: Econ 11 (with calculus option);
Math 6A &. 6C or their equivalent.
Not offered 1994- 95. Westphal.
135. Econom etrics.
The full spectrum of econometric methods
are reviewed. Papers applying methods to
important economic problems are critiqued
by students. An empirical research paper is
required.
Prerequisite: Econ 31, equivalent, or permis­
sion of the instructor.
Fall semester. Hollister.
141. Public Finance.
This seminar focuses on the analysis of gov­

121

Economics

ernment expenditure, tax and debt policy.
Prerequisite: Econ 11; Recommended: Econ
21.
Spring semester. Saffran.
151. International Economics.
Both micro and macro economics are applied
to an in-depth analysis o f the world economy.
Topics include: trade patterns; trade barriers;
international flows of labor and capital; ex­
change-rate fluctuations; the international
monetary system; macroeconomic interde­
pendence; case studies of selected industrial­
ized, developing, and Eastern bloc countries.
Prerequisite: Econ 11 and Econ 21.
Fall semester. Stone.
161. Industrial Organization and
Public Policy.
The seminar examines the organization of
Arms and markets and the relationship be­
tween organization and outcomes with respect
to pricing, advertising, product differentia­
tion, and other aspects o f behavior. Other
topics include the effects of antitrust policy;
economic regulation and deregulation.
Prerequisite: Econ 11.
Fall semester. Magenheim.
171. Labor and Social Economics.
Students discuss such topics as: the organiza­
tion of work within firms; labor market op­
erations, unions and labor relations, unem­
ployment and macro-conditions; economic
analysis education, health care, housing, dis­
crimination; determinants o f income inequal­
ity; government policies with respect to
health, education, and welfare.
Recommended: Econ 11.
Spring semester. Hollister.

172. Urban Underclass.
This seminar reviews current economic, po­
litical, sociological and anthropological stu­
dies dealing with employment, education,
welfare, crime, housing, and transportation
applicable to urban concentrations o f disad­
vantaged persons. Following, or concurrent
with, the seminar, participants must complete
substantial research on related topics under
the guidance o f the professors or other desig­
nated professional researchers.
Recommended: Econ 11 and Econ 31.
Not offered 1994- 95.
181. Economic Developm ent
A survey of theories of growth, stabilization,
income distribution, trade policy, and house­
hold behavior in developing countries. Issues
of current interest include the debt crisis and
the political economy of government policy.
Students write several short papers examining
the literature and a longer paper analyzing a
particular country’s experience.
Prerequisite: Econ 11 or Econ 21.
Fall semester. O ’Connell.
185. Com parative Economic System s.
Analysis of the structure and performance of
nations with different economic systems, and
o f problems arising in transforming centrally
planned economies to market systems. Cov­
erage is similar to that of Econ 85, but in
greater depth with more attention to economic
theories underlying the various topics and
with case studies o f more countries including
selected capitalist nations.
Fall semester. Pryor.
199. Thesis.
W ith consent o f a supervising instructor,
honors majors may undertake a senior thesis
for double credit.
Fall and spring semesters. Staff.

Education

K. ANN RENNINGER, Associate Professor
LISA SMULYAN, Associate Professor and Acting Program Director
EVA F. TRAVERS, Associate Professor and Program Director 2
WESLEY SHUM AR, Visiting Assistant Professor
DIANE ANDERSON, Lecturer

The Program in Education has three purposes:
to expose students to issues in education
from a variety o f disciplinary perspectives, to
provide a range o f field experiences for stu­
dents who wish to explore their aptitude and
interest in teaching, counseling or research in
an educational setting, and to prepare students
to be certified for entry into public school
teaching. Courses in the Program in Educa­
tion are intended to be integral to the College’s
academic offerings. The Program’s most im­
portant goal is to help students learn to think
critically and creatively about the process of
education and the place o f education in soci­
ety. To this end, both its introductory and
upper level courses necessarily draw on the

distinctive approaches o f Psychology, Sociol­
ogy, Anthropology, Political Science, Philos­
ophy, and History. Because students major in
one of the traditional disciplines, courses in
Education offer both an opportunity to apply
the particular skills o f one’s chosen field to a
new domain and interaction with other stu­
dents whose disciplinary approaches may dif­
fer significantly from their own. There is no
major in Education. However, special majors
involving Education and another social sci­
ence discipline can be arranged. There is a
limit of four field-based Education credits
(currently Education 16, 17, and in some
cases, 91) that can be counted toward gradu­
ation.

T EA C H ER CER TIFIC A TIO N
Swarthmore offers a competency-based teach­
er preparation program for students who seek
secondary certification from the Common­
wealth of Pennsylvania. Competency is judged
by an interdisciplinary committee o f the fac­
ulty whose members have established criteria
for certification in Biology, Chemistry, En­
glish, French, German, Mathematics, Russian,
Spanish, and Social Studies. Certification in
Physics is available through an arrangement
with Bryn Mawr College. Individual programs
are developed in conjunction with depart­
mental representatives and members o f the
Education staff. All students seeking certifi­
cation must meet Swarthmore College’s gen-

eral requirements for course distribution and
a major. Specific departmental requirements
for certification are found in departmental
listings in the Bulletin.
Up to four students each year who have com­
pleted all the necessary coursework for certi­
fication in their discipline and in Education
may return following graduation for a ninth
semester during which they would student
teach and take the Curriculum and Methods
Seminar. Students pay a reduced fee and do
not receive room and board. Further informa­
tion on this program is available in the Edu­
cation office.

R EQ U IR EM EN T S F O R T E A C H ER CER TIFIC A TIO N
Students planning to seek secondary certifiestion should take Introduction to Education,
Educ. 14, by the end of their Sophomore year

and enroll for Practice Teaching, Educ. 16 (a
double credit course) and Curriculum and
Methods Seminar, Educ. 17, no earlier than

2 Absent on leave, spring semester, 1995.

123

Education

the Spring Semester o f the Junior year. In
addition, they must complete the following
sequence o f courses:
■ Educational Psychology, Educ. 21
■ Developmental Psychology, Psychology 39;
Child Development and Social Policy,
Educ. 66; or Adolescence, Educ. 23
I

An additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c. Special Education Issues and Practice,
Educ. 26
d. Women and Education, Educ. 31
e. Educating the Young Learner, Educ. 42
f. School and Society, Educ. 47
g. Ethnographic Perspectives in Education,
Educ. 48
h. Political Socialization and Schools,
Educ. 64
i. Child Development and Social Policy,
Educ. 66
j. Political Economy o f Education,
Educ. 67
k. Urban Education, Educ. 68
l. Special Topics, Educ. 91 A or B

Students preparing for certification must at­
tain at least a grade point average of C in
courses in their major field o f certification
and a grade of C + or better in Introduction to
Education in order to undertake Practice
Teaching. In addition, students must be rec­
ommended by their major department and by
their cooperating teacher in Introduction to
Education. Placement o f students in schools
for Practice Teaching is contingent on suc­
cessful interviews with members of the Edu­
cation Program staff and appropriate second­
ary school personnel.
Swarthmore College is not authorized by the
Commonwealth o f Pennsylvania to certify
elementary teachers. However, students taking
courses in the Education Program have an
opportunity to concentrate their field work in
an elementary setting and may do practice
teaching for credit in an elementary school.
(W ith some additional course work in ele­
mentary methods, elementary certification is
available through an arrangement with a local
college.)

CO U RSES
1C. The W riting Process.
(See English 1C.)
Fall semester. Blackburn.
14. Introduction to Education.
A survey of issues in education within an
interdisciplinary framework. In addition to
considering the theories o f individuals such as
Dewey, Skinner, and Bruner, the course ex­
plores some major economic, historical, and
sociological questions in American education
and discusses alternative policies and pro­
grams. The course gives students an opportu­
nity to determine their own interest in prepar­
ing to teach, and furnishes them with first­
hand experience in current elementary and
secondary school practice. Field work is re­
quired.
Primary distribution course.
Each semester. Staff.

16. P ractice Teaching.
Supervised teaching in either secondary or
elementary schools. Double credit. Students
seeking secondary certification must take Ed­
ucation 17 concurrently. (Single credit prac­
tice teaching may be arranged for individuals
not seeking secondary certification.)
Each semester. Staff.
17. Curriculum and Methods Sem inar.
This course will consider theoretical and ap­
plied issues related to effective classroom in­
struction. It must be taken concurrently with
Educ. 16.
Each semester. Staff.
21. 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 the-

---------------------------------------------------------------

m
I
I
I

oretical work on student learning and development provide the core readings for the
course. In addition, students tutor in local
schools and participate in a laboratory section
I which provides an introduction to the process
I of research.
I Limited enrollment.
| Each 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
adolescence and an overview o f major re­
search. During the first part o f the term,
students explore various aspects of individual
development (e.g., cognitive, affective, physi­
c s ological, etc.). The second part o f the semester
focuses on the adolescent’s adaptation in
major social contexts (e.g., family, peer group,
I school, etc.).
Spring semester. Smulyan.
I
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25. Counseling: Principles and
Practice.
This course explores counseling theories and
techniques within the context of school and
community based counseling agencies. We
will critically examine a variety o f counseling
theories including client-centered, family sys­
tems, feminist, cross-cultural, behavioral, and
cognitive theories. A field placement is required.
Not offered 1994- 95.

31. Women and Education.
This course uses historical, psychological,
and social frameworks to examine the role of
gender in the educational process. Areas to be
explored include the feminization o f the teach­
ing profession; equity in educational pro­
grams, curriculum, and materials; gender dif*
ferences in student-teacher interaction and
student achievement; and current programs
designed to meet the needs of all students and
teachers. Students will draw on their own
H
experience as well as field work in relating the
theories examined to educational practice.
I Fall semester. Smulyan.

l i

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, dis­
position, prior knowledge, collaboration, text
considerations, reading, schema theory, the
intersect of school, home, and community
contexts, ways in which we can learn from the
learner, and the similarities and differences in
learning in various disciplines. Field place­
ment is required. Required for elementary
teaching certification.
Fall semester. Anderson.
47. School and Society.
This course examines the paradoxical nature
of schools as possible agents o f social change
and as institutions which perpetuate existing
social structures. Field work is required.
Prerequisite: Introduction to Education or
permission of instructor.
Not offered 1994-95.
48. Ethnographic Perspectives in
Education.
This course will examine the issues of culture,
identity, and learning in a number o f current
ethnographies of education. Questions of the
status of knowledge, teacher-student relations,
teacher-administrator relations, and the role
of schools will be explored.
Not offered 1993-94.
54. Oral and Written Language.
(See Linguistics 54.)
Not offered 1994- 95.
64. Political Socialization and Schools.
This course examines the influences of family,
school, peers, media, and critical social and
political events on the development of politi­
cal concepts, attitudes and behavior.
Not offered 1994- 95.
65. Environmental Education.
This course will explore the roots o f environ­
mental education and its current evolution on
a number of different planes. We will inves­
tigate political and economic issues o f envir­
onmental racism and ways in which programs
in communities and schools have responded.
Students will survey current programs, cur­
ricula and research and consider the role of
formal education in generating environmental
awareness in light of global ecological crises.
Field work is required.
Spring semester. Shumar.

125

Education

66. Child Development and
Social Policy.
This course provides students with an under­
standing o f the implications of developmental
psychology for social policy. Child develop­
ment and educational psychology literatures
are used to study particular educational prob­
lems and policies. Field research is required.
Prerequisites: Child Development, Introduc­
tion to Education, or Educational Psychology.
Not offered 1994- 95.
68. Urban Education.
(Also listed as Sociology-Anthropology 68.)
This course will focus on issues facing urban
educators and policy makers, including multiculturalism, desegregation, compensatory
education, curricular innovation, community
involvement, bilingual education, standard­
ized testing, and school restructuring. Field
work is required.
Not offered 1994- 95.

k

70. The A rts as Com munity
Se rvice/Social Change.
(See Dance 70.)
Spring semester. Sepinuck.

}

91 A. Special Topics.
W ith the permission o f the instructor, quali­
fied students may choose to pursue a topic of
special interest in education through a project
involving classroom or school practice.
Available as a credit/no credit course only.
Each semester. Staff.
91B. Special Topics.
W ith the permission o f the instructor, students may choose to pursue a topic o f special
interest by designing an independent reading
or project which usually requires a compre­
hensive literature review, laboratory work,
and/or field-based research. This may serve
as a thesis for students doing a Special Major
in Education and another department.
Each semester. Staff.

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9

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126

Engineering

H. SEARL DUNN, Professor
NELSON A. MACKEN, Professor
ARTHUR E. McGARITY, Professor3
FREDERICK L. ORTHLIEB, Professor and Chair
ERIK CHEEVER, Associate Professor 3
LYNNE A. MOLTER, Associate Professor3
FARUQ M.A. SIDDIQUI, Associate Professor
SILVIO P. EBERHARDT, Assistant Professor3
ERICH CARR EVERBACH, Assistant Professor

The professional practice of engineering re­
quires creativity and confidence in applying
scientific knowledge and mathematical meth­
ods to the solution o f technical problems of
ever-growing complexity. The pervasiveness
of advanced technology within our economic
and social infrastructures demands that engi­
neers more fully recognize and take into ac­
count potential economic and social conse­
quences that may follow from resolving
significant yet analytically well-defined tech­
nical issues. A responsibly educated engineer
must therefore not only be in confident com­
mand of current analytic and design tech­
niques, but also have a thorough understand­
ing of social and economic influences and an
abiding appreciation for cultural and human­
istic traditions. Our program supports these
needs by offering each engineering student the
opportunity to acquire a broad yet individu­
alized technical and liberal education. The
structure of the Department’s curriculum per­
mits engineering majors to devote as much as
three eighths o f their course work to the
humanities and social sciences. About half
our majors pursue either a concentration or a
double major leading to two degrees, the
Bachelor of Science in Engineering and a
Bachelor of Arts in a second academic disci­
pline within their four-year course o f study.
The Department’s physical facilities include
laboratories for general instruction and indi­
vidual student projects in electronics, systems
dynamics and control, communications, engi­
neering materials, solid and structural me­
chanics, fluid mechanics, fossil and solar ther­
mal energy conversion and environmental

3 Absent on leave, 1994-95.

protection. W ithin these laboratories is a
wide variety of modern measurement equip­
ment configured for computer-assisted data
acquisition and process control; data files are
directly accessible from anywhere on the col­
lege computer network. A computer work­
station laboratory with high performance
monochrome and color graphics and industrystandard engineering design, analysis and
graphics software is also part o f our depart­
mental facilities. Electronics, metal and wood­
working shops that support our courses and
laboratories are available for student use.
Our departmental major program leading to
the degree o f Bachelor of Science in Engineer­
ing is accredited by the Engineering Accredi­
tation Commission of the Accreditation Board
for Engineering and Technology.
Courses R eadily A v a ila b le to N on-M ajors
High Performance Composites (1 ), Exploring
Acoustics (2), Problems in Energy Technology
(3 ), and A rt and Science o f Structures (7 ) are
designed chiefly for students contemplating
only an introduction to engineering. Mechan­
ics ( 6 ) is primarily for prospective majors, but
other interested students, particularly those
preparing for a careers in architecture or
biomechanics, are encouraged to enroll. Intro­
duction to Environmental Protection (32),
Operations Research (5 7 ), Solar Energy Sys­
tems (35), Water Quality and Pollution Con­
trol (6 3 ), Environmental Systems ( 66), and
Environmental Policy ( 68) appeal to many
students majoring in other departments, par­
ticularly those pursuing the Environmental
Studies concentration. Students interested in

Engineering

computers, including those in the Computer
Science concentration, may wish to consider
Digital Logic Design (21), Microprocessors
and Computer Architecture (2 2 ) and Com­
puter Graphics (26). Students majoring in the
physical sciences or mathematics may enroll
routinely in advanced engineering courses.
Students may major or minor in the External
Examination Program in the Engineering De­
partment by taking appropriately related ad­
vanced engineering courses in preparation for
external examinations. Department faculty
also support concentrations in Computer Sci­
ence and Environmental Studies and a special
major with the Program in Linguistics.
Program fo r E ngineering M ajors
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 Sc 4 or 7 Sc 8 (taken or begun in the
freshman year) and Chemistry 10 (or a more
advanced chemistry course), and (iii) four
courses in mathematics, including Math 5 and
6 (to be taken in the first year), Math 18, and
Math 3 0 (normally taken in the sophomore
year). No courses intended to satisfy these
departmental requirements, except those
taken Fall semester in the first year, may be
taken Credit/No Credit. The unspecified sci­
ence course in category (ii) should be chosen
to complement the student’s overall program
of study; only courses acceptable for credit
toward a major in the offering department are
admissible toward an Engineering major.
W ithin category (i), the following core
courses are required o f all students: Mechan­
ics, Physical Systems Analysis I and II, Experi­
mentation for Engineering Design, Thermo­
fluid Mechanics, and Engineering Design. O f
these, the first four are normally taken as
follows: Mechanics in the spring semester of
first year, Physical Systems Analysis I in the
fall semester of sophomore year and the re­
maining two in the spring semester of soph­
omore year. Thermofluid Mechanics is nor­
mally taken in the fall o f junior year, and
Engineering Design, the culminating experi­
ence for engineering majors, is taken in the
spring o f senior year.
Elective Program for Course Majors: In consul­
tation with their advisor, each student devises

128

a program o f advanced work in the Depart­
ment. These programs, normally including
six courses, are submitted for Departmental
approval as part of the formal application for
a major in engineering during the spring
semester of sophomore year.
A student’s elective program may or may not
conform to some traditional or conventional
area 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.

*

,

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Suggested elective program plans include:
(1 ) General electrical engineering: Electronic
Circuit Applications, Physical Electronics,
Semi-conductor Devices and Circuits,
Electrodynamics, and Control Theory and
Design. Students having an interest in
digital systems might replace one or more
of these courses with Digital Logic Design,
Microprocessors and Computer Architec­
ture, VLSI Design, or Computer Graphics.

*1

(2 ) General computer engineering: Digital
Logic Design, Microprocessors and Com­
puter Architecture, VLSI Design, and
Computer Graphics. Students with an
interest in computer hardware may in­
clude Electronic Circuit Applications,
Semiconductor Devices and Circuits, Phys­
ical Electronics or Control Theory and
Design.

*}

(3 ) General mechanical engineering: Meehanics o f Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, Thermal En­
ergy Conversion, Solar Energy Systems,
and Control Theory and Design.
(4 ) General civil and environmental engineer­
ing: basic preparation includes Mechanics
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 inter­
ested in the environment or urban plan­
ning, or Structural Theory and Design II
for those interested in architecture or
construction. Other recommended courses
include Solar Energy Systems, Fluid Me­
chanics, and Engineering Materials.

H

I

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H

I ---------------Note that High Performance Composites, Ex­
ploring Acoustics, Problems in Energy Tech­
nology, Art &. Science o f Structures, Introduction to Environmental Protection, Swarthmore & the Biosphere, and Environmental
Policy are not admissible as technical electives
within an Engineering major but may be
taken as free electives subject to the 20 Course Rule.

fl

I

External Examination Program in Engineering:
Students with a B + average in courses in
engineering, science, and mathematics may
apply for the external examination program.
Each candidate must accumulate 12 units of
credit in engineering and complete the same
^
mathematics and science requirements as

1
I

C O U R SE LISTIN G S

1. High Performance Composites.
Introduction to the structure, properties and
performance of modem composites in sports
equipment, automotive and aerospace appli­
cations. Simple models o f material behavior
are developed and used to examine products
I
like ski poles, fishing rods, tennis racquets,
radial tires and human-powered aircraft. Labs
include making and testing a number of poly­
mer and ceramic matrix composites, plus a
research project o f the student’s choice. Pri­
marily for students not majoring in engineerI ingHigh School Physics recommended.
Primary distribution course.
■
Fall semester; not offered 1994.

«

2. Exploring Acoustics.
(Also listed as Linguistics 2 ) A course to
provide students with exposure to basic scien­
tific and engineering principles through an
I
exploration o f the acoustics o f musical instru­
ments, the human voice, structures, and the
| environment. Emphasis on hands-on analysis
with a minimum use o f mathematics. For
students not majoring in engineering. Includes
laboratory.
Spring semester; not offered 1994.

■

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

3. Problems in Energy Technology.
For students not majoring in science or engineering, this course covers hydropower, windpower, and thermal energy conversion using

fossil fuel, nuclear and direct solar energy.
Technical, political and socioeconomic as­
pects are discussed and field trips and labora­
tory experiences are included.
Primary distribution course.
Fall semester; offered 1994.
5. Engineering Methodology.
A fall half-credit course for those interested
in engineering, presenting techniques and
tools that engineers use to define, analyze,
solve, and report technical problems and an
introduction to department facilities. De­
signed for students who are potential majors
as well as those interested only in an intro­
duction to engineering. W hile E5 is not a
required course for prospective engineering
majors, it is strongly recommended.
Fall semester.
6. M echanics.
Fundamental areas o f statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, beam, tor­
sion, and stress transformations. Laboratory
work is related to experiments on deformable
bodies, and includes a FORTRAN workshop.
Prerequisite: Physics 3 or equivalent.
Primary distribution course.
Spring semester.
7. A rt and Science of Structures.
An introduction to the basic principles of
structural analysis and design including an

Engineering

emphasis on the historical development of
modem structural engineering. Suitable for
students planning to study architecture, archi­
tectural history, or with an interest in struc­
tures. Includes laboratory. For students not
majoring in engineering.
Fall semester; not offered. 1994.
9. H ow Th ings Change.
A study of dynamic systems requiring no
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 complicated situa­
tions. Examples will be taken from many
fields of study; representative topics include
the dynamics of competing populations, the
spread o f epidemics, the evolution of business
cycles, the operation o f automobile cruise
control systems, and examples of chaotic sys­
tems. Though no knowledge o f calculus is
necessary, some familiarity with mathematical
operations and confidence in using numbers,
e.g., birth rates, growth rates, interest rates,
etc., is assumed.
Fall semester; offered 1994.
11,12. Physical System s A nalysis I
and II.
The study o f engineering phenomena which
may be represented by a linear, lumpedparameter model. Ell (fall semester) is ori­
ented mainly toward electrical devices and the
development of mathematical techniques for
the analysis o f their linear behavior. E12
(spring semester) is more concerned with
mechanical, thermal, and fluid systems. In­
cludes laboratory. Credit may be given for
either semester, or both. Prerequisites: Math
6 and Physics 4 (or equivalent) or permission
o f instructor.
E n : Fall semester.
E 12 : Spring semester.
14. Experimentation for Engineering
Design.
Introduction to probability, statistical analy­
sis, measurement errors and their use in ex­
perimental design, planning, execution, data
reduction and analysis. Techniques o f hypoth­
esis testing, single and multivariable linear
and nonlinear regression, process simulation
and methods o f engineering economics. In­
cludes laboratory.

Pre/Co-requisites: E l l and 12.
Spring semester.
21. Digital Logic Design.
Systematic techniques for designing combi­
natorial (time-invariant), sequential (clocked)
and asynchronous (non-docked) digital cir­
cuits, based on principles of Boolean algebra.
Use o f standard TTL logic gates and higher
level integrated circuits such as memories,
programmable-logic devices, and analog/dig­
ital converters. Emphasis on CAD programs
for logic simulation and minimization. Labo­
ratory includes a student-selected final design
project.
Prerequisites: none.
Fall semester; not offered 1994.
22. M icrop roce ssors and Computer
Architecture.
A tour of today’s and tomorrow’s computer
systems, including RISC and CISC micropro­
cessor instruction sets and addressing modes,
interrupts and DMA, peripherals, memory
system hierarchy, virtual memory and ma­
chine, and networks. Connections between
hardware and higher-level languages and oper­
ating systems. Parallel and distributed com­
puter systems. The laboratory will include
studies o f specific machines from microcon­
trollers to digital signal processors to work­
stations.
Prerequisites: none.
Spring semester, alternate years; not offered 1995.
24. VLSI Design.
Design of digital CM OS integrated circuits.
Operation o f CM OS transistors, CMOS gates
and buffers, design rules for layout o f circuits,
chip fabrication, regular logic arrays, scalabil­
ity, use o f simulation and layout tools, testing
o f fabricated circuits. A laboratory involves
design, simulation, layout and testing of a chip
that will be sent out for fabrication.
Prerequisite: E l l and E21.
Spring semester; not offered 1994 or 1995.
26. Com puter Graphics.
Techniques used to model and display twoand three-dimensional scenes. Principles of
the WIMP (Windows-Icon-Menu-Pointing de­
vice) graphical user interface. Topics include
2D and 3D transformations, clipping, scan
conversion, projections, coordinate systems,
rendering, representing curves/surfaces/sol­
ids, image filtering, and software and hardware

for graphics systems. A laboratory will involve
programming user-interface systems and im­
ages using the XU package and PHIGS.
Prerequisite: Familiarity with 'C ’ or Pascal
and permission of instructor. Students who
have not had a course in linear algebra will be
required to attend several additional tutorial
sessions.
Spring semester, alternate years; not offered 1995.
32. Introduction to Environmental
Protection.
Primarily for those not majoring in engineer­
ing, this course focuses on solutions to envir­
onmental problems in the areas of water sup­
ply, water pollution, air poUution, and energy
supply. Local and global pollution control
and solar energy technologies are examined.
Public policy developments and alternative
perspectives are explored. Methods of com­
puter-based systems analysis are introduced
for developing economically effective envir­
onmental protection policies.
Spring semester; not offered 1995.
35. Solar Energy System s.
Fundamental physical concepts and system
design techniques of solar energy systems.
Topics include solar geometry, components of
solar radiation, analysis of thermal and pho­
tovoltaic solar collectors, energy storage,
computer simulation o f system performance,
computer aided design optimization, and eco­
nomic feasibility assessment. Includes labora­
tory.
Prerequisites: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; offered 1994.
41. Therm ofluid M echanics.
Introduction to macroscopic thermodynam­
ics; first and second laws, properties o f pure
substances, applications using system and
control volume formulation. Introduction to
fluid mechanics; development of conservation
theorems, hydrostatics, dynamics of one-di­
mensional fluid motion with and without fric­
tion. Includes laboratory.
Prerequisites: E12 and E14 (or equivalent
background).
Fall semester.
57. Operations Research.
(Also listed as Economics 32 ). Introduces
students to computer based modeling and

optimization for the solution o f complex,
multivariable problems such as those relating
to efficient manufacturing, environmental pol­
lution control, urban planning, water and
food resources, and arms control. Includes
case study project.
Prerequisites: elementary linear algebra.
Primary distribution course, Natural Sciences
only; and only if enrolled for Engineering 57.
Fall semester; not offered 1994.
58. Control Th e ory and Design.
Introduction to the control o f engineering
systems. Analysis and design o f linear control
systems using root locus and frequency re­
sponse techniques. Over-driven operation of
first-and second-order controlled systems.
Digital control techniques, including analysis
o f A/D and D/A converters, digital filters,
and numerical control algorithms. Includes
laboratory.
Prerequisite: E12 or equivalent.
Spring semester.
59. M echanics of Solids.
Internal stresses and changes of form that
occur when forces act on solid bodies or when
internal temperature varies. State of stress and
strain, strength theories, stability, deflections,
and photoelasticity. Elastic and Plastic theor­
ies. Includes laboratory.
Prerequisite: E 6 or equivalent.
Fall semester.
60. Structural Th e o ry and Design 1.
Fundamental principles o f structural mechan­
ics. Statically determinate analysis of frames
and trusses. Approximate analysis o f indeter­
minate structures. Virtual work principles.
Elements o f design o f steel and concrete struc­
tural members. Includes laboratory.
Prerequisite: E59, or permission o f instruc­
tor.
Spring semester; offered 1995.
6 1 .6eotechnical Engineering: Th e ory
and Design.
Soil and rock mechanics, including soil and
rock formation, soil mineralogy, soil types,
compaction, soil hydraulics, consolidation,
stresses in soil masses, slope stability and
bearing capacity. Application to engineering
design problems. Includes laboratory.
Prerequisite: E 6 or permission o f instructor.
May be taken concurrently with E59.
Fall semester, alternate years; offered 1994.

131

Engineering

62. Structural Th e ory and Design II.
Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer
applications. Design o f steel and concrete
structures. Includes laboratory.
Prerequisite: E60.
Fall semester, alternate years-, offered 1993.
63. Water Quality and Pollution
Control.
Elements o f water quality management and
treatment of wastewaters. Measurement of
water quality indicators. Analysis of waste­
water treatment processes. Sewage treatment
plant design. Computer modeling o f the ef­
fects of waste discharge on rivers and estu­
aries. Environmental impact assessment. Lab­
oratory and field studies included.
Prerequisite: E12 or equivalent or consent of
instructor.
Fall semester, alternate years; not offered 1994.
64. S w a rth m o re and the Biosphere.
An interdisciplinary seminar-style investiga­
tion o f the role o f Swarthmore College and its
community within the biosphere, including
an intensive field-based analysis of one major
aspect o f Swarthmore’s interaction with its
environment, such as food procurement,
waste disposal, or energy use. The selected
topic is explored from various perspectives by
student project groups, and the class proposes
and attempts to implement solutions. Faculty
from various departments provide back­
ground lectures, lead discussions of ap­
proaches outlined in the literature, and coor­
dinate project groups. Classes meet once
weekly for lectures, student progress reports,
and project planning. Cross-listed in the in­
structors’ departments.
66. Environmental System s.
Mathematical modeling and systems analysis
o f problems in the fields of water resources,
water quality, air pollution, urban planning
and public health. Techniques of optimization
including linear and integer programming are
used as frameworks for modeling such prob­
lems. Dynamic systems simulation methods
included. Laboratory included.
Prerequisite: E57, or equivalent.
Spring semester, alternate years, not offered 1995.
68. Environmental Policy.
(Also listed as Political Science 43). Topics in

132

environmental analysis, policy formulation
and pollution regulation.
O ffered when demand and staffing permit.
71. Discrete Tim e System s.
Review of mathematical methods and system
models for linear continuous time systems.
Introduction to difference equations and dis­
crete-time transform theory; the Z-transform
and Fourier representation of sequences; fast
Fourier transform algorithms. Discrete-time
transfer functions and filter design tech­
niques. Laboratory included.
Prerequisite: E12.
Fall semester; not offered 1993.
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 com­
prising only the laboratory section o f E72.
The student will learn the fundamentals of
electronic circuit design starting with a brief
survey of semiconductor devices including
diodes, and bipolar and field effect transistors.
The course continues with op-amp applica­
tions, including instrumentation and filter
design. The use of digital logic is also explored.
The second half of the course introduces
more advanced topics and more sophisticated
design techniques. Throughout the course
practical considerations of circuit design and
construction are covered, including grounding
and shielding and several construction tech­
niques (point-to-point, wire-wrap, printed
circuits). Includes laboratory.
Prerequisite : E l l or Physics 8 .
Fall semester.
73. Physical Electronics.
Physical properties of semiconductor mate­
rials, semiconductor devices, and simple cir­
cuits. The physics o f electron/hole dynamics;
band and transport theory; and electrical,
mechanical and optical properties o f semicon­
ductor crystals. Devices examined include
diodes, transistors, FE T ’s, LED’s, lasers and
pin photo-detectors. Modeling and fabrica­
tion processes. Includes laboratory.
Prerequisites: E l l or Physics 8 .
Spring semester, alternate years; not offered 1995.
74. Sem iconductor Devices and
Circuits.
Operation and application of semiconductor

»

[

devices, including diodes, transistors (bipolar
and field effect) and other devices such as
CCD’s, SC R ’s, and TRIAC’s. The terminal
5
characteristics o f the semiconductor devices
and circuits, including small signal models of
I single transistor audio amplifiers, multi-tran­
sistor amplifier stages and a transistor-level
understanding o f operational amplifiers. A
»
comparative analysis o f the different logic
families, at the transistor level, is given along
I with power circuits and problems o f stability
and oscillations in electronic circuits. Includes
laboratory.
*
Prerequisites: E l l or Physics 8 .
I Spring semester, alternate years; offered 1995.

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75. Electrodynam ics.
(Also listed as Physics 112.) Static and dynamic treatment o f engineering applications
of Maxwell’s equations. Macroscopic field
treatment o f interactions with dielectric, conducting and magnetic materials. Analysis of
forces and energy storage as the basis o f circuit
theory. Electromagnetic waves in free space
and guidance within media; plane waves and
modal propagation. Polarization’ reflection,
refraction, diffraction, and interference. This
seminar type course will also include advanced topics in optics and microwaves, such
as laser operation, resonators, Gaussian
beams, interferometry, anisotropic materials,
nonlinear optics, modulation and detection,
and current technolo.gies such as holography.
Includes laboratory. Prerequisites: either
(a) E l l , 12 and Math 3 0 or (b) Physics 14,50.
With permission of instructor.
Fall semester, alternate years; not offered 1994.
78. Communication System s.
Theory and design principles of analog and
digital communication systems. Topics indude frequency domain analysis of signals;
signal transmission and filtering; random signais and noise; AM, PM, and FM signals;
sampling and pulse modulation; digital signal
transmission; PCM; coding; and information
theory. Applications to practical systems such
as television and data communications. Ineludes laboratory.
Prerequisite: E12 or equivalent.
Offered when student interest and staffing permit.

81. Therm al Energy Conversion.
I Development and application o f the principles
I of thermal energy analysis to energy conver­

sion systems, including cycles and solar energy
systems. The concepts of availability, ideal
and real mixtures, chemical and nuclear reac­
tions. Includes laboratory.
Prerequisite: E41.
Spring semester, alternate years; not offered 1995.
82. Engineering M aterials.
Introduction to material structure, properties
and processing. Analysis o f microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood and a variety o f composites. Material
selection in design, laboratory testing for
quality assurance and performance evaluation
in service are included through labs and a
semester project.
Prerequisite: E59 or permission o f instructor.
Fall semester, alternate years; not offered 1994.
83. Fluid M echanics.
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 1995.
84. Heat Transfer.
Introduction to the physical phenomena in­
volved in heat transfer. Analytical techniques
are presented together with empirical results
to develop tools for solving problems in heat
transfer by conduction, forced and free con­
vection and radiation. Numerical techniques
are discussed for the solution of conduction
problems. Includes laboratory.
Prerequisite: E41.
Fall semester, alternate years; not offered 1994.
90. Engineering Design.
Students work on a design project which is the
culminating exercise for all senior Engineering
majors. Under the guidance of a faculty mem­
ber, students investigate a problem of their
choice in an area of interest to them. A written
report and an oral presentation is required.
Spring semester.
91. Special Topics.
Subject matter dependent upon a group need
or individual interest. Normally restricted to
seniors and offered only when staff interest
and availability make it practicable.

133

Engineering

I
93. Directed Reading o r P ro je c t
W ith the permission o f the Department and a
willing faculty supervisor, qualified students
may do special work with theoretical, experi­
mental, or design emphasis in an area not
covered by regular courses.

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

$

PREPA RA TIO N F O R E X T E R N A L EXA M IN A TIO N S
The Department will arrange External Exami­
nations in the following areas to be prepared
for by the combinations of courses indicated.
A Vi-credit attachment must be included with
each group.

Electronics
Electronic Circuit Applications
Semiconductor Devices and Circuits

Communications
Communication Systems
Electrodynamics

Environmental System s
Operations Research
Environmental Systems

Com puter Design
Microprocessors and Computer Architecture
Computer Graphics

M aterials Engineering
Mechanics o f Solids
Engineering Materials

Continuum M echanics
Mechanics of Solids
Fluid Mechanics

Structural A nalysis and Design
Structural Theory and Design I and II

Control Th e o ry and Digital Laboratory
Applications
Computer Graphics
Control Theory and Design
Digital System s
Digital Logic Design
Microprocessors and Computer Architecture,
VLSI Design, or Computer Graphics

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Electrom agnetic Th e ory
Electromagnetic Theory I and II

Th e rm a l Energy Conversion
Thermal Energy Conversion
Heat Transfer
Th e rm a l Solar System s
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer

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m

English Literature

EN G LISH L IT E R A T U R E
THOMAS H. BLACKBURN, Professor
CHARLES L. JA M ES , Professor
PETER J . SCHMIDT, Professor
PHILIP M. WEINSTEIN, Professor*3
CRAIG WILLIAMSON, Professor and Chair
NATHALIE ANDERSON, Associate Professor3
ABBE BLUM, Associate Professor _
WOON-PING CHIN, Associate Professor
LAURIE LANGBAUER, Associate Professor1
ELIZABETH BOLTON, Assistant Professor
PATRICIA WHITE, Assistant Professor
NORA JOHNSON, Instructor
EMILIE PASSOW, Assistant Professor (part-time)
MICHAEL DURKAN, College Librarian, Lecturer
ANNE CUBILIE, Visiting Instructor (part-time )4
RAIMA EVAN, Visiting Instructor (part-time )4
TERRENCE HOLT, Visiting Writer (part-time )5
TH EA TR E ST U D IES
LEE DEVIN, Professor and Director of The Theatre
ALLEN KUHARSKI, Assistant Professor
WILLIAM MARSHALL, Assistant Professor, Resident Designer
ABIGAIL ADAMS, Visiting Lecturer
CARLA BELVER, Visiting Lecturer

This Department offers courses in English
literature, American literature, African and
Caribbean literatures, Asian and Asian-American literatures, theatre, film and literature,
some foreign literatures in translation, and
critical theory. The departmental curriculum
includes the intensive study of works of major
writers, major periods o f literary history, and
the development o f literary types; it also

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

EN G LISH L IT E R A T U R E
R EQ U IR EM EN T S A N D RECO M M EN D A TIO N S
Any introductory course—English 2 through
15—is the prerequisite for all other courses in
literature. (Exempted from this prerequisite
are seniors, juniors, and students who wish to
take only studio courses.) Introductory

courses (numbered 2 through 15) attempt in
a variety o f ways to reflect the diversity of
interests—with respect to subject matter, the­
oretical approach, literary genre, historical
period, race and gender—characteristic of the

1 Absent on leave, fall semester, 1994.
3 Absent on leave, 1994-95.

4 Fall semester, 1994.
5 Spring semester, 1995.

English Literature

departmental offerings as a whole. Introduc­
tory courses are characterized by syllabi with
less reading than in advanced courses, by
frequent short papers with some emphasis
upon rewriting, by self-conscious examination
of methodology, and by considerable attention
to class discussion; they are viewed by the
Department as particularly appropriate for
freshmen; they are Primary Distribution
Courses. Enrollment will be limited to 25
students per course; priority is given to fresh­
men and sophomores. Students will not nor­
mally take a second introductory course.
Only one such course may be counted towards
the major. The minimum requirement for
admission as a major or as a minor in English
is two semester-courses in the Department—
normally an introductory course and an ad­
vanced literature course. (Students with AP
scores of 4 -5 in English Literature and/or
English Composition receive credit toward
graduation. This credit, when it is for work in
English Literature, may count toward the
major requirements. AP credit does not satisfy
the prerequisite for upper-level courses.)
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult
a member o f the English Department for
information about courses in other depart­
ments complementary to their work in En­
glish; work in foreign languages is especially
recommended.
Students who plan to do graduate work, to
follow a course o f professional training, or to
seek teacher certification in English, should
see a member o f the Department for early help
in planning their programs, as should students
who plan to include work in English literature
in a Special Major, a major in Literature or
Medieval Studies or a program with a concen­
tration in Women’s Studies, Black Studies or
Interpretation Theory. Students planning to
qualify for teacher certification in English are
reminded that work in American literature, in
linguistics or the history o f the English lan­
guage, and in theatre or film is required in
addition to other requirements o f the major.
Non-majors who wish to be certified in En­
glish must meet all the course requirements
noted above (e.g., requirements for the major

136

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except for the Senior Essay, plus the additional
courses required for certification) as well as
maintaining a grade point average o f 2.5 or
better in courses taken in the English Department.
Students wishing to study abroad should consuit with the Departmental Chair far enough
in advance o f such study to effect proper
planning o f a major or minor. In determining
which courses o f study aborad 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 o f students returning
from these programs and on careful examina­
tion o f course descriptions, syllabi and sche­
dules. Students may undertake preparations
for papers in the External Examination Program while studying abroad, but should con­
sult carefully in advance with the appropriate
Department faculty. For further details con­
cerning Department policies for study abroad,
consult the Department statement filed with
the Office o f Foreign Studies.
Major in the Course Program: The work o f a
major in Course consists o f a minimum of
eight units of credit in the Department induding at least three units in literature written
before 1830 (such courses are marked with
a *), three in literature written after 1830
(including introductory courses), and one
unit featuring critical theory (such courses
are marked with a * * ). Students must also
write a senior essay. Details about the essay
are available in the Department Office.
Major in the External Examination (Honors)
Program: Majors in English who seek a degree
with Honors will in the spring o f their junior
year propose for external examinations a pro­
gram consisting o f 4 -6 fields, chosen from
this and one or more minor departments.
These fields will usually be based upon 12
units o f work; some of this work will have
been completed before entry into the Pro­
gram. (For a general description o f the collegewide External Examination Program, see the
College Bulletin.)
O f the 4 -6 fields, at least three (constituting
not less than 6 units o f credit) must be chosen
from those offered by this department. Majors
will apportion their work so as to complete

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3 credits in literature written before 1830
(including at least one Group 1 seminar), and
3 units in literature written after 1830; in
addition they must take a course or seminar
that features critical theory. (Courses and
seminars in literature written before 1830 are
marked with a *; those that feature critical
theory are marked with a * * .)
Minor in the External Examination (Honors)
Program: Minors will normally prepare two
fields from among those offered by this de­
partment.
Students interested in pursuing Honors
within a faculty approved interdisciplinary
major or concentration that draws on ad­
vanced English courses or seminars should
see the Chair for early help in planning their
programs.
IA . Crafting Language (Expository
Writing).
Designed for students who want to concen­
trate on improving their skills in analysis and
communication. Includes in-class writing,
oral presentations, essay readings, longer writ­
ten assignments, regular student-instructor
conferences. Two primary objectives direct
this workshop: a. to help students develop the
writing strategies useful in other courses and
projects; b. to enable students to experience
writing as a means o f organization and discov­
ery.
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.
Each semester. Evans.
IC . The W riting Process.
This course combines study o f theories of
composition and the teaching of writing with
supervised experience applying the skills de­
rived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates. Does not meet
distribution requirements or count toward
major.
Cross-listed as Education 1C.
Fail semester. Blackburn.
2. 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
technology” o f the oral tradition, through the
age o f manuscript transmission, into the age
o f print and the development of printing
technologies and the publishing industry, and
beyond into our own new world of electronic
texts and hypertexts. Our reading will range
from Beowulf to Shakespeare, to Dickens and
out into the contemporary world o f fictions
and hyperfictions.
Primary distribution course.
Spring semester. Blackburn.
3. Critical Assum ptions.
Primary distribution course.
Not offered 1994- 95. Langbauer.
4. Th e Post-Colonial Condition.
This course examines the literary and artistic
activity bearing witness to the imperial pro­
cess that has affected more than three quarters
of the contemporary world. It examines the
forces and modes of cultural representation
associated with colonialism and decoloniza­
tion, and with the dialectic between colonizer
and colonized. Among the topics for study
are: what constitutes the "postcolonial” con­
dition, epistemological legacies o f colonial­
ism, discourses and strategies of emergence,
diasporic and hybrid orders. Writers will in­
clude: Shakespeare, The Tempest; Conrad,
Heart o f Darkness; Orwell, "Shooting An El­
ephant” ; Naipaul, A Bend In The River;
Rushdje, Midnight’s Children; Ty-Casper, Ten
Thousand Seeds; Kincaid, Annie John; and
poems by Braithwaite, Desai, and Walcott.
Primary distribution course.
Fall semester. Chin.
5. Th e Subject in Question.
Primary distribution course.
Not offered 1994- 95. Weinstein.
6. Rites of Passage.
The course will focus on various rites of
passage, symbolic actions which chart crucial
changes in the human psyche, as they are
consciously depicted or unconsciously re­
flected in different literary modes, and will
examine the shared literary experience itself
as ritual process. Topics will include inno­
cence and experience, community and liminality, and the mediation o f the sacred and
the profane. Major authors will include Blake,
Shakespeare, Conrad, Lawrence and Walker.

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Primary distribution course.
Spring semester. Williamson.

Primary distribution course.
Fall semester. Blum.

7. M ulticultural Literacy.
Readings and movies will introduce students
to a comparative history of African, Euro­
pean, Asian, and Latin Americans in the
"New World,” with emphasis on family his­
tories, multiple identities, migration and exile,
and the role played by constructions of gender
and racial differences. Works studied will
probably include Shakespeare’s The Tempest,
Paule Marshall’s Praisesongfor the Widow, Julie
Dash’s Daughters o f the Dust, and selected
contemporary Asian American fiction.
Primary distribution course.
Fall semester. Schmidt.

11. Illicit Desires in Literature.
We will examine some differences that race
and gender have made in the literary expression o f 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.
We will also consider deployments o f forbidden sexualities by authors who think o f themselves as upholding traditional moral codes.
Authors may include Shakespeare, Fanny
Burney, Harriet Jacobs, Tennyson, Christina
Rossetti, David Henry Hwang, Cherrie Moraga, Essex Hemphill, Adrienne Rich, and
Audre Lorde.
Primary distribution course.
Each semester. Johnson.

8. Playing Caliban.
Primary distribution course.
Not offered 1994- 95. James.
9. Literature and the Grotesque.
The grotesque marks a point o f intersection
between opposing terms: human and inhu­
man; birth and death; sacred and demonic; the
playful and the terrifying. This course tracks
the comic, uncanny and generative elements of
the grotesque through works by GarciaMarquez, Sam Shepard, Baudelaire, Brown­
ing, Kafka, Richard Wright and Flannery
O ’Connor, focusing on the ways the gro­
tesque is used to redefine the human and
dramatize the limits o f human understanding.
Primary distribution course.
Fall semester. Bolton.
10. W ays of Seeing.
This course considers the cultural codes by
which "we” "see,” produce, and reproduce
value and meaning by reading, writing about,
and contemplating written, filmed, and
printed works. How do we define, acknowl­
edge, ignore, or judge political the properties
of critical, "classic”, and "popular” texts?
Discussion of pedagogy is a regular part o f the
class. Primary works include Shakespeare,
Hamlet (and a 15-minute version); Walker,
The Color Purple and Spielberg film; Dick, Do
Androids Dream o f Electric Sheep, and Bladerunner-, Lee, screenplay and film, Do the Right
Thing; Erdrich, Love Medicine; Lynch, Twin
Peaks; poems by Herbert, Dickinson, Olds,
Merrill; writings by Berger, Castenda, Haraway, Julian of Norwich, Cixous.

13. The Play of Gender.
What does it mean to "act like a man”? to
"play a womanly role”? How is gender continually performed, and what are the codes that
signify masculinity and femininity? How do
people shape a gender which is neither masculine nor feminine? How do issues such as race,
class, and sexuality impinge upon the construction o f gender? Readings may include
Euripides’s The Bacchae; Shakespeare’s
Twelfth Night and Sonnets; Hwang’s M. Butterfly; versions o f the Adam and Eve story from
Genesis to Ursula Le Guin’s "She Unnames
Them” ; and Alice Walker’s The Color Purple,
Primary distribution course.
Fall semester. Evan.

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14. W itness to Violence.
Primary distribution course.
Fall semester. Cubilie.
15. Fictions of Identity.
This course will examine how our sense of
self is constructed and "undone” through
culture, language, and literature. What are the
assumptions behind and limits to the modern
Western understanding of the individual?
How do we reconcile postmodernist, psychoanalytic and other contemporary theoretical conceptions o f the "fragmented subject”
with the urgency o f "identity politics” for
people o f color, women, lesbians and gay men,
and others? Considering prose, poetry, drama,

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and film, we will look at how identity and
difference are conceived, communicated, and
contested through practices of representation
and reading. Authors studied may include:
Shakespeare, Dickinson, Poe, Mary Shelley,
Marx, Freud, Woolf, Baldwin, Kingston,
Lorde, and Winterson.
Primary distribution course.
Fall semester. White.

literature’s political context, representations
o f women, the deployment o f the erotic, and
the relation of women’s writing to the male
canon. Among the other writers included will
be Wyatt, Surrey, Sidney, Mary Herbert,
Mary Wroth, Spenser Elizabeth Cary, Jonson,
Aemilia Lanyer, Bacon, Donne, Herrick,
George Herbert, and Marvell.
Spring semester. Johnson.

16. Su rve y I: B e o w u lf to Milton.*
An historical and critical survey of poetry,
prose, and drama from Beowulf to Milton.
Fall semester. Williamson.

27. Tu d o r-S tu a rt Drama.*
Plays written in England between 1580 and
the closing of the theater in 1642. Special
focus on political and social use o f theatre,
notions o f audience and emotion, crises of
belief and representation, and constructions
o f class, genders and sexuality.
Spring semester. Blum.

17. Su rve y of English Literature, II.
Not offered 1994- 95. Staff.
18. Introduction to Am erican Culture.
Not offered 1994- 95. Schmidt.
21. Chaucer.*
Reading in Middle English of most of Chau­
cer’s major poetry with emphasis on The
Canterbury Tales and Troilus and Criseyde. The
course attempts to place the poetry in a
variety of critical and cultural contexts—both
medieval and modem—which help to illumi­
nate Chaucer’s art.
Spring semester. Williamson.
23. Old English/History of
the Language.*
Not offered 1994- 95. Williamson.
25. Shakespeare.*
We’ll cover many topics in this survey, in­
cluding father-daughter relationships, sexual­
ity, race, kingship, comedy and tragedy, per­
formance, the role of women, and the
rewriting o f history, but we will always return
to the question of theater’s place in sixteenth
and seventeenth century England as repre­
sented onstage and in the anti-theatrical writ­
ings of the period. Plays will include Taming
o f the Shrew, Much Ado About Nothing, Richard
III, Henry IV Parts 1 and 2 , Hamlet, Twelfth
Night, Measure for Measure, Othello, Lear, The
Winter’s Tale, and The Tempest.
Fall semester. Johnson.
26. Literature of the English
Renaissance.*
This course will explore the terrain between
More’s Utopia and Milton’s Paradise. We will
survey English literature from 1500 to 1660,
with attention to the development o f genres,

28. Milton.*
Not offered 1994- 95. Blackburn.
29. Inscriptions of the Feminine in
16th- and 17th-Century England.*/**
Not offered 1994- 95. Blum.
34. Women W rite rs 1789-1830.*
Not offered 1994- 95. Langbauer.
36. English Novel, I.*
Not offered 1994- 95. Langbauer.
38. Th e Romantic Sublime.*
"The essential claim of the sublime is that
man [sic] can, in speech and feeling, transcend
the human.” (Weiskel) What does this trans­
cendence look like? How is it achieved? What
resources does it offer us, and at what cost?
We will read both theorists and literary prac­
titioners of the multi-faceted Romantic sub­
lime, focusing on the poetic, political and
practical uses to which the concept is put.
Authors: Longinus, Burke, Kant, Schiller,
Blake, the Wordsworths, Coleridge, Byron,
the Shelleys, Keats.
Spring semester. Bolton.
39. Romanticism and the Performance
of Gender.*
This class explores two great puzzles of the
Romantic period: (1) the sudden increase of
women writers (in poetry and drama as well
as prose); ( 2 ) the fact that at a time when
women were increasingly associated with the
private rather than the public sphere, many of
the most successful women writers were
closely connected to the theater. Exploring

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the relations among melodrama, melancholy
and masquerade in the writing o f both male
and female Romantic writers will also help us
to consider historical contexts for recent psy­
choanalytic models of gender performance.
Authors include: Wordsworth, Byron, Keats,
Coleridge, Austen, Robinson, Smith, Inchbald, Rowson.
Fall semester. Bolton.
40. Gothic Possibilities.*
Not offered 1994- 95. Bolton.
41. Th e Victorian Poets: Eminence
and Decadence.
Not offered 1994- 95. Anderson.
42. English Novel, II.
Not offered 1994- 95. Staff.
43. Studies in English Fiction.
Not offered 1994- 95. Weinstein.
44. Lesbian Novel Since
World War II.
Not offered 1994- 95. Johnson.
45. Modern British Poetry.
Not offered 1994- 95. Anderson.
46. Introduction to A nglo-Irish
Literature.
Not offered 1994- 95. Durkan.
47. Th e Lyric in English.
A history o f the lyric poem in English from its
origins in Old and Middle English to contem­
porary poetry, with special emphasis on com­
paring particular lyric genres like the elegy,
the love poem, the pastoral lyric, etc. as they
evolve over time.
Spring semester. Schmidt.
48. The Short Story.
Not offered 1994- 95. Bolton.
49. “Whiteness” and Racial
Difference.**
How have "racial” origins and differences
been understood over time? What difference
does it make? What is the legacy from Locke
and the European Enlightment regarding def­
initions o f racial origins and racial difference,
comparative cultural histories, and arguments
for universals and shared humanity? How
have cultural critics of color responded to that
legacy in the twentieth century? W hat kinds
of racial and cultural identities can be shaped
by "whites” who want to reject definitions of

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whiteness based on white supremacy? What is
the relevance o f these topics for students of
color who want to rethink their own sense of
racial and cultural identities?
Fall semester. Schmidt.

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50. Theories of Black Studies.
Not offered 1994- 95. Schmidt.
51. Fictions in Am erican Naturalism .
Not offered 1994- 95. James.
52. The Harlem Renaissance.
This examination of the "New Negro” in the
"Jazz Age” will focus on the optimism and
innovation that highlighted Afro-American
culture during the decade o f the 1920s and
proved to be generative for New York and the
nation. Authors will include Langston
Hughes, Jean Toomer, Countee Cullen, Zora
Neale Hurston, Claude McKay, Nella Larsen,
and James Weldon Johnson; but the course
will consider expressions of art and music as
well as fiction and poetry and will include a
field trip to Harlem.
Spring semester. James.

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53. Contem porary Women’s Poetry.
Not offered 1994- 95. Anderson.
54. Studies in Am erican Fiction.
Not offered 1994- 95. Schmidt.

*

55. Modern Am erican Poetry.
Not offered 1994- 95. Schmidt.
56. Th e o ry of Intentionally.**
Not offered 1994- 95. Anderson.
57. Contem porary Am erican Prose.
Not offered 1994- 95. Schmidt.
58. Autobiographical Acts.
Not offered 1994- 95. James.
59. Th e A fro -A m e rica n W riter.
This century-long overview is premised on
the idea that black American writing reflects
the community’s way of knowing and framing
knowledge of its double-faced culture and that
tracing its history and heritage foregrounds its
movements from protestation to celebration,
declaration to reclamation. The parameters of
the course are set by Charles Chesnutt and
Toni Morrison, but other writers may include
J.W . Johnson, W .E.B. DuBois, Jean Toomer,
Zora Hurston, Langston Hughes, Richard
Wright, Gwendolyn Brooks, Paule Marshall,
Alice Walker, and/or others. Student-led dis­

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cussions will be an important part o f the
method.
Fall semester. James.
60. The Contem porary A fro-A m e rica n
Writer.
Not offered 1994- 95. James.
62. A sian-A m erican Literature.
This course examines the literature of some of
the diverse groups that make up Asian Ameri­
ca, from early immigrant to contemporary
times. Among the questions we will address
are: What are the sites of identification and
contestation? What are the dominant tropes,
styles, influences, and continuities? How are
we to read this literature? Authors may in­
clude Bulosan, Chin, Hagedorn, Hwang, King­
ston, Kogawa, Mukherjee, Okada, Song, and
Yamamoto.
Spring semester. Chin.
63. Buddhism in Am erican Literature:
From Thoreau to the Beats.
This course studies the impact o f Buddhist
thought on American literature, tracing its
reception and influence, from New England
Transcendentalists and Modernists to the
Beats. Its emphasis is on the contribution of
Buddhist thought to aesthetic practices and
metaphysical expression in the American lit­
erary tradition. A central question addressed
in the course is the possibility, in a First
World reading o f Third World religious texts
and in the process o f cross-fertilization be­
tween "East” and "W est,” o f moving beyond
the impasses o f Orientalism. Among the au­
thors we will read are: Thoreau, Emerson,
Noguchi, Pound, Eliot, Kerouac, Ginsberg,
Snyder and Waldman.
Fail semester. Chin.
64. Topics In Asian Am erican
Literature: Poetry.
Not offered 1994- 95. Chin.
65. Poetry Workshop.
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
We will emphasize the discovery and develop­
ment of each individual’s distinctive poetic
voice, imagistic motifs, and thematic con­
cerns, within the context o f contemporary
poetics. Students should submit 3 -5 pages of
poetry for admission, at a time announced
during fall semester. The workshop will meet

once a week for four hours. Admission and
credit are granted at the discretion o f the
instructor. (Studio course.)
Spring semester. Chin.
66. Fiction W rite rs’ Workshop.
The course is devoted to the analysis of
stories submitted by students. It meets once a
week for three hours. In addition to receiving
practical help from fellow writers, students
have an opportunity to articulate and explore
theoretical aspects o f fiction writing. Students
should submit one story for admission, at a
time announced during the fall semester. Ad­
mission and credit are granted at the discretion
of the instructor. (Studio course.)
Spring semester. Holt.
67. 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 com­
pleted a substantial body of work on their
own. Limited to 12. Admission and credit are
granted at the discretion of the instructor.
(Studio course)
Spring semester. Schmidt.
72. Proust, Jo y c e and Faulkner.
Not offered 1994- 95. Weinstein.
73. Proust and Jo yce .
Not offered 1994- 95. Weinstein and Roza.
75. Southeast Asian Literature.
Not offered 1994- 95. Chin.
76. The Black African W riter.
This study gives particular attention to the
way black African writers portray Africa
emerging from the age o f myth into a Western
and industrialized culture. Readings will be
chosen from works written in English and in
translation by men and women, including
Achebe, Amadi, Ba, Emecheta, Ngugi, Sembene, Senghor, Soyinka, and Tutuola.
Spring semester. James.
78. Science Fiction.
An exploration of origins, genres, themes,
and contexts in a dozen or so works o f sciencebased speculative fiction from several ages.
We will be concerned not only with the
workings o f the literary imagination in these

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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 o f the universe itself. Au­
thors to be read may include Bacon, Swift,
Mary Shelley, Verne, Wells, Stapledon,
Asimov, Clarke, Brunner, Gibson, LeGuin,
Piercy, etc.
Fall semester. Blackburn.
79. Studies in Com parative Fiction.
Not offered 1994- 95. Weinstein.
80. Satire: S pirit and Art.
Not offered 1994- 95. James.
82. Representations of Women’s
identity.**
(Cross-listed as Psychology 5 2 .) A study of
the ways in which psychology, literature, and
literary theory illuminate women’s identity
and self-expression. By examining such mate­
rial as psychological case studies, fairy tales,
poetry and fiction by male and female authors,
psychological theory and literary criticism,
we will identify some o f the ways in which
women have been represented in our culture,
the consequences of this representation, and
possibilities for expanding self-awareness and
creativity.
Prerequisite: an introductory course in En­
glish.
Spring semester. Blum and Marecek.
84. Folklore and Folklife Studies.
(See History 84.)
Not offered 1994- 95.
85. Am erican N arrative Cinema.
This course will introduce ways of "reading”
film —as narrative form, audiovisual medium,
industrial product, and social institution. We
will focus on the emergence and dominance of
classical Hollywood narrative cinema and its
role in shaping American cultural history and
national identity, with particular attention to
race, gender, and ethnicity. Genres such as the
western, the melodrama, and film noir both
serve dominant ideological and economic
aims and give expression to social anxieties
and utopian or resistant popular aspirations.
The course will introduce feminist, marxist,
and psychoanalytic film theory, as well as
reception studies and textual analysis. We will
also look at parallel traditions of U. S. narra­

tive cinema, from early "race movies” to
contemporary independent filmmaking. Di­
rectors studied may include: Giffith, Micheaux, Vidor, Arzner, Hawks, Ford, Welles,
Sirk, Spielberg, Wang, Haynes, and Dash.
Fall semester. White.
86. Women and Popular Culture:
Fiction, Film, and Television.
This course will explore feminist film and
cultural studies through Hollywood "wom­
an’s pictures” and television soap operas,
their sources in popular fiction and 19th
century melodrama, and the cultural practices
surrounding their promotion and reception.
We will consider how diversity among
women—race, class and sexual orientation—
intersects with the deployment o f generic
conventions, discourses o f authorship and
critical evaluation, and the paradoxes of popu­
lar cultural pleasures. Texts may include:
Uncle Tom’s Cabin, Gone with the Wind, Re­
becca, Now Voyager, The Color Purple, Fried
Green Tomatoes, T he Joy Luck Club.
Spring semester. White.
90. Colloquium: Renaissance
Sexuality.*/**
The study of sexuality allows us to pose some
o f the richest historical questions we can ask
about subjectivity, the natural, the public and
the private. This course will explore such
questions in relation to Renaissance sexuality,
examining several sexual categories—the
homoerotic, chastity and friendship, marriage,
adultery, incest—in texts by Milton, Shake­
speare, Katherine Phillips and Richard Barnfield. Emphasis will be placed upon students’
independent responses to a wide range of
secondary readings.
Spring semester. Johnson.
91. Feminist Literary Criticism.**
Readings in current feminist literary criticism
and theory that ask: Just what is/are feminism(s)? How do assumptions about gender
underwrite our structures o f knowledge? How
are questions o f representation political
issues?
Spring semester. Langbauer.
92. Th e o ry of the Novel.**
Not offered 1994- 95. Weinstein.
93. Lesbian Representation.**
Using the framework of feminist theory, we

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will explore lesbian representation in litera­
ture and film, the construction o f subjectivity
and desire in texts authored by lesbians, and
the intersection of gender, race and sexual
identity in cultural forms. Authors include
Hall, Cather, Stein, Barnes, Cliff, Moraga,
Schulman, and readings in social and critical
theory, psychoanalysis, feminist politics and
gay history.
Spring semester. White.

96. Directed Reading.
| Students who plan directed reading must
j
consult with the appropriate instructor and
I submit a prospectus to the Department by
I way of application for such work before the
I beginning of the semester during which the
I study is actually done. Deadlines for the
»
receipt o f written applications are the second
I Monday in November and the first Monday in
I April. Normally limited to juniors and seI niors.
»
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97. Independent Study.
Students who plan an independent study must
consult with the appropriate instructor and

9 8 ,9 9 . Senior Thesis.
Course majors in the Department may pursue
a thesis of their own choosing under the
supervision of a member o f the Department.
The thesis may be for one (4 0 -5 0 pages) or
two (80-100 pages) credits. A brief prospectus
for the project must be submitted for approval
by the Department in April o f the junior year.
Before submitting this prospectus, Course
majors should consult with the Department
Chairman and with the Department member
who might supervise the project. This work
must be separate from that o f the senior
culminating essay, required of every course
major for graduation.

SEM IN A RS: EN G LISH L IT E R A T U R E
Group I (pre 1830)

»

submit a prospectus to the Department by
way o f application for such work before the
beginning o f the semester during which the
study is actually done. Deadlines for the
receipt o f written applications are the second
Monday in November and the first Monday in
April. Normally limited to juniors and se­
niors.
Staff.

101. Shakespeare.
Study of Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading o f the remainder o f the
canon. Students are advised to read through
all the plays before entering the seminar.
Each semester. Blackburn.
Fall semester. Blum.

I 102. Chaucer and Medieval Literature.
I A survey o f English literature, primarily po'
etry, from the 8th though the 15th century
I with an emphasis upon Chaucer. Texts will
I include Beowulf, Sir Gawain and the Green
I Knight, The Canterbury Tales, Troilus and Cri■ seyde, Piers Plowman, Pearl, selected mystery
I plays, and Malory’s LeMorte d ’Arthur.
■ Chaucer will be read in Middle English; other
I works will be read in translation. Modem
■ analogues such as Gardner’s Grendel, BergI
man’s Seventh Seal, and Pasolini’s Canterbury
I Tales will also be included.
■ Fall semester. Williamson.

104. Milton.
Not offered 1994- 95. Blum.
105. Tu d o r-S tu a rt Drama.
Not offered 1994- 95. Blackburn.
106. Renaissance Epic.
Not offered 1994- 95. Staff.
107. Renaissance Literature.
Not offered 1994- 95. Staff.
108. Renaissance Poetry.
Not offered 1994- 95. Staff.
109. Eighteenth-Century Literature.
Not offered 1994- 95. Staff.
110. Romantic Poetry and Prose.
The great Romantic attempt to salvage nature
and the autonomy o f the imagination from a
world too much with us will be read in the
context o f other contemporary developments:
the spread o f literacy; the impact o f the French
Revolution on English letters; Gothic and
orientalism as literary projections of domestic
discomforts; literary collaboration and the

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model o f the family business; women writers
and their revisions of Romanticism. Writers
include: Burke, Blake, Wollstonecraft, the
Wordsworths, Coleridge, Austen, Edgeworth,
Scott, Robinson, Byron, the Shelleys, Keats,
Smith, Hemans.
Spring semester. Bolton.
Group II (post 1830)
112. Women and Literature.**
Contemporary Women’s Writing: Prose Fic­
tion Sc Autobiography: Problems o f agency
and subjectivity as set out in current feminist
theory, fiction, autobiography, and film by
Western and Third World women. Some of
the topics we will consider are: narrative
agency, body images, Woman and Other,
strategic essentialism, notions of both gender
and sexual preference, utopian and feminist
science fiction and spirituality. Works by
Erdrich, Lee, Morrison, Tiptree, Hayslip,
Piercy, Suleri, Winterson, Cisneros, Moraga,
among others.
Spring semester. Blum.
115. Modern Com parative Literature.
Not offered 1994- 95. Weinstein.
116. Am erican Literature.
This semester we will study southern Ameri­
can prose by both blacks and whites and
theories o f southern literature as a coherent
tradition, or at least a long-running argument,
about culture, history, race, progress, free­
dom, tradition, humor, and other matters
that southerners tend to understand differ­
ently from the rest of the country. We will
begin with representative nineteenth-century
works, then move to twentieth-century clas­
sics, then conclude with a variety of postWorld War II works.
Fall semester. Schmidt.
117. Asia n-A m e rica n Intertextualities.
An examination of literary exchanges between
Asia and America and transformations in-

volved in the production of the Asian-Ameri­
can text. Among the topics covered are: réins­
criptions of traditions; cross-cultural mis­
readings; anxieties of influence; diasporic
(dis)junctures and yearnings; translational
imperatives and questions of authenticity. We
will read a variety of works such as Fenollosa’s
The Chinese Written Character as a Medium o f
Poetry, Kingston’s Tripmaster Monkey, and
Yamamoto’s Seventeen Syllables.
Spring semester. Chin.

*

■

118. Modern Poetry.
Not offered 1994- 95. Anderson.
119. Film Theory.
Not offered 1994- 95. White.
120. Th e o ry of Criticism.**
A course designed to provide a working knowledge of the major schools of contemporary
criticism.
Spring semester. Langbauer.
121. Modern Black Fiction.
Not offered 1994- 95. James.
180. Thesis.
A major in the Honors Program may elect to
write a thesis as a substitute for one seminar.
The student must select a topic and submit a
plan for Department approval no later than
the end o f the junior year. Normally, the
student writes the thesis, under the direction
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 comparable in
literary significance to those offered in the
regular seminars. Independent study projects
must be approved by the Department and
supervised by a Department member. Deadlines for the receipt o f written applications are
the second Monday in November and the first
Monday in April.
Staff.

*

■

,

m

^

I

TH EA TRE ST U D IES
The Theatre Studies major uses the study of
all aspects o f dramatic art as the center of a
liberal arts education. It is intended to be of
broad benefit regardless o f a student’s profes­
sional intentions. All courses in the program
address the processes of play production,
especially as they involve collaborative mak­
ing; all production for performance in the
program is part of course work.
Theatre Studies emphasizes writing as an im­
portant aspect o f discursive thinking and

communication. All courses have a significant
writing component, the nature of which varies
from course to course.
Since in practice public performance engages
theatre artists for less time and is less compli­
cated than rehearsal and other preparations, it
receives proportionally less attention in this
curriculum. Since all work in theatre eventu­
ally issues in a public occasion, classes are
usually open to visitors.

R EQ U IR EM EN T S A N D RECO M M EN D A TIO N S
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 Recommendations closely, and should consult with the
Director of The Theatre early and often. Leave
schedules, a wide variety o f intern and ap­
prentice programs, and the importance of
course sequences make long-range planning
essential.

>

H

Courses numbered 1 through 10 are intro­
ductory and are prerequisite to intermediate
courses.
H

Courses numbered 11 through 4 9 are inter­
mediate and are prerequisite to advanced
courses numbered 5 0 through 99.
Seminars carry numbers 100 and above.

•I

Intermediate work in each of the course se­
quences requires a beginning course in that
area. Thus, the prerequisite for Theatre 12
(Acting II) is Theatre 2 (Acting I); for Theatre
14 (Design II), Theatre 4 (Design I) and so on
throughout the program.
In addition, some advanced courses carry
additional prerequisites which are listed in the
course descriptions.

1

a i
!

Major in the Course Program: Eleven credits of
work including Theatre 1 (Making Theatre),
Theatre 2 (Acting I); Theatre 4 (Design I);
Theatre 6 (Pre-Modem and Asian Perfor­
mance Traditions); Theatre 21 (Production
Dramaturgy), Theatre 15 (Directing I), Theatre 106 (Theatre History Seminar), and Thea-

tre 9 9 (Senior Company). In addition, each
major will choose an area o f specialization and
take the intermediate and advanced courses in
that area.
The areas of specialization are Acting, Direct­
ing, Scenography, and Dramaturgy. Special
arrangements will be made for students who
seek secondary school certification. Prospec­
tive 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 oral exam based on a
reading list o f plays and critical works given
to each student when they are accepted into
the major; and, 2 ) a take-home essay exam
describing particular approaches to problems
and opportunities associated with the pro­
duction of plays on the reading list.
Major in the External Examination (Honors)
Program: Six or eight credits in preparation for
three or four papers. Prospective majors
should see Mr.Kuharski as early as possible to
explore the range of possibilities that can
make up a coherent program for examination.
Seminars in dramatic literature may carry a
prerequisite o f at least one upper level course
in the appropriate department. When offered
for external examination, production projects
will be evaluated in rehearsal and performance
as well as by a paper.
The minor requires two or four credits in
preparation for one or two papers, one of
which is normally a production project. Mi-

145

English Literature

nors may petition the Director to join the
Senior Company.
Co-and extra-curricular work in Theatre,
while not specifically required, are strongly
recommended for majors. Opportunities in­
clude paid and volunteer staff positions with
The Theatre, in-house projects for various
classes; production work in the Lang Center
for the Performing Arts, and Drama Board
production.
For those majors who intend a career in
professional theatre, whether academic, notfor-profit, or commercial, internships in local
theatres are strongly recommended. Positions
are usually available in production, develop­
ment, public relations, marketing, box office
and house management. Positions are usually
not available in acting, directing, design, or
stage management.

■m

Because o f scheduling difficulties, students
should plan and apply for internships, time
spent off campus, and community projects as
far in advance as possible.
W ith respect to the twenty course rule,
courses in dramatic literature taught in the
Departments o f English Literature, Classics,
or Modern Languages and Literatures may be
designated as part o f the major. Courses in
non-dramatic literatures taught in those de­
partments will not be considered part o f the
major.

2. Acting 1.
Work on the self through fundamental exer­
cises in acting: vocal and physical warm-up;
focus and release; sense and affective memory;
journals. Work toward collaborative models

l
and the use o f improvisation as a tool for
invention and discovery. Short papers on
local rehearsals and performances. This class
meets six hours a week.
Spring semester. Devin.
4. Design 1.
This class will examine the artistic compo­
nents that make up the actors’ world. Set and
lighting design, with an introduction to draft­
ing, perspective drawing, and painting. Re­
quired lab covering rudimentary stagecraft,
load in, run, and strike.
Each semester. Marshall.
6. Pre-M odern and Asian
Performance Traditions.
A survey of dramaturgy, acting, scenography,
and theatre architecture in classical Asian
theatre and European theatre through the
early Renaissance.
Primary distribution course.
Spring semester. Kuharski.

IN TER M ED IA TE C O U R S E S
12. Acting II.
Work on playscripts through scene study and
rehearsal process: given circumstances, char-

146

,M

W ith respect to the four course limitation on
seminars within a single department, English
and Theatre Studies will be tested as separate
departments.

BEG IN N IN G C O U R S E S
1. Making Theatre.
How theatre is made in the United States:
commercial, not-for-profit, academic. How to
make theatre locally, using collaborative en­
semble techniques and available space and
material. Theatre professionals (schedules
permitting) meet with the class for discussion
and workshops. Weekly lab sessions leading
to in-house performance o f original work.
Short papers based on reading, local rehears­
als and performances, and class projects. This
course is required o f all Theatre Studies ma­
jors; it may serve as a prerequisite for dramatic
literature courses (not seminars) in English
Literature.
Primary distribution course.
Fall semester. Devin.

I

acter biography; objectives; tasks and behav­
ior; activities and actions; vocal and physical
warmup; focus, release, and body awareness.

I

"
"
—
““ —■*“
Short papers on local rehearsals and perfor­
mances.
Prerequisite: Theatre 2.
Fall semester. Belver.

I

( 14. Design II.
f Study of set and lighting design in response to
a play’s symbolic expression. Development of
a design philosophy and method grounded in
I
a discovery o f artistic truth in the processes
of making.
Prerequisite: Theatre 4.
Each semester. Marshall.
I

15. Directing I.
This course covers a series o f major texts on
performance theory and practice, with em­
phasis on directing and acting. Assigned read­
ings will primarily focus on theoretical writ■
ings 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 critical texts by non-practicioners. The course includes units on per­
formance traditions and genres outside of
Europe and North America. Weekly video
screenings required.
■
Prerequisite: Theatre 1 or the instructor’s
consent.
Spring semester. Kuharski.

I

■

16. Playright’s Lab.
Exercises in writing, improvisational re­
hearsal, plotting and dramaturgy which result
in a performance. This class includes weekly

lab sessions with New Voices, an acting en­
semble composed of high school students
from the City o f Chester and Chester County,
and professional actors from the People’s Light
and Theatre Company. Traditional playscript
construction, as well as organizing and re­
cording improvisations.
Prerequisite: Theatre 1 or the instructor’s
consent.
Fall semester. Adams.
21. Production Dramaturgy.
Dramaturgy as a function o f play production.
Exercises in playscript conception, analysis,
and preparation; discovery o f given circum­
stances and support materials; conception
and analysis o f rehearsal process. Weekly lab
sessions at local professional theatres.
Prerequisite: Theatre i.
Fall semester. 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, choreo­
graphers, as well as playwrights and their
playscripts. The student’s directorial self-def­
inition through this collaborative process is
the laboratory’s ultimate concern. Final pro­
ject consists of an extended scene to be per­
formed as part o f a program presented by the
class.
Prerequisites: Theatre 2, 4, and 15.
Not offered in 1994- 95.

ADVANCED C O U R S E S
52. Acting III.
Techniques of acting when an audience is part
of given circumstances. Improvisation and
collaboration as part o f rehearsal for a full
length work presented to the public.
Prerequisite: Theatre 12.
Spring semester. Adams.
54. Design III.
The Design Firm. A collective gathered to
further develop the design philosophy intro­
duced in Design II. The Firm joins the Resi­
dent Designer to create the environment for
the Acting III production. Problem solving in

collaboration is the major theme o f the class.
Prerequisite: Theatre 14.
Spring semester. Marshall.
55. Directing III.
Director’s Lab requires students to apply the
exercises from Directing II (Theatre 3 5 ) to a
variety of scene assignments. These will
address a variety o f theatrical genres (farce,
epic theatre, verse drama, etc.) and various
approaches to dramatic text (improvisation,
cutting and/or augmentation o f playscripts,
adaptation of non-dramatic texts for perfor­
mance, etc.). Projects will usually be pre-

147

English Literature

sented for public performance.
Prerequisite: Theatre 35.
Spring semester. Kuharski.
92. Off-campus Projects in Theatre.
Residence at local arts organizations and thea­
tres. Fields include management, financial and
audience development, community outreach,
stage and house management.
Prerequisite: Appropriate preparation in the
major.
Each semester. Staff.
93. Directed Reading.
94. Special Projects in Theatre.
99. Senior Company.
A workshop course emphasizing issues of
collaborative play making across lines o f spe­

cialization, ensemble development of perfor­
mance projects, and the collective dynamics of
forming 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
during spring semester of their junior year,
prior to registration, to organize and make
preparations. Non-majors and honors minors
may petition to enroll, provided they have
met the prerequisite.
Prerequisite: completion o f one three course
sequence in Theatre Studies (Acting, Direct­
ing, or Scenography).
Fall semester. Kuharski.

SEM IN A R S
106. Theatre H istory Sem inar.
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

148

their relevance to contemporary theatrical
practice. Readings will include, but not be
limited to, dramatic texts as one form of
artifact of the theatrical event.
Prerequisite: Theatre 6.
Spring semester. Kuharski.

Environmental Studies

Coordinators: MARK WALLACE (Religion) Committee Chair
CARR EVERRACH (Engineering) Capstone Seminar Leader
Committee:

Wendy H o rw itz (Psychology)
A rth u r M cG arity (Engineering)3
Hans Oberdiek (Philosophy)
Frederick Orthlieb (Engineering)
Michael Speirs (Sociology and Anthropology)
Don S w e a re r (Religion )3
Richard Valelly (Political Science)
Ja co b W einer (Biology)3

Profound, potentially catastrophic, anthropo­
genic changes are occurring in the land, water,
and air around us, and education needs to
respond to these changes. Swarthmore’s heri­
tage of social concern compels us to educate
students so that they are well informed about
vital, current issues, and capable o f full politi­
cal participation. The College has a responsi­
bility to provide means for the study of en­
vironmental problems and to encourage
students to develop their own perspectives on
these problems. The Environmental Studies
Concentration is one way that the College
meets these responsibilities.
Environmental Studies is truly interdisciplin­
ary and offers numerous opportunities for
rigorous interdisciplinary work because en­
vironmental issues have scientific, engineer­
ing, social, political, economic, and philo­
sophical dimensions, all o f which must be
addressed. The Concentration helps guide
students to the many academic fields that
afford a perspective on environmental prob­
lems and enables them to explore questions
most compelling to them from the vantage
point of various disciplines in the natural and
social sciences, engineering, and the humani­
ties.

courses plus a capstone seminar that a student
takes in addition to a regular major.
Concentrators must take five courses from
the list below, including at least one course in
Environmental Science/Technology, at least
one course in Environmental Social Science/
Humanities, and a third from either of these
two groups. Up to two courses may be chosen
from the list of Adjunct Courses. Students
may petition the Faculty Committee on En­
vironmental Studies to have courses taken at
other institutions fulfill some of these re­
quirements. A t least three o f the five courses
must be outside the major. One of the courses
may be independent work or a field study (in
the U .S. or abroad) supervised by a member
o f the Committee (Environmental Studies
90). In addition to the five courses, each
concentrator will participate in the Capstone
Seminar in Environmental Studies (Environ­
mental Studies 91 ) during the spring semester
o f the senior year. The capstone seminar will
involve advanced interdisciplinary work on
one or more issues or problems in environ­
mental studies. Leadership o f the Capstone
Seminar will rotate among the members of the
Faculty Committee on Environmental Stu­
dies.

A Concentration in Environmental Studies
consists of an integrated program of five
Courses in E nvironm ental Science/Technology
The Environmental Science/Technology category includes courses which emphasize techniques and methodologies o f the sciences and

3 Absent on leave, 1994-95.

engineering and whose subject is central to
Environmental Studies. Therefore all concentrators will be familiar with a body of scientific

Environmental Studies

knowledge and scientific approaches to envir­
onmental problems.

Engineering 32: Introduction to
Environmental Protection

Chem istry 1: Chem istry in the Human
Environment

Engineering 63: Water Quality and
Pollution Control

Biology 39: Ecology

Engineering 66: Environmental
System s

Biology 50: M arine Biology
Biology 104: Plant Ecology

Geology 103 (Bryn Mawr College):
Environmental Geology

Courses in Environm ental S o cial S cien ce/H u m an ities
The Environmental Social Science/Humanities category includes courses which are cen­
tral to Environmental Studies and which focus
on values, their social contexts, and their
implementation in policies. Thus, all concen­
trators will have studied the social context in
which environmental problems are created
and can be solved.
Econom ics 76: Economics of the
Environm ent and Natural Resources

Engineering 68/Political Science 43:
Environmental Policy
Political Science 222 (Bryn Mawr
College): Introduction to
Environmental Issues
Religion 22: Religion and Ecology
Sociology and Anthropology 34: Seeds
of Change: Th e Environmental
Consequences of the Agricultural
Revolution in Prehistory.

A djunct courses
There are other courses which are relevant to
Environmental Studies and which can be in­
cluded in the five courses required for the
concentration, but are not central enough to
justify their inclusion in the groups above.
A stronom y 9: M eteorology
Biology 38: M icrobiology
Engineer 3: Problem s in Energy
Technology

Environmental Studies 90: Directed
Reading in Environmental Studies
(Advanced permission of instructor is
required.)
History 68: Food and Famine
Mathematics 61: Modeling
Philosophy 33: Philosophy and
Technology

Engineering 35: Solar Energy System s

Physics 29: Principles of Earth
Science

Engineering 64: S w a rth m ore and the
Biosphere

Political Science 47: Politics of Famine
and Food Policy

German Studies

Coordinator: HANS-JUERG RINDISBACHER (German)
Committee:

Richard Eldridge (Philosophy)
M arion Faber (German)
Pieter Judson (History)
Ja n ie s Kurth (Political Science)
Tam sin Lorraine (Philosophy)
Michael M arissen (Music)
BrauliO MllhOZ (Sodology/Anthropology)
M ark Wallace (Religion)
H ans-Ja kob Werlen (German )2

The concentration in German Studies grows
out o f the connection between German
thought and art o f the nineteenth and twen­
tieth centuries. Figures such as Goethe,
Wagner, Nietzsche, Marx, and Freud, for ex­
ample, go beyond the boundaries of particular
disciplines. In addition, the study 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 o f knowledge
crucial to contemporary society and prepares
the student for graduate work in a good num­
ber of academic disciplines, as well as for
various international careers. The Concentra­
tion may be undertaken in the Course Pro­
gram or in the External Examination Program.
Concentrators should consult the program
coordinator during the sophomore year to
plan their work towards the Concentration.
General Requirements: Students are required
to take five credits from designated courses in
German Studies, three of which must be out­
side the student’s major department. To ensure
a common groundwork for all concentrators,
students must take the core course, German
14, Introduction to German Studies. To en­
sure work in depth, at least one credit must be
a thesis on an interdisciplinary topic, nor­
mally to be proposed at the end o f the junior
year and written in the fall semester of the
senior year. An interdisciplinary thesis for
the student’s major department may fulfill
this requirement.
It is required that students do substantial

work in the German language (German 4 or
the equivalent). It is also strongly recom­
mended that students study in Germany (for
a summer or, preferably, for a semester) if at
all possible. Students who do not take an
advanced literature course must either use
original German sources in the thesis or add
an attachment in German to one course in the
concentration.
Note: A student can accomplish a Special
Major in German Studies by taking three
additional credits from the courses listed
below.
The following courses and seminars may be
offered for a German Studies Concentration:
C ou rses (on e cred it)
H istory 34. Europe 1900. Eros and
Anxiety.
H istory 36. Modern Germany.
M usic 2 2 .19th Century M usic.
M usic 33. Lieder.
M usic 35. Late Romanticism.
Philosophy 39. Existentialism.*
Sociology-Anthropology 83. Senior
Colloquium on A rt and Society.*
G erm an cou rses num bered 4 and
above.
Courses on German literature o r film,
taught in English: Lit 20G, Lit 50G,
etc.

2 Absent on leave, spring semester, 1995.

151

German Studies

Sem inars (tw o -cred it)
H istory 122. Revolutionary Europe.*
H istory 124. European and Others
Since 1750.+
H istory 125. Fascist Europe.
M usic 101. Bach.
Philosophy 114. Nineteenth-Century
Philosophy.
Philosophy 139. Phenomenology,
Existentialism, and
Post-Structuralism .
Religion 106. Contem porary Religious
Th o u g h t
Sociology-Anthropology 101. Critical
Modern Social Th eory.

Sociology-Anthropology 105. Modern
Social Th eory.
Sociology-Anthropology 115. Freud and
Modern Social Th eory.
German 104. Goethe.
German 105. Die deutsche Romantik.
German 107. Mann und Kafka.
German 108. German Studies Sem inar:
Berlin and Vienna.
‘ Cognate course: No more than two may be
counted towards the German Studies Concen­
tration.
+Cognate seminar: No more than one may be
counted towards the German Studies Concen­
tration.

History

ROBERT C. BANNISTER, Professor2
3
ROBERT S. DUPLESSIS, Professor
LILLIAN M. LI, Professor
KATHRYN L. MORGAN, Professor’
JEROME H. WOOD, JR., Professor
STEPHEN P. BENSCH, Associate Professor 3
MARJORIE MURPHY, Associate Professor and Chair
ROBERT E. WEINBERG, Associate Professor
TIMOTHY BURKE, Assistant Professor
BRUCE A. DORSEY, Assistant Professor
PIETER M. JUDSON, Assistant Professor
WENDY CHMIELEWSKI, Lecturer 3
STEVEN W. SOWARDS, Lecturer

C O U R SE O FFER IN G S A N D PR E R E Q U ISIT ES
The Department o f History offers a range of
courses o f value to all students, from surveys
to more specialized courses focusing on a
specific period, theme, or subfield. All courses
attempt to give students a sense o f the past, an
acquaintance with the social, cultural, and
institutional developments that have pro­
duced the world o f today, and an understand­
ing of the nature o f history as a discipline. The
courses emphasize less the accumulation of
data than the investigation, from various
points of view, o f those ideas and institu­
tions—political, religious, social, and eco­
nomic—by which people have endeavored to
order their world.
Surveys are designed to serve the needs of
students who seek a general education in the
field, as well as to provide preparation for a
range of upper-level courses. Freshman se­

minars explore particular issues or periods in
depth. Although these entry-level courses
vary somewhat in approach, they normally
consider major issues of interpretation, the
analysis of primary sources, and historical
methodology.
Prerequisites and Recommendations: Courses
1-9, 11, and 72 are open to all students
without prerequisites; freshman seminars
(courses 10A-10F) are open only to freshmen
on the same basis. Upper-level courses are
generally open to all students who have taken
any course numbered 1-10 or who have Ad­
vanced Placement scores of 3 in the same area,
or 4 -5 in any area, or by permission o f the
instructor. Exceptions are courses designated
"n o t open to freshmen” or where specific
prerequisites are stated.

R EQ U IR EM EN T S A N D RECO M M EN D A TIO N S FO R T H E M A JO R
Prerequisites: The prerequisite for admission
to the Department as a major is normally at
least two History courses taken at Swarthmore and a satisfactory standard o f work in all
courses. A t a minimum, one o f these history
courses should be taken within the History

2 Absent on leave, spring semester, 1995.
3 Absent on leave, 1994-95.

Department. Perspective majors, however, are
encouraged to take several courses in History
during the first two years. Beginning with the
class of 1997, all applicants for the major
must have taken History 1 as one o f their
prerequisites. Students who intend to con­

5 Spring semester, 1995.

History

tinue their studies after graduation should
bear in mind that a reading knowledge o f one
or two foreign languages is now generally
assumed for admission to graduate school.
Major in the Course Program: The work o f the
major in course consists of at least nine
credits in the Department, chosen so as to
fulfill the following requirements:
(a) Course majors must fulfill certain depart­
mental distribution requirements. Course
majors must take at least one course from
each o f these areas: (1 ) All Courses Before
1750; (2 ) All Courses in Areas Outside of
Europe and the United States: Africa,
Asia, Latin America, and the Near East.
Beyond that, majors are encouraged to
concentrate informally in topics or areas
of special interest to them.
(b) All history majors, except those in the
External Examination Program, will be
required to take the Senior History Semi­
nar (History 91), a course offered each fall

semester. It will examine different theo­
retical, disciplinary, and interdisciplinary
approaches to the study of history, as well
as types o f sources and methods used in
historical research. As part o f the course,
students will complete a research paper
which will satisfy the comprehensive re­
quirement. Students may decide to de­
velop this research paper as a thesis. In
this case they are encouraged to apply for
funding in the spring o f their junior year.
Major and minor in the External Examination
(Honors) Program: Candidates for Honors may
elect history as a major or a minor in the
Division o f Humanities, in the Division of the
Social Sciences, or in cross-divisional pro­
grams. Majors in the Honors Program may
take either three or four seminars in the
Department. They must do work, whether in
courses or in seminars, in one o f the two
distribution categories listed above. Minors
in the Honors Program are ordinarily ex­
pected to take at least two seminars.

AD VAN CED PLA C EM EN T A N D A TTACH M EN T O PTIO N S
Advanced Placement. The Department will au­
tomatically grant one credit for incoming
students who have achieved a score of 4 or 5
in Advanced Placement history examinations.
This credit may be counted toward the num­
ber of courses required for graduation. Ad­
vanced Placement credit may be used in par­
tial fulfillment o f the college distribution
requirements. Students with AP credit may
elect to take History 3 and 5a or 5b, (but not
both). Grades o f 3 may serve as prerequisite
for advanced courses in history in the same
area (European or American) as the Advanced
Placement course. Incoming students with

scores o f 3 or better will be given preference
in admission to Freshman Seminars in the
same area.
Language Attachment. Certain designated
courses offer the option o f a foreign language
attachment, normally for one-half credit. Per­
mission to take this option will be granted to
any student whose reading facility promises
the profitable use o f historical sources in the
foreign language. Arrangements for this op­
tion should be made with the instructor at the
time o f registration.

T E A C H ER C ERTIFIC A TIO N
For students who wish to seek secondary
teaching certification in the social sciences
there are two normal routes. One of these is
through a major in one o f the social sciences,
plus four to six semesters of courses in other
social sciences. Students majoring in history,
political science, and sociology-anthropology

154

are required to take at least four courses
outside their major; students majoring in
economics and psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in
social sciences, of which six must normally be
in one discipline and at least two more must

be in a single other discipline. All students
seeking social studies certification are re­
quired to take two courses in history, at least
one of which must be in American history.
Students with Advanced Placement credit are
encouraged to take European and American

■

C O U R SES
1. The Historical Construction of
Identity.
Through a cross cultural approach the course
will explore how societies shape and reshape
identities in a variety o f historical settings.
We will examine perspectives on self and
community in several categories o f social
experience, which will include: slavery and
freedom; property and kin; landscapes, cul­
tures, and nations. Starting with the class of
1997, it is required o f all majors.
Primary distribution course.
Fall semester. Staff.

■

•

2a. Medieval Europe.
A survey of medieval culture and institutions
from the third to the fifteenth century.
Primary distribution course.
Not offered 1994- 95. Bensch.

B

-

H

%

History survey courses. Students are required
to take one social science course focusing on
non-western or non-Anglo subject matter, a
course in comparative systems, and a course
which addresses cross cultural issues.

2b. Early Modern Europe.
This course is intended to acquaint you with
the discipline o f history, modes o f historical
inquiry, and the history o f Europe from the
end o f the Middle Ages to the Enlightenment.
We will focus on intellectual movements,
varieties o f state formation, and economic and
social change. The course format includes
lectures, discussions, essays, and readings in
primary sources as well as in works by modem
historians.
Primary distribution course.
Fall semester. DuPlessis.
3. Modern Europe.
A topical survey from the Old Regime to the
Cold War, with emphasis on the political,
institutional, economic, and social forces that
have shaped modern Europe. Topics include
Enlightenment and religion, revolutions and
reform movements, industrialization and the
rise o f the modern nation-states, imperialism,
and world war.
Primary distribution course.
Spring semester. Judson.

4. Latin Am erica.
The development of the Latin American area
from precolumbian times to the present. Em­
phasis is on the political, economic, and
social development o f Brazil, Mexico, and
Argentina, and on recent attempts at radical
transformation.
Primary distribution course.
Optional Language Attachment: Spanish or
Portuguese.
Spring semester. Wood.
5a. The United States in the
19th Century.
Politics, society, and culture from Jeffersonianism through the Gilded Age.
Primary distribution course.
Not offered 1994- 95.
5b. Th e United States in the
20th Century.
Politics, society, and culture from 1900 to the
present, against a background of America’s
changing role in world affairs. The course will
provide an overview o f domestic and foreign
affairs, while focusing on such key episodes
as the Sacco-Vanzetti trial, the W W II intern­
ment o f Japanese Americans, the ArmyMcCarthy hearings and Watergate. Films and
documentaries will supplement readings.
Primary distribution course.
Fall semester. Bannister.
6. Th e Formation of the Islam ic
Near East.
An introduction to the history o f the Near
East from the seventh to the early fifteenth
century.
Not offered 1994- 95. Bensch.
7. Th e H istory of the African
Am erican People.
A topical survey of the historical legacy of
African American people.
Not offered 1994- 1995.

155

History

8a. A frica in the Era of the Slave Trade,
1600-1880.
The three centuries which marked the rise and
fall of the slave trade transformed African
societies and radically altered their place in
the world. This survey course focuses on the
development o f the slave trade and its impact
on Africa. Topics covered include the rise of
powerful states and the "commercial revolu­
tion” in West Africa; the development of
Swahili culture in East Africa; migration and
violence in Southern Africa; the role of Euro­
pean settlements and forts.
Fall semester. Burke.
8b. Modern Africa, 1880 to Present.
A survey of modern African history, examin­
ing context and significance of the establish­
ment o f formal colonial rule and impact of
imperialism on Africa’s postcolonial history.
Emphasis given to social and cultural history
and the economic impact of colonial develop­
ment.
Not offered 1994- 95. Burke.
9. Chinese Civilization.
An historical introduction to various aspects
of traditional Chinese civilization and cul­
ture—language, literature, philosophy, art,
imperial and bureaucratic institutions. The
impact o f Chinese civilization on other parts
of Asia will be examined briefly.
Spring Semester. Li.
IOA. Freshm an Sem inar: The Barbarian
North.
Exploration of the rise o f Germanic and Celtic
societies from c. 100 A.D. to c. 1050 A.D.
Not offered 1994- 95. Bensch.
IOB. Freshman Sem inar: Reform ers and
Radicals in Am erican History.
This course will cover the American culture,
the structure of household and gender in both
the North and the South.
Fall semester. Dorsey.
IOC. Freshman Sem inar: Sex and Gender
in Western Traditions.
How have perceived natural differences be­
tween the sexes contributed historically to
real social and legal inequalities among men
and women? This seminar traces changing
constructions of gender in the creation of
social norms from the fifth century B.C. to

the present.
Fall semester. Judson.
100. Freshman Sem inar: The Cold
W ar Era.
A focused examination o f the origins and
persistence o f the cold war from the globali­
zation of containment to the pressure o f do­
mestic conflict.
Not offered 1994- 95. Murphy.
IOE. Freshman Sem inar: The Invasion
of Am erica.
A study of pre-Columbian America and a
comparative analysis o f interactions between
Indians and Europeans in colonial Spanish
and British America.
Not offered 1994- 95. Wood.
IOF. Freshman Sem inar: Engendering
Women in Early Modern Europe:
Ideologies and Practices.
A study o f the ways in which women were
(re)constructed through work, family, reli­
gion, sexuality, persecution, collective action,
and feminism between the Renaissance and
the French Revolution.
Fall semester. DuPlessis
C lassics 21. Ancient Greece.
(See listing under Department of Classics.)
C lassics 31. History of Greece.
(See listing under Department of Classics.)
Classics 32. Th e Roman Republic.
(See listing under Department of Classics.)
Classics 42. Dem ocratic Athens.
(See listing under Department o f Classics.)
Classics 44. The Early Roman Empire.
(See listing under Department of Classics.)
14. Friars, Heretics, and Female
M ystics: Religious Turm oil in the
Middle Ages.
This course will explore the medieval Church
from the 12th to the 15th century.
Not offered 1994- 95. Bensch.
15. Medieval Tow ns.
Were medieval towns the "seedbeds o f mo­
dernity”? The course will explore the histori­
cal and ideological debates surrounding the
question.
Not offered 1994- 95. Bensch.

■

B

..... ........... ...............
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.
Not offered 1994- 95. Bensch.
17. The M editerranean W orld in the
Middle Ages.
The Crusades to the Fall of Constantinople
(eleventh to fifteenth centuries), d
Not offered 1994- 95. Bensch.

■

■

■

H

H

19. The Italian Renaissance.
The emergence of a new culture in the citystates o f Italy between the fourteenth and
early sixteenth centuries, studied in relation
to political, economic, and social contexts.
Emphasis on developments in humanism and
the arts.
Fall semester. DuPlessis.
20. Official and Popular Cultures in
Early Modern Europe
Explorations of thought and practice in west­
ern Europe between the later fifteenth and
eighteenth centuries, employing both more
traditional text-based intellectual history and
recent cultural approaches. Emphasis on pri­
mary sources and interpretive studies. Topics
include transformation and continuity in re­
ligious cultures; orality and literacy; mentalité;
identity and self-fashioning; witchcraft and
witchhunting; European imaginings o f other
cultures; the Enlightenments. May be taken
with an attachment in preparation for External
Examination.
Spring semester. DuPlessis.
21. Making W ork: Labor in Society
and Culture.
Practices, representations, and understandings
of labor from the later Middle Ages through
factory industrialization. Agricultural, craft,
industrial, and service occupations o f both
genders are considered. Although focused on
Europe, the course includes comparative stu­
dies of coerced and free labor systems from
across the globe. Enrollment limited to 15.
Spring semester. DuPlessis.
24. Field to Factory: the Transform ation
of European Economies and Societies.
The industrialization of Europe from the ag­
ricultural revolution and proto-industry to
the contemporary period, focusing on con-

trasting patterns among regions and nations.
Not offered 1994- 95. DuPlessis.
26. Early Modern European
Social History.
Practices and structures o f the quotidian from
the mid-fifteenth to the late eighteenth cen­
tury.
Not offered 1994- 95. DuPlessis.
27. To the Barricades: Th e European
Revolutionary Tradition.
An examination of Europe’s revolutionary
tradition starting with the French Revolution
and ending with the Russian revolution. Top­
ics include: class formation, revolutionary
ideologies, socialism, nationalism, feminism
and the cultures and mythologies o f revolu­
tion produced by these movements.
Fall semester. Judson and Weinberg.
28. The Balkans in the Age of
Nationalism.
Introduction to the history of the Balkans,
emphasizing the period since 1790. Limited
to 15. Not open to freshmen.
Not offered 1994- 95. Sowards.
29. Sexuality and Society in
Modern Europe.
The historical construction of sexual identi­
ties in Western societies since 1700. Topics
include a survey of Ancient Greek and Medi­
eval European traditions, sexuality in colonial
societies, urbanization and the creation of
sexual minorities, the medicalization o f sex,
the 19th-century invention of deviant sexual­
ities, contemporary Queer Theory and its
relation to social history.
Spring semester. Judson.
30. France Since 1789: Revolutions,
Republics, Empire.
This course traces the political, social, cul­
tural and economic history o f France from the
Great Revolution through the crises o f deco­
lonization and the problems o f contemporary
post-colonial French society. Optional lan­
guage attachment.
Not offered 1994- 95. Judson.
31. Revolutionary Culture and
Transform ation in the USSR.
Exploration o f the ways in which Russia’s
revolutionary transformation manifested it­
self in literature, art, film, and music.

157

History

Prerequisite: a course or seminar in Russian
Soviet history, or permission o f the instruc­
tor.
Not offered 1994-95. Weinberg.
32. From Revolution to Capitalism:
Critical Issues in Contem porary Russia.
(Cross-listed with Literature 32 R ). This
course focuses on those developments in the
Soviet Union after the death o f Stalin in 1953
that paved the way for perestroika and glasnost in the 1980s and have taken root during
the current period o f social, political, eco­
nomic and cultural transformation.
Not offered 1994-95.
33. European W orkers in Rebellion
and Revolution Since 1789.
This course focuses on how artisanal and
factory workers have responded to socio­
economic and political change since the late
eighteenth century.
Not offered 1994-95. Weinberg.
34. Europe 1900: Eros and Anxiety.
Politics and Culture in Berlin, Paris, and
Vienna at the turn o f the century. Optional
language attachment.
Not offered 1994-95. Judson.
35. Th e J e w as Other: European J e w r y ’s
Encounter w ith Modernity.
This course focuses on the fate o f European
Jew ry from the beginning o f emancipation in
the late eighteenth century to the Holocaust.
Not offered 1994-95. Weinberg.
36. Modern Germany.
German politics, society and culture in the
19th and 20 th centuries. Topics include the
revolutions o f 1848 , industrial society and
the Imperial state, German political culture
and its critics, World War I and revolution,
politics, culture and society under the Weimar
and Nazi regimes, the social costs o f post-war
reconstruction in East and West Germanies
and recent attempts at reunification.
Optional Language Attachment: German
Not offered 1994-95. Judson.
37. History and M em ory: Th e Holocaust
and German Culture.
(Cross-listed as Modern Languages and Liter­
atures 37 G .) A n examination o f the Holocaust
through the lens o f German culture and his­
tory.
Not offered 1994- 95.

158

38. Russia in the Age of Revolution.
This course focuses on the revolutionary era
defined broadly as the period from the late
nineteenth century to the consolidation o f the
Stalinist system in the 1930s. Attention will
also be paid to the post-Stalin era.
Spring semester. Weinberg.
39. Reconquista y Conquista: Iberian
Expansion, Old World and New.
A comparative analysis o f dynamics, institu­
tions, and processes involved in the Iberian
medieval expansion and the Spanish conquest
o f the New World.
Not offered 1994-95. Bensch and Wood.
40. Peace M ovem ent in the
United States: Women and Peace.
Students will explore the role o f women and
gender in the peace movement in the United
States from the nineteenth century to the
present. Topics to be discussed include con­
nections between work for peace with: the
changing perceptions o f the public role of
women through the nineteenth and twentieth
centuries; the rise o f feminism; religious paci­
fism; maternal politics; and gendered views of
peace and justice. Some comparison between
work women have done for peace in the
United States and internationally will also be
included. (Does not count toward the major.)
Spring semester. Chmielewski.
41. The Am erican Colonies.
The foundations o f American civilization,
1607- 1763 . Topics treated include: the devel­
opment o f representative government; denominationalism and religious toleration; the emer­
gence o f a new social structure; racism and
ethnic relations; and England’s imperial pol­
icy.
Spring semester. Wood.
42. Th e Am erican Revolution.
The conflict between intensive self-govern­
ment in the colonies and English ideas and
projects for empire; the revolt against colonial
status and the elaboration o f a "republican”
ethos and "republican” institutions, 1763 1789 .
Fall semester. Wood.
43. Jeffersonianism and the
Am erican Experience.
An interdisciplinary course which focuses
intensively on contrasts between the Jeffer-

I

j

A

» j

» j

■

■

H

sonian view o f man and America and other
perspectives in American politics, constitu­
tional law, social theory, religion, literature,
and architecture. Limited enrollment.
Prerequisite: History 5 ,6 or equivalent, or the
permission of the instructor.
Not offered 1994- 95. Wood.
44. Am erica in the Progressive Era,
1896-1920.
Modernization, social control, and the rise of
the corporate state. Topics include national
politics and the control o f industry; muckraking and the "new politics” ; immigration and
nativism; labor and socialism; the cult of
masculinity and the rise of modem sports;
feminism and the women’s movement; Jim
Crow and the African-American response;
and the impact o f World War 1. Not open to
freshmen.
Not offered 1994- 95. Bannister.
45. The United States Since 1945.
The Cold War and McCarthyism; domestic
politics from Truman to Reagan.
Not offered 1994- 95. Murphy.
46. The Coming of the Civil War.
Social change on the eve o f the Civil War; the
conflict over free and slave labor; slavery and
the building of an African-American culture;
the structure o f the household and gender in
both the North and South.
Fall semester. Dorsey.
47. Am erican Culture Since 1880.
A comprehensive survey o f the intellectual
and cultural history o f the United States
during the past century, this course will give
roughly equal attention to the periods 1880s1910s, 1920s-1950s, 1960s-present.
Not offered 1994- 95. Bannister.

■

H

48. M urder in a M ill Tow n: A W indow
on Social Change During the
Early Republic.
Explores topics in the social and cultural
history of America between the American
Revolution and the Civil War by examining
primary source documents concerning the
trial o f a Methodist minister for murdering a
female factory worker in Fall River, Massa­
chusetts, in 1833. Topics include gender,
sexuality, industrialization, religious revival­

ism, mental illness, popular politics, and oth­
ers.
Spring semester. Dorsey.
49. Race and Foreign Affairs.
A history of U .S. foreign affairs with attention
paid to the origins o f racialism and the impact
of expansionism on various ethnic and racial
groups.
Not offered 1994- 95. Murphy.
50. The Making of the Am erican
W orking Class.
A colloquium on the history of the industrial
revolution in America. The principal focus is
a cooperative research project on which indi­
vidual papers are written.
Spring semester. Murphy.
51. Nationalism and National Identity.
Historical analysis of the development o f na­
tional identity in U .S. foreign policy from the
Model Treaty in 1776 to the collapse o f the
Soviet Union.
Fall semester. Murphy.
52. History of Manhood in
A m erica, 1750-1920.
Examines the meanings of manhood and the
various constructions o f masculine identity
in America between the 18th and 20th centu­
ries. The negative images (opposites) against
which manhood was constructed, such as
womanhood, boyhood, dependency, slavery,
and racial and class difference, will be exam­
ined. Topics include politics, work, family,
sexuality, race, war and violence, drinking,
sports, and the myth o f the self-made man.
Not open to freshmen.
Spring semester. Dorsey.
53. Rlack Culture and Rlack
Consciousness.
Exploration into the relationship between
black culture and black consciousness with
emphasis placed on twentieth century Africa
and America.
Not offered 1994- 95. Morgan.
54. Women, Society, and Politics.
Women in American society from the colonial
period to the present, with emphasis on the
changing nature o f work and the separation of
spheres, the rise o f feminism, and the resis­
tance to women’s rights. Not open to fresh­
men.
Not offered 1994- 95. Murphy.

159

History

57. Oral History.
Students will be taught the skills requisite for
the completion o f an original research project
that involves the collection, classification, and
analysis o f data selected from both written
and oral sources.
Prerequisite: Prior work in history, or permis­
sion o f instructor.
Not offered 1994- 95. Morgan.
58. The World of DuBois, Rogers,
and Diop.
This course deals with the impact o f the
writings o f three black twentieth century in­
tellectuals on our knowledge of world history.
Prerequisite: Introductory history course, or
the permission o f the instructor.
Not offered 1994- 95. Morgan.
60. Cultural Constructions of Africa:
Images, Inventions, Ideologies.
This course will examine the history o f the
concept o f Africa, how African societies and
African peoples have been variously objects
of admiration, imitation, hatred, misunder­
standing or exploitation. Students will discuss
the cultural construction of ideas about Africa
and Africans in Western societies and within
the African Diaspora, and will also examine
how Africans themselves have responded to
these cultural stereotypes and images. Topics
under discussion will include the use of Africa
in museums and exhibitions; the identifica­
tion o f Africa with famine, epidemics and
disease; Afrocentric and pan-African inter­
pretations o f Africa; Western travel and ex­
ploration in Africa; contemporary media cov­
erage o f African issues.
No prerequisites.
Spring semester. Burke.
63. History of Southern Africa.
Course focus includes, but is not limited to,
the history of South Africa and emphasizes
the history o f the nineteenth and twentieth
centuries. Topics include a comparative exam­
ination o f European settlement and coloniza­
tion in the region; mining, industrialization,
urbanization and migrancy; rural communities
and cultures; the making o f the apartheid state
in South Africa; independence struggles in
the region; the contemporary situation.
No prerequisite.
Spring semester. Burke.

160

66. Topics in Latin Am erican History.
Thematic as well as regional and national
approaches varying from year to year.
Topic: Latin American Women. Analysis of
the lives and roles o f women—Native Ameri­
can, Black, and Hispanic—not only in such
traditional spheres as sexuality, marriage, and
the family, but also in terms of female inti­
macy, the women’s movement, and the new
role of women in political life.
Prerequisite: History 4, or the permission of
the instructor.
Optional Language Attachment: Spanish or
Portuguese.
Fall semester. Wood.
67. Th e Black Experience in
Latin Am erica.
The history o f black people in French, Portu­
guese, and Spanish America: slavery, emanci­
pation, the contemporary scene; comparisons
with U .S. experiences.
Optional Language Attachment: Spanish or
Portuguese.
Not offered 1994- 95. Wood.
68. Food and Famine: Past and P re se n t
This course considers how different societies
have fed their populations, how the current
world food problem differs from historical
subsistence crises, and how food affects eco­
nomic development and international rela­
tions.
Prerequisite: prior work in history, or permis­
sion of the instructor. Not open to freshmen.
Fall semester. Li.
72. Japanese Civilization and Culture.
(Cross-listed as Art History 31 and, in some
years, as Religion 11). This course explores
Japan’s culture and society from its origins to
the early nineteenth century. Among the top­
ics to be considered are language, writing, and
literature; the visual arts; religion; and the
development o f political and social institu­
tions.
No prerequisite. (Fulfills the distribution re­
quirement for either Humanities or Social
Sciences as designated at time o f registration.)
Fall semester. Li and Graybill.
74. Modern China.
Analysis of social, economic, and political
developments in China from the coming of
the West to the challenges of the 1980s.
Not offered 1994- 95. Li.

a

75. Modern Japan.
The transformation of Japan from a feudal
society to a modern nation-state. Topics in­
clude Tokugawa feudalism, the Meiji restora­
tion, the Japanese empire, economic develop­
ment, Taisho democracy, Japanese militarism,
the Pacific War, Japan’s postwar growth, and
its contemporary society.
Not offered 1994- 95. Li.

H

m

84. Folklore and Folklife Studies.
(Also listed as English 84 .) An introduction
to the major forms of folklore and selected
forms of folklife materials.
Not Offered 1994- 95. Morgan.

■

85. African and A frica n-A m e rica n
Folklore.
An African centric approach to world views
and self-perceptions o f Africans and AfricanAmericans as reflected in their folklore.
Not offered 1994- 95. Morgan.

ri

86. Women in Early African Civilization.
An exploratory study of the role o f women,
primarily but not exclusively leaders in early
African civilizations.
Not offered 1994- 95. Morgan.
91. Senior H istory Sem inar.
Designed for majors focused on completing a
research paper.
92. Thesis.
A single credit thesis, available to all majors
in their senior year, on a topic approved by
the Department.
93. Directed Reading.
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings. The consent o f the
chairman and of the instructor is required.
History 93 may be taken for one-half credit as
History 93A.
Members of the Department.

j SEM IN ARS
I

The following seminars are offered by the
Department to juniors and seniors. Seniors in
the External Examination Program usually
j take seminars in preparation for their exami­
nations. Some preliminary reading or other
*
preparation may be required for seminars on
I subjects in which no work has previously
been done.
I
I
I

112. The Feudal Revolution.
The seminar will explore the forces that laid
the foundations of Europe’s ancien regime at
the dawn of the second millennium.
Not offered 1994- 95. Bensch.

: 116. The Italian Renaissance.
* 8 Topics in the development of the Renaissance
I state, society and culture in Italian communes
between the fourteenth and sixteenth cenI turies.
I Not offered 1994- 95. DuPlessis.
j» '
117. State and Society in Early
Modern Europe.
I Comparative analysis o f state formation, ecoI nomic development, and social change in con»
tinental Europe and England.
I Not offered 1994-95. DuPlessis.

122. Revolutionary Europe 1750 to 1870.
Selected topics in the social, economic, and
political history of France, England, and Ger­
many from the ancient regime to German
unification. Special emphasis on the origins
and nature of the French Revolution, the
Industrial Revolution, class structure and
conflict, and the emergence o f nationalism
and liberalism.
Spring semester. Weinberg.
124. Europeans and Others Since 1750.
The rise of European nationalism, imperial­
ism and racism examined comparatively in
France, Germany, Great Britain and the Habsburg Monarchy. The seminar focuses on mul­
tiple ways in which the experience of colonial
expansion impacted European societies, in­
tellectual thought, concepts of identity, and
forms o f politics.
Fall semester. Judson.
125. Fascist Europe.
This seminar studies European fascism in the
context of a world torn by world war and
economic depression. The primary focus will
be on fascist movements and regimes in Italy
and Germany, with a secondary comparative

161

t

History

focus on Hungarian, Rumanian, and French
varieties of fascism.
Not offered 1994- 95. Judson.
128. Russian Em pire in the 19th and
20th Centuries.
Focus on the social, economic, political, and
intellectual forces leading to the collapse of
the autocracy and the rise o f Stalin. Particular
attention is devoted to the dilemmas of change
and reform, and the problematic relationship
between state and society.
Fall semester. Weinberg.
130. Early Am erican History.
Political, economic, social, and cultural as­
pects o f the period from the explorations to
the early National era.
Not offered 1994- 95. Wood.
132. Am erican Political History.
Parties, public policy, and constitutional
issues from 1787 through the 1960s in their
social, economic and cultural context.
Fall semester. Bannister.
134. Am erican Diplomatic History.
The emergence o f the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.
Spring semester. Murphy.
135. Am erican Social History.
The structures of everyday life in nineteenth
and twentieth century America. Topics in­
clude fertility, mortality, and migration; in­
dustrialization and the family; slavery and its
aftermath; mechanization and changing pat­
terns o f work; social mobility, urbanization
and suburbanization; gender, class, and eth­
nicity.
Spring semester. Dorsey.
136. Am erican Intellectual History:
The Nineteenth Century.
Political, social, and literary culture in the
United States from the 1780s to the 1910s.
Not offered 1994- 95. Bannister.
137. Am erican intellectual History:
The Tw entieth Century.
Political, social, literary, and religious dis­
course in the United States from the 1920s to
the present, with particular reference to
"scientism” and the rise o f the therapeutic
state; "modernism;” and "postmodernism.”
Drawing on materials from a variety o f disci­

162

plines, this seminar provides a context for
understanding debates rather than attempting
a complete history o f each. Attention will be
given to the social and institutional context in
which ideas are generated and disseminated,
as well as to the personal and intellectual
development of individuals through autobiog­
raphy.
Fall semester. Bannister.
140. Th e Colonial Encounter in Africa.
Focus on the social, economic, and cultural
dimensions o f the colonial era in modern
Africa. Topics discussed include nationalism
and other forms o f African resistance to co­
lonial rule; migrancy and the development of
new urban cultures; missionaries, conversion
and struggles over religious practices; industrialization and workers’ movements; gender
and sexuality during the colonial era; impact
o f colonial patterns o f development on con­
temporary Africa.
Spring 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 revolu­
tion; political and social transformation in
the People’s Republic o f China.
Spring semester. Li.
148. Latin Am erica.
Selected topics in Latin American history,
including the encounter of Europeans, Indians
and Africans; the rise o f the great estate;
ideological conflict in the post-independence
era; and autonomy versus dependence in eco­
nomic development.
Fall semester. Wood.
180. Thesis.
W ith the permission o f the Department,
Honors candidates may write a thesis for
either single or double course credit. Double­
credit theses will normally be written in the
fall semester o f the senior year for submission
as papers to the visiting examiners. Honors
candidates wishing to write a thesis for single
(non-Honors) credit should elect History 92.
A schedule o f seminar offerings for 1995-96
and 1996-97, will be available from the Department office late in the fall semester of
1994.

V
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ii

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B

B

*

International Relations

Coordinator: JA M E S R. KURTH (Political Science)

Students who plan to enter upon a career in
some field o f international affairs may wish to
graduate with a concentration in international
relations. Such students should include in
their programs, during the first two years,
introductory courses in economics, history,
and political science and should complete the
intermediate course in one or more modem
languages.
Advanced courses selected from the groups
listed below may be incorporated in the pro-

grams of students who do their major work in
economics, history, political science, or mod­
ern language.
Concentrators are required to have satisfac­
torily completed eight or more courses or
seminars from among those listed below,
including all those listed in Group I, one or
more in Group II, and one or more in Group
III. Where appropriate, work taken abroad is
encouraged and may be counted toward the
concentration requirements.

Group I
Political Science 4.
International Politics
Political Science 61.
American Foreign Policy

Economics 51 or
Ecomonics 151.
The International Economy

Group II
History 4.
Latin America

H istory 66.
Topics in Latin American History

History 8.
Modern Africa

H istory 74.
M odem China

History 9.
Chinese Civilization

H istory 75.
Modem Japan

History 28.
The Balkans in the Age o f Nationalism

H istory 125.
Fascist Europe

History 36.
Modern Germany

H istory 128.
Russian Empire

History 49.
Race and Foreign Affairs

H istory 140.
M odem Africa

History 51.
Nationalism and National Identity

H istory 144.
M odem China

History 63.
History of Southern Africa

H istory 148.
Latin America

Group III
Economics 53/Political Science 68.
International Political Economy

Econom ics 82.
Political Economy o f Africa

Economics 81.
Economic Development

Economics 85.
Economics o f East Europe and Russia

International Relations

Economics 181.
Economic Development

Political Science 58.
African Politics

Econom ics 185.
Comparative Economic Systems

Political Science 73.
Comparative Politics: Special Topics

Political Science 3.
Comparative Politics

Political Science 74.
International Politics: Special Topics

Political Science 45.
Defense Policy

Political Science 108.
Comparative Politics: China

Political Science 47.
Food Policy

Political Science 109.
Comparative Politics: Latin America

Political Science 55.
China and the World

Political Science 110.
Comparative Politics: Africa

Political Science 56.
Politics of South and Southeast Asia

Political Science 111.
International Politics

Political Science 57.
Latin American Politics

164

Interpretation Theory

Coordinator:

KENNETH GERGEN (Psychology)

Committee:

Richard Eldridge (Philosophy)
Anne Nlenke (Modern Languages and Literatures)
Robin W agner-Pacifici (Sociology/Anthropology)
M ark Wallace (Religion)

Propositions about persons, texts, works of
art, or nature inevitably require acts of inter­
pretation. All fields of knowledge, then, are
wedded to interpretive processes. A program
in Interpretation Theory provides students
with the opportunity to explore processes of
interpretation, inquiring into their nature
across the disciplines, forces impinging upon
interpretive acts, and the results o f varying
forms of interpretation both within knowl­
edge generating communities and the culture
more generally. Focal attention is directed to
the function o f language, and to the ways in
which various textual and rhetorical devices,

values, and social processes guide interpreta­
tion. Questions o f objectivity, cultural utility,
and moral accountability in interpretation are
featured.
Students in any major may add either a con­
centration or a focus for External Examination
in Interpretation Theory to their program by
fulfilling the requirements stated below. Stu­
dents should submit their proposed program
to the coordinator of the concentration. All
program proposals must be approved by the
Interpretation Theory Committee.

C O N C EN TR A TIO N R E Q U IR EM EN T S
Each concentration must include a minimum
of six credits from the courses and seminars
listed below. In order to provide necessary
historical perspective, and in order to guaran­
tee exposure to a sufficient variety o f interpre­
tive theories and practices, concentrations
will normally include at least one course from
each of the two groups o f courses that serve
to introduce the concentration. One such
group (identified by single asterisk) is com­
prised of courses that attend significantly to
the historical development o f interpretive prac­
tices. The other group (identified by double
asterisks) is comprised of courses that attend
signficantly to the range of interpretive strate­
gies currently operative within several disci­
plines. Concentrators will choose these two
recommended courses from different depart­
ments, and they will be required to complete
them by the end of the junior year. Three of
the remaining four courses in the concentra­
tion are elective, but they must draw on at
least one further department. As part o f the
six course requirement, all concentrators will
take a capstone seminar, IT 91, team taught by
members o f different departments, in their
senior year.

Currently offered courses relevant to the con­
centration include:
Int Th e o ry 91. Capstone Sem inar.
The presumption of subjectivity—of a con­
scious being capable o f independent thought,
choice and action—is central to Western cul­
ture and its traditions. The IT Capstone semi­
nar will explore and assess a variety of more
recent writings that challenge the longstanding
presumption and the institutions which it
supports. Specific attention will be given to
the differences and intersections among psy­
chological, cultural and literary approaches.
Readings will be drawn from several disci­
plines, especially psychology, sociology, and
post-structuralist literary theory.
Fall semester. Breitenberg and Gergen.
A rt Hist 9. Form and Signification.
A rt Hist 61. Built Environment.
A rt Hist 195.* Th e o ry and Methodology.
C lassics 36. Classical M ythology.
Education 48. Ethnographic
Perspectives in Education.
English 15. Fictions of Identity.

Interpretation Theory

English 29.** Inscriptions of the
Feminine.
English 39. Romanticism and the
Performance of Gender.

Psych 37.** Concepts of the Person.
Psych 52. Representations of Women’s
Identity.

English 50. Theories of Black Studies.

Psych 62. Th e Social Construction of
the Mind.

English 56.* Th e o ry of Intentionality.

Psych 68. Reading Culture.

English 82. Representations of
Women’s Identity.

Psych 87. Psychology, Biology and
Economic Rationality.

English 85. Am erican N arrative
Cinema.

Psych 106. Personality Th e o ry and
Interpretation.

English 91.** Feminist PostStructuralist Criticism .

Religion 5. Problem s of Religious
Thought.

English 92.** Th e o ry of the Novel.

Religion 14.* Philosophy of Religion.

English 120.** Th e o ry of Criticism .

Religion 112.** Postmodern Religious
Thought.

Int Th e ory 90. Directed Reading.
Int Th e o ry 92. Thesis.

Soc-A nthro 2. Nations and Nationalism.

Mod Lang 68F. Prisons, Madness and
Sexuality: Michel Foucault.

Soc-A nth ro 58.** Cultural
Representations.

Mod Lang 71F. Constructions of Male
Homosexuality.

Soc-A nth ro 63.* Power, Authority, and
C onflict

Mod Lang 61. W riting and Reading
A c ro s s Gender Lines.

Soc-A nthro 69.** D iscourse Analysis.

Mod Lang 76. Femmes erivains.

Soc-A nthro 83. Colloquium: A rt and
Society.

Mod Lang 92. Romantic Subjectivity in
Philosophy and Literature.

Soc-A nthro 101. Critical Modern Social
Theory.

Phil 17.* Aesthetics.

Soc-A nth ro 102. History as a Cultural
Myth.

Phil 18. Philosophy of Social Science.
Phil 26. Language and Meaning.
Phil 78.** Post M odernism /Post
Structuralism .
Phil 89. Philosophy of Social Sciences.
Phil 106.* Aesthetics.
Phil 116. Language and Meaning.
Phil 139.* Phenomenology,
Existentialism, and
P ost-Structuralism .

Soc-A nthro 105. Modern Social Theory.
Soc-A nthro 114. Political Sociology.
Soc-A nth ro 115. Freud and Modern
Social Th e ory
Other courses may be considered upon peti­
tion to the Interpretation Studies Committee.
These may include relevant courses offered at
Bryn Mawr, Haverford, and the University of
Pennsylvania.

Linguistics

DONNA JO NAPOLI, Professor and Program Director 3
THEODORE FERNALD, Assistant Professor
HARASS SHEFFER, Instructor
Committee: Richard Eldridge (Philosophy)
Gilbert Rose (Classics)
Charles Kelemen (Computer Science)
Stephen M aurer (Mathematics)
Steven Piker (Sociology and Anthropology)

The discipline: Linguistics is the study of lan­
guage. On the most general level it deals with
the internal structure o f 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 o f human activity.
The relevance o f linguistics to the disciplines
of psychology, philosophy, sociology, anthro­
pology, and language study has been recog­
nized for a long time. But recently a knowledge
of linguistics has become important to a much
wider range o f activities in today’s world. It is
a basic tool in artificial intelligence. It is
increasingly a valuable tool in literary analysis.
It is fundamental to an understanding o f com­
munication skills. And, since the very nature
of modern linguistic inquiry is to build argu­
ments for particular analyses, the study of
linguistics gives the student finely honed ar­
gumentation skills, which stand in good stead
in careers in law, business, and any other
profession where such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work
of any number of types. This is because lan­
guage is both the principal medium that
human beings use to communicate with each

other and the bond that links people together
and binds them to their culture. The study of
language is the study of the very fabric o f our
humanity.
There are two Special Majors in the course
program administered through the Linguistics
Program in collaboration with the depart­
ments mentioned below. These are the Special
Majors: Linguistics (LING); Linguistics and
Languages (LL).
There is one external examination major ad­
ministered through the Linguistics Program:
Linguistics.
All LING and LL majors (EEP or Special)
must take one course or seminar from each of
the following three lists:
(a) sounds: Ling. 45, 52, 105, 106
(b) forms: Ling. 50, 108
(c) meanings: Ling. 26, 40, 109, 116
All LING and LL majors (EEP or Special) will
be expected to take the senior conference in
the spring o f their junior or senior year.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill re­
quirements for the major or minor.

SPEC IA L M A JO R : LIN G U ISTIC S
This special major consists of 8 credits in
Linguistics, where the student may choose to
count Linguistics 1 as part of the major or not.
Special majors must also pass either the Lan­

3 Absent on leave, 1994-95.
Chair while on leave.

guage Requirement or the Cognate Require­
ment.
Language Requirement: Advanced competence
in at least one foreign language.

Linguistics

This can be demonstrated by successfully
completing Latin 13, Greek 12, or above, or
a seminar in the Dept, o f Classics, or a course
numbered 11 or above in the Dept. ofModern
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 o f Classics,
this exam will be administered by the Lin­
guistics Program. Any natural language, an­
cient or modern, may be used to fulfill this
requirement.
Cognate Requirement: A t least three credits in
a cognate area to linguistics. (Note: All
courses in the chosen cognate that appear on
the list below will count as part of the credits
in the major in the determination o f whether
or not a student has adhered to the " 20 course-rule.")
The cognate areas are defined below. The
credits must be gained by taking classes from
a single area list below, except in option 9
(where courses can be chosen from three
different departments and must be chosen
from at least two different departments). The
numbers of the approved courses from the
named department are listed after the depart­
ment name. Courses not listed here will not
be accepted for the cognate requirement unless
they are cross-listed with Linguistics.
(1 ) Computer Science: 43, 46, 63, 75
(2 ) Education: 21, 54, 64, 66, 68
(3 ) Engineering: 2, 71,78

(4 ) English Literature: A student must take
23, a course in critical theory (marked
with * * in the catalogue), and any ad­
vanced course appropriate to the stu­
dent’s linguistics interests (chosen under
consultation with linguistics advisor
and instructor of course)
(5 ) Mathematics/Statistics: 9 ,2 3 or 53 (but
not both), 41 or 105 (but not both), 46,
61, 65 or 72 (but not both)
( 6 ) Philosophy: 12, 2 6 ,3 8 , 40, 79, 8 6 ,1 1 6
(7 ) Psychology: 32, 33, 3 4 ,3 9 ,4 2 , 43, 55,
56, 86, 9 2 ,1 0 7
( 8 ) Sociology/Anthropology: 10, 25, 35,
57, 69, 104
(9 ) Formal systems: A student may choose
to do a cognate in Formal Systems,
taking courses from the approved lists
for Computer Science, Engineering, and
Mathematics/Statistics.
Special majors in linguistics must pass a
comprehensive requirement. Due to the highly
interdisciplinary nature of Linguistics (with
cognates in all three divisions in the College),
this requirement must be met in a way appro­
priate to the individual student’s program of
study. It will typically be met with (a) a senior
paper, or (b) a comprehensive exam in the
senior year (based on the courses taken by the
individual student to satisfy the requirements
in sounds, forms, and meanings listed above,
as well as the language or cognate area), or
(c) a paper plus an exam and/or an oral pre­
sentation.

SPE C IA L M A JO R : LIN G U ISTIC S A N D LA N G U A G ES
The student may combine the study o f lin­
guistics with the serious study of two foreign
languages. The languages can be modern or
ancient. For this major, precisely 6 credits in
linguistics and 3 credits in each o f the two
languages, for a total o f 12 credits, are re­
quired.
Linguistics 50, 108, or 109 is required.
All students will be expected to take the
senior conference.
For a modern language taught by the Dept, of
Modem Languages and Literatures, there

must be one Composition and Diction course
(numbered 5 or above) and two other courses
(numbered 1 1 or above) or a seminar.
For a classical language taught by the Dept, of
Classics, there must be one intermediate-level
course (numbered 11-14) and one seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
I f one or both of the foreign languages is
modern, the student must study abroad for at
least one semester in an area appropriate for

one of the foreign languages.
Course majors will be encouraged to write a
senior paper. Those who do not will be
required to take a comprehensive exam in the

senior year based on the courses taken by the
individual student to satisfy the requirements
in sounds, forms, and meanings (listed above),
as well as both languages.

E X T E R N A L E X A M IN A T IO N M A JO R : L IN G U IS T IC S
Students must pass the Language Require­
ment, stated above under Special Major in
Linguistics.
Students are encouraged to write a thesis in
their senior year.

Students may be examined over a combination
o f courses instead of seminars if the interface
of two areas is their focus. For example, a
student may put together 4 0 and 50 for an
exam on the semantics-syntax interface, or
any other combination.

Students are required to prepare themselves
for at least three external examinations in
Linguistics.

E X T E R N A L E X A M IN A T IO N M IN O R
Students must take at least one o f the courses
or seminars designated above in the areas of
sounds, forms, or meanings.

Students must prepare themselves for an ex­
ternal examination over at least two credits of
work in Linguistics.

C O U RSES
1. Introduction to Language and
Linguistics.
Introduction to the study and analysis of
human language, including sound systems,
lexical systems, the formation of phrases and
sentences, and meaning, both in modem and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first language acqui­
sition, sign languages, poetic metrics, the re­
lation between language and the brain, and
sociological effects on language.
Primary distribution course.
Fall, 1994. Fernald.
2. Exploring Acoustics
(See Engineering 2.)
Spring. Everbach.
16. History of the Russian Language.
(See Russian 16.)
Occasionally.
20. History of the French Language.
Occasionally.

23. Old English/History of the
Engtish Language.
(See English 23.)
Spring, normally every other year.
Williamson.
25. Language, Culture, and Society.
An investigation o f the influence of cultural
context and social variables on verbal com­
munication.
Prerequisite: Linguistics 1 or 45 or permission
o f the instructor. (Cross-listed as Sociology/
Anthropology 25 .)
Occasionally.
26. Language and Meaning.
(See Philosophy 26.)
Fall. Pitt.
27. Com parative S tructures of
Germ anic and Romance.
A comparative overview of the linguistic
structures o f the major Germanic and Ro­
mance languages.
Prerequisite: A knowledge of at least one

Linguistics

Romance or Germanic language other than
English, or a knowledge o f Latin.
Occasionally.
30. Languages of the World.
This course will provide a careful look at
various cross-linguistic generalizations in each
o f the major subfields of linguistic research.
We will focus on the phonemic and morpho­
logical organization o f five or six specific
languages, along with particular phonological
and syntactic processes found in them. Stu­
dents will individually investigate a language
o f their choosing, working from descriptive
grammars. They will write a research paper
discussing the way their language performs
certain basic functions and deals with issues
raised in class. This course will benefit bud­
ding linguists by providing in-depth practice
with research from grammars, setting the
stage for possible field work, and by subjecting
various cross-linguistic generalizations to em­
pirical scrutiny.
Prerequisite: Linguistics 1 or the permission
of the instructor.
Fall. Fernald.
33. Introduction to Classical Chinese.
(See Chinese 3 3 .) Berkowitz.
34. Psychology of Language.
(See Psychology 34.)
Fall. Dufour.
35. Language and Culture.
This course will begin with a study of language
and gender issues in American society and
move into a cross-cultural study, expanding
into other interpersonal language issues ac­
cording to the societies covered. The students
will form groups to explore particular cul­
tures, thus the direction of the course will
depend largely on the groups formed.
No prerequisites. (Cross-listed as Soc/Anth
35 .)
Fall. Sheffer.
37. Languages of Africa.
A look at phonetics, phonology, morphology,
syntax, and semantics across several language
families. Bantu languages are a point o f com­
parison. Topics include clicks, tones, causa­
tives, serial verbs, issues of language policy in
Africa.
Occasionally.

40. Semantics.
In this course we look at a variety o f ways in
which linguists, philosophers, and psycholo­
gists have approached meaning in language.
We address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. W hat this adds up to is
an examination of the meaning o f words,
phrases, and sentences in isolation and in
context. (Cross-listed as Philosophy 40.)
Primary distribution course.
Spring. Fernald.
43. M orphology and the Lexicon.
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: One of Ling. 1, 40, 45, or 50.
Spring. Sheffer.
45. Phonetics and Phonology.
Phonology is the study o f the sounds of
language and the rules that govern the interac­
tion o f sounds when they are put together in
words and phrases.
Primary distribution course.
Fall. Sheffer.
46. Language Learning and
Bilingualism.
(See Psychology 43.)
Fall. Dufour.
50. Syntax.
We study the principles that govern how
words go together to make phrases and sent­
ences in natural language. Much time is spent
on learning argumentation skills. The linguis­
tic skills gained in this course are applicable
to the study of any natural language, modern
or ancient. The argumentation skills gained in
this course are applicable to law and business,
as well as academic fields.
Primary distribution course. This course also
falls in the third category of courses approved
as counting toward a computer science con­
centration.
Fall. Sheffer.
51. Romance Syntax.
A comparative study of the syntax o f modern
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.

4

t>

52. Historical and Com parative
Linguistics.
We study the reconstruction of prehistoric
linguistic stages, the establishment of language
families and their interrelationships, and the
examination o f processes o f linguistic change.
For spring 1994, the second half of the semes­
ter will be devoted to reconstructing protoBantu. This course in this semester counts
toward the concentration in Black Studies.
Prerequisite: Ling. 1 or Ling. 45 o f permission
of the instructor.
Every other year.
54. Oral and W ritten 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 o f children’s fiction
and anyone else who is strongly interested in
child development or reading skills. (Crosslisted as Education 54.) (Studio course.)
Prerequisite: One o f Ling. 1, 40, 45, or 50.
Every other year. Napoli.

*

•

55. Language and Gender.
Reading literature from linguistics and femi­
nist theory, we study the part that (social)
gender plays in language use, structure, and
interpretation. A core question is whether and
how to resolve the tension between the scien­
tism of sociolinguistics and the context sensi­
tivity emphasized in cultural/feminist theory.
Prerequisite: Ling. 1 or Ling. 4 0 or Ling/
Psych. 34. (Cross-listed as Psych 55.)
Occasionally.
56. Message System s: Nonverbal
Communication.
(See Psychology 56.)
Spring. Moore.
69. Discourse Analysis.
(See Sociology/Anthropology 69.)
Fall. Wagner-Pacifici.
70F. Caribbean and French Civilizations
and Cultures.
(See French 70F.)
Rice-Maximin.

79. Colloquium: Language and Meaning.
(See Philosophy 26.)
Occasionally. Eldridge,
92. Research Practicum in
Psycholinguistics.
(See Psychology 92.)
Spring. Dufour.
93. Directed Reading o r Research.
Students may conduct a reading or research
program in consultation with the instructor
(permission of the instructor required).
Every semester. Staff.
94. Research P ro je c t
W ith the permission of the Program students
may elect to pursue a research program.
Fall or spring. Staff.
95. Community S e rvice Credit.
Linguistics offers two ways to get a credit for
community service work. First, you may work
with children in Chester public schools on
literacy. The prerequisites here are Linguistics/Education 54, the permission of the
chairs of both Linguistics and Education, and
the agreement of a faculty member in Linguis­
tics to mentor you through the project. Sec­
ond, you may work with children at the Oral
Program for the Hearing Impaired at the Kids’
Place in Swarthmore. The prerequisites here
are Linguistics 45, the permission o f the
chairs of both Linguistics and Education, and
the agreement of a faculty member in Linguis­
tics to mentor you through the project. In
either case, you would be required to keep a
daily or at least weekly journal of your expe­
riences and to write a term paper (the essence
of which would be determined by you and the
linguistics faculty member who mentors you
in this).
96. Senior Paper.
One or two credits.
Every semester. Staff.
99. Senior Conference.
The senior conference will normally be taken
in the senior year by all majors in linguistics.
Qualified juniors are also welcome. In this
course a non-IndoEuropean language or lan­
guage family will be examined as thoroughly
as possible (the syntax, semantics, phonology,
history, culture). Problems that cross various

171

Linguistics

components of the grammar (such as the
phonology-syntax interface, the syntax-seman­
tics interface, etc.) will be discussed in detail.
No prior knowledge o f the languages exam­

ined will be assumed. A good knowledge of
syntax, semantics, and phonology is essential.
(The language for spring 1995 is Navajo.)
Spring. Fernald.

SEM IN A R S
104. Culture and Creativity.
(See Sociology/Anthropology 104.)
Fall. Piker.
105. Sem inar in Phonology: M etrical
Phonology and the Analysis of Poetry.
This seminar examines metrical phonology
and its application to the metrical analysis of
poetry. There are weekly problem sets. We
will also write original poetry.
Prerequisite: Ling. 45.
Occasionally. Napoli.
106. Sem inar in Phonology.
This seminar will consider recent develop­
ments in the theory of phonology.
Prerequisite: Ling. 45.
Spring. Sheffer.
107. Sem inar in Psycholinguistics.
We will be studying the psychology of lan­
guage at the level o f the discourse. The first
part o f the course concerns the automatic
processes o f comprehension and production
of speech in discourse settings (monologues,
stories, brief exchanges between two speakers,
conversations); the students will be assigned
weekly problem sets during this part o f the
course. In the second half, we’ll study dis­
course styles and dialect variation, paying
attention to the role such variation has in the

construction of social categories; the students
will design and carry out a small original
research project for this part of the course.
Prerequisite: One o f the following: Psych/
Ling. 34, Psych. 40, Psych. 68, or the consent
of the instructor. This is a one credit seminar.
Every other year.
108. Sem inar in Syntax/Sem antics.
This seminar will focus on an issue that is
primarily syntactic.
Prerequisite: Ling. 50.
This course falls in the third category of
courses approved as counting for a computer
science concentration.
Occasionally. Napoli.
109. Sem inar in Sem antics/Syntax.
This seminar will focus on an issue that is
primarily semantic.
Prerequisite: Ling. 4 0 and 50.
Spring. Fernald.
114. Advanced Topics in Linguistics.
Occasionally. Staff.
116. Language and Meaning.
(See Philosophy 116.)
Eldridge.
180. Thesis
Every semester. Staff.

31

Literature

I
Coordinator: PHILIP NIETZIDAKIS (Modern Languages and Literatures)

75

■

»

The Literature major is administered by a Lit­
erature Committee made up o f the Coordina­
tor and faculty representing the Departments
of Classics, English Literature, and Modern
Languages and Literatures. The basic require­
ment for the major is work in two or more
literatures in the original language. Students
applying for the major will submit to the
Literature Coordinator a proposal o f integrated study which sets forth the courses
and/or seminars to be taken and the principle
of coherence on which the program 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 student.
In lieu o f a regular course, the Literature
Committee will consider proposals for one or
more research papers written as course at­
tachments or for the substitution of an ex­
tended research paper for course credit.
Requirements for a Major in Course:

g,

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1. A minimum of ten one-credit courses, or,
where appropriate, a combination o f onecredit courses and two-credit seminars to
make a minimum of ten credits, in two or
more literatures, including a substantial concentration o f work—normally not fewer than
five courses—in one o f the literatures. Only
courses numbered 11 or above in Classics and
Modern Languages and Literatures are
counted as constituents o f the Literature
major. O f English courses numbered 2
through 15, only one may be counted for the
major. Courses in literature in translation
may be counted toward the major, but literary
works which comprise the student’s senior
papers or Honors thesis are to be read in the
original languages.

2. Three senior papers planned in the spring
of the junior year, each o f no less than fifteen
*
pages. The student will submit to the Com­
mittee an outline for each of the papers and
propose faculty advisors from appropriate
departments for each paper before the end of
S
the junior year. The senior papers count for
! one credit and should represent serious, pol| ished expressions of the student’s program of

study. In some cases the Committee may ask
that the papers be written in whole or in part
in the language of a literature studied other
than English. The three senior papers are to
be submitted to the student’s advisors during
the spring semester of the senior year as
follows: first paper, no later than February 28;
second paper, no later than March 31; third
paper, no later than April 30. Under special
circumstances a single senior paper of consid­
erable scope and depth may be permitted by
the Committee in lieu o f three papers.
3. An oral comprehensive examination,
to one and a half hours in length, at the
of the senior year, based on the courses
seminars comprising the major and on
senior papers.

one
end
and
the

Requirements for a Major in the External Exam­
ination Program (Honors):
1. Six seminars (or the equivalent), including
at least three in one department and significant
work in a foreign language, ancient or modem.
Literature majors in the Honors Program
write a thesis which integrates the work o f the
major in accordance with the principle of
coherence on which the program o f study is
based. The thesis is offered as one of the six
papers (equivalents of seminars) for external
examination.
Procedures for a ll Majors
All majors will meet with members o f the
Literature Coordinator before the end of the
junior year to review and assess the student’s
program. As stated above, the student will at
this time submit outlines for the senior essays
and propose faculty advisors.
Note: Prospective majors in Literature are
urged to plan their course work so as to have
acquired the linguistic competence needed
for their program by the junior year.
The courses and seminars that compose the
Literature major’s formal field o f study will
naturally differ with each major. Attention is
called, however, to the following offerings
presently listed in the Catalogue:
Classics 21. Ancient Greece.

173

Literature

41

Classics 33. Greek Literature in
Translation.

LIT 37G. History and M em ory: The
Holocaust and German Culture.

Classics 34. Women in Classical
Literature.

LIT 50G. 20th Century German Women
in Film and Literature.

Classics 36. Classical Mythology.

LIT 77G. Literature of Decadence.

Classics 82. The Ancient Theater.

LIT 68F: Prisons, Madness, and
Sexuality: Michel Foucault and
European Literature.

English 72. P ro u s t Jo yce , Faulkner.
English 73./French 75. Proust/Joyce.
English 76. The Black African W riter.
English 79. Studies in Comparative
Fiction.

LIT 70F. Caribbean and French
Civilizations and Cultures.
LIT 71F. “ Epistemology of the Closet”:
Literary and Theoretical Constructions
of Male Homosexuality.

LIT 14. Modern European Literature.

LIT 96. Thesis.

LIT 18Ch. Th e Classical Tradition in
Chinese Literature.

174

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LIT 73F. Franco-European Theatre.

English 115. Modern Com parative
Literature.

LIT 17Ch. Vernacular, Modern, and
Contem porary Chinese W ritings.

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LIT 97. Thesis.
LIT 180. Thesis

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Mathematics and Statistics

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GUDMUND R. IVERSEN, Professor of Statistics
CHARLES F. KELEMEN, Professor of Computer Science and Mathematics
EUGENE A. KLOTZ, Professor
STEPHEN R. MAURER, Professor
CHARLES M. GRINSTEAD, Associate Professor
HELENE SHAPIRO, Associate Professor
DON H. SHIMAMOTO, Associate Professor and Chair
MICHAEL L CATALANO-JOHNSON, Assistant Professor
THOMAS HUNTER, Assistant Professor3
AIMEE S.A. JOHNSON, Assistant Professor
JA N E T C. TALVACCHIA, Assistant Professor

People study mathematics and statistics for
several reasons— some like it, some need it as
a tool, and some study it simply because they
think they should. The Department of Mathe­
matics and Statistics aims to provide a selec­
tion of courses to meet varying needs—to
offer a program that will enable students both
to develop a firm foundation in the basic areas
of pure mathematics and to see mathematical
and statistical methods used to define and
solve in a precise way problems arising in
physical science, computer science, social science, and operations research. Mathematics
and statistics have grown enormously in recent
years, developing an increasing number of
specialties and a tremendous variety of applications. All mathematical endeavor, however,
is based upon logical argument, abstraction,
precise expression, and an analytical approach
to problem solving. Ideally, the study of mathe­
matical 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 study­
ing mathematics will foster an appreciation
for the beauty and power of its methods,
abstract approach, and rigorous logical struc­
ture.
First Year Courses: Mathematics courses appropriate for first semester freshmen in Fall
1994 with normal high school preparation
include Stat 2 (Statistical Methods), Math 5
(Calculus 1), Math 5s (Calculus I Seminar)
and Math 9 (Discrete Mathematics). In the

second semester, Stat 1 (Statistical Thinking),
Math 3 (Basic Mathematics), Math 4 (Calcu­
lus Concepts), and Math 9 (Discrete Mathe­
matics) may be available, again with only
normal high school preparation. Stat I, Math
4, Math 5s, and Math 9 are primary distribu­
tion courses. Entering students may place into
certain higher level courses (the half-semester
courses 6A, 6B, 6C, 6D, or the semester
courses 6s, 16, 16H) by scoring sufficiently
well on the departmental calculus placement
exam, or by taking certain standardized exams
(see below). Students who would like to
begin calculus (Math 5 or 5s) but are not sure
they are prepared should take the departmen­
tal calculus readiness exam.
Advanced Placement Policy: The Department
administers two placement exams prior to the
beginning of classes in the fall, one for stu­
dents who have studied calculus and one for
students who have not. Entering first-year
students receive information over the summer
that explains who should take the exams,
which exam should be taken, and when. The
placement exams are used for placement pur­
poses only, not credit. Advanced placement
credit in mathematics (that is, credit in math­
ematics that counts towards graduation from
Swarthmore for work done before a student
enters Swarthmore) is awarded as follows.
One credit (for Math 5 ) will be given for a
score o f 4 on the AB or BC Advanced Place­
ment Test or for a score of 5 on the Higher
Level Mathematics Test o f the IB (Interna­
tional Baccalaureate). One and a half credits

3 Absent on leave, 1994-95.

175

Mathematics and Statistics
*
(for Math 5 and 6A ) will be given for a score
o f 5 on the AB or BC Advanced Placement
Test or for a score 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 o f by passing the final
exams in these courses with a grade o f straight
C or better. These exams must normally be
taken during the student’s first semester at
Swarthmore, at the time when the final exam
is given for the course. Students who wish to
take these exams must arrange to do so with
the Department Chair. Advanced Placement
credit will be given to entering students only
during their first semester at Swarthmore.
Students who are eligible for advanced place­
ment credit for a course, but who take the
course anyway, will not receive the advanced
placement credit.
Freshmen seeking advanced placement for
calculus taken at another college must nor­
mally validate their work by taking the appro­
priate Swarthmore examination, as described
above.
Freshmen who have done work in mathemat­
ics beyond the Math 5, 6 level before entering
Swarthmore should consult the Department
Chair to determine which course is appropri­
ate for them. The department will not nor­
mally give credit for such work, however.
Introductory Statistics: Students who do not
know calculus can take Stat 1 or 2. Stat 1 is
a primary distribution course intended to
show how statistics is used to help obtain an
understanding 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 23 instead o f Stat 2. Both Stat
2 and 23 lead to Stat 27 on multivariate
statistical analysis. Students with a strong
background in mathematics can begin with
the more theoretical Stat 53 and continue
with the one-credit seminar Stat 111.
Secondary Teaching Certification: Whether or
not one majors in Mathematics, the courses
required as part o f the accreditation process
for teaching mathematics at the secondary
level are: a) three semesters o f calculus (Math
5 , 6A - 6B, 18/18H); b ) one semester of linear
algebra (Math 16/16H); c) at least one semes­
ter of discrete mathematics (Math 9 ,6 5 or 72)

176

or computer science (CS 10 or 2 0); d) geom­
etry (Math 45); e) one semester o f modern
pure or applied algebra (Math 3 7 ,4 8 , or 49);
f) one semester o f statistics or probability
(Stat 1, 2, 23, 53, or Math 41, 105). In
addition, students are advised strongly to take
further mathematics courses emphasizing
modeling and applications, and/or to take at
least one course in the Natural or Social
Sciences in which mathematics is used in a
significant way. To be recommended for cer­
tification, a student must have an average
grade of C or better in all math and stat
courses. For further information about certi­
fication requirements, consult the Education
Department (see page 123 of this catalogue).
Requirements for a major in Mathematics: A
student should obtain credit for, or place out
of, at least four o f the following five courses
by the end of the sophomore year: Calculus I
(Math 5 or 5s), Calculus II (Math 6A - 6B, or
6s), Discrete Mathematics (Math 9), Linear
Algebra (Math 16/16H) and Several Variable
Calculus (Math 18/18H). In any event, all
majors must complete Math 16 and 18 by the
end o f the first semester of the junior year.
Students apply for a major in the middle of the
second semester of the sophomore year. In
addition to the course requirements in the
previous paragraph, a candidate should have
a grade point average in mathematics and
statistics courses to date o f at least C + . This
should include at least one grade at the B level.
In some cases, applicants may be deferred
pending successful work in courses to be
designated by the Department.
Requirements for acceptance as a mathematics
major in the External Examination Program
are more stringent and include a grade point
average in mathematics and statistics courses
of B + or better. Potential math majors may
want to consider including in the sophomore
year a course that emphasizes theory and
provides an opportunity for Writing proofs.
Department faculty can give advice on appropriate courses.
By graduation, a mathematics major must
have at least 10 credits in mathematics and
statistics courses. At most 5 of the credits
counted in the 10 may be for courses num­
bered under 25. (Certain courses in this
category are not to count toward the major.

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These are so indicated under the course listings in this catalogue.) Furthermore, every
major must take the core analysis course,
Introduction to Real Analysis (Math 47), and
the core algebra course, Introduction to Mod­
em Algebra (Math 49). Math 47 and Math 49
will be offered every fall semester. At least
one of these courses should be taken no later
than the fall semester of the junior year.
Finally, course majors must also pass Math
97, the Senior Conference. Progress o f majors
will be reviewed at the end of each semester.
Students not making satisfactory progress
may be dropped from the major.

£

Students interested in mathematics and com­
puter science should consider a Mathematics
major with a Concentration in Computer
Science or a Special Major in Mathematics
and Computer Science. Details on these op­
tions are in the catalogue under Computer
Science.

A mathematics major in the External Exami­
nation Program will normally include the
analysis sequence—Introduction to Real Anal­
ysis (Math 47), Real Analysis Seminar (Math
101)—for one "paper” (i.e., one External
Examination), and the algebra sequence—
Introduction to Modern Algebra (Math 49),
Modern Algebra Seminar (Math 102)—for a
second paper. Math 101 and Math 102 are one
credit seminars and will be offered every
spring semester. A program that includes
these two papers plus two others from those
seminars listed in the catalogue provides a
strong preparation for graduate work in math­
ematics and related areas. Various courses can
sometimes be combined for papers as well;
the Department has a handout giving exampies.

Sample program for majors thinking of grad­
uate work in social or management science, or an
MBA. Basic courses: Math 5 (or 5s), 6A - 6B
(or 6s), 9, 16, and 18; Computer Science 20.
Advanced courses: a) Modeling (Math 61);
b) at least one of Probability (Math 41),
Mathematical Statistics I (Stat 53), and pos­
sibly Mathematical Statistics II (Stat 111); c)
at least one of Combinatorics (Math 6 5 ) or
Operations Research (Econ 32 ); d) the two
required core courses (Math 47 and Math
49 ); e) Differential Equations (Math 30).
Since this is a heavy program (one who hopes
to use mathematics in another field must have
a good grasp both of the mathematics and of
the applications), one o f the core course
requirements may be waived with permission
o f the Department.

Mathematics majors are urged to study in
some depth a discipline that makes use of
mathematics. All mathematics and statistics
students are urged to acquire some facility
with the computer. Students bound for grad­
uate work in mathematics should obtain a
reading knowledge o f French, German, or
Russian.

Sample program for students thinking of grad­
uate work in operations research. Basic courses:
same as previous paragraph. Advanced
courses: a) the two required core courses
(Math 47 and Math 49); b) Combinatorial
Optimization (Math 72) and Combinatorics
(Math 65); c) Probability (Math 41 or 105);
d) at least one of Number Theory (Math 37),
Mathematical Statistics (Stat 53), or Model­
ing (Math 61).

Special emphases:
The above requirements allow room to choose
an optional special emphasis within the Math­
ematics major. For instance:
V

111) for one or two credits; d) Multivariate
Statistics (Stat 27) or, perhaps, Econometrics
(Econ 135); e) another mathematics course
numbered 25 or above. Students are encour­
aged but not required to select the core algebra
course (Math 4 9 ) if they choose this empha­
sis.

A student may major in Mathematics with an
emphasis on statistics by taking the following
courses at the advanced level: a) the core
analysis course (Math 47); b ) Probability
(Math 41) or the Probability Seminar (Math
105); c) Mathematical Statistics I (Stat 53)
and possibly Mathematical Statistics II (Stat

Stat 1. Statistical Thinking.
Statistics provides methods for how to collect
and analyze data and generalize from the results
o f the analysis. Statistics is used in a wide
variety o f fields, and the course provides an
understanding of the role o f statistics. It is
intended for students who want an apprecia­
tion o f statistics without having the need to
learn how to apply statistical methods. It

177

Mathematics and Statistics

provides an intuitive understanding of statiS'
tical concepts and makes use of modern sta­
tistical software for the Macintosh computer.
Primary distribution course.
Often both semesters, spring semester only in
1994- 95. 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 correlations,
analysis o f variance, and regression analysis.
The course is intended for students who want
a practical introduction to statistical methods
and who intend to do statistical analysis them­
selves, mainly in the biological and social
sciences. It is not a prerequisite for any other
department course except Stat 27, nor can it
be counted toward a major or minor in the
Department.
Fall semester. Iversen.
Math 3. Basic M athem atics.
For students with fewer than four years of
high school mathematics or whose previous
experience with mathematics has not been
entirely prosperous. The course focuses on
( 1 ) review and remedial work and ( 2 ) prepa­
ration for calculus or discrete mathematics.
All enrollees must take the departmental cal­
culus readiness test given during Orientation
Week. (The results will be used to determine
if Math 3 will be offered and to help determine
classroom topics and individualized work.)
This course cannot be counted toward a
major in Mathematics.
Spring semester i f offered.
Math 4. Calculus Concepts.
Introduction to the concepts, methods, and
applications of calculus. Intended primarily
for students whose preparation is limited or
weak, Math 4 proceeds more gently and less
far than Math 5. Students who have had
calculus in high school may not take Math 4
without permission of the instructor. Stu­
dents who complete Math 4 are encouraged to
continue into the mainstream with Math 5.
W ith permission o f the Department, they
may receive credit for Math 5 after Math 4
(this rule went into effect beginning with
Math 5 taken in Fall 1993). Otherwise, credit
is not granted for both Math 4 and Math 5.

178

Prerequisite: four years of high school math­
ematics not including calculus, or permission
of the instructor based on the calculus readi­
ness exam given during Orientation Week in
the fall.
Primary distribution course.
Spring semester i f offered.
Math 5. Calculus I.
This first semester calculus course will cover
topics in the differentiation and integration of
functions o f one variable. These topics in­
clude: limits, derivatives, continuity, tech­
niques o f differentiation, applications to
graphing and extreme value problems, the
integral, the fundamental theorem o f calculus,
and applications of the integral.
Fall semester. A. Johnson, Shapiro.
Math 5s. Calculus I Sem inar.
Math 3s covers the same material as the
lecture-based Math 5 but uses a seminar
format (10-14 students) with additional meet­
ings and lots o f hands-on activities, e.g., writ­
ing, oral presentations, group work, computer
work. Intended for students who feel they
could benefit from the collaborative seminar
format and who wish to be challenged to excel
in calculus so that they gain more confidence
to continue with mathematics and science.
Primary distribution course.
Fall semester. Maurer, Shimamoto.
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 o f Math 6 they
plan to take at any time during the semester.
Math 6s is a full-semester seminar version of
Math 6A and 6B.
Math 6A. Calculus IIA.
This course is a continuation of the material
o f the calculus begun in first semester calculus
(Math 5 ) and is the prerequisite for Math 16
(Linear Algebra) and Math 18 (Several Vari­
able Calculus) as well as for 6B and 6C. Topics
will include exponential and logarithmic func­
tions, inverse trigonometric functions and
their derivatives, methods o f integration, im-

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proper integrals and Taylor polynomials, e.g.,
quadratic and cubic approximations to func­
tions like sin x. Math 6A is a one-half credit
course.
Prerequisite: Math 5 or 5s.
Fall semester (first half) and spring semester
(first half). Fall semester: Kioto, Talvacchia.

in space, e.g., convex sets. Guest lectures may
introduce briefly many additional topics.
Math 6D is a one-half credit course.
Prerequisite: Math 6B (in exceptional cases,
Math 6A) and either departmental recom­
mendation or permission of the instructor.
Fall semester (second half). Maurer.

Math 6B. Calculus IIB.
This course continues the topic o f approxi­
mation begun in Math 6A. It will include
further material on Taylor polynomials as
well as material on infinite series, convergence
tests, and power series solutions to differential
equations. Math 6B should be taken by anyone
planning to take mathematics courses beyond
the freshman-sophomore level. It is required
of all students majoring in Mathematics, Chem­
istry, Physics, or Engineering. Math 6B is a
one-half credit course.
Prerequisite: Math 6A.
Fall semester (each half) and spring semester
(second half). Fall semester: Kioto, Maurer,
Shapiro, Talvacchia.

Math 6s. Calculus II Sem inar
A continuation o f Math 5s, in the same style.
Covers the material of Math 6A and 6B.
Prerequisite: Math 5s, or Math 5 and permis­
sion o f the instructor.
Primary distribution course.
Each semester. Fall semester: Grinstead.

Math 6C. Calculus IIC.
This course emphasizes the differential as1 pects of several variable calculus covered in
■
the first half of Math 18. In addition, multiv­
ariable 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 (espe­
cially in economics) who look upon Math 6 as
I 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.
I Fall semester (second half) and spring semester
H
(second half). Fall semester: Shapiro.
Math 6D. Postcalculus.
A special course, in the second half of the fall
semester, primarily for first-year students who
H
place into Math 6B in August. Math 6D is for
I students who like mathematics and are curious
I to know what it might be like to major in it.
I Each year the contents o f 6D will be selected
I from the wealth of modern mathematics that
■
cannot be introduced in standard freshmanI sophomore courses. In 1994, the main topic
I may be the interplay of geometry and linearity
I
I

Math 9. Discrete Mathematics.
An introduction to noncontinuous mathe­
matics. The key theme is how induction,
iteration, and recursion can help one discover,
compute, and prove solutions to various prob­
lems— often problems of interest in computer
science, social science, or management. Topics
include algorithms, graph theory, counting,
difference equations, and finite probability.
Special emphasis on how to write mathemat­
ics.
Prerequisite: 4 years o f high school mathemat­
ics. The level of sophistication is similar to
that in Math 16 or 18, but no calculus is used
or assumed. Familiarity with some computer
language is helpful but not necessary.
Primary distribution course.
Each semester. Fall semester: Catalano-Johnson.
Math 16. Linear Algebra.
The subject matter o f this course consists of
vector spaces, matrices, and linear transfor­
mations with applications to solutions of
systems of linear equations, determinants,
and the eigenvalue problem.
Prerequisite: A grade of C or better in Math
6A or Math 9, or placement by departmental
exam.
Each semester. Fall semester: Catalano-Johnson.
Math 16H. Linear Algebra
Honors Course.
This honors version of Math 16 will be more
theoretical, abstract, and rigorous than its
standard counterpart (the subject matter will
be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally
strong mathematical skills, especially if they

179

Mathematics and Statistics

are thinking o f a mathematics major.
Prerequisite: A grade of B or better in Math
6A or Math 9, or placement by departmental
exam.
Fall semester. A. Johnson.
Math 18. Several Variable Calculus.
This course considers differentiation and in­
tegration o f functions of several variables
with special emphasis on two and three di­
mensions. Topics include partial differentia­
tion, extreme value problems, Lagrange multi­
pliers, multiple integrals, line and surface
integrals, Green’s, Stokes’, and Gauss’ Theo­
rems. Often there is one section for students
who have had linear algebra (Math 16 or 16H)
and another for students who have not.
Prerequisite: Math 6A or equivalent.
Recommended: Math 16.
Each semester. Fall semester: Grinstead, Klotz.
Math 18H. Several Variable Calculus
Honors Course.
This honors version of Math 18 will be more
theoretical, abstract, and rigorous than its
standard counterpart (the subject matter will
be equally as valuable in applied situations,
but applications will be less dwelt upon). It is
intended for students with exceptionally
strong mathematical skills and primarily for
those who have completed Math 16H success­
fully.
Prerequisite: A grade of C or better in Math
16H or permission o f the instructor.
Spring semester.
Stat 23. Statistics.
This calculus-based introduction to statistics
covers most o f the same methods examined in
Stat 2, but the course is taught on a higher
mathematical level. The course is intended for
anyone who wants an introduction to the
application o f statistical methods.
Prerequisite: Math 4 or 5.
Spring semester.
Stat 27. M ultivariate Statistical
Methods.
Given as a continuation of Stat 2 or Stat 23,
the course deals mainly with the study of
relationships between three or more varia­
bles.
Alternate years. Spring semester.
Not offered 1994- 95.

Math 30. Differential Equations.
An introduction to differential equations that
includes such topics as first order equations,
linear differential equations, series solutions,
first order systems o f equations, approxima­
tion methods, some partial differential equa­
tions.
Prerequisites: Math 6B and 16 and either 18 or
6C, or permission of the instructor.
Spring semester.
Math 37. Num ber Theory.
The theory of primes, divisibility concepts,
and the theory of multiplicative number the­
ory will be developed. Students are also ex­
pected to learn how to construct a mathemati­
cal proof.
Prerequisite: permission of the instructor.
Primary distribution course.
Alternate years. Fall semester. Grinstead.
Math 41. Probability.
This course considers both discrete and con­
tinuous probability theory. The classical dis­
tributions— Binomial, Poisson, and Nor­
mal—are studied. Other topics to be
discussed are the Central Limit Theorem, the
laws o f large numbers, and generating func­
tions.
Prerequisite: Math 6B, and 9 or 18, or permis­
sion of the instructor.
Alternate years. Fall semester.
Not offered 1994- 95.
Math 45. Topics in Geometry.
Course content varies from year to year.
Normally, a portion o f the course will be
devoted to projective geometry and to noneuclidean geometries.
Prerequisites: None, but some college mathe­
matics is advised. See the instructor if in
doubt.
Primary distribution course.
Alternate years. Fall semester.
Not offered 1994- 95.
Math 46. Th e o ry of Computation.
(Cross-listed as Computer Science 46. Please
see Computer Science for description.)
Math 47. Introduction to Real Analysis.
This course concentrates on the careful study
of the principles underlying the calculus of
real valued functions o f real variables. Topics
will include point set topology, compactness,

connectedness, and uniform convergence. Can
be taken with Math 101 for an External
Examination paper.
Prerequisites: Math 6B, 16 and 18, or permis­
sion of the instructor.
Primary distribution course.
Fall semester. Shimamoto.
Math 48. Topics in Algebra.
Course content varies from year to year de­
pending on student and faculty interest. Re­
cent offerings have included Algebraic Coding
Theory, Groups and Representations, Finite
Reflection Groups.
Prerequisite: Math 16 and possibly Math 49.
Alternate years. Spring semester.
Not offered 1994- 95.
Math 49. Introduction to
Modern Algebra.
This course is an introduction to abstract
algebra and will survey basic algebraic sys­
tems—groups, rings, fields. W hile these con­
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems and
proofs and rigorous, mathematical reasoning.
Can be taken with Math 102 for an External
Examination paper.
Prerequisite: Math 16 or permission o f the
instructor.
Primary distribution course.
Fall semester. Shapiro.
Stat 53. Mathematical Statistics I.
Based on probability theory, this course ex­
amines the statistical theory for the estimation
of parameters and tests o f hypotheses. Both
small and large sample properties of the es­
timators are studied. The course concludes
with the study o f models dealing with rela­
tionships between variables including chisquare and regression analysis. Can be taken
with Math 111 for an External Examination
paper.
Prerequisites: Math 16 and 18, or permission
of the instructor.
Alternate years. Fall semester. Iversen.
Math 61. Modeling.
An introduction to the methods and attitudes
of mathematical modeling. Since modeling in
natural science and engineering is already
taught in courses in those disciplines, appli­
cations in this course will be primarily to
social and biological sciences. Various stan­

dard methods used in modeling will be intro­
duced: differential equations, Markov chains,
game theory, graph theory, computer simula­
tion. The emphasis, however, will be on how
to apply these subjects to specific modeling
problems, not on their systematic theory. The
format of the course will include projects as
well as lectures and problem sets.
Prerequisites: Math 16 and 18, or permission
of the instructor.
Alternate years. Fall semester. Maurer.
Math 65. Com binatorics.
This course continues the study of noncontinuous mathematics begun in Math 9. The
topics covered include three broad areas:
Counting Theory, Graph Theory, and Design
Theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations be­
tween certain graphical invariants. Certain
areas such as Extremal Graph Theory and
Ramsey Theory may be introduced. The third
area introduces combinatorial structures such
as matroids, design, codes, and Latin squares.
Prerequisites: Math 9 and at least one other
course in Mathematics.
Alternate years. Spring semester.
Math 72. Topics in Combinatorial
Optimization.
Topics vary from year to year and will be
chosen from such things as linear program­
ming, network flows, game theory, graph the­
ory algorithms, number theory algorithms,
and complexity theory.
Prerequisites: Math 9 and at least one higher
numbered mathematics course.
Recommended: CS 20.
Alternate years. Fall semester.
Not offered 1994- 95.
Math 81. Partial Differential Equations.
The first part of the course consists of an
introduction to linear partial differential
equations of elliptic, parabolic, and hyperbolic
type via the Laplace equation, the heat equa­
tion, and the wave equation. 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 18, and either Math 30 or
Physics 5 0 or permission of the instructor.
Alternate years. Spring semester.
Not offered 1994- 95.

181

Mathematics and Statistics

Math 82. Functions of a Complex
Variable.
Topics include: analytic functions, integration
and Cauchy’s Theorem, power series, residue
calculus, conformal mapping, and harmonic
functions. Applications to the physical sci­
ences will be considered. May be taken with
Math 81 for an External Examination paper.
Either Math 82 or Math 103 will be offered in
the spring semester o f odd-numbered years.
Prerequisite: Math 47.
Alternate years. Spring semester.

tions, geodesics, curvature, etc.) in the context
o f curves and surfaces. These topics will then
be examined in the more general setting of a
Riemannian manifold. A few topics in global
differential geometry will be chosen according
to the interests of the students enrolled. Either
Math 86 or Math 106 will be offered in the fall
semester o f even-numbered years.
Alternate years. Pall semester. Talvacchia.

Math 85. Topics in Analysis.
Course content varies from year to year.
Recently it has been an introduction to dy­
namical systems, continuous and discrete.
Such systems underlie models for population
fluctuation, celestial mechanics, and chemical
kinetics. They also provide a framework for a
mathematical understanding o f stability, tur­
bulence, chaos, and fractals.
Prerequisites: Math 16 and Math 18.
Alternate years. Spring semester.

Math 97. Senior Conference.
Required o f all senior mathematics majors in
the course program, this half-credit course
provides them an opportunity to delve more
deeply and on their own into a particular topic
in mathematics. This is accomplished through
a written paper and an oral presentation on a
mathematical topic agreed upon by the stu­
dent and the instructor. The work is spread
throughout the year with the talks and papers
normally presented in the Spring. Students
register for this course for the spring semester
but must also sign in with the instructor for
the fall semester.
One-half credit.
A ll year. Talvacchia.

Math 86. Advanced Topics in Geometry.
Course content varies from year to year. The
topic for 1994-95 will be Differential Geom­
etry. The course will begin by introducing the
basic ideas of differential geometry (connec­

Math 93/Stat 93. Directed Reading.
Math 96/Stat 96. Thesis.

SEM IN A R S
Math 101. Real A nalysis II.
This seminar is a continuation o f the material
in Introduction to Real Analysis (Math 47).
Topics include the inverse and implicit func­
tion theorems, differential forms, and Lebesgue integration.
One credit.
Prerequisite: Math 47.
Spring semester.
Math 102. Modern Algebra II.
This seminar is a continuation of Introduction
to Modern Algebra (Math 49). Topics covered
usually include field theory, Galois theory
(including the insolvability o f the quintic),
the structure theorem for modules over prin­
cipal ideal domains, and a theoretical devel­
opment of linear algebra. Other topics may be
studied, depending on the interests o f students
and instructor.

182

One credit.
Prerequisite: Math 49.
Spring semester.
Math 103. Complex Analysis.
A brief study of the geometry of complex
numbers is followed by a detailed treatment
of the Cauchy theory o f analytic functions of
a complex variable. Various applications are
given and some special classes of functions,
such as elliptic functions, are studied. Ana­
lytic continuation and the theory o f Weierstrass are also discussed. A two-credit seminar
which may be offered in the spring o f oddnumbered years in place of Math 8 2, if there
is sufficient interest.
Prerequisite: Math 47.
Alternate years. Spring semester.

»

Math 104. Topology.
An introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
continuity, classification o f surfaces, elemen­
tary homotopy theory, the fundamental
group, simplicial complexes and homology
(including related algebra). The seminar
builds upon the students’ background in anal­
ysis and algebra.
Two credits.
Prerequisites: Math 47 and 49.
Alternate years. Spring semester.
Not offered 1994- 95.
Math 105. Probability.
The ideas of sample space and probability
distribution are introduced, including the
binomial, Poisson and normal distributions.
Laws of large numbers and the Central Limit
Theorem are discussed. Other topics include
the idea of randomness, generating functions,
random walk problems, and Markov chains.
A two-credit seminar which may be offered in
place of Math 41, if there is sufficient interest.
Prerequisites: Math 6B, and 9 or 18, or per-

mission o f the instructor.
Alternate years. Fall semester.
Not offered 1994- 95.
Math 106. Advanced Topics in
Geometry.
A two-credit seminar version o f Math 86,
which may be offered in the fall of evennumbered years in place o f Math 86, if there
is sufficient interest.
Alternate years. Fall semester.
Not offered 1994- 95.
Stat 111. Mathematical Statistics II.
This one-credit seminar is offered as a contin­
uation of Stat 53. It deals mainly with statis­
tical models for the relationships between
variables. The general linear model, which
includes regression, variance, and covariance
analysis, is examined in detail. Topics also
include nonparametric statistics, sampling the­
ory, and Bayesian statistical inference.
One credit.
Prerequisite: Stat 53.
Alternate years. Spring semester. Iversen.

at

183

Medieval Studies

Coordinator: STEPHEN P. BENSCH (History )3
Committee:

Michael W. Cothren (Art History)
Michael M arissen (Music)
Rosaria V. Munson (Classics)
Ellen Ross (Religion)
W illiam N. Turpin (Classics)
Craig W illiam son (English)

This program offers an opportunity for a
comprehensive study of European and Medi­
terranean civilization from the fourth century
to the fifteenth. The period, which has a
critical importance for the understanding of
Western culture, can be approached best
through a combination of several disciplines.
Hence eight Departments (Art, Classics, En­
glish Literature, History, Modem Languages,
Music, Religion, and Philosophy) cooperate
to provide a course of study which may be
offered as a major in either the course Program
or the External Examination (Honors) Pro­
gram.
For a major in the Course Program the re­
quirements are as follows:
1. Latin 14, Mediaeval Latin
1 course in Medieval History (History 6,
10A-17)
Religion 17
The prerequisites for the courses listed above
are:
Latin 1-2 or the equivalent; an introductory
history course; Philosophy 1; an introductory
religion course.
2. Five other medieval courses or seminars
chosen from three or four o f the following
fields:
1) Art History
2 ) History
3) Literature (Classics, English, CEL,
French, Spanish)
4 ) Music
5 ) Philosophy
6 ) Religion
Other courses appropriate to Medieval
Studies that are from time to time included

3 Absent on leave, 1994-95.

184

in departmental offerings.
Directed readings in medieval subjects.
3. A student may write a thesis as a substitute
for a course during the first semester of
the senior year.
4. The student must pass a comprehensive
examination in the senior year based on
courses taken in the medieval field. The
examination includes a section o f Latin
translation.
For a major in the Honors Program the re­
quirements are as follows:
1. The student must satisfy the language and
distribution requirements o f the program,
as listed above, by appropriate courses or
seminars. Some work in one or more of
the fields included in the program must be
done before admission to the Program.
2. Seminars may be chosen from the follow­
ing fields: A rt History, History, Literature
(Classics, English, Modem Languages),
Music, Philosophy, Religion.
3. By attachments to the courses listed above,
and by writing a thesis, the student may
expand the possibilty o f work in the Ho­
nors Program beyond these five seminars.
Courses currently offered in Medieval Studies:
(See catalogue sections for individual depart­
ments to determine specific offerings in 199495.)
A rt H istory 14. Medieval Survey.
A rt H istory 47. Late Antique, Early
Christian, and Byzantine A r t
Classics 60. Dante and the Classical
Tradition.

<*

4

"*

Medieval Studies

English 16. S u rve y of English
Literature, I.

Religion 17. Western Religious Thought
from 325 to 1500.

English 21. Chaucer.

Religion 23. Catholic Traditions.

English 23. Old English/History of the
Language.

Spanish 30. Literature Medieval.

History 6. Th e Formation of the Islam ic
Near Ea st
History 10A. The Barbarian North.
History 14. Friars, Heretics, and
Female M ystics: Religious Turm oil
in the Middle Ages.
History 15. Medieval Tow ns.
History 17. The Mediterranean W orld in
the Middle Ages.

«*

Spanish 41. Obras m aestras de la Edad
Media y del Renacimiento.
Medieval Studies 96. Thesis.
Seminars currently offered in Medieval
Studies:
A rt History 145: Gothic A rt and
Architecture.
English 102: Chaucer and Medieval
Literature.

Latin 14. Medieval Latin.

History 111: Authority and Community
in Medieval Europe.

Music 20. Medieval and Renaissance
Music.

Religion 111: Medieval Theology and
Contem porary Feminism.

Music 45. Performance (e a rly m usic
ensemble).

105

Modera Languages and Literatures
*
THOMPSON BRADLEY (Russian), Professor
MARION J . FABER (German), Professor and Acting Chair, Spring semester 1995
JOHN J . H A SSE TT (Spanish), Professor
PHILIP METZIDAKIS (Spanish), Professor
GEORGE MOSKOS (French), Professor and Chair, 1 9 9 2 -9 5 13
ROBERT ROZA (French), Professor2 12
BRIGITTE LANE (French), Associate Professor 10
ALAN BERKOWITZ (Chinese), Assistant Professor
SIBELAN FORRESTER (Russian), Assistant Professor 1
AURORA CAMACHO de SCHM IDT (Spanish), Assistant Professor
HAILI KONG (Chinese), Assistant Professor
LI-GHING CHANG MAIR (Chinese), Assistant Professor (part-time)
ANNE MENKE (French), Assistant Professor11
MICHELINE RICE-MAXIMIN (French), Assistant Professor3*
HANS-JUERG RINDISBACHER (German), Assistant Professor
PATRICE TERRONE (French), Visiting Assistant Professor
BEATRIZ URRACA (Spanish), Visiting Assistant Professor5
H AN S-JAKO B WERLEN (German), Assistant Profess1or 2
CAROLE NETTER (French), Instructor (part-time)
ELKE PLAXTON (German), Instructor (part-time)
MARY JO BRISSON (Spanish), Lecturer
EDWARD DIXON (German), Lecturer
JOAN FRIEDMAN (Spanish), Lecturer
EVGENIYA L. KATSENELINBOIGEN (Russian), Lecturer
MARY K. KENNEY (Spanish), Lecturer
PAUL RONG U O U (Chinese), Lecturer
GUY MARTINO (French), Assistant

The purpose of the major is to acquaint
students with important periods and principal
figures of the literatures taught in the Depart­
ment, to develop an appreciation of literary
and cultural values, to provide training in
critical analysis, and to foster an understand­
ing of the relationship between literary phe­
nomena and the historical and cultural forces
underlying the various literary traditions. In
addition to demonstrated competence in the
language, a foreign literature major will nor­
mally complete a minimum of eight credits in
advanced language, literature and civilization

courses or seminars (including Special Top­
ics), and pass a comprehensive examination.
One of the required courses for the foreign
literature major may be taken in English from
among those courses listed under Literatures
in Translation provided that it is a course
pertinent to the student’s specific major. Stu­
dents whose interests lie primarily in language
are advised to consider the possibility of a
major in Linguistics and Foreign Languages.
Students interested in studying literature in
more than one language are encouraged to
consider a Literature major.

1 Absent on leave, fall semester, 1994.
2 Absent on leave, spring semester, 1995.
3 Absent on leave, 1994-95.
5 Spring semester, 1995.
10 Campus Coordinator, Swarthmore
Program in Grenoble, fall semester, 1994.

11 Campus Coordinator, Swarthmore Pro­

186

4

,

m

gram in Grenoble, spring semester, 1995.

12 Program Director, Swarthmore Program
in Grenoble, fall semester, 1994.
13 Program Director, Swarthmore Program
in Grenoble, spring semester, 1995.

m

$

N
Courses numbered IB through 4B are primar­
ily designed to help students acquire the lin­
guistic competence necessary to pursue liter­
ary and cultural studies in a foreign language
through work with the language and selected
texts of literary or cultural interest.
->

For a detailed description o f the orientation in
these courses see the Explanatory Note on
these language courses below. Courses num­
bered 1 1 or above emphasize the study of
literature and culture as a humanistic disci­
pline as well as competence in the spoken and
written language.
Students who plan to major in a foreign
language and its literature are advised to pre­
sent sufficient credits on admission to enable
them to enroll in courses numbered 4B or 11
and 12 in their freshman year. Students who
enter with no previous knowledge o f the
language and who are interested in majoring
in a foreign literature should register for the
intensive language courses (1B -2B ) in the
freshman year. Language courses numbered
IB through 3B and conversation courses do
not count toward the minimum of eight credits
required for the major. 4B, however, does
count toward the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score in the College Entrance Examina­
tion or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing of each o f the literatures taught. Excep­
tions to course requirements are made for
those who show competence in the language
of specialization. Students who speak Chinese,
French, German, Russian or Spanish fluently
should consult with the Department before
electing courses.

•

Majors are urged to select supporting courses
in other literatures, in history, philosophy,
linguistics, or art history. The Department
also recommends participation for a minimum
of a summer and a semester in an academic
program abroad. Linguistically qualified stu­
dents may apply to the Swarthmore Program
in Grenoble at the University o f 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 sciences. Students competent in Span­
ish should consider the Hamilton College
Program in Madrid, Spain, which is cooper­
atively sponsored by Swarthmore. Other rec­
ommended programs include Rice UniversityChile; the University of Kansas-Costa Rica;
and CEUCA in Columbia. (The Spanish sec­
tion requires that its majors spend a minimum
o f one semester of study abroad in a program
approved by the Section). Students of German
have the opportunity to join the Wesleyan
University Program in Regensburg during the
spring semester of each year. Participants of
the program can simultaneously enroll at the
University of Regensburg. Other programs
students should consider are the Wayne State
Junior Year in Germany (at the University of
Munich or the University of Freiburg) or the
Duke Program in Berlin. Students in Russian
are strongly encouraged to spend at least one
semester in the A.C.T.R. or C.I.E.E. language
programs amongst others in Russia. Study
abroad is particularly encouraged for students
of Chinese; academic credit (full or partial) is
generally approved for participation in the
several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section, includ­
ing the Associated China Program in Tianjin
o f which Swarthmore is a consortial member.
Students on scholarship may apply scholar­
ship monies to designated programs of study
abroad, in addition to the Hamilton College
Program in Madrid, the Swarthmore Program
in Grenoble and the Associated China Pro­
gram in Tianjin (see Education Abroad, pp.
68-70).
Students wishing to receive a Teaching Certif­
icate in French, German, Russian or Spanish
should plan on taking the regular program of
language and literature courses required for
the major or show proof of the equivalent. In
addition, they should take Linguistics 1 or a
course in the history of the language offered
in the Department. Appropriate supporting
courses which broaden knowledge and under­
standing of the foreign culture being studied
are also recommended. Prospective teachers
of a foreign language must include a minimum
of a semester abroad in their academic pro­
gram.

187

Modem Languages and Literatures

Students planning to do graduate work are
reminded that, in addition to the language o f
specialization, a reading knowledge o f other

languages is often required for admission to
advanced studies,

Literatures in Translation
Students acquainted with a particular foreign
language are urged to elect an appropriate
literature course taught in the original lan­
guage. LIT courses provide students with the
opportunity to study a literature which they
cannot read in the original. These courses
may be used to satisfy the distribution re­
quirements, but cannot be substituted for the
1 1 or 12 level courses to satisfy the depart­
mental prerequisites for a major or minor in
the original languages. A student, however,
may take one of these courses to satisfy the
eight-credit requirement o f a foreign literature
major provided that the course is pertinent to
the specific literature of the major. Students
planning programs where such considerations
might apply should consult with the Depart­
ment.
Normally, at least one LIT course is offered
each semester; these courses are announced
before fall and spring registration. Other,
cross-listed courses in foreign literature in
translation are listed after LIT 50.
13R. Th e Russian Novel.
The rise of the Russian novel in the 19th
century during the struggle against serfdom
and the transition to an urban industrial
society and revolution in the 20 th century.
The quest for freedom and social justice in a
moral society with particular emphasis on the
works o f Gogol, Turgenev, Dostoevsky, Tol­
stoy, Bulgakov, and Solzhenitsyn. Lectures
and readings in English. (Russian majors will
be required to read a part o f the material in
Russian.)
(See Russian 13)
No prerequisite.
Primary distribution course.
Fall semester 1994. Bradley and Pahomov.
13. Medieval Com parative Literature.
14. Modern European Literature.
Studying the European tradition o f modem
fiction, we will examine and compare exam­

188

ples in seminar format (presentation and criti­
cal discussion o f student papers). Authors
will include Nietzsche, Conrad, Thomas
Mann, Joyce, Kafka, Virginia Woolf, and
Proust. Intended especially for freshmen and
sophomores contemplating a Literature
major. Limited enrollment.
Primary distribution course.
Fall semester 1994. Faber.
16CH. Substance, Shadow, and Sp irit in
Chinese Literature and Culture.
This course will explore the literary and intel­
lectual world o f traditional Chinese culture,
through original writings in English transla­
tion, including both poetry and prose. Topics
to be discussed include: Taoism, Confucian­
ism, and the contouring o f Chinese culture;
immortality, wine, and allaying the mundane;
the religious dimension, disengagement, and
the appreciation of the natural world, etc. The
course also will address cultural and literary
formulations o f conduct and persona, and the
expression o f individualism in an authoritar­
ian society.
No prerequisites; (Cross-listed as Chinese 16.)
Primary distribution course.
Fall semester 1994. Berkowitz.
17CH. Vernacular, Modern and
Contem porary Chinese W ritings.
(See Chinese 17.)
Not offered 1994- 95. Berkowitz.
18CH. The Classical Tradition in
Chinese Literature.
(See Chinese 18.)
Not offered 1994- 95. Berkowitz.
20G. The Contem porary German Novel.
Representative works o f prose fiction from
Germany, Austria, and Switzerland since the
end of World War II against the background
o f literary, intellectual and politico-sociologi­
cal currents in German-speaking Europe. Au­
thors include Bachmann, Boll, Frisch,
Handke, Grass, and Wolf.
Not offered 1994- 95.

*


-»

,

•»

I

30R. The Petersburgh Them e in
Russian Literature.
Literary and historical perspectives o f the
urbanistic theme in Russia. Petersburg as a
social reality, demonic delusion, and myth.
Alienation in the modern city, individual
search for self-identification, and personal
reintegration in a meaningful cosmos. Read­
ings and discussions based on works by Push­
kin, Gogol, Chemyshevsky, Dostoevsky, Tol­
stoy, and Bely. This course is not a regular
offering and may not be repeated in the
foreseeable future.
Not offered 1994- 95.
31R. Popular Politics in Russia,
1861 to the P re s e n t Life and Struggle
at the Rottom.
The role of the lower classes in social and
political movements since the mid-nineteenth
century. The course will focus on the follow­
ing issues and problems as reflected in a
variety of historical and literary texts: the
origins and nature o f peasant and workingclass radicalism in late Imperial Russia; the
relationship between the lower classes and the
intelligentsia; peasants, workers, and the build­
ing of Soviet power; women and politics;
society and contemporary Soviet politics.
(See History 31.)
Not offered 1994- 95. Bradley and Weinberg.
32R. From Revolution to Capitalism:
Critical Issues in Contem porary 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
giasnost in the 1980s and have taken root
during the current period o f social, political,
economic, and cultural transformation. Topics
include: the dissident movements in politics,
economic reform, Russian nationalism, inno­
vation in literature and the arts, women’s
issues, democratization, environmentalism,
youth culture.
(See History 32.)
Not offered 1994- 95. Bradley and Weinberg.
33R. The Struggle for Liberation and
Social Change in Literature and History.
The search for community, the idea o f justice
and democracy, and the universal struggle for
social and political change at the bottom of
society in literature and history.
Spring semester 1995. Bradley, Ford, Cronin.

37G. History and M em ory:
Th e Holocaust and German Culture.
An examination o f the Holocaust through the
lens of German culture and history.
(Cross-listed as History 3 7.)
Not offered 1994- 95. Faber, Weinberg.
50G. Twentieth Century German Women
in Film and Literature.
Not offered 1994- 95. Faber.
50R. Russian Literature and
Revolutionary Thought.
A study of continuity and change in the
relationship between the major political and
social movements and the writers before and
after 1917.
Not offered 1994- 95. Bradley.
5OS. Spanish Thought and Literature
of the Tw entieth Century.
Not offered 1994- 95.
50SA. Contem porary SpanishAm erican Literature.
The fiction of Spanish America has estab­
lished itself as one of the most innovative and
provocative of contemporary world literature.
This course will begin by examining the roots
of such innovation followed by a study of
representative texts o f the Latin American
"boom ” and “post-boom” periods. Special
attention will be paid not only to the formal
aspects of these novels but also to the socio­
political contexts in which they were written.
Selected authors: Maria Luisa Bombal (Chile);
Juan Rulfo (Mexico); Carlos Fuentes (Mex­
ico); Gabriel Garcia Marquez (Columbia);
Mario Vargas Llosa (Peru); Manuel Puig (Ar­
gentina); Claribel Alegría (El Salvador); Isabel
Allende (Chile); Luisa Valenzuela (Argen­
tina); Rosario Ferré (Puerto Rico).
Not offered as primary distribution course.
Fall semester 1994. Hassett.
53G. Mutual Re/Visions: German View s
of Am e rica — Am erican View s
of Germany.
The course offers a predominantly, but not
exclusively, literary view of the United States
from a twentieth-century German perspec­
tive—and vice versa. The extraordinary
changes in the relationship between Germany
and the United States during this century
offer a wealth o f material for an intercultural
investigation, with German views revealing at

189

Modern Languages and Literatures

least as much about Germany as about the
United States. Materials include texts by
Frisch, Koeppen, Dische; films by Adlon and
Wenders; as well as writings by German W W
II exiles in the USA.
(Cross-listed as German 53.)
Spring semester. Rindisbacher.
55G. Film and Literature in
W eim ar Germ any.
Not offered 1994- 95. Faber.
55SA. The Fiction of Contem porary
Spanish-Am erican Women W riters.
Not offered 1994- 95.
60SA. Spanish Am erican Society
Through Its Novel.
Primary distribution course.
Not offered 1994- 95.
61SA. Women’s Testim onial Literature
of Latin Am erica.
In recent years marginal women in Latin
America have spoken as authors to wide
audiences in compelling texts. Many have
"written” with the mediation o f another
woman. This course explores women’s auto­
biographical testimony and inquires into au­
thorship and mediation, genre, intended
reader and the politics in works produced by
Domitila Barrios de Chúngara/Moema
Viezzer, Rigoberta Menchú/Elizabeth Burgos
Debray, Elvia Alvarado/Medea Benjamin,
Doris Tijerina/Margaret Randall, Jesusa Palancares/Elena Poniatowska, among others.
Not offered 1994- 95.
62SA. The United States in the
Latin Am erican Imagination.
Taking an interdisciplinary approach to es­
says, poems, and novels by Sarmiento, Marti,
Rodó, Darío, Neruda, Paz, Fuentes, Ferré,
Allende, and others, this course analyzes how
Latin American intellectuals have represented
their northern neighbor in the nineteenth and
twentieth centuries. Stressing links between
history, cross-cultural contacts, and literary
productions, the goal is to understand the
political achievements of the U .S., its racial
conflicts, cultural myths, and imperialistic
interventions through the perspective o f the
Latin American imagination.
Not offered 1994- 95.

190

63CH. Com parative 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 o f Chinese
required.
(Cross-listed as Chinese 63 .)
Not offered 1994- 95. Berkowitz.
63SA. La Frontera: The U.S. and
M exico in Politics and literature.
An interdisciplinary exploration of the rela­
tionship between the United States and Mex­
ico as experienced by communities on both
sides o f the U.S.-Mexico border.
(Cross-listed as Political Science 63.)
Spring semester 1995. Mendel-Reyes, Camacho
de Schmidt.
64SA. Th e Foundational Poetry
of Latin Am erica.
While Latin American fiction has received
world wide recognition since the sixties, most
English readers ignore the power of Latin
American poetry, especially that o f the found­
ers o f a 20th century tradition that provides
a point o f departure for a rich and varied
production among members of the new gen­
eration. This course explores the vast poetic
worlds created by the Chileans Neruda, Huidobro, Mistral and Parra, the Peruvian Vallejo,
the Mexican Paz, the Argentinian Borges, the
Cuban Guillen and the Nicaraguan Cardenal.
Spring semester 1996. Camacho de Schmidt.
66CH. 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 compo­
nent o f the class will be learning how to read
a Chinese poem and learning a number of
poems in the original.
(Cross-listed as Chinese 66.)
Fall semester 1995. Berkowitz.
66G. Goethe’s Faust
Not offered 1994- 95. Werlen.

68F. Prisons, Madness, and Sexuality:
Michel Foucault and
European Literature.
(Cross-listed as French 68.)
Not offered 1994- 95. Menke.
70. Renaissance Com parative
Literature.
70F. Caribbean and French Civilizations
and Cultures.
A study of the political, social and literary
history of the French speaking Caribbean
with a focus on Guadeloupe, Haiti and Mar­
tinique. Collateral reading in historical and
fictional texts.
(Included in the Black Studies concentra­
tion.)
(Cross-listed as French 70F.)
Not offered 1994- 95. Rice-Maximin.
70SA. “The Others” in Contem porary
Latin Am erican Literature: Women,
Indigenous People and
Afro-Caribbeans.
Three centuries of colonial rule in Latin Ameri­
ca created a particular way o f seeing women
and non-Europeans. As the new republics
emerged, elites sought to perpetuate the in­
ferior status o f indigenous people and the
descendants of African slaves, while women’s
subordination was complicated by race and
class. How does contemporary literature rep­
resent women, "Indians” and Affo-Caribbeans? When and how do women and "the
others” claim the power to represent them­
selves? Readings include poetry and fiction.
Not offered 1994- 95. Camacho de Schmidt.

present-day, with particular focus on Beckett,
Ionesco and Genet, Brecht and Pirandello, etc,
(Cross-listed as French 73.)
Not offered 1994- 95. Roza.
77G. Literature of Decadence.
Symbolist, fin-de-siecle, and modernist un­
derstandings 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.
Students majoring in a foreign literature or
Literature will read appropriate texts in the
original.
(Cross-listed as German 77.)
Not offered 1994- 95. Werlen.
78R. Russian M odels of Reality:
Film, Poetry, Prose, Theory.
Artistic and theoretical texts model as well as
reflect aspects of reality, constructing or elid­
ing class, gender, and Russia’s relationships to
Western Europe and its own cultural tradi­
tion. 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 centu­
ries, to a contemporary drag queen’s depiction
of Marilyn Monroe.
Spring semester 1995. Forrester.
79. Studies in Com parative Fiction.
(See English Literature 79.)

71F. “Epistemology of the Closet”:
Literary and Theoretical
Constructions of Male Homosexuality.
Readings in European and American fiction
and contemporary gay theory will focus on
the problematics of dichotomous (homo/
hetero) sexual representations. The course
aims to provide frameworks for a specifically
anti-homophobic analysis of literature.
(Cross-listed as French 71.)
Not offered 1994- 95. Moskos

79F. Exoticism and Alienation: Africa
and France Through Each Other’s Eyes.
This course, conducted in English, will ana­
lyze the representation o f colonialism from
the perspective of both the colonizer (France)
and the colonized (Africa). Authors and film­
makers studied include Oyono, Gide, Fanon,
Baudelaire, Rimbaud, Camus, the Surrealist
and Negritude poets, Claire Denis, Assia
Djebar, Hamidou Kane, Fettouma Touati, and
Sembene Ousmane. Counts toward the Black
Studies concentration and French major. No
knowledge of French necessary.
(Cross-listed as French 79.)
Spring semester 1995. Menke.

73F. Franco-European Theatre.
The gradual subversion o f representational
drama, of traditional values involving plot,
character, dialogue, in the French and Euro­
pean drama from the Classic realists to the

81CH. Transcending the Mundane:
Taoism in Chinese Literature
and Culture.
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and

Modem Languages and Literatures

one-half millennia, from popular belief and
custom to intellectual and literary culture. In
addition to consideration o f the texts and
contexts of both philosophical and religious
Taoism, the class will examine the articulation
and role o f Taoism in Chinese literature and
culture, and the enduring implications o f the
Taoist ethos. All readings will be in English.
(Cross-listed as Chinese 81.)
Spring semester 1995. Berkowitz.
91CH. Special Topics in Chinese
Literature and Culture in Translation.
This course concentrates on selected themes,
genres, authors, media, time periods, or criti­
cal problems in Chinese literature and culture.

All readings are in English translation; no
previous preparation in Chinese is required
or expected. Open to the entire Tri-college
student body, and taught on the Bryn Mawr
campus.
Topic for 1995 is: "Contemporary Chinese
Movies and Cultural Changes.” Cinema has
become a special form of cultural mirror
representing social dynamics and drastic
changes in contemporary China. Course will
develop a better understanding o f changing
Chinese culture through cinematic texts.
(Cross-listed as Chinese 91 and as [Bryn
Mawr] EAST 2 05.)
Spring semester 1995. Kong.

EXPLA N A TO R Y N O T E O F FIR ST- A N D
SEC O N D -Y E A R LA N G U A G E C O U R S E S :
Courses numbered 1B-2B, 3B, 4B carry one
and one-half credits per semester. Three semesters in this sequence are equivalent to two
years o f work at the college level. Designed to
impart an active command of the language and
combine the study or review of grammar
essentials and readings o f varied texts with
intensive practice to develop the ability to
speak the language. Recommended for students who want to progress rapidly and especially for those with no previous knowledge o f
the language and who are interested in preparing for intermediate or advanced courses in
literature taught in the original language. Stu­

dents who start in this orientation can major
d
in a foreign language and literature not studied
ir
previously. These courses (a) meet as one
p
section for grammar presentation and in small
s<
groups for oral practice, and (b) may require
gi
periodic work in the language laboratory.
p
Students who start in the 1B-2B sequence
S
must complete 2B in order to receive credit
n
for
fc IB . However, students placing directly in
22B can receive one and one-half semester
credits. Courses numbered 3B and 4B may be
ci
taken singly for one and one-half semester
t!
credits.
ci

Chinese
Although no major exists currently in Chinese
in either the Course Program or the External
Examination Program, qualified students are
urged to consider the possibility o f a major in
Asian Studies (Chinese language courses
above the first-year level as well as all Chinese
literature courses may be counted toward the
major), or a Special Major in combination
with other departments. It is possible to pre­
pare for two external examinations, and thus
a minor in Chinese in the external examina­
tion program, in Chinese Language and Chi­
nese Literature in Translation. Interested stu­

192

dents should consult with the Section Head in
Chinese.
Introductory and intermediate Chinese lan­
guage courses are intensive and carry one and
one-half credits per semester. Students should
plan to take these courses as early as possible
so that studying in China, which is strongly
encouraged, can be incorporated into their
curriculum. Swarthmore participates in the
Associated China Program at Nankai Univer­
sity in Tianjin for the Fall semester; students
also may attend a number o f other programs
in China and Taiwan for a summer, a semester

*
or a full year. First through fourth-year Chi­
nese language courses are offered each year.
An introduction to Classical Chinese is of­
fered every year. Literature courses in trans­
lation are offered regularly each year and are

*

0

*

»

m

»

*

*

open to the entire student community. Stu­
dents of Chinese are particularly urged to take
these classes as a means of gaining perspective
on Chinese literature and culture.

CO U RSES
1B-2B. Introduction to Mandarin
Chinese.
An intensive introduction to spoken and writ­
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com­
mand of basic grammar. Introduces 350 to
400 characters and develops the ability to
read and write in simple modem Chinese.
Mair.
3B, 4B. Second-year Mandarin Chinese.
Designed for students who have mastered
basic grammar and 3 5 0 to 4 0 0 characters.
Combines intensive oral practice with writing
and reading in the modern language. Emphasis
is on rapid expansion of vocabulary, idiomatic
expressions, and thorough understanding of
grammatical patterns. Prepares students for
advanced study at the College and in China.
Kong.
11. Th ird -ye a r Chinese.
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modern Chinese, through a diversity
of materials and media. Classes conducted in
Chinese, with precise oral translation also a
component. To be taken in conjunction with
Chinese 11 A.
Prerequisite: Chinese 4B or equivalent lan­
guage skills.
Primary distribution course.
Fall semester 1994. Berkowitz.
11A. Th ird -y e a r Chinese Conversation.
A half-credit course concentrating on the
further development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 11.
Fall semester 1994. Liou.
12. Advanced Chinese.
Sequel to Chinese 11. Concentrates on greatly
expanding skills in reading, writing, and speak­
ing modem Chinese, through a diversity of
materials and media. Class conducted in Chi-

nese, with precise oral translation also a com­
ponent. To be taken in conjunction with
Chinese 12A.
Prerequisite: Chinese 11 or equivalent lan­
guage skills.
Primary distribution course.
Spring semester 1995. Kong.
12A. Advanced Chinese Conversation.
A half-credit course concentrating on the
further development of oral/aural skills in
Chinese. Conducted entirely in Chinese. To
be taken in conjunction with Chinese 12.
Spring semester 1995. Liou.
16. Substance, Shadow, and S pirit 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, Confucian­
ism, and the contouring of Chinese culture;
immortality, 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 authoritar­
ian society.
No prerequisites; (Cross-listed as LIT 16CH.)
Primary distribution course.
Fall semester 1994. Berkowitz.
17. Vernacular, Modern, and
Contem porary Chinese W ritings.
Exploration of innovative literary forms,
styles, and themes from late medieval through
contemporary China, through directed read­
ings and discussions o f English translations of
original works, including poetry, expository
prose, vernacular fiction, drama, and the short
story.
No prerequisites, and no knowledge of Chi­
nese or of China required.

193

Modern Languages and Literatures

(Cross-listed as LIT 17Ch.)
Not offered 1994- 95. Berkowitz.
18. The Classical Tradition in Chinese
Literature.
Exploration o f major themes, ideas, writings,
and literary forms that have contributed to
the development o f traditional Chinese civili­
zation, through directed readings and discus­
sions o f English translations o f original sour­
ces from early through medieval times.
No prerequisites, and no knowledge of Chi­
nese or o f China required.
(Cross-listed as LIT 18CH.)
Primary distribution course.
Not offered 1994- 95. Berkowitz.
20. Readings in Modern Chinese.
This course aims to perfect the student’s
Mandarin Chinese skills, and at the same time
to introduce a few major topics concerning
Chinese literature and other types of writing
since the May Fourth Movement.
Prerequisite: Three years of Chinese or its
equivalent.
Fall semester 1994. Kong.
20A. Modern Chinese Conversation.
A half-credit course open to students o f Chi­
nese who have completed at least through the
third-year, or have equivalent proficiency (not
open to native speakers o f Chinese). The
course will concentrate on the development of
the students’ speaking ability in Chinese,
broadening active vocabulary and idiomatic
usages, but will also require appropriate read­
ing ability.
Spring semester 1995. Mair.
33. Introduction to Classical Chinese.
Classical Chinese includes both the language
o f China’s classical literature, as well as the
literary languageused for writing in China for
well over two millennia until earlier this cen­
tury. This course imparts the principal struc­
tures o f the classical language through an
analytical presentation o f the rudiments o f the
language and close reading o f original texts.
The course is conducted in English; it is not
a lecture course, and requires active, regular
participation on the part o f the student, with
precise translation into English an integral
component.
(Cross-listed as Linguistics 33 .)
Spring semester 1995. Berkowitz.

194

63. Com parative 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 o f Chinese
required.
(Cross-listed as LIT 63CH.)
Not offered 1994-95. 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 o f the class will be learning how to read
a Chinese poem and learning a number of
poems in the original.
(Cross-listed as LIT 66CH.)
Fall semester 1995. 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
one-half millennia, from popular belief and
custom to intellectual and literary culture. In
addition to consideration o f the texts and
contexts o f both philosophical and religious
Taoism, the class will examine the articulation
and role o f Taoism in Chinese literature and
culture, and the enduring implications o f the
Taoist ethos. All readings will be in English.
(Cross-listed as LIT 81CH .)
Spring semester 1 995. Berkowitz.
91. Special Topics in Chinese Literature
and Culture in Translation.
This course concentrates on selected themes,
genres, authors, media, time periods, or critical problems in Chinese literature and culture.
All readings are in English translation; no
previous preparation in Chinese is required
or expected. Open to the entire Tri-college
student body, and taught on the Bryn Mawr
campus.
Topic for 1995 is: ’’Contemporary Chinese
Movies and Cultural Changes.” Cinema has
become a special form o f cultural mirror
representing social dynamics and drastic
changes in contemporary China. Course will

£

1

*

I

*

■

a
■

m

■

B

*

develop a better understanding of changing
Chinese culture through cinematic texts.
(Cross-listed as LIT 91CH and as [Bryn

Mawr] EAST 205.)
Spring semester 1995. Kong.
93. Directed Reading.

French
The purpose of the major is to acquaint
students: ( 1 ) with important periods and prin­
cipal figures of literatures written in French,
(2) with the diversity of French-speaking cul­
tures. It is intended to develop an appreciation
of literary and cultural values, to provide
training in critical analysis, and to foster an
understanding o f the historical forces under­
lying these various literatures and cultures.
French may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program: a
minor in French consists o f 2 external exami­
nations. Prerequisites for both Course and
Honors students are as follows: 4B, any course
in the 12 sequence, the equivalent, or evidence
of special competence.
Recommended supporting subjects: see the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are required to
spend at least one semester abroad in the
Grenoble Program. Programs of study in
France or other French-speaking countries
may be substituted upon request and with the
approval of the French section.
Majors in the Course and Honors Programs,
as well as minors in the Honors Program, are
expected to be sufficiently proficient in spo­
ken and written French to do all o f their work

in French, i.e., discussions and papers in
courses and seminars, and all oral and written
examinations, including comprehensive and
Honors examinations.
Course majors are required to (a) take eight
advanced courses numbered 4B or above;
(b) study abroad; (c) take at least one ad­
vanced course in literature before 1800;
(d) take one advanced course with a Franco­
phone component; (e) take one advanced
course in civilization or culture; (f) take Spe­
cial Topics in senior year; (g) write a Senior
research paper, 20 pages long, on an area of
concentration chosen in conjunction with the
section (this area can be defined broadly in
terms of a genre or theme, as well as narrowly
in terms o f one author or text.) This paper
will form the basis o f an oral examination
given in the Spring. The Senior Paper dead­
lines are as follows. Initial proposal and bib­
liography are due immediately after the
Thanksgiving break. The completed paper is
due at the end o f the Spring break.
The Department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require­
ments in the major. The French section is also
working to establish either a major or a
Concentration in French and Francophone
Studies in cooperation with other depart­
ments and programs abroad.

CO U RSES
NOTE: Not all advanced courses are offered
every year. Students wishing to major or
minor in French should plan their program in
consultation with the Department.

with intensive oral practice, writing, and read­
ings in literary and expository prose.
iB each Fall semester, 2B each Spring semester.
Lane, Netter, Terrone.

1B-2B Intensive Beginning French.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study o f grammar

3B. Intensive Intermediate French:
Récits de Vie (Life Stories).
This course develops French language skills
through reading, writing and telling life sto-

195

Modem Languages and Literatures

ries. Literary and cultural texts, films and
mass-media from all parts o f the Frenchspeaking world will be studied.
Each Fall semester. Terrone.
4B. Intensive Advanced French:
Nouvelles Voix Françaises
(N e w 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.
Each semester. Netter.
5A. French Conversation.
A half-credit conversation course concentrat­
ing on the development o f the students’ ability
to speak French.
Prerequisite: For students presently or pre­
viously in French 3B or the equivalent Place­
ment Test score.
Each semester. Martino.
12C. Introduction à la culture française:
France: “Year 2000.”
A close look at such issues as: the explosion
of the traditional nuclear family; the current
status of women in French society, and their
accomplishments over the past decades; the
problems facing the new generations and the
elderly; the question of immigration and the
new forms o f national identity; the conse­
quences of the current economic crisis (home­
lessness, unemployment). Readings will in­
clude selections from the press, works of
fiction, data from the social sciences. Basic
texts: La France: Qu’est ce que c ’est? by Alain
Kimmel and L e Nouveau Guide France by Guy
Michaud and Alain Kimmel. Various films
and videos will also be shown.
Prerequisite: French 4B, a score o f 675 on the
College Entrance Examination, or 5 on the
AP Exam, or the equivalent with special per­
mission.
Primary distribution course.
Fall semester 1994. Lane.
12L. Introduction à l’expérience
littéraire.
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 in French.

Topic for Fall, 1994: Desire and Disorder.
Through readings o f works by Molière, Si­
mone Schwarz-Bart, Samuel Beckett, Prosper
Mérimée, and Marguerite Duras, we will ana­
lyze the disruptive literary and social effects of
desire. We will pay close attention to the
following questions: Why is desire repre­
sented as dangerous? What kind o f desire
produces chaos? How is desire contained? by
whom? for what purpose? at what price? How
does the literary text portray desire? What are
the effects on the reader? on the meaning of
the text?
Prerequisite: French 4B, a score o f 675 on the
College Entrance Examination, or 5 on the
AP Exam, or equivalent, with permission of
the instructor.
Note: 12L or 12C is required to take any other
French literature or culture courses.
Primary distribution course.
Fall semester 1994. Menke.
Spring semester 1995. Terrone.
(Topic to be announced.)
20. Echanges.
Models for advanced forms o f self-expression
and communication taken from a variety of
written and oral sources: literature, the press,
film and television. Ideal for students return­
ing from study abroad.
Spring semester 1995. Netter.
Spring semester 1996. Rice-Maximin.
22. Le Cinéma français.
An examination o f the evolution o f style and
theme in French Cinema from 1930’s Realism
to the Nouvelle Vague.
Not offered 1994- 95.
23. Topics in French Civilization:
‘Barbarian’ France.
France is today a multi-ethnic society. The
immigrant presence (notably Islamic) has dras­
tically changed the traditional identity of the
French nation. A new racist discourse finds a
scapegoat for socio-economic problems in a
"Barbarian invasion.” We will retrace the
historical roots o f this "m yth,” and examine
the status o f various immigrant groups. Read­
ings will include fictional and non-fictional
sources. Films and videos will also be shown.
Not offered 1994- 95. Lane.
Fall semester 1995.

24. Mémoire Culturelle et Histoire.
This course will focus on major historical
events which have left an indelible mark on
the memory of the French as a people: the
Revolution of 1789, the Commune, the Ger­
man Occupation during World War II, the
Franco-Algerian war, etc. Special attention
will be given to the "mythic” dimension these
events have taken in the collective memory of
the French as well as to their representation in
the arts.
Fall semester 1994. Lane.
30. Topics in 17th and 18th
century literature.
An analysis of a theme, literary movement, or
genre based on a representative selection of
texts from the early modem period.
Not offered 1994- 95. Menke.
33. Le Monde francophone.
Spring semester 1996. Rice-Maximin.
35. Topics in 19th and 20th Century
Literature: Le “ Rom an-M iroir.”
Departing from Stendhal’s definition of the
novel as a 'mirror,’ a study of 20 th century
major novels in terms o f genre, écriture, and
representation of personal and socio-cultural
reality.
Not offered 1994- 95. Lane.
36. Poésie d’é critures françaises.
A thematic study o f poetry from various
countries with an emphasis on both pre-18th
Century Hexagonal and contemporary Carib­
bean texts. We will carefully study and com­
pare the different styles and motifs as they
reflect the various concerns of their respective
periods.
Not offered 1994- 95. Rice-Maximin.
40. Critical Th e o ry and Early Modern
French Fiction.
An introduction to literary theory on the
novel through a pairing of major works of
fiction of the 16th, 17th, and 18th centuries
and theoretical texts based on them. Works of
fictions to be studied are Rabelais’ Gargantua
and Tiers Livre, Marie-Madeleine de LaFayette’s La Princesse de Clèves, Abbé Prévost’s
Manon Lescaut, Choderlos de Laclos’ Les Liai­
sons dangereuses and D. A.F. de Sade’s Justine ou
les malheurs de la vertu. Literary theorists
include Mikhail Bakhtin, Wayne Booth, Jo ­
seph Allen Boone, Gerard Genette, Nancy

Miller, Mitchell Greenberg, Joan Dejean, and
Angela Carter. No prior knowledge of literary
theory is needed or assumed.
Fall semester 1994. Menke.
60. Le Roman du 19e Siècle.
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great socio-political change. Based pri­
marily on novels of Stendhal, Balzac, Flaubert
and Zola.
Not offered 1994- 95. Moskos.
61. Odd Couplings: Writing and Reading
A c ro s s Gender Lines.
A comparative study of texts by men and
women interrogates the role played by genderidentity construction in writing and reading.
Not offered 1994- 95. 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 personal dislocations. To what extent can
literature be said to generate social transfor­
mations rather than simply being a passive
"mirror” of them? Particular attention will be
paid to questions of gender and power. Read­
ings from Balzac, Chateaubriand, Flaubert,
Hugo, Musset, Nerval, Vigny, Sand, Stendhal,
and others.
Fall semester 1994. Moskos.
65. Baudelaire and Sym bolism.
The main poets o f the most influential move­
ment o f poetic expression from 1850 to 1918.
Selected texts from the works of Baudelaire,
Rimbaud, Mallarmé, and Apollinaire.
Not offered 1994- 95. Roza, 'f
68F. Prisons, Madness, and Sexuality:
Michel Foucault and European
Literature.
(See LIT 68F.)
Not offered 1994- 95. Menke.
70. Théâtre Moderne.
Major trends in 20th century drama from
Anouilh and Sartre to Ionesco and Beckett.
Fall semester 1995. Roza.

197

Modem Languages and Literatures

m

*

70F. Caribbean and French Civilizations
and Cultures.
(See L IT 70F.)
Not offered 1994- 95. Rice-Maximin.
71F. “ Epistemology of the Closet”:
Lite ra ry and Theoretical Constructions
of Male Homosexuality.
(See LIT 71F.)
Not offered 1994-95. Moskos.
72. Le Roman du 20e Siècle.
From humanistic tradition to formal innova­
tion in the French Novel from Gide and Proust
to the New Novel and beyond.
Spring semester 1995. Terrone.
73F. Franco-European Theatre.
(See LIT 73F.)
Not offered 1994- 95. Roza.
76. Femmes écrivains.
A study o f the literary, theoretical, and socio­
political implications o f texts written in
French by women from France, the Caribbean,
Africa, and Quebec. Material will be drawn
from diverse historical periods and genres.
Spring semester 1996. Lane.
77. Prose Francophone: Littérature
et Société.
(Included in the Black Studies concentra­
tion.)
Not offered 1994- 95. Rice-Maximin.
78. Théâtre d’é critures françaises.
(Included in the Black Studies concentra­
tion.)
Not offered 1994- 95. Rice-Maximin.

79F. Exoticism and Alienation:
Africa and France Through
Each Other’s Eyes.
This course, conducted in English, will analyze the representation o f colonialism from
the perspective of both the colonizer (France)
and the colonized (Africa). Authors and film­
makers studied include Oyono, Gide, Fanon,
Baudelaire, Rimbaud, Camus, the Surrealist
and Négritude poets, Claire Denis, Assia
Djebar, Hamidou Kane, Fettouma Touati, and
Sembene Ousmane. Counts toward the Black
Studies concentration and French major. No
knowledge of French necessary.
(Cross-listed as LIT 79F)
Spring semester 1995. Menke.
91. Special Topics.
Study o f individual authors, selected themes,
or critical problems.
Topic for 1995: French Women Writers and
Authorship Before the Nineteenth Century. This
course has a double goal. It will afford students
the opportunity to read some o f the many
women writers from the Renaissance to the
end o f the French Revolution and will also
analyze the most recent scholarship on the
emergence o f the "author” in the institutions
of the Absolutist monarchies o f Louis XIII
and XIV, and the subsequent establishment of
literature as a (relatively) autonomous field.
Spring semester 1995. Menke.
Topic for Fall semester 1995: Poésie.

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92. Colloquium.
93. Directed Reading.

SEM IN A R S
Preparation o f topics for External Examina­
tions (Honors) may be done by appropriate
courses plus attachments only when seminars
are not available. Students preparing for Ex­
ternal Examinations should consult with the
Department on the suitability and availability
o f attachments.
101. La Renaissance.
Not offered 1994- 95.
102. Le Théâtre Classique.
The plays o f Corneille, Molière, and Racine
will provide the basis for an analysis o f the

198

complex economic, epistemological, political,
familial, and sexual changes that constituted
"the crisis o f the seventeenth century.” To
this end, we will enlist the aid of critics JeanMarie Apostolides, Roland Barthes, Faith
Beasley, Mitchell Greenberg, Lucien Goldmann, Richard Goodkin, Erica Harth, John
Lyons, and Harriet Stone.
(Included in the Women’s Studies concentra­
tion.)
Fall semester 1994. Menke.
104. Stendhal et Flau be rt
Fall semester 1995. Moskos.

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105. P ro u st
Style, vision, and interpretation in A La Re­
cherche du Temps perdu.
Not offered 1994- 95. Roza.
106. Poésie Sym boliste.
The theory and practice o f symbolism in its
major poets including Baudelaire, Mallarmé,
Rimbaud, and Apollinaire.
Not offered 1994- 95. Roza.
107. Le Roman du 18e siècle: thèmes
et techniques.
Not offered 1994- 95.
108. Le Roman du 20e siècle.
Major innovations in form and theme, critical
theory and practice o f fiction, in the self­
reflexive novel from Gide and Proust to the
New Novel and beyond.
Spring semester 1996. Roza.
109. 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 and per­
sonal dislocations. Particular attention will be
paid to questions of gender and power.
Not offered 1994- 95.
110. Ecritures françaises hors
de France: Fiction è t réel.
We will explore the relationships between
fiction, history, and the real as well as their
ideological implications, in a selection o f texts
from the French Antilles and Guyana and
from Haiti.
Not offered 1994-95. Rice-Maximin.
111. Aspects of French Culture
and Civilization: Rituels français
contem porains: “ La Fête.”
A study of major private and public celebra­
tions in today’s France, with focus on their
structure, socio-cultural function, and current
evolution.
Spring semester 1995. Lane.
180. Thesis.

German
German may be offered as a Major in Course
or as a Major or Minor in the External
Examination Program (Honors), with em­
phasis on literature or on German Studies.
See the introductory departmental statement
for recommended supporting subjects.
Courses and seminars in literature are con­
ducted in German. Students are expected to
be sufficiently proficient in German to do
written and oral work in German. To this end
we strongly advise students to spend an adademic semester in a German-speaking country
before their senior year.
Requirements for the M ajor in Course:

1 . completion of a minimum of eight credits
in courses numbered 4 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., LIT 37G ).

German 91: Special Topics; (b) write a Com­
prehensive Examination based on the stu­
dent’s course work and the "Reading List for
German Majors;” (c) submit an extended,
integrative paper (approximately 15 double­
spaced pages in length) on a general literary
topic agreed to by the Section. This paper,
due before the date for the Comprehensive
Examination, is complemented by a discus­
sion 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.)
Requirements for Major or Minor in the
External Examination Program:
Majors: German 11,12 (or 14) and one course
numbered 5 0 or above; a minimum of three
seminars or the equivalent;
Minors: German 11, 12 (or 14) and at least
one course numbered 50 or above.

3. Seniors in Course are required to (a) do

199

Modern Languages and Literatures

m
CO U RSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in German should plan their
program in consultation with the Department.
All courses numbered 5 0 and above are open
to students after either German 11 or 12. (See
note on enrolling in Seminars.)
1B-2B, 3B. Intensive German.
For students who begin German in college.
Designed to impart an active command o f the
language. Combines the study o f grammar
with intensive oral practice, writing, and read­
ings in expository and literary prose. See the
explanatory note on language courses above.
Normally followed by 4, 11, 12, or 14.
iB. Fall semester. Werlen and Plaxton;
2B. Spring semester. Plaxton and Dixon;
3B. Fall semester. Rindisbacher and Plaxton.
4. W riting and Speaking German:
Emphasis is on the development o f communi­
cative skills in speaking and writing and the
consolidation o f grammatical principles. Se­
lected readings of general interest, newspaper
and magazine articles, radio and T V programs,
films as well as some literary texts. Recom­
mended for students who plan to study in a
German speaking country.
May be counted towards the Major in German
and the Concentration in German Studies.
Spring semester. Rindisbacher.
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 previ­
ous semester or the equivalent Placement Test
score.
Spring semester. Plaxton.
11. Introduction to German Literature
(Th e Age of Goethe)
An introduction to German literature through
close reading o f selections from the second
half of the 18th and up to the middle of the
19th century. Authors include Lessing,
Goethe, Schiller, Kleist, the Romantics, and
G. Buchner.
Primary distribution course.
Fall semester. Faber.

200

12. Introduction to German Literature
(Early 20th Century).
An introductory course which emphasizes
critical and analytical reading o f literature.
Representative poetry, drama, and prose fic­
tion from the late 19th century through the
twenties, including works by Hauptman,
Schnitzler, Rilke, Th. Mann, Kafka, and
Brecht.
Prerequisite: German 3B, 4, or equivalent
work.
Primary distribution course.
Spring semester. Rindisbacher.
13. Translation: Th e ory and Practice.
This course aims at exploring the act of
translation, theoretically, and through practice
in translating texts from various fields within
the humanities from German into English.
Prerequisite: German 3B, or the equivalent.
Not offered 1994- 95. Faber.
14. Introduction to German Studies:
This course is designed to discuss and inte­
grate selected areas o f cultural production
(e.g. music, the arts, film, politics, history,
literature) in the German-speaking world over
the past two centuries. Its approach is inter­
disciplinary and its goals are to develop ana­
lytical skills in reading German texts and to
familiarize students with a plurality of academic methods of inquiry. For this purpose,
a small number o f key "texts” will be dis­
cussed from different angles. The focus on
German intellectual history will enable students to contextualize and interpret cultural
artifacts with the help o f concepts developed
in the course itself. All primary texts will be
read in German; some secondary material in
English. Works discussed include the Magic
Flute, the Communist Manifesto, Berlin Alexanderplatz, and Heimat.
In German. Partially team-taught; Primary
distribution course.
Fall semester. Rindisbacher.
50. Die Deutsche Lyrik.
Readings in the major German poets.
Not offered 1994- 95.
52. Das deutsche Drama.
The development o f German dramatic literature from the Enlightenment to the present

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(playwrights include Lessing, Schiller, Büch­
ner, Brecht, and Handke).
Not offered 1994- 95.
53. Mutual Re/Visions: German View s of
A m e rica -A m e rica n V ie w s of Germany.
The course offers a predominantly, but not
exclusively, literary view of the United States
from a twentieth-century German perspective-and vice versa. The extraordinary
changes in the relationship between Germany
and the United States during this century
offer a wealth o f material for an intercultural
investigation, with German views revealing at
least as much about Germany as about the
United States. Materials include texts by
Frisch, Koeppen, Dische; films by Adlon and
Wenders; as well as writings by German W W
II exiles in the USA.
(Cross-listed as LIT 53G .)
Spring semester. Rindisbacher.
60. Aufklaerung und Sturm und Drang.
The German Enlightenment and various reac­
tions to it. Authors read include Lessing,
Klopstock, Wieland, Herder, the early
Goethe, and the early Schiller.
Not offered 1994- 95.
68. Th e 68 Generation in Germany.
The course traces the historical, political,
cultural, and literary itinerary of the first
generation born in Germany after W W II and

coming to maturity in the late 60s and 70s.
Not offered 1994- 95. Rindisbacher.
72. Literatur des neunzehnten
Jahrhunderts.
Not offered 1994- 95.
77. Literature of Decadence.
(See L IT 77G .)
Not offered 1994- 95. Werlen.
82. Literatur des zw a nzigste n
Jahrhunderts.
Not offered 1994- 95.
88. Frauen und Film.
This course emphasizes both the representa­
tion of women in German literature and film,
and more particularly the work o f female film
directors and writers, from the Weimar period
up to the present. Films include Der blaue
Engel, Sagan’s Mädchen in Uniform, and Heike
Sander’s Redupers. Poetry by Lasker-Schüler,
Bachmann, and Kirsch, and prose by Seghers,
Wolf, and Morgner, examine the question of
women’s subjectivity against the background
of changing political and historical realities in
Germany from 1919 to the present.
Fall semester. Faber.
91. Special Topics.
Study of individual authors, selected themes,
or critical problems.

SEM IN ARS
Four German seminars are normally sched­
uled on a regular two-year cycle. Preparation
of topics for External Examinations (Honors)
may be done by particular courses plus at­
tachments only when seminars are not avail­
able. Students preparing for External Exami­
nations should consult with the German
Section on the appropriateness and availabil­
ity of such attachments.
NOTE: Students enrolling in a seminar are
expected to have done the equivalent of at
least one course beyond the German 11-12
level.
104. Goethe.
A study of Goethe’s major works in the
context o f his life and times.
Spring semester 1996.

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. Authors include F. Schlegel,
Schiller, Tieck, Novalis, Hölderlin, Hof­
fmann, Eichendorff, and Heine.
Fall semester. Werlen.
107. Mann und Kafka.
An in-depth study of the shorter and some
longer prose works by Thomas Mann and
Franz Kafka. Texts by critics such as Nietzsche,
Nabokov and Lukács will supplement the
primary reading.
Spring semester. Faber.

201

Modern Languages and Literatures

108. German Studies Sem inar:
Berlin and Vienna.
Fall semester 1995.

Russian
Russian may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program. Pre­
requisites for both Course students and
Honors candidates are: Russian 4B, 11, and
13, or equivalent work.
Recommended supporting subjects: see the
introductory department statement.

(except Russian 13). Course majors are re­
quired to take Special Topics (Russian 91)
and are expected to take at least two seminars.
One inter-disciplinary or cross-departmental
course might be offered toward the Course
major requirements. The Comprehensive Ex­
amination is based on work completed in
courses and seminars numbered 1 1 and
above.

Russian is the language of instruction in all
courses and seminars numbered 3B and above

C O U RSES
NOTE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.

tion, and stylistics. Considerable attention
paid to writing skills and speaking. Readings
include short stories and newspapers. Con­
ducted in Russian.
Spring semester.
Forrester and Katsenelinboigen.

1-2. Russian Reading and Translation.
For students who wish to acquire the funda­
mentals o f Russian grammar and a reading
knowledge of the language. This course is
designed especially for those students in the
Social and Natural Sciences who seek to read
and translate scholarly, scientific materials in
the original.

BA. Russian Conversation.
A 54 credit conversation course which meets
once a week for 154 hours. Students will read
journals and newspapers and see films as part
o f their preparation for conversation.
Prerequisite: 4B in current or a previous se­
mester or permission of instructor.
Spring semester 1995. Katsenelinboigen.

1B-2B, 3B. Intensive Russian.
For students who begin Russian in college.
Designed to impart an active command of the
language. Combines the study o f grammar
with intensive oral practice, writing, and read­
ings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 4B, and 11.
IB . Bradley and Katsenelinboigen;
2B. Bradley and Katsenelinboigen;
3B. Staff.

11. Introduction to Russian Literature.
An introductory course to Russian literature
and culture from the 18th to the 20th century.
Folklore, peasant culture, urban life, art and
literature. The Golden Age o f Poetry and the
flowering of Russian prose. Readings, lec­
tures, and discussion in Russian.
Prerequisite: Russian 4B or equivalent work.
Primary distribution course.
Fall semester. Katsenelinboigen.

4B. Advanced Intensive Russian.
For majors and those primarily interested in
perfecting their command of language. Ad­
vanced conversation, composition, transla-

202

13. Th e Russian Novel.
The rise o f the Russian novel in the 19th
century during the struggle against serfdom
and the transition to an urban industrial
society and revolution in the 20th century.

The quest for freedom and social justice in a
moral society with particular emphasis on the
works o f Gogol, Turgenev, Dostoevsky, Tol­
stoy, Bulgakov, and Solzhenitsyn. Lectures
and readings in English. (Russian majors will
be required to read a part of the material in
Russian.)
(see LIT 13R.)
No prerequisite.
Primary distribution course.
Fall semester 1994. Bradley and Pahomov.
16. History of the Russian Language.
An introductory course. A study of the origin

o f the Russian language and its place among
the other modem Indo-European and Slavic
languages. The uses o f philology and linguis­
tics for the ideological and stylistic analysis of
literary texts. Satisfies the linguistics require­
ment for teacher certification.
Not offered 1994- 95.
91. Special Topics.
(For senior majors.) Study o f individual au­
thors, selected themes, or critical problems.
Spring semester 1995. Bradley.
93. Directed Reading.

SEM IN A RS
101. Tolstoy.

107. Russian Lyrical Poetry.

102. Russian Short Story.

108. Modern Russian Poetry.

103. Pushkin and Lermontov.

109. Chekhov.

104. Dostoevsky.

110. Bulgakov.

105. Literature of the Soviet Period.

111. The Hysterical Poets: Tsvetaeva
and M ayakovsky.
Spring semester 1995. Forrester.

106. Russian Drama.

Spanish
Requirements for the major are the following:
( 1 ) the completion of at least one semester of
study in a Spanish-speaking country in a
program approved by the Spanish Section;
( 2 ) the completion o f a minimum of 8 credits
of advanced work in courses numbered 4B
and above; (3) one o f these courses must be

11 or 13; (4 ) one of the eight credits of
advanced work may be taken in English from
among those courses listed in the College
Bulletin under Literatures in Translation, pro­
vided that it is a course pertinent to the
student’s major; (5 ) all majors are strongly
encouraged to take at least one seminar of­
fered by the Section.

C O U R SES
NOTE: Not all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consul­
tation with the Department.
1B-2B, 3B. Intensive Spanish.
For students who begin Spanish in college.
Designed to impart an active command of the
language. Combines the study o f grammar
with intensive oral practice, writing, and read-

ings in literary or expository prose. See the
explanatory note on language courses above.
Normally followed by 4B, 11, or 13.
4B. intensive Spanish.
For majors and others who wish an advanced
language course. Much attention paid to pro­
nunciation, writing skills, speaking, and the
most difficult concepts of Spanish grammar.
An ideal course prior to study abroad.
Each semester. Hassett, Metzidakis, Friedman.

203

Modern Languages and Literatures

6A. Spanish Conversation.
A Vi credit conversation course which meets
once a week for lVi hours. The class will be
divided into small groups to facilitate discussion. Students are required to read newspapers
and other contemporary journals, see movies,
read plays which might be performed for and
by the class, and prepare assignments which
will generate conversation among the group.
Prerequisite: 4B or its equivalent, or permis­
sion o f instructor.
Each semester. Friedman.
11. Introduction to Spanish Literature.
A study o f representative fiction, poetry, and
drama of the 19th and 20th centuries (works
by authors such as Espronceda, Zorrilla,
Bécquer, Pérez Galdós, Unamuno, Baroja,
Lorca, etc.). Discussions, papers.
Prerequisite: Spanish 4B, the equivalent, or
permission o f instructor.
Primary distribution course.
Fall semester. Metzidakis.
13. Introduction to Spanish Am erican
Literature.
A selective study o f major works of Action,
poetry and essay of the 19th and 20th centur­
ies. Works by Echeverría, Gómez de Avel­
laneda, Martí, Darío, Mistral, Stom i, Reyes,
Neruda, Vallejo, Borges, Asturias, Rulfo, Bombal, Cortázar, García Márquez, Ferré, and
others.
Discussions, papers.
Prerequisite: Spanish 4B, the equivalent, or
permission o f instructor.
Primary distribution course.
Spring semester. Camacho de Schmidt.
NOTE: Spanish 11 or 13, the equivalent, or
consent o f instructor is prerequisite for the
courses in literature that follow:
60. La Novela Española del siglo XIX.
A study of realism and naturalism as reflected
in the prose fiction o f 19th century Spain.
Works by Alarcon, Valera, Pérez, Galdós,
Pardo Bazán, Clarín, Blasco Ibañez and others.
Spring semester 1995. Metzidakis.
68. Federico García Lorca.
An in-depth study of the works (theatre,
poetry, essay) o f the most renowned Spanish
writer o f his generation. Several films and
videos regarding Lorca, his works, and the
society in which they were written will be

204

integrated in the organization of the course.
Fall semester 1994. Metzidakis.
70. La Generación del 98.
A study o f the most characteristic, stylistic
and thematic concerns o f Spain’s most impor­
tant generation of writers since the Golden
Age. Readings include works by Unamuno,
Azorin, Baroja, Valle-Inclán, and Antonio Ma­
chado.
Fall semester 1995. Metzidakis.
74. Literatura Española de Posguerra.
From dictatorship to democracy. Writers
studied may include Ayala, Cela, Delibes,
Matute, Marsé, Martín Gaite, D. Alonso, Bias
de Otero, Casona and Buero Vallejo.
Not offered 1994- 95.
77. La novela hispanoamericana del
siglo XX.
After a brief examination o f regionalist texts,
the course’s major emphasis will be on the
"boom ” and "post-boom ” periods, during
which one of the most innovative and highly
commented novels o f contemporary world
literature has emerged. Attention given not
only to the formal aspects of these novels but
also to the socio-political contexts in which
they were written. Writers will include: Julio
Cortázar, Juan Rulfo, Carlos Fuentes, Gabriel
García Márquez, Isabel Allende, Luisa Velenzuela, Mario Vargas Llosa, Manlio Argueta,
Manuel Puig, Cristina Peri Rossi.
Spring semester 1996. Hassett.
78. La Novela Mexicana Social del
Siglo XX.
An examination of the principal problems
confronting Mexican society from the end of
the "Porflriato” through the revolutionary
and post-revolutionary periods as reflected in
the novels o f Azuela, Guzmán, Yáñez, Rulfo,
Fuentes, Poniatowska, Castellanos and others.
Not offered 1994- 95.
80. La N arrativa Chilena Desde el
Golpe M ilitar.
This course will explore the literary responses
of Chilean intellectuals to the more than
sixteen years of military dictatorship under
Augusto Pinochet. Emphasis will be given to
the socio-historical context o f the period and
of the novels and short stories to be read.
Authors will include both those who re­
mained in Chile after the coup in 1973 and

those who were forced into exile. Works by
Hernán Valdes, Poli Délano, José Leandro
Urbina, Isabel Allende, Pía Barros, Paulina
Matta, Elizabeth Subercaseaux, Diamela Eltit,
and Alberto Fuguet.
Spring semester 1995. Hassett.
82. La m ujer mirando al hombre:
Escritoras hispanoam ericanas del
siglo XX.
The course will examine both novels and
short stories written by Latin American
women writers whose principal focus is upon
men and the social, political and economic
structures that they have fostered as well as
the response of women to such structures.
Writers will include Maria Luisa Bombai,
Isabel Allende, Luisa Valenzuela, Angeles
Mastretta, Pía Barros, Paulina Matta, Rosario
Ferré and others.
Fall semester 1995. Hassett.
83. El tirano latinoamericano en
la literatura.
Self-infatuated and grotesque, almighty and
naive, manly and insecure...the Latin Amer­
ican dictator may have borrowed from fiction
before fiction looked at history for inspira­
tion. This course deals with 20th century
works which explore the incontestable power
of a Jefe Maximo as the young republics look
for democracy, prosperity and sovereignty.
Complexity, humor, irony and narrative bril­
liance are the marks of novels by Martin Luis
Guzman, Miguel Angel Asturias, Alejo Car­
pentier, Demetrio Aguilera Malta, Augusto
Roa Bastos, Marta Traba, Gabriel García
Márquez and Elizabeth Subercaseaux.
Fall semester 1995. Camacho de Schmidt.

85. Narrativa Hispánica Contemporánea
de los Estados Unidos.
A study of the fiction of leading Hispanic
American writers with particular emphasis
upon the contributions of Mexican-Americans, Cuban-Americans and Puerto RicanAmericans to this literature. Writers include
Anaya, Villasenor, Rivera, Cisneros, Castillo,
Hijuelos, García and others.
Not offered 1994- 95.
Courses to be offered in subsequent years:
7.
30.

Fonética española y composición.
La Literatura Medieval.

40. El Teatro del Renacimiento y del
Siglo de Oro.
41. Obras m aestras de la Edad Media
y del Renacimiento.
42. La Poesía del
Renacimiento y del Siglo de Oro.
45. La tradición picaresca.
66. La Escritora Española en
los Siglos XIX y XX.
71. Literatura Español
a Contemporánea.
72. La Novela Española de Posguerra.
73. Unamuno: El hambre de Dios.
75. Teatro hispanoamericano
contemporáneo.
76. La Poesía hispanoamericana del
siglo XX.
79.

El Cuento Hispanoamericano.

81. Invención y redescubrim iento
de Am érica.

SEM IN ARS
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 30 or above or obtained permis­
sion from the instructor.

cluded are selections from his shorter fiction
and theater.
Spring semester 1996. Metzidakis.

101. La Novela Hispanoamericana del
siglo XX.

104. La N arrativa de M ario Vargas
Llosa.

103. La 6uerra Civil Española.

102. Cervantes.
An in-depth study of Don Quijote. Also in­

205

Modem Languages and Literatures

105. La literatura contemporánea
de Cuba y Puerto Rico.
In spite of a history o f colonial plundering and
foreign intervention, Cuba and Puerto Rico
continue to produce a powerful and distinct
literature. This seminar studies the unique
features o f folklore and popular culture, race

206

and gender constructs, emigration, revolution,
counterrevolution and the struggle for selfdetermination in texts by Guillén, Cabrera,
Lezama Lima, Sarduy, Cuza Male, Arenas,
Morejón, Robles, Corretjer, Burgos, Mar­
qués, Sánchez, Vega, Soto and Ferré.
Fall semester 1994. Camacho de Schmidt.

Music and Dance

JAM ES FREEMAN, Professor of Music
GERALD LEVINSON, Professor of Music
J.H. KWABENA NKETIA, Cornell Visiting Professor5
SHARON E. FRIEDLER, Associate Professor of Dance, Director of the Dance Program and Chair
ANN K. McNAMEE, Associate Professor o f Music
JOHN ALSTON, Assistant Professor o f M usic 1
MICHAEL MARISSEN, Assistant Professor o f Music
THOMAS W HITM AN, Assistant Professor of Music
KIM 0. ARROW, Assistant Professor o f Dance (part-time)
SALLY HESS, Assistant Professor of Dance (part-time)
ANANYA CHATTERJEA, Associate in Performance (Dance)
LA DEVA DAVIS, Associate in Performance (Dance)
DOROTHY K. FREEMAN, Associate in Performance (Music)
MICHAEL JOHNS, Associate in Performance (Music)
C. KEMAL NANCE, Associate in Performance (Dance)
ARNE RUNNING, Associate in Performance (Music)
PAULA SEPINUCK, Adjunct Associate in Performance (Dance)
JON SHERMAN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)

MUSIC
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding of music
as an artistic and intellectual achievement.
Theory courses train the student to work
with musical material, to understand modes
of organization in composition, and to evolve
methods of musical analysis. History courses
introduce students to methods of studying
the development of musical styles and genres,
and the relationship o f music to other arts and
areas of thought. The Department encourages
students to develop performing skills through
private study and through participation in the
Wind Ensemble, Chorus, Early Music En­
semble, Orchestra, Jazz Ensemble, and cham­
ber music coaching program which it staffs
and administers. Each year the Swarthmore
Music and Dance Festival brings together
guest artists, faculty members, and students
in a series of performances and symposia
focused on specific themes. The Department
also assists instrumentalists or singers to fi­
nance the cost of private instruction. Up to 16
half-credits may be granted toward gradua­
tion.

1 Absent on leave, fall semester, 1994.

Major in the Course Program: Two semester
courses in theory and one semester course in
history are prerequisite for acceptance as a
major. Majors will normally take five semester
courses in theory (including Music 15,16, or
17), four semester courses in history (includ­
ing Music 20 and either 21 or 22), meet the
basic piano requirement, pass four repertory
exams, and pass the comprehensive exam.
Majors are expected to participate in at least
one of the Department’s performing organiza­
tions.
Major in the External Examination (Honors)
Program: A student intending to major in the
Honors Program will fulfill the same prereq­
uisites as listed above, will pass four repertory
exams, will meet the basic piano requirement,
and will normally stand for four papers in
music. The Department strongly recommends
that one paper be a thesis or research project.
Any Theory/Composition course numbered
15 or higher, also all history courses, can be
used as the basis o f a paper when augmented
by a concurrent or subsequent attached unit
o f additional research, or by directed reading,
or by a tutorial.

5 Spring semester, 1995.

207

Music and Dance

Minor in the External Examination (Honors)
Program: A student intending to minor in the
Honors Program will normally stand for two
papers in music. Two semester courses in
theory and one semester course in history are
prerequisite for a minor. A t least four semes­
ter courses in theory and two in history
should eventually be taken.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge of French
and German. A reading knowledge o f Latin is
also desirable for students planning to do
graduate work in musicology.
Proficiency on an instrument: All majors in music
will be expected to play a keyboard instru­
ment well enough by their senior year to
perform a two-part invention of J.S . Bach and
a first movement of an easy late 18th or early
19th century sonata. In addition, they must
demonstrate skill in score reading and in
realizing figured basses. The Department rec­
ommends that majors take two semesters of
Music 42 to develop these skills.
The basic piano program: This program is de­
signed to develop keyboard proficiency to a

point where a student can effectively use the
piano as a tool for study and also to help
students meet the keyboard requirements out­
lined above. It is open to any student enrolled
in a course numbered 11 or higher. No aca­
demic credit is given for basic piano.
Special scholarships and awards in music
include:
The Garrigues Music Awards: See p. 78.
The Boyd Barnard Music Awards: See p. 77.
The Fetter String Quartet Scholarships: Seep. 28.
The Arthur Fennimore Award: See p. 78.
The Anna May Courtney Award: See p. 78.
The Renee Gaddic Award: See p. 78.
Music 48 Special Awards: See p. 79.
Friends o f Music and Dance Summer Awards:
See p. 78.
The Boyd Barnard Prize: See p. 77.
The Peter Gram Swing Prize: See p. 80.
The Melvin B. Troy Prize: See p. 80.

C R ED IT FO R PER FO R M A N C E
NOTE: All performance courses are for halfcourse credit per semester. A total o f not
more than eight full credits (16 half-credit
courses) in Music and Dance may be counted
toward the degrees o f Bachelor o f Arts and
Bachelor o f Science. No retroactive credit is
given for performance courses.
Individual Instruction (Music 4 8)
Music Majors and members o f the Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, Jazz Ensemble, and Orchestra
may, if they wish, take lessons for credit.
Students who are not majoring in music and
are not in any o f the performing organizations
listed above may take lessons for credit if they
are concurrently enrolled in a History or
Theory/Composition course offered by the
Department. Pianists and guitarists who are
not Music Majors may qualify for Music 48
by enrolling in a Music Department course,
by taking part in the Department’s Program

208

for Accompanists, or by participating in one
o f the ensembles listed above.
Students who wish to take Music 48 (Individ­
ual Instruction) must register for the course
and submit an application to the department
at the beginning o f each semester. Forms are
available in the Department office. Although
it is necessary to be a member in good standing
of a College music performance group, it is
not necessary to be registered 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 o f study and grade it on
a credit/no credit basis. Teacher and student
will submit written evaluations, and the stu­
dent will perform for a jury at the end o f the
semester. The Department will then decide if

the student should receive credit, and if the
student can re-enroll for the next semester.
For students enrolled in lessons for credit
(Individual Instruction), a portion o f the cost
of ten lessons (approximately one-third) will
be paid by the Department to the teacher.
Section leaders in the Chorus and Orchestra
and Majors receive subsidies that cover a
portion of the cost (approximately twothirds) the cost of ten lessons through Music
Department Grants. Additional scholarships
such as the Barnard, Garrigues, Fetter, Fennimore, Courtney, and Gaddie Scholarships
may subsidize the entire cost of private lessons
with the teacher of their choice for the most
musically advanced students at the College.
All students enrolled in Music 4 8 are strongly
encouraged to perform in student chamber
music concerts and to try out for concertos
with the Orchestra and solos with the Chorus.
Orchestra, Chorus, Wind Ensenble,
Early Music Ensemble, Chamber Music, 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), or Keyboard
Workshop (Music 49) for credit with the
permission of the Department member who
has the responsibility for that performance
group. The amount of credit received will be
a half-course in any one semester. Students
applying for credit will fulfill requirements

established for each activity, i.e., regular at­
tendance at rehearsals and performances and
participation in any supplementary rehearsals
held in connection with the activity. Students
will be graded on a credit/no credit basis.
Students taking Music 47 (Chamber Music)
for credit should submit to the Department at
the beginning of the semester a repertory of
works to be rehearsed, coached, and per­
formed during the semester. They should
include the names of all students who have
agreed to work on the repertoire, the names
of all coaches who have agreed to work with
them, and the proposed dates for performance
in a student chamber music concert.
A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach
at least every other week. All members of the
group should be capable of working well both
independently and under the guidance of a
coach, also capable of giving a performance of
high quality. It is not necessary for every
person in the group to be taking Music 47 for
credit, but the Department assumes that those
taking the course for credit will assume re­
sponsibility for the group, making sure that
the full group is present for regular rehearsals
and coaching sessions.
Students taking the Keyboard Workshop
(Music 49) will develop and refine skills in
accompanying and sight-reading through
work with the chamber, song, and four-hand
repertoire.

C O U R SES A N D SEM IN A R S
1. Introduction to M usic.
This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from folk music and various nonWestem repertories, the course focusses pri­
marily on the art musics of Europe and the
United States. Prior musical training is not
required.
Open to all students without prerequisite.
Fall semester. Whitman.

2. Introduction to M usic.
An introduction to musical fundamentals
(reading notation and developing aural per­
ception of pitch, rhythm, structure, and har­
mony). The course assumes no prior training
in music.
Open to all students without prerequisite.
Not offered 1994- 95.
3. J a z z History.
This course traces the development of jazz
from its roots in West Africa to the free styles

209

Music and Dance

■>

4
o f the 1960s. Included are the delineation of
the various styles and detailed analysis of
seminal figures. Emphasis is on developing
the student’s ability to identify both style and
significant musicians aurally.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1994- 95.
5. Encounters w ith “the Other”:
Exoticism in Western and
Eastern M usic.
W hat happens when one musical culture en­
counters another? Many musicians have
looked beyond the traditional boundaries of
their own culture, incorporating "exotic”
techniques and elements in a attempt to forge
a distinctive style. This course will explore
the music o f selected European and Asian
composers (Mozart, Bizet, Debussy, Harrison,
Crumb, Takemitsu, R. Shankar, Ung, Sheng,
Sadra) whose works offer a synthesis o f East­
ern and Wstern approaches to music making.
Open to all students without prerequisite.
Primary distribution course.
Spring 1995. J. Freeman and T. Whitman.
^

_

_

7. W.A. M ozart.
Study o f Mozart’s compositions in various
genres and o f the peculiar interpretive problems in Mozart biography.
Open to all students without prerequisite.
Primary distribution course.
Fall semester. Marissen.
8. Th e M usic of Asia.
An introduction to selected musical traditions
from the vast diversity o f non-western cul­
tures. The music will be studied in terms of
both its purely sonic qualities and its cultural/
philosophical backgrounds.
Open to all students without prerequisite.
Primary distribution course.
Not offered 1994- 95.
9. M usic and Dance of Africa.
An introduction to selected musical and dance
traditions o f Africa. This course wil involve
all students in the practice of dancing and
drumming as well as in the study o f those
forms through lectures, reading, listening,
and viewing. No prior musical or dance train­
ing required.
Spring semester. J.H . Kwabena Nketia.
_

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T H EO R Y A N D C O M PO SITIO N
Students who anticipate taking further courses
in the Department or majoring in Music are
urged to take Music 11 and Music 12 as early
as possible. Placement exams are given each
year at the first meeting o f that course for
students who feel they may be able to place
out o f it. Majors will normally take Music 11,
12, 13, 14, and one of 15, 16, or 17 in suc­
cessive years.
11. Harm ony 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 is re­
quired.
Fail semester. McNamee.
12. Harm ony and Counterpoint 2.
Written musical exercises include composi­
tion o f original materials as well as commen-

210

tary on excerpts from the tonal literature.
Prerequisite: Music 11 (or the equivalent).
One section o f Music 40B per week is re­
quired.
Spring semester. Levinson.
13. Harm ony 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 is re­
quired.
Fall semester. Levinson.
14. Harm ony and Counterpoint 4.
Advanced work with chromatic harmony.
Prerequisite: Music 13.
One section o f Music 40D per week is re­
quired.
Spring semester. McNamee.

4

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♦

15. Harmony and Counterpoint 5.
Detailed study o f a limited number of works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 14.
One section of Music 40E per week is re­
quired.
Spring semester. McNamee.

17. History of M usic Theory.
A survey of primary sources (in translation)
from Boethius, Tinctoris, and Zarlino through
Rameau, Riemann, and Schoenberg.
Prerequisite: Music 14.
One section of Music 40E per week is re­
quired.
Not offered 1994- 95.

16. Schenker.
An introduction to Schenkerian analysis. An
extension of traditional analytical techniques,
incorporating Schenker’s principles of voice
leading, counterpoint, and harmony.
Prerequisite: Music 14.
One section o f Music 40E per week is re­
quired.
Not-offered 1994- 95.

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, T. Whitman.
19. Composition.
Fall and spring semesters. Levinson.

H ISTO RY O F M U SIC
20. Medieval and Renaissance M usic.
A survey of European art music from the late
Middle Ages to the sixteenth century. Rele­
vant extra-musical contexts will be consid­
ered.
Prerequisite: a knowledge of traditional nota­
tion.
Spring semester. Marissen.
21. Baroque and Classical M usic.
A survey of European art music from the
sixteenth-century Italian madrigal to Beeth­
oven’s Eroica symphony. Relevant extra-mu­
sical contexts will be considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Fall semester. J. Freeman.
22. Nineteenth-Century M usic.
The development of the "Romantic Style”
from late Beethoven and Schubert to Wagner
and Verdi.
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1994- 95.
23. Tw entieth-Century M usic.
A study of the various stylistic directions in
music of the 20th Century. Representative
works by composers from Debussy, Stra­
vinsky, and Schoenberg, through Copland,
Messiaen, and post-war composers such as

Boulez and Crumb, to the younger generation,
will be examined in detail.
Prerequisite: a knowledge of traditional nota­
tion.
Fall semester. J. Freeman.
24. Arm strong, Parker, and Coltrane.
This course examines the lives and music of
Louis Armstrong, Charlie Parker, and John
Coltrane. M ajor biographies and detailed
analysis of solo transcriptions, as well as the
historical impact o f the music in shaping their
respective eras, are considered.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1994- 95.
31. Opera.
A survey of the history of opera, with special
emphasis on and study of scenes from selected
works. For those with vocal abilities, the
course will include preparation of specific
scenes, but it is open as well to students with
no particular performance skills.
Prerequisite: a knowledge of traditional nota­
tion.
Primary distribution course.
Not offered 1994- 95.
32. H istory of the String Quartet.
A history o f the string quartet from its origins
to its development into one of the genres of

Music and Dance

Western classical music. The course will focus
on the quartets o f Haydn, Mozart, and Beeth­
oven.
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1994- 95.
33. Lieder.
A study o f various solutions by various com­
posers to the problems o f relating text and
music, especially in the German Lied.
Not offered 1994- 95.
34. J.S . Bach.
Study o f Bach’s compositions in various
genres. For the instrumental music this in­
volves close consideration o f style and signi­
fication. For the vocal music it also involves
study of ways Bach’s music interprets, not
merely expresses, his texts.
Prerequisite: a knowledge o f traditional nota­
tion.
Not offered 1994- 95.
35. Late Romanticism in Germ any
and Austria.
A study of selected large works by Wagner
( Walkiire, Tristan) Brahms (Haydn Variations,
Violin Concerto), Mahler (4th symphony), J.
Strauss (Fledermaus), R . Strauss ( Till Eulenspiegel, Salome), and Schoenberg ( Verklaerte
Nacht, Pierrot Lunaire).
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1994- 95.
36. M usic Since 1945.
A study of contemporary concert music, in­
cluding such composers as Messiaen, Crumb,
Boulez, Cage, Babbit, Carter, Lutoslawski,
Ligeti. Electronic music, collage, chance and
improvisation, and minimalism will also be
examined, as well as the current trends toward
Neo-Romanticism and stylistic pluralism.
Not offered 1994- 95.
37. Contem porary Am erican
Com posers.
A study of the works and thought of six im­
portant American composers. The course will
stress intensive listening and will include dis­
cussion meetings with each o f the composers.
Prerequisite: a knowledge of traditional nota­
tion.
Not offered 1994- 95.

212

38. Women Com posers and
Choreographers.
A survey of women composers and chore­
ographers. Choreographers range from Duncan through Bausch; composers from Hildegard through Zwilich. Topics include: form,
phrasing, text, and social/political comment.
Open to all students without prerequisite.
One credit.
Not offered 1994- 95.
39. M usic and Dance: C riticism and
Reviewing.
This course, to be administered by the department and taught by guest lecturers who
are prominent in the field of reviewing, will
cover various aspects o f writing about the
performance of music and dance: previewing,
reviewing, the critic’s role and responsibilities,
and the special problems of relating perfor­
mance to the written word.
Not offered 1994- 95.
60. Projects in Performance.
A study of chamber repertoire. Performance
practice and problems in music o f various
styles will be examined in terms o f analysis,
research, and rehearsal. Ability to perform
instrumentally or vocally is required.
Not offered 1994-95.
61. J a z z Im provisation.
A systematic approach that develops the abili­
ty to improvise coherently, emphasizing the
Bebop and Hard Bop styles exemplified in the
music of Charlie Parker and Cifford Brown.
Students will memorize jazz compositions,
various scales and their applications, as well
as one transcription and many idiomatic formulae. Daily practice is expected.
Maximum enrollment: 2 sections, 2 0 students
each.
Prerequisite: proficiency on a musical instru­
ment.
Spring 1995. Alston.
92. independent Study.
93. Directed Reading.
95. Tutorial.
Special work in composition, theory, or his­
tory.
One or two credits.
96. Senior Thesis.
One or two credits.

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SEM IN ARS
100. Harm ony and Counterpoint 5.
See Music 15.
(One-credit seminar equivalent to a two-credit
seminar.)
Prerequisite: Music 14.
One section o f Music 40E per week is re­
quired.
Spring semester. McNamee.
101. J.S . Bach.
Study of Bach’s compositions in various

genres, examining music both as a reflection
o f and formative contribution to cultural
history.
(One-credit seminar equivalent to a two-credit
seminar.)
Prerequisites: Music 11 and German IB
(higher levels in both strongly recommended;
Religion 18 also recommended), or permis­
sion of instructor.
Spring semester. Marissen.

PER FO R M A N C E (M U S IC )
NOTE: All performance courses are for half­
course credit per semester. See p. 208 for
general provisions governing work in perfor­
mance for credit toward graduation.
40A. Elements of M usicianship i.
Sight-singing, rhythmic and melodic dicta­
tion.
Required for all Music 11 students without
credit. Also open to other students for half­
credit.
Fall semester. McNamee.
40B. Elements of M usicianship II.
Prerequisite: Music 40A .
Required for all Music 12 students.
Spring semester. McNamee.
40C. Elements of M usicianship III.
Prerequisite: Music 40B.
Required for all Music 13 students.
Fall semester. McNamee.
40D. Elements of M usicianship IV.
Prerequisite: Music 40C.
Required for all Music 14 students.
Spring semester. McNamee.
40E. Elements of M usicianship V.
Prerequisite: Music 40D.
Required for all Music 15 students.
Spring semester. Levinson.

41. Performance (J a z z Ensemble).
Not offered 1994- 95.
42. Figured Bass and Score Reading.
Both semesters. Staff.
43. Performance (Chorus).
Both semesters. Staff, Alston.
44. Performance (O rchestra).
Both semesters. J. Freeman, Running.
45. Performance (Early M usic
Ensemble).
Both semesters. Marissen.
46. Performance (Wind Ensemble).
Both semesters. Johns.
47. Performance (Cham ber M usic).
(See guidelines for this course on page 209.)
Both semesters. D. Freeman.
48. Performance (Individual
Instruction).
(See the guidelines for this course on page 208.)
Specific and updated guidelines will be dis­
tributed at the beginning of each semester.
Both semesters.
49. Keyboard Workshop.
Developing and refining skills in accompany­
ing and sight-reading through work with the
chamber, song, and four-hand repertoire.
Not offered 1994- 95.

DANCE
Dance, a program within the Department of
Music and Dance, shares the Department

philosophy that courses in theory and history
should be integrated with performance. By

Music and Dance

offering a balance of cognitive, creative, and
kinesthetic classes in dance we present a
program which stands firmly within the tra­
dition o f Swarthmore’s liberal arts orientation.
The instructors strive to create an atmosphere
o f cooperative learning; one which affirms
group process and fosters comradery.

Special Major: Dance and
a second discipline
Students may combine the study o f dance
with substantive study in another discipline.
The two disciplines in this major may be
philosophically linked or may represent sep­
arate areas of the student’s interest. Some
examples are: English, history, linguistics,
music, philosophy, religion, sociology/anthropology, and theatre. For this major, 6
dance credits from the core program listed
below are joined by 6 credits in one other
discipline. Such special majors require the
approval of the dance program and the other
department involved. Planning for these ma­
jors should take place as early in the student’s
program as possible; students are encouraged
to develop their plans in consultation with the
Director o f Dance and with a faculty advisor
in the other discipline.

5 0 through 58, and 6 0 through 62, may be
taken for academic credit or may be taken to
fulfill physical education requirements. Ad­
vanced dancers are encouraged to audition for
level III technique classes and for Dance:
Repertory (Dance 49). A total of not more
than eight full credits (16 half-credit courses)
in performance: technique classes and in
music performance classes may be counted
toward the degrees o f Bachelor o f Arts and
Bachelor of Science. No retroactive credit is
given for performance classes.

*

Dance Program Performance Opportunities
All interested dancers are encouraged to au­
dition for student and faculty works. These
auditions take place several times each semes­
ter; dates are announced in classes and in the
Weekly News. Formal concerts take place
toward the end of each semester; informal
studio concerts are scheduled throughout the
year.

M

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.

<9

Special majors are urged to supplement their
study with appropriate courses in anatomy,
art, Asian studies, history, music, sociology/
anthropology, theatre, religion, and other
areas of concentration such as various ethnic
studies and women’s studies.

Scholarships and Awards
Scholarships for summer study in dance are
available through funds provided by The
Friends o f Music and Dance. The Halley Jo
Stein Award for Dance and The Melvin B.
Troy Award for Composition are also awarded
annually by the Department.

Required Courses
The core program o f 6 credits includes the
following courses:
2 in composition/improvisation (Dance 12
[1 cr.] and Dance 10 [Vi cr.]),
2 in history/theory (one from Dance 21-24
[1 cr.] and one from 3 6 -3 9 [1 cr.]),
3 in performance technique (Dance 50
[Vi cr.], one other technique at the 5 0 level
[Vi cr.], and one additional technique other
than Dance 60 [Vi cr.])
1 senior project and/or thesis (Dance 9 4 ,9 5 ,
or 9 6 [1 cr.]).

1. Introduction to Dance.
A survey course that approaches dance viewing and analysis of dance performance through
an introduction to elements of dance compo­
sition and history. The roles of choreographer,
performer, and audience in various cultures
are compared. This is a lecture course in
which no prior dance training is assumed; it
is open to all students without prerequisite.
Two lectures and one video viewing session
per week. One credit.
Primary distribution course.
Fall 1994. Friedler.

Performance Dance: Technique
In a typical semester over twenty hours of
dance technique classes are offered on graded
levels presenting a variety o f movement styles.
Technique courses, numbered 4 0 through 48,

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,

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video and film viewings, and workshops with
a wide variety o f guest artists from the field.
The particular forms will vary each semester
but may include such styles as: various Afri­
can, Asian, and Native American forms,
Capoeira, Flamenco, and European court
dancing. Open to all students; no prior dance
training required. One credit.
Not offered 1994- 95. Friedler.
9. M usic and Dance of Africa.
An introduction to selected musical and dance
traditions o f Africa. This course wil involve
all students in the practice o f dancing and
drumming as well as in the study of those
forms through lectures, reading, listening,
and viewing. No prior musical or dance train­
ing required.
Spring semester. J.H . Kwabena Nketia.
10. Dance Im provisation.
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 o f ensemble. A
journal is required, and a course in dance
technique must be taken concurrently. Three
hours per week. One half credit.
Fall semester 1994. Arrow.
11. Dance Composition I.
A study of the basic principles of dance
composition through exploration of the ele­
ments of dance movement, invention, and
movement themes, to the end of developing an
understanding of various choreographic struc­
tures. Considerable reading, video and live
concert viewing, movement studies, journals,
and a final piece for public performance which
includes a production lab component are
required. A course in dance technique must
be taken concurrently.
Prerequisite: Dance 10, Dance 16 or permis­
sion of the instructor.
One credit.
Spring semester 1995. Staff.
12. Dance Composition II.
An elaboration and extension of the material
studied in Dance 11. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups. Read­

ing, video and live concert viewing, movement
studies, journals, and a final piece for public
performance which may include a production
lab component are required. A course in
dance technique must be taken concurrently.
Students must have previously taken Dance
11 or its equivalent. One credit.
Fall semester 1994. Hess.
13. Dance Composition: Tutorial.
Designed as a tutorial for students who have
previously taken Dance 11 and 12, or the
equivalent. Choreography of a final piece for
public performance is required. Weekly meet­
ings with the instructor and directed readings,
video and concert viewings. A journal may
also be required. A course in dance technique
must be taken concurrently. One half credit.
Offered every semester. Arrow, Friedler, Hess.
14. Special Topics in Dance
Composition.
A course which focuses on intensive study of
specific compositional techniques and/or
subjects. Topics may include: autobiography,
dance and text, partnering, interdisciplinary
collaboration, reconstruction, and technol­
ogy. Choreography of a final piece for perfor­
mance is required. Weekly meetings with the
instructor, directed readings, video and con­
cert viewing, and a journal will be required. A
course in dance technique must be taken con­
currently.
Prerequisite: Dance 11.
Three hours per week. One credit.
Spring semester 1995. Arrow, Friedler, Hess.
16. Rhythmic Analysis/Drum m ing.
A theoretical and practical analysis of rhyth­
mic structure applying techniques o f AfroCuban drumming. For the general student,
emphasis will place the investigation of rhyth­
mic structure within a cultural and contem­
porary context. For students of dance, addi­
tional 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.
Fall semester 1994. Arrow.
21. History of Dance: A frica and Asia.
This course will move through an exploration
of dance forms from Africa, from Africanist
cultures and from Asian cultures, from the

215

Music and Dance

perspectives o f stylistic characteristics, under­
lying aesthetics, resonances in general cultural
traits, and developmental history. The course
will occasionally focus on one dance style for
close examination. Study will be facilitated by
guest lecturers, specialists in particular dance
forms from these cultures.
Prerequisite: Dance 1 or 2. Two lectures and
one hour video viewing per week. One credit.
Fall semester 1994. Chatterjea.
22. History of Dance: Europe’s
Renaissance Through 1900.
A study of social and theatrical dance forms
in the context of various societies from the
Renaissance through the nineteenth century.
Influential choreographers, dancers, and the­
orists representative of the periods will be
discussed.
Prerequisite: Dance 1 or 2; Dance 21 strongly
recommended. Two lectures and one hour
video viewing per week. One credit.
Next offered fall 1995.
23. Tw entieth Century Dance.
A study o f Twentieth Century social and
theatrical dance forms in the context of West­
ern societies with an emphasis on America.
Influential choreographers, dancers, and the­
orists will be discussed.
Prerequisite: Dance 1 or 2; Dance 21 and 22
strongly recommended. Two lectures and one
hour video viewing per week. One credit.
Not offered 1994- 95.
24. Dance as Social History.
This course focuses on dance as a locus for
discussing power relations through gender,
race, and class in the period from 1880 to
1928 in Europe, North America, the Carribean, and South America. Analysis of a vari­
ety o f dance forms in their historical/cultural
context.
Prerequisite: Dance 1, 2, or permission of the
instructors.
Three hours per week. One credit.
Not offered 1994- 95. Friedler and Murphy.
36. Dance and Gender.
This course explores ways that gender has
informed dance, particularly performance
dance, since 1960. The impact of various
cultural and social contexts will be consid­
ered. Lectures, readings, and video/concert
viewings will all be included.

216

Prerequisite: Dance 1, 2, or permission o f the
instructor.
One credit.
Not offered 1994- 95. Friedler.
37. The Politics of Dance Performance.
An investigation o f the aesthetic principles of
perception, symbolism, abstraction, and crea­
tivity in relation to the viewing and interpre­
tation o f dance performance. Emphasis will
be placed on political interpolation and rami­
fications o f the act o f public performance.
Topics o f discussion will include the "politi­
cally correct” paradox, censorship in govern­
ment funding, and various historical perspec­
tives. Open to all students without pre­
requisite. One credit.
Not offered 1994- 95.
38. Women Com posers and
Choreographers.
A survey o f women composers and chore­
ographers. Choreographers range from Dun­
can through Bausch; composers from Hildegard through Zwilich. Topics include: form,
phrasing, text, and social/political comment.
Open to all students without prerequisite.
One credit.
Not offered 1994- 95.
39. M usic and Dance: C riticism and
Reviewing.
This course, to be administered by the de­
partment and taught by guest lecturers who
are prominent in the field o f reviewing, will
cover various aspects o f writing about the
performance o f music and dance: previewing,
reviewing, the critic’s role and responsibilities,
and the special problems o f relating perfor­
mance to the written word.
Not offered 1994- 95.
NOTE: All dance technique courses meet for
two 1% hour meetings per week. Technique
courses, numbered 4 0 through 4 8 ,5 0 through
58, and 60 through 62, may be taken to fulfill
physical education requirements or may be
taken for academic credit. When dance tech­
nique courses are taken for academic credit,
students will fulfill established requirements
beyond class attendance for each activity, i.e.,
attendance at performances, written reports,
journals, etc. Students will be graded on a
credit/no credit basis. Technique courses may
be repeated for academic credit.

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40A. 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.
Fall 1994. Stein.
40B. Performance Dance: Modern I.
A continuation of the movement principles
introduced in Dance 40A . Emphasis on in­
creasing complexity o f vocabulary.
Prerequisite:: Dance 40 A or permission o f the
instructor.
Spring 1995. Staff.
41. Performance Dance: Ballet I.
An introduction to fundamentals o f classical
ballet vocabulary: correct body placement,
positions o f the feet, head and arms, basic
locomotion in the form. No previous experi­
ence necessary.
Sherman.
42. Performance Dance: J a z z I.
An introduction to basic principles of jazz
dance: body isolations, polyrhythms, synco­
pation, basic locomotion. No previous dance
experience necessary.
Not offered 1994- 95.
43. Performance Dance: African Dance.
An introduction to the classic dances o f west­
ern and southern Africa. Analysis, study, and
performance o f Umfandalai technique in Af­
rican dance.
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.
Davis.
45. Performance Dance: Hatha Yoga.
Open to all students, the course will focus on
experience/understanding of a variety o f asana
(physical postures) from standing poses to
deep relaxation. Its aim is to provide the
student with a basis for an ongoing personal
practice. If taken for academic credit some
required reading and two papers.
Hess.
48. Performance Dance: Special Topics
in Technique.
Intensive study o f special topics falling outside

the regular dance technique offerings. Topics
may include such subjects as: Alexander tech­
nique, Classical East Indian Dance Forms,
Contact Improvisation, Pilates, and/or Musi­
cal Theatre Dance.
Fall 1994. Classical East Indian Dance, Chatterjea.
Spring 1995. Contact Improvisation, Stein.
49. Performance Dance: Repertory.
The study of repertory, basics of production,
and performance. Students are required to
perform in at least one scheduled dance con­
cert during the semester. Placement by audi­
tion or permission of the instructor. One half
credit. Three hours per week. A course in
dance technique must be taken concurrently.
O ffered every semester.
Fall 1994. Hess.
Spring 1995. Staff.
50. Performance Dance: Modern II.
An elaboration and extension o f the principles
addressed in Dance 40A and B. For students
who have taken Dance 40A and B or the
equivalent.
Fall 1994. Hess, Arrow. Spring 1995. Staff.
51. Performance Dance: Ballet II.
An elaboration and extension of the principles
addressed in Ballet I. For students who have
taken Ballet I or its equivalent.
Sherman.
52. Performance Dance: J a z z II.
An elaboration and extension of the principles
addressed in Jazz I. For students who have
taken Jazz I or its equivalent.
Not offered 1994- 95.
53. Performance Dance: African II.
An elaboration and extension of the principles
addressed in African I.
Prerequisite: African I or its equivalent.
Spring 1995. Nance.
55. Performance Dance: Hatha Yoga II.
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 o f the more
advanced asanas, particularly in the backward-bending and inverted poses.
Spring 1995. Hess.

217

Music and Dance

58. Performance Dance: Special Topics
in Technique II.
An elaboration and extension of principles
addressed in Dance 48.
Permission o f the instructor required.
Spring 1995. Classical East Indian Dance II,
Chatterjea.

phasis in areas not covered by the regular
curriculum. Students will present perfor­
mances and/or written reports to the faculty
supervisor, as appropriate. Permission must
be obtained from the program director and
from the supervising faculty. One credit.
O ffered every semester. Staff.

60. Performance Dance: Modern III.
Continued practice in technical movement
skills in the modem idiom; including ap­
proaches to various styles. Placement by audi­
tion or permission of the instructor.
Fall 1994 . Arrow, Friedler. Spring 1995. 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 re­
ports to the faculty supervisor. Permission
must be obtained from the program director
and from the supervising faculty. One credit.
Offered every semester. Staff.

61. Performance Dance: Dallet III.
Continued practice in technical movement
skills in the ballet idiom; including approaches
to various styles. Placement by audition or
permission o f the instructor.
Sherman.
62. Performance Dance: J a z z III.
Continued practice in technical movement
skills in the jazz idiom; including approaches
to various styles. Placement by audition or
permission o f the instructor.
Not offered 1994- 95.
70. Th e A rts as Com munity
Servlce/Social Change.
An experiential course exploring how the arts
can impact and reflect on issues of community,
service, education, and social/political
change. The course includes several aspects:
readings and discussions on the meaning of
community, service, art, and educational pol­
icy and methodology; personal reflections;
classes led by guest activists and artists dis­
cussing their work with a variety of commu­
nities and from a wide range o f approaches.
Three on site visits to community arts organi­
zations in the area, a short internship with an
approved organization, group practice ses­
sions, and three papers are also required.
Open to all students with prior permission of
the instructor. Limited enrollment. One credit.
Spring 1995. Sepinuck.
92. Independent Study.
Available on an individual basis, this course
offers the student an opportunity to do special
work with performance or compositional em­

94. Senior P ro je c t
Intended for seniors pursuing the special
major, this project is designed by the student
in consultation with a dance faculty advisor.
The major part o f the semester is spent con­
ducting independent rehearsals in conjunction
with weekly meetings under an advisor’s su­
pervision; the project culminates in a public
presentation and the student’s written docu­
mentation o f the process and the result. An
oral response to the performance of the docu­
mentation follows in which the student, the
advisor, and several other members o f the
faculty participate. Proposals for such projects
must be submitted to the dance faculty for
approval during the semester preceding en­
rollment. One credit.
Offered every semester. Staff.
9 5 ,9 6 . Senior Thesis.
Intended for seniors pursuing the special
major, the thesis is designed by the student in
consultation with a dance faculty advisor.
The major part o f the semester is spent con­
ducting independent research in conjunction
with weekly tutorial meetings under an advi­
sor’s supervision. The final paper is read by a
committee of faculty who then meet with the
student for evaluation of its contents. Propos­
als for a thesis must be submitted to the dance
faculty for approval during the semester pre­
ceding enrollment. One or two credits.
Offered every semester. Staff.

I

Peace and Conflict Studies
■' .............. "
Convenor:

■

■ ■

■

J.W . FROST (Friends Historical Library)

Committee: Wendy E. Chm ielewski (Peace Collection)
Miguel D iaZ-BaiTiga (Sociology-Anthropology)
Hugh M. Lacey (Philosophy)
M arjorie M urphy (History)
Deepa Ollapally (Political Science)

I

■

I

-------------------------------------------The program on Peace and Conflict Studies at
Swarthmore College is designed to teach stu­
dents to understand the causes, practices, and
consequences o f collective violence (war),
terrorism, and peaceful or nonviolent meth­
ods of conflict management and resolution.
The curriculum offers instruction in the fol­
lowing areas: ( 1 ) alternatives to fighting as a
way of settling disputes: conflict resolution,
rituals, nonviolence, mediation, peace-keep­
ing forces, private peace-fostering organi­
zations (NGOs), arms control, economic sanc­
tions, international law, international orga­
nizations; ( 2 ) the political economy of war:
the military-industrial complex, economic
conversion; (3 ) causes o f collective violence:
aggression and human nature, the state system
and international anarchy, systemic injustice,
balance o f power diplomacy, competition for
scarce resources, diplomacy, ethnocentrism,
ideological and religious differences, insecure
boundaries, minorities within states, the rela­
tionship between internal weakness and ag­
gression, arms races, game theory; (4 ) nature
of war: civilian and military objectives, strat­
egy and tactics, draft and conscientious objec­
tors, deterrence theory, low-intensity conflict,
psychology o f battle, prisoners o f war, neutral
rights, the experience o f war by soldiers and
civilians, conventional, nuclear, and guerilla
wars, how to end a war, and effects o f winning/losing a war on population; (5 ) the
evaluation o f war: morality o f war, just war
theory, pacifism, the war mentality, the utility
of war, war novels, responsibilities o f citizens
in countries engaged (directly or indirectly) in
warfare, how to build a lasting peace.
Student programs can include an internship
or field work, e.g., in a peace or conflict*

management organization such as the United
Nations or Suburban Dispute Settlement. An
internship is highly recommended. Normally
field work or internship will not be for college
credit, but for special projects—to be worked
out with an instructor and approved by the
Peace Studies Committee in advance—stu­
dents can earn up to one credit.Students
intending a Peace and Conflict Studies con­
centration should submit a plan o f study to
the coordinator of the program during the
spring o f the sophomore year, after consulta­
tion with faculty members who teach in the
program. The plan will outline the student’s
program of study and the nature of the final
project. Applications will then be reviewed by
the Committee.
The Concentration in Peace and Conflict
Studies is not a major. It may be taken
together with a course or external examination
in any field. Each concentration must include
a minimum o f six credits of Peace and Conflict
Studies courses, of which four must be outside
the student’s major. The Introduction to Peace
Studies is required and should be taken not
later than the junior year. A thesis or final
exercise is required. The final project must be
interdisciplinary, but can be integrated into a
thesis or other project done for the student’s
major department. For seminar students, the
external examination or the thesis can serve
as the final exercise. These courses, either
currently listed in the College catalogue or
planned, will constitute the foundation for a
Peace and Conflict Studies Concentration.
Certain courses offered at Haverford and
Bryn Mawr as noted below can be included in
the Concentration.

*

219

Peace and Conflict Studies

PEA C E STU D IES
15. Introduction to Peace Studies.
The course begins with an examination of
perspectives on the causes o f war in many
disciplines, 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 private groups. Students will
be expected to write term papers using the
archives and manuscripts in the Swarthmore
College Peace Collection.
Prerequisite: courses in history or political
science dealing with foreign policy and/or
courses in religion or philosophy discussing
the ethics of war.
This course can be counted for distribution as
a Social Science unit, but it is not a primary
distribution course. It may not be normally
used to fulfill any department’s major require­
ments.
Spring semester. Frost.
H istory 40. Peace M ovem ent in the
United States: Women and Peace.
Exploration o f the role of women and gender
in the peace movement in the United States
from the nineteenth century to the present.
Topics to be discussed include connections
between work for peace with: the changing
perceptions o f the public role o f women
through the nineteenth and twentieth centu­
ries; the rise of feminism; religious pacifism;
maternal politics; and gendered views of peace
and justice. Some comparison between work
women have done for peace in the U . S. and
internationally.
This course does not count for either History
or Religion major.
Spring semester. Chmielewski.
History 134. Am erican Diplomatic
History.
The emergence of the United States as a world
power, with emphasis on expansionism, na­
tional interest, and global mission.
Spring semester. Murphy.
Political Science 4. International
Politics.
An introduction to the analysis o f the con­
temporary international system and its evolu­
tion in the twentieth century. The course will

220

examine various approaches to explaining
wars, military defense, and international eco­
nomic problems.
Spring semester. Staff.
Political Science 45. Defense Policy.
Analysis o f American defense policy since
World War II, with particular emphasis on
the choice of weapons systems, foreign inter­
ventions, and military strategies.
Prerequisite: Political Science 4 or the equiv­
alent.
Fall semester. Kurth.
Religion 6. War and Peace.
An analysis of the moral issues posed by war,
with consideration o f the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
o f major ideas o f war from the Bible to the
present. A study o f America’s wars since 1940
will show the application o f these ideas in this
nation’s response to organized violence.
Fall semester. Frost.
Sociology/Anthropology 63. Power,
Authority and C onflict
This course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question o f state autonomy,
political legitimacy, and the interpenetration
o f the personal and the political.
Fall semester. Wagner-Pacifici.
Sociology/Anthropology 66. 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 de­
velopment, and the consolidation of democ­
racy. In this course we will examine the
various models, policies, and practices of
development that are proposed by political
parties, international institutions (including

NGOs), and other civic groups in El Salvador.
Fall semester. Diaz-Barriga.

Political Science 245. International
Political System s. Mortimer.

70. Research Internship/Field Work.

Political Science 247. Managing
Conflict: From the Interpersonal to
the International. Rothman.

90. Thesis.
History 49. Race and Foreign Affairs.
Peace Studies 65. Nonviolence: Th eory
and Practice.

Political Science 391. Research
Sem inar in Com parative Politics:
Com parative Democratization. Isaacs.

Philosophy 10. Contem porary Moral
Issues.

Political Science 398. International
Political Economy. Allen.

Philosophy 58. Peace Studies 50.
Nonviolence and Violence in Latin
Am erica.

Spring semester:
Anthropology 280. War and Cultural
Difference. Des Chene.

Political Science 111. International
Politics. Sem inar

Political Science 206. Conflict and
Conflict M anagem ent Ross.

Bryn M aw r C ollege a n d
H averford C ollege:

Political Science 316. Ethnic Group
Politics. Ross.

Fall semester:
General Program s 111. Peace and
Conflict Studies. Rothman.

Political Science 347. Advanced Topics
in Peace and Conflict Studies. Rothman.

Political Science 241. International
Law. Allen.

Sociology/Anthropology 280. Ethnic
C o n flict Hart.

Philosophy

LUIS CAMACHO, Visiting Professor4
HUGH M. LACEY, Professor
HANS OBERDIEK, Professor
CHARLES RAFF, Professor
RICHARD SCHULDENFREI, Professor1
RICHARD ELDRIDGE, Associate Professor and Chair
JOHN HAWTHORN, Visiting Assistant Professor4
TAM SIN LORRAINE, Assistant Professor
GRACE LEDBETTER, Instructor
DARRELL MOORE, Visiting Instructor
DAVID PITT, Visiting Instructor4

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 o f philosophy thus impinges on issues
o f significance for everyone who wishes to live
and act in a reflective and critical manner.

C O U R S E O FFER IN G S A N D P R ER EQ U ISIT ES
The Philosophy Department offers several
kinds o f courses, all designed to engage stu­
dents in philosophical practice. First, there
are courses and seminars to introduce stu­
dents to the major classics o f the history of
Western philosophy: works by Plato and Aris­
totle (Ancient Philosophy); Descartes, Hume,
and Kant (M odem Philosophy); Hegel and
Marx (Nineteenth Century Philosophy); Rus­
sell and Wittgenstein (Contemporary Philos­
ophy). Second, there are courses and seminars
which systematically present arguments and
conclusions in specific areas of philosophy:
Theory o f Knowledge, Logic, Ethics, Meta­
physics, Social and Political Philosophy.
Third, there are courses and seminars con­
cerned with the foundations o f various other
disciplines: Aesthetics, Philosophy of Science,
Philosophy o f Language, Philosophy of Law,
Philosophy of the Social Sciences, Philosophy
o f Psychology, Philosophy of Mathematics,
and Philosophy o f Religion. Fourth, from
time to time, courses are offered on philo­
sophical aspects of contemporary public
issues: Values and Ethics in Science and Tech­
nology, Catholic Social and Political Thought.

Courses and seminars in the third and fourth
categories are frequently offered in collabora­
tion with instructors from other relevant de­
partments; several o f these courses are crosslisted in other departments.

1 Absent on leave, fall semester, 1994.

4 Fall semester, 1994.

222

.

The Department of Philosophy participates in
a special major in linguistics. The interested
student should consult the Linguistics Pro­
gram.
Students majoring in philosophy must com­
plete at least one course or seminar in (1 )
Logic and (2 ) Ancient or Modern Philosophy
and earn a total o f eight credits. In addition,
students majoring in philosophy are strongly
urged to take courses and seminars in areas
of: moral, social, and political philosophy;
epistemology; and metaphysics. Prospective
majors should complete the logic requirement
as early as possible. Course majors are en­
couraged to enroll in seminars. Mastery o f at
least one foreign language is recommended.
All course students will be required to take
Philosophy 97 or meet another requirement
set by the Department that is equivalent to a
comprehensive examination.

IN TR O D U C TO R Y C O U R S E S
The Department provides several avenues into
philosophical study. All courses numbered
1-9 serve as prerequisites to further work in
philosophy, with one exception: Students may
do further work in philosophy after taking
Logic alone. Additionally, 8 or 9 may be taken
after 1-7; after taking either 8 or 9, however,
one may not take any course numbered 1-7.
Further, any student taking 1 may not take 7,
and conversely. All and only courses num­
bered 1-9 fulfill primary distribution require­
ments in the Humanities.
1. Introduction to Philosophy.
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few o f these ques­
tions to introduce a range of sharply contrast­
ing positions. Readings are typically drawn
from the works o f both traditional and con­
temporary thinkers with distinctive, carefully
argued, and influential views regarding knowl­
edge, morality, mind, and meaning. Close
attention is paid to formulating questions
precisely and to the technique o f analyzing
arguments, through careful consideration of
texts.
Primary distribution course in the Humani­
ties.
Each semester. Staff.
7. Philosophy, Criticism , and Culture.
How visions o f culture are generated, how
they are embodied in narratives, and how they
are assessed: Wordsworth, Plato, Descartes,
Hume, Kant, Marx, and Althusser.
Fall semester. Eldridge.
8. Individual and Society.
This course will be organized around the
examination o f political philosophies as views
of how the individual and the society should
be related.
Fall semester. Oberdiek.
9. Introduction to Philosophy of Science.
An examination o f the nature o f science
through investigation o f the early history of
physics, as well as the study o f selected con­
temporary writers. W hat are scientific theo­
ries? Has their character changed in the course
of history? How are theories evaluated? What
is the nature o f scientific evidence and infer­

ence? Is science value-free? Are there social
influences not only upon the development of
science, but also upon the assessment o f theo­
ries? What is the feminist critique o f scientific
practice?
Primary distribution course in the Humani­
ties. Serves as a prerequisite for further work
in Philosophy.
(See "Course Offerings and Prerequisites.” )
Each semester. Lacey.
10. Contem porary M oral Issues.
Careful consideration will be given to concrete
moral issues, especially as they arise out of
technological innovations.
Not offered 1994-95.
11. M oral Philosophy.
See Philosophy 101.
Spring semester. Oberdiek.
12. Logic.
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects o f logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.
Fall semester. Hawthorn.
13. Modern Philosophy.
17 th- and 18th-century sources o f Modernity
in philosophical problems of knowledge, free­
dom, humanity, nature, God. Readings from
Descartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant.
Spring semester. Raff.
15. Philosophical Problem s of
Judaism and Modernity.
By considering philosophical (especially po­
litical and ethical) aspects of the confrontation
between Judaism and Modernity, this course
will attempt to deepen understanding of both
Judaism and Modernity, and to shed some
light on the conflict between other traditional
cultures and modernity.
Not offered 1994-95.
16. Philosophy of Religion.
See Religion 14.
17. Aesthetics.
O n the nature o f art and its roles in human
life, considering problems of intrepretation

223

Philosophy

and evaluation and some specific medium of
art.
Spring semester. Eldridge.
19. Philosophy of Social Science:
Methodologies of the Study of Poverty.
The aims o f this course are: 1) to identify the
variety o f methodologies deployed in recent
studies o f urban poverty; 2 ) to relate them to
philosophical critiques and analyses of posi­
tivist, quantitative, structuralist, marxist,
feminist, interpretivist, critical theoretical,
and other social sciences methodologies; 3 ) to
investigate the relationship between the meth­
odology of an investigation and the type of
social nolicv for chanee that it informs: and
4 ) to inquire into the question of which
methodologies most fully illuminate the issue
o f the possibilities of change, especially
through processes o f community empower­
ment.
Spring semester. Lacey.
20. Plato and the Dialogue Form.
This course will focus on some of the central
issues in ethics, metaphysics, and epistemol­
ogy raised in the Platonic dialogues. In addi­
tion to a philosophical analysis o f the argu­
ments, the course will examine why Plato
chose to write in the dialogue form, and what
philosophical implications this form may
have.
Cross-listed as Classics 20.
Spring semester. Ledbetter.
21. Social and Political Philosophy.
See Philosophy 121.
Fall semester. Moore.
23. Contem porary Philosophy.
Classical texts by 20th-century authors frame
one current philosophical issue and illustrate
the Revolt Against Idealism (Frege, Moore,
Russell), Logical Positivism (Carnap, Schlick,
Qjiine), Ordinary Language Philosophy (Aus­
tin, Ryle), and the philosophy of the later
Wittgenstein (Kripke, Clarke).
Not offered 1994- 95.
24. Th e o ry of Knowledge.
Perplexities about the nature, limits, and vari­
eties o f rationality, knowledge, meaning, and
understanding. Readings from current and
traditional sources.
Fall semester. Raff.

224

26. Language and Meaning.
Behaviorist theories o f meaning, cognitivist
theories of meaning, and conceptions o f lan­
guage as a social practice will be surveyed and
criticized.
Fall semester. Pitt.
33. Philosophy and Technology.
Technology not only affects how we think and
live, but is itself a product of human thought
and activity, of the acquisition and use of
scientific knowledge. It therefore intersects
with, and has an impact on, many areas of
traditional philosophical concern.
Fall semester. Camacho.
39. Existentialism.
In this course we will examine existentialist
thinkers such as Nietzshe, Heidegger, Sartre,
and Camus as background for exploring
themes of contemporary European philoso­
phy including the self, responsibility and
authenticity, and the relationship of mind and
body.
Spring semester. Lorraine.
40. Semantics.
See Linguistics 40.
Spring semester. Fernald.
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 o f feminist thought.
Fall semester. Lorraine.
55. Philosophy of Law.
A study of concepts of law, including exami­
nation of the relationships between legal sys­
tems and other social and political institu­
tions. Such issues as the proper relationship
between law and morality, civil disobedience,
legal enforcement of morality, and justifica­
tion of punishment are considered. Readings
in both historical and contemporary sources.
Not offered 1994- 95.
58. Non-Violence and Violence in
Latin Am erica
The course will study: a) the theory, practice,
philosophical foundations, and historical back­
ground of recent developments in non-violent
action and methods in a number o f Latin
American countries; b) recent investigations

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of the variety o f forms of violence that cur­
rently are of significance throughout Latin
America. Special attention will be given to the
conceptions o f the human person, justice, and
violence implicit in these works, and to related
epistemological issues. Cross-listed as Peace
Studies 50.
Not offered 1994- 95.
78. Post-M odernism /
Post-Structuralism .
This course will survey and evaluate 1) artistic
modernism, Dada, and post-modernism and
2 ) scientific structuralism and post-structu­
ralism.
Not offered 1994- 95.
86. Topics in Philosophy and
Psychology.
In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them.

In contrast, in experimental science, we at­
tempt to explain behavior by finding laws in
accordance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­
strain or limit the scope of scientific explana­
tions. The course is open to students who
have had at least the introductory course in
both philosophy and psychology. Cross-listed
as Psychology 86.
Not offered 1994- 95.
89. Colloquium: Philosophy of
Social Sciences.
Not offered 1994- 95.
93. Directed Reading.
Each semester. Staff.
96. Thesis.
Fall semester. Staff.
97. Senior Conference.
Fall semester. Lacey.

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SEM IN ARS

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101. M oral Philosophy.
An examination of the principal theories of
value, virtue, and moral obligation, and of
their justification. The focus will be primarily
on contemporary treatments o f moral philosophy. A central question of seminar will
be the possibility and desirability of moral
theory.
Spring semester. Oberdiek.
102. Ancient Philosophy.
This seminar will examine those works of
Plato and the Pre-Socratics that form the
philosophical background to Aristotle’s proj­
ect in the Metaphysics. The Metaphysics itself
will then be studied as a major contribution
to the Western philosophical tradition.
Fall semester. Ledbetter.
103. Selected M odern Philosophers.
Two or more philosophical systems of Des­
cartes, Spinoza, Leibniz, Locke, Berkeley,
Hume, or Kant and their relations.
Spring semester. Raff.
104. Contem porary Philosophy.
20th-century classics by Frege, Moore, Rus­
sell, Wittgenstein selected for intensive treat­
ment and as ground for one or more current

philosophical issues.
Not offered 1994- 95.
106. Aesthetics.
O n the nature o f art and its roles in human
life, considering problems of intrepretation
and evaluation and some specific medium of
art.
Spring semester. Eldridge.
109. Sem antics.
See Linguistics 109.
Spring semester. Fernald.
111. Philosophy of Religion.
See Religion Department Preparation by course
and attachment.
113. Th e o ry of Knowledge.
Traditional and current theories of knowledge
and their alternatives. Topics include selfdeception, dreaming, perception, and theoriz­
ing.
Not offered 1994- 95.
114. Nineteenth-Century Philosophy.
The historicist treatment o f such topics as
knowledge, morality, God’s existence, and
Fichte, Hegel, Kierkegaard, Marx, and
Nietzsche.
Fall semester. Eldridge.

Philosophy

116. Language and Meaning.
Behaviorist theories o f meaning, cognitivist
theories o f meaning, and conception o f lan­
guage as a social practice will be surveyed and
criticized.
Not offered 1994- 95.
117. Philosophy of the Social Sciences.
This course will consider different approaches
to the study o f human beings. The appropri­
ateness o f a scientific attitude towards the
study o f people will be considered, as will the
possibility o f alternative approaches. The
meaning of "tru th ” in the study o f human
beings, and its legitimacy as a goal will also be
discussed.
Not offered 1994- 95.
118. Philosophy of Psychology.
The seminar will address issues such as: the
nature and motivation of scientific psychol­
ogy, problems o f intentionality, current philo­
sophical controversies about cognitive science,
the computer as a model of the mind, the role
o f values in psychological research.
Not offered 1994- 95.
119. Philosophy of Science.
Selected issues, e.g., the nature o f scientific
explanation and evidence, the relationship
between theory and observation, the rational­
ity o f science, the alleged value-freedom of
science.
Fall semester. Camacho and Lacey.
121. Social and Political Philosophy.
Sources for this seminar will range from
Ancient to Contemporary. Among the theor­
ists who may be considered are Plato, Hobbes,
Locke, Rousseau, Rawls, MacIntyre, Taylor,
Shklar, Rorty, and Habermas. In addition to
classic issues, such as the nature and founda­
tion o f justice, considerable attention wil be
paid to the question o f whether modem
thought can or should provide a philosophical
basis for political and social theorizing and, if
not, what such theorizing might look like in
the absence o f a philosophical basis.
Fall semester. Oberdiek.
122. Philosophy of Law.
Not offered 1994- 95.
123. Liberalism and Cultural Studies.
The seminar will examine the impact o f the

228

work o f cultural theorists on the political
theory o f liberalism exemplified in the writ­
ings o f John Rawls and Ronald Dworkin.
Questions o f authority (who speaks with
authority?; how is authority reconfigured with
the 'addition’ o f new voices from previously
marginalized communities?), 'community,’
and freedom will be discussed. Texts by Michel Foucault, Nancy Fraser, Stuart Hall,
Lucious Outlaw, Andrew Ross, Amartya Sen,
and Iris Young will be considered.
Spring semester. Moore.
139. Phenomenology, Existentialism,
and P ost-Structuralism .
Is contemporary society facing a cultural crisis
in the form o f the death o f the self? Have
human beings become so alienated from themselves and one another that they have lost the
capacity for moral vision? In this course we
will examine the themes o f alienation, authen­
ticity, death, and desire as they emerge in
contemporary European philosophy. We will
consider thinkers such as Heidegger, Fou­
cault, Derrida, Lacan, Kristeva, and Irigaray,
and the background o f phenomenological,
existential, and structuralist thought out o f
which they emerge, in order to access their
relevance to the problems confronting us
today.
Spring semester. Lorraine.
145. Feminist Th e o ry Sem inar.
If the power o f a social critique rests on its
ability to make general claims, then how do
we account for the particularity o f women’s
various social situations without sacrificing
the power of a unified theoretical perspective?
In this course, we will explore possibilities
opened by poststructuralist theory, postco­
lonial theory, French feminist theory, and
other forms o f feminist thought, in order to
examine questions about desire, sexuality,
and embodied identities, and various resolu­
tions to this dilemma.
Not offered 1994- 95.
180. Thesis.
A thesis may be submitted by majors in the
department in place o f one Honors paper,
upon application by the student and at the
discretion o f the department.

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Physical Education and
Athletics
ERNEST J . PRUDENTE, Professor
DOUGLAS M. WEISS, Professor
RORERT E. W ILLIAMS, Professor and Chair
SUSAN P. DAVIS, Associate Professor
KARL MIRAN, Associate Professor
MICHAEL L. MULLAN, Associate Professor
LEE WIMSERLY, Associate Professor
KAREN RORREE, Assistant Professor
CHERI GOETCHEUS, Assistant Professor
ZACHARY COLRURN, Assistant
TED DIXON, Assistant
RICHARD KENTWELL Assistant
WAYNE MCKINNEY, Assistant*
DAN SEARS, Assistant
RONALD A. TIRPAK, Assistant

The aim of the Department is to contribute to
the total education of all students through the
medium of physical activity. We believe this
contribution can best be achieved through
encouraging participation in a broad program
of individual and team sports, dance, aquatics,
and physical conditioning. The program pro­
vides an opportunity for instruction and ex­
perience in a variety o f these activities on all
levels. It is our hope that participation in this
program will foster an understanding of move­
ment and the pleasure of exercise, and will
enhance, by practice, qualities o f good sports­
manship, leadership, and cooperation in team
play. Students are also encouraged to develop
skill and interest in a variety o f activities
which can be enjoyed after graduation.
The intercollegiate athletic program is com­
prehensive, including varsity teams in twentytwo different sports, eleven for men and eleven
for women.
Ample opportunities exist for large numbers
of students to engage in intercollegiate compe­
tition, and those who qualify may be encour­
aged to participate in regional and national
championship contests. Several club teams in

4

various sports are also organized and a pro­
gram of intramural activities is sponsored.
Students are encouraged to enjoy the instruc­
tional and recreational opportunities offered
by the Department throughout their college
careers. In the freshman and sophomore years
all students not excused for medical reasons
are required to complete a four quarter (two
semester) program in physical education. All
students must pass a survival swimming test
or take up to one quarter of swimming in­
struction; classes for this purpose are offered
in the fall quarter.
Courses offered by the Department are listed
below. Credit toward completion o f the Phys­
ical Education requirement will also be given
for participation in intercollegiate athletics, as
well as the listed Dance courses, which are
semester-long courses. To receive credit for
any part of the program students must par­
ticipate in their chosen activity a minimum of
three hours a week. Faculty regulations stipu­
late that students who have not fulfilled the
Physical Education requirement will not be
allowed to enter the junior year.

Fall semester, 1994.

227

Physical Education and Athletics

Fail Activities
Advanced Life Saving
Aerobics
Aquatics I, II, III
Archery
Badminton
Ballet I, II, III
Beginning African Dance
* * * * Cross Country
ij. Field Hockey
Folk & Square Dance
* * * Football

Modern Dance I, II, III
Nautilus I
Advanced Nautilus
Self-Defense
* * * * Soccer
Squash
Swimming for Fitness
* * * * Tennis
Touch Football
* * Volleyball
Weight Training

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W inter Activities
Aerobics
Aquatics I, II, III
* * Badminton
Ballet I, II, III
* * * * Basketball
Beginning African Dance
Fencing
Folk & Square Dance
* * * * Indoor Track
Lifeguard Training
Modem Dance I, II, III

Nautilus I
Advanced Nautilus
Self-Defense
* Squash
* * * * Swimming
Swimming for Fitness
Tennis
Volleyball
Weight Training
* * * Wrestling

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Spring Activities
Aerobics
Archery
Aquatics I, II, III
Badminton
Ballet I, II, III continued
* * * Basebail
Beginning African Dance continued
Folk S t Square Dance continued
*G o lf
* * * * Lacrosse

Modern Dance I, II, III continued
Nautilus I
Advanced Nautilus
* Softball
Swimming for Fitness
* * * * Tennis
* * * * Track and Field
Volleyball
Weight Training

■$. 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.

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228

Physics and Astronomy

JOHN R. BOCCIO, Professor
PETER J . COLLINGS, Professor and Chair
JOHN E. GAUSTAD, Professor o f Astronomy
WULFF 0. HEINTZ, Professor o f Astronomy
AM Y L R . BUG, Associate Professor
FRANK A. MOSCATELLI, Associate Professor
MICHAEL R. BROWN, Assistant Professor
CARL H. GROSSMAN, Assistant Professor
LYNN A. WESTLING, Assistant Professor

The program o f the Physics and Astronomy
Department stresses the concepts and meth­
ods that have led to an understanding o f the
fundamental laws explaining the physical uni­
verse.
Throughout the work o f the Department, em­
phasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisi­
tion of facts and skills. Particular importance
is also attached to laboratory work, because
physics and astronomy are primarily experi­
mental and observational sciences.
W ith the awareness that involvement in re­
search is a major component in the education
of scientists, the department offers a number
of opportunities for students to participate in
original research projects, conducted by mem­
bers o f the faculty, on (or off) campus.
Several research laboratories are maintained
by the Department to support faculty interests
in the areas o f laser physics, high-resolution
atomic spectroscopy, plasma physics, com­

puter simulation, computer graphics, liquid
crystals, and infrared astronomy.
The Department maintains two ihajof téle­
scopes, a 61-cm reflector, equipped with a
high-resolution spectrometer and CCD cam­
era, and a 61-cm refractor, equipped for pho­
tographic and visual astrometry, plus a 15-cm
refractor for instructional use. A monthly
visitors’ night at the Observatory is an­
nounced in the College calendar.
Two calculus-based introductory courses are
offered. Physics 3 , 4 covers both classical and
modern physics and is an appropriate intro­
ductory physics course for those students
majoring in engineering, chemistry, and biol­
ogy. Physics 7, 8 , on the other hand, which is
normally preceeded by Physics 6 , is at a higher
level. It is aimed towards students planning to
do further work in physics or astronomy and
is also appropriate for engineering and chem­
istry majors. The four-course sequence 6, 7,
8 , 14 is designed to provide a comprehensive
introduction to all major areas o f physics.

R EQ U IR EM EN T S A N D RECO M M EN D A TIO N S
Degree Requirements: The minimum program
in Physics is intended for students not plan­
ning to pursue graduate work. It includes
Physics 6 , 7, 8 , 14, and 5 0 in the first two
years followed by Physics 111, 112, 113, and
114 in the last two years. In addition, the
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, 113,11 4 ,1 1 5 , and 116 in
the last two years. In addition, the advanced
laboratory courses Engineering 72A , Physics
82, and 83, and Mathematics 5, 6A, 6B, 16,
and 18 must be taken. Chemistry 10 is
strongly recommended.
The standard program in Astronomy is Phys­
ics 6, 7, 8 , 14, and Astronomy 5 ,6 in the first
two years followed by Astronomy 59, 117,
118, and three other Astronomy courses in

229

Physics and Astronomy

the last two years. In addition, Mathematics 5,
6A, 6B, 16, and 18 must be taken.

Astronomy at Swarthmore is taught in semi­
nars, where the pedagogical responsibility is
shared by the student participants, an addi­
tional consideration in accepting (retaining)
majors is the presumed (demonstrated) abil­
ity o f the students not only to benefit from
this mode o f instruction but also to contribute
positively to the seminars.

A special major in Astrophysics normally
consists of Physics 6 ,7 ,8 ,1 4 , and Astronomy
5, 6 in the first two years followed by Physics
111, 112, 113, 114, and Astronomy 117, 118
in the last two years. In addition, Mathematics
5 , 6A, 6B, 16, 18 must be taken. Engineering
72A , Chemistry 10 and Physics 5 0 ,8 2 , and 83
are strongly recommended.

Advanced Laboratory Program: The principal
Physics seminars (111, 112, 113, 114, 115,
116) are each accompanied by a full laboratory
program, namely Engineering 72A (electron­
ics lab, Vi credit), Physics 82, 83 (each onehalf credit) requiring approximately one after­
noon a week. Students enrolled in these se­
minars must arrange their programs so that
they can schedule an afternoon for lab each
week free o f conflicts with other classes,
extracurricular activities, and sports.

Students wishing an even stronger background
for graduate work may take an extended
program by adding senior seminars (num­
bered greater than 130) or a research project
to the standard program.
Seniors not taking the external examinations
must take a comprehensive examination,
which is not only intended to encourage re­
view and synthesis, but also requires students
to demonstrate mastery o f fundamentals stud­
ied during all four years.

Independent Work: Physics and Astronomy
majors are encouraged to undertake indepen­
dent research projects, especially in the senior
year, either in conjunction with one o f the
senior seminars, or as a special project for
separate credit (Physics/Astronomy 94).
There are usually several opportunities for
students to work with faculty members on
research projects during the summer. In prepration for independent experimental work,
prospective majors are strongly urged to take
Physics 63, Procedures in Experimental Phys­
ics, during the fall semester o f their sopho­
more year, which will qualify them to work in
the departmental shops.

Criteria for Acceptance as a Major: A student
applying to become a Physics major should
have completed or be completing Physics 14,
Physics 50, and Math 18. If applying for
an Astrophysics or Astronomy major, they
should also have completed Astronomy 5 and
6. The applicant must normally have an aver­
age grade in all Physics and/or Astronomy
courses, as well as in Math 16, 18, o f C + or
better.
Since almost all advanced work in Physics and

E X T E R N A L EXA M IN A TIO N PRO G RA M
To be accepted into the External Examination
program in the Department, the applicant
must normaly have an average grade in all
Physics and/or Astronomy courses of B or
better.
External examinations, based on the topics
covered in seminars, will be possible in the
following fields:
Every Year: Classical Physics (based on 111,
112), Quantum Physics (based on 113, 115),
Statistical Physics (based on 114, 115), Phys­
ical Optics (based on 112,116), and Research

230

IProject (based on Physics 9 4 or Astronomy
S
94).
.
Every Other Year: Astrophysics (based on
,
Astronomy 117, 118).
Additional fields subject to faculty availability
^
and students’ interests: General Relativity
,
(based
on 111,130), Quantum Theory (based
'
o
on 113, 134), Solid State Physics (based on
1115, 135), Modern and Quantum Optics
(i
(based
on 116, 136).

PH YSICS
3. General P hysics I.
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, rigid body rotation, special rela­
tivity, and thermodynamics. Includes one lab­
oratory weekly.
Prerequisite: Mathematics 5 (can be taken
concurrently).
Fall semester. Moscatelli.
4. General P hysics II.
Topics include wave phenomena, geometrical
and physical optics, electicity and magnetism,
direct and alternating-current circuits, and
introductory quantum physics. Includes one
laboratory weekly.
Prerequisite: Mathematics 6A (can be taken
concurrently).
Spring semester. Grossman.
6. Th e Character of Physical Law.
An introduction to the concepts of physics
and the thought processes inherent to the
discipline. The primary emphasis o f the
course will be on the accepted principles of
physics and their application to specific areas.
Attention will be given to philosophical as­
pects o f physics, discussions o f what kind of
problems physicists address and how they go
about addressing them. The course includes a
substantial writing component. Three lecture/
discussion sections per week and a labora­
tory.
Primary distribution course.
Fall semester. Boccio, Brown, Bug.
7. Introductory M echanics.
An introduction to classical mechanics and
special relativity. Includes the study of the
kinematics and dynamics of point particles;
conservation principles involving energy, mo­
mentum, and angular momentum; rotational
motion of rigid bodies; oscillatory motion;
and relativistic kinematics and dynamics. In­
cludes one laboratory weekly.
Prerequisite (can also be taken concurrently):
Mathematics 6A.
Spring semester. Moscatelli.
8. Electricity, M agnetism , and Waves.
A sophisticated introductory treatment of
wave and electric and magnetic phenomena,

such as oscillatory motion, forced vibrations,
coupled oscillators, Fourier analysis o f pro­
gressive waves, boundary effects and interfer­
ence, the electrostatic field and potential,
electrical work and energy, D.C. and A.C.
circuits, the relativistic basis of magnetism,
and Maxwell’s equations. Includes one labo­
ratory weekly.
Prerequisites: Physics 7. Mathematics 6A , 6C;
18 (can be taken concurrently).
Fall semester. Boccio.
14. Th erm odynam ics and Modern
Physics.
An introduction to thermodynamics and tem­
perature, heat, work, entropy, modem phys­
ics, including relativistic dynamics, wave me­
chanics, Schrodinger equation applied to one­
dimensional systems, and properties o f atoms,
molecules, solids, nuclei, and elementary par­
ticles. The quantum aspects of the interaction
o f photons with matter. Includes one labora­
tory weekly.
Prerequisites: Physics 8 with Physics 5 0 taken
concurrently.
Spring semester. Westling.
20. Principles of the Earth Sciences.
An analysis o f the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Primary distribution course.
Spring semester. Collings.
23. Relativity.
A non-mathematical introduction to the spe­
cial and general theories o f relativity as devel­
oped by Einstein and others during the 20th
century.
Primary distribution course.
Not offered 1994- 95.
25. In Search of Reality.
By investigating the assumptions, theories,
and experiments associated with the study o f
reality in quantum physics, we will atempt to
decide whether the question of the existence
of an intelligible external reality has any mean­
ing.
Not offered 1994- 95.
27. Th e P hysics of Science Fiction.
This course is an exploration of the physical
principles of space flight, planetary motion,

231

Physics and Astronomy

gravity, nuclear reactions and radiation, and
time travel as found in science fiction. Work­
ing in the context o f scenarios created in
science fiction stories, the course expands
upon the underlying physics. The develop­
ment o f both problem solving and laboratory
skills is an important aspect of the course.
There is a substantial reading component as
well as weekly problem sets and laboratories.
Not offered 1994- 95.
50. Mathematical Methods of Physics.
A survey o f analytical and numerical tech­
niques useful in physics, including multivari­
able calculus, optimization, ordinary differ­
ential equations, partial differential equations
and Sturm-Liouville systems, orthogonal func­
tions, Fourier series, Fourier and Laplace
transforms, and numerical methods.
Prerequisites: Mathematics 16 and either 6C
or 18; a knowledge o f some programming
language.
Spring semester. Boccio.

perimental apparatus. Shop practice. Printed
circuit design and construction. Half-credit
course. Open only to majors in Physics or
Astronomy.
Fall semester. Technical staff.
93. Directed Reading.
This course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis,
in fields not covered by the regular courses
and seminars. The student will present oral
and written reports to the instructor.
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.

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63. Procedures in Experimental Physics.
Techniques, materials, and the design of ex­
■
SEM IN A R S
111. Analytical Dynam ics.
Intermediate classical mechanics. Motion of a
particle in one, two, and three dimensions.
Kepler’s laws and planetary motion. Phase
space. Oscillatory motion. Lagrange equations
and variational principles. Systems of parti­
cles; collisions and cross sections. Motion of
a rigid body. Euler’s equations. Rotating
frames o f reference. Small oscillations and
normal modes. Wave phenomena.
Prerequisites: Physics 14, 50; Math 18.
One credit.
Fall semester. Westling.
112. Electrodynam ics.
Electricity and magnetism using vector calcu­
lus. Electric and magnetic fields. Dielectric
and magnetic materials. Electromagnetic in­
duction. Maxwell’s field equations in differ­
ential form. Displacement current. Poynting
theorem and electromagnetic waves. Bound­
ary-value problems. Radiation. Four vector
formulation of relativistic electrodynamics.
Prerequisite: Physics 14, 50; Math 18.

One credit.
Fall semester. Collings.
113. Quantum Th eory.
Postulates o f quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; bra-ket notation. Superposition and observables. Time
development, conservation theorems, and
parity. Angular momentum. Three-dimensional systems. Matrix mechanics and spin.
Coupled angular momenta. Time-independent
and time-dependent perturbation theory. Transition rates.
Prerequisites: Physics 111, 112, and Mathe­
matics 16.
One credit.
Spring semester. Bug.
114. Statistical Physics.
The statistical behavior of classical and quan­
tum systems. Temperature and entropy,
equations o f state, engines and refrigerators,
statistical basis o f thermodynamics, microcanonical, canonical and grand canonical dis-

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tributions, phase transitions, statistics of
bosons and fermions, black body radiation,
electronic and thermal properties of quantum
liquids and solids.
Prerequisites: Mathematics 6C or 18, Physics
14.
One credit.
Spring semester. Brown.
115. Quantum Applications.
Applications o f theory developed in Physics
113 and 114. Topics selected from: Atomic
physics. Solid-state physics. Nuclear physics.
Particle physics. Molecular physics.
Prerequisites: Physics 113 and 114.
One credit.
Fall semester. Bug.
116. Modern Optics.
Wave equations, superposition, interference,
Frauenhofer and Fresnel diffraction, polariza­
tion. Optical instruments: spectrometers,
interferometers, etalons. Propagation in fi­
bers, Fourier optics, spatial and temporal
coherence, lasers, elements o f nonlinear op­
tics. Quantum theory of light: blackbody
radiation, modes, quantization o f the electro­
magnetic field, photons, intensity fluctua­
tions.
Prerequisites: Physics 113.
One credit.
Fall semester. Grossman.
130. General Relativity.
Newton’s gravitational theory. Special rela­
tivity. Linear field theory. Gravitational
waves. Measurement of spacetime. Riemannian geometry. Geometrodynamics and Ein­
stein’s equations. The Schwarzschild solution.
Black holes and gravitational collapse. Cos­
mology.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1954- 95.
131. Particle Physics.
A study of the ultimate constituents o f matter
and the nature of the interactions between
them. Topics include relativistic wave equa­
tions, symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and finally some o f the ideas behind lattice
gauge calculations.

Prerequisites: Physics 113 and 115.
One credit.
Spring semester. Boccio.
132. Non-Linear Dynam ics and Chaos.
Nonlinear mappings, stability, bifurcations,
catastrophe. Conservative and dissipative sys­
tems. Fractals and self-similarity in chaos
theory.
Prerequisites: Physics 111 and 112.
One credit.
Not offered 1994- 95.
133. Atom ic P hysics and
Spectroscopy.
Review of quantum theory. Hydrogen atom.
Multi-electron atoms. Atoms in external
fields. Optical transitions and selection rules.
Hyperfine structure. Lasers. Atomic spec­
troscopic techniques: atomic beams methods,
Doppler-free spectroscopy, time-resolved
spectroscopy, level crossing spectroscopy.
Prerequisites: Physics 113, 115, and 116.
One credit.
Not offered 1994- 95.
134. Advanced Quantum M echanics.
Photon polarization. Quantum interference
effects. Measurement theory. Potential scat­
tering. Time-independent and time-dependent
perturbation theory. Interaction of the quan­
tized radiation field with matter. Addition of
angular momenta. Rotations and tensor opera­
tors. Identical particles. Second quantization.
Atoms and molecules. Relativistic spin zero
particles. The Klein-Gordon equation. The
Dirac equation.
Prerequisites: Physics 113 and 115.
One credit.
Not offered 1994- 95.
135. Solid State Physics.
Crystal structure and diffraction. The recip­
rocal lattice and Brillouin zones. Lattice vibra­
tions and normal modes. Phonon dispersion.
Einstein and Debye models for specific heat.
Free electrons and the Fermi surface. Elec­
trons in periodic structures. The Bloch theo­
rem. Band structure. Semidassical electron
dynamics. Semiconductors. Magnetic and op­
tical properties of solids. Superconductivity.
Prerequisites: Physics 113, 114, and 115.
One credit.
Not offered 1994- 95.

233

Physics and Astronomy

_______________________________
136. Quantum Optics and Lasers.
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, non-linear
effects, coherent transients and squeezed

states. Pulsed lasers and superradience.
Prerequisites: Physics 113 and 116.
One credit.
Spring semester. Westling.

U PPER C LA SS LA BO R A TO R Y PRO G RA M
72a. Electronic C ircuit Applications.
(See Engineering for description.)
82. Advanced Laboratory.
Experiments in mechanics, electricity and
magnetism, waves, thermal and statistical phys­
ics, atomic and nuclear physics.
One-half credit.
Spring semester. Moscatelli, Brown.

f

83. Advanced Laboratory/Research.
Experiments in modern optics, lasers (con­
tinuous and pulsed), atomic spectroscopy
using tunable lasers and advanced nuclear
physics.
(Upon consultation with a faculty member, a
research project may be substituted.)
One-half credit.
Fall semester. Grossman.

4

prediction. Structure and dynamics o f the
atmosphere. Includes regular weather obser­
vations and comparison with maps.
Prerequisites: Mathematics 5, 6A.
Not offered 1994- 95.

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A STR O N O M Y
1. Introductory Astronom y.
The scientific investigation of the universe by
observation and theory, including the basic
notions o f physics as needed in astronomical
applications. Topics include astronomical in­
struments and radiation; the sun and planets;
properties, structure, and evolution of stars;
the Galaxy and extragalactic systems; the ori­
gin and evolution o f the universe. Includes
some evening labs.
Primary distribution course.
Fail semester. Gaustad, Heintz.
Spring semester. Heintz.
5. General Astronom y I.
Celestial coordinates. Astronomical instru­
ments. Laws o f physics relevant to astronomy.
Observed properties o f the sun and stars.
Stellar structure and evolution. Star clusters.
Celestial mechanics. Binary stars.
Prerequisite: Mathematics 5.
Fall semester. Heintz.
6. General Astronom y II.
Interstellar matter. The Milky Way Galaxy.
Galaxies and quasars. Cosmology. The solar
system.
Prerequisite: Mathematics 5.
Spring semester. Gaustad.
9. M eteorology.
The elements o f weather, its recording and

234

52. Concepts of the Cosmos.
The development o f mathematical and astro­
nomical thought, with emphasis on hellenistic
geometry and cosmology. The incorporation
o f physical law in theory and observation
from Newton and Halley to Einstein and the
present astrophysics.
Prerequisite: Astronomy 1 or 6, Math 4 or 5.
Spring semester. Heintz.
55. Planetary Science.
Methods and results of the exploration o f the
solar system.
Prerequisite: Astronomy 6.
Not offered 1994- 95.
56. Cosmology.
Optical and radio study of galaxies and the
cosmic distance scale. General Relativity and
the theoretical frame o f model Universes.
Quasars, the cosmic microwave background;
theories o f the early Universe.
Prerequisites: Astronomy 5, 6 ; Mathematics
6A, 6B.
Fall semester. Heintz.

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59. Positional Astronom y.
Coordinate systems and transformations; fun­
damental and apparent positions; proper mo­
tion and binary-star analysis.
Prerequisite: Astronomy 6 .
Not offered 1994- 95.

tions, H-R diagram, luminosity function, stel­
lar dynamics, spiral structure, and mass dis­
tribution.
Prerequisites: Astronomy 6, Mathematics 6A.
Not offered 1994- 95.

61. Current Problem s in Astronom y
and A strophysics.
Reading and discussion of selected research
papers from the astronomical literature. Tech­
niques of journal reading, use of abstract
services and other aids for the efficient main­
tenance o f awareness in a technical field. May
be repeated for credit. Credit/no credit only.
One-half credit.
Each semester. Staff.

94. Research Project.

64. Galactic Structure.
Observational and theoretical results on the
Milky Way Galaxy, including stellar popula­

93. Directed Reading.

117,118. Theoretical Astrophysics.
The physical interpretation of astronomical
phenomena. Topics include electromagnetic
processes in space, fluid dynamics and shock
waves, the interstellar medium, radiative trans­
fer, stellar atmospheres, interpretation of stel­
lar spectra, stellar structure and evolution,
and star formation.
Prerequisites: Astronomy 5, 6 ; Physics 14.
Each semester. Gaustad.

235

Political Science

RAYMOND F. HOPKINS, Professor*
JA M ES R. KURTH, Professor
RICHARD L. RUBIN, Professor (part-time)
KENNETH E. SHARPE, Professor and Chair
DAVID G. SM ITH , Professor Emeritus
CAROL NACKENOFF, Associate Professor
RICHARD VALELLY, Associate Professor
TYRENE WHITE, Associate Professor
CYNTHIA PERWIN HALPERN, Assistant Professor
META MENDEL-REYES, Assistant Professor
DEEPA M. OLLAPALLY, Assistant Professor

C O U R S E O FFER IN G S A N D P R ER EQ U ISIT ES
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an under­
standing of the purposes, organization, and
operation of political institutions, domestic
and international. The Department offers
courses in all four o f the major subfields of the
discipline-American politics, comparative
politics, international politics, and political
theory. Questions about the causes and con­
sequences of political action and normative
concerns regarding freedom and authority,

power and justice, and human dignity and
social responsibility are addressed throughout
the curriculum.
Prerequisites: Students planning to study po­
litical science are advised to start with two of
the following introductory courses: Political
Theory, American Politics, Comparative Poli­
tics, and International Politics (Political Sci­
ence 1 , 2, 3 , and 4 ). Normally any two of these
courses constitute the prerequisite for further
work in the Department.

R EQ U IR EM EN T S FO R T H E M A JO R
Prerequisites and general recommendations: Stu­
dents who intend to major in Political Science
should begin their work in their first year at
college if possible. Completion o f at least two
courses at the introductory level (Political
Science 1, 2, 3, 4 is required for admission to
the major. Supporting courses strongly rec­
ommended for all majors are Statistical
Thinking or Statistical Methods (Mathemat­
ics 1 or 2) and Introduction to Economics
(Economics 1). Students interested in doing
computer-based analyses are encouraged to
take Computing in the Social Sciences (Eco­
nomics 3 9 and Sociology/Anthropology 39).
Course requirements for majors: To graduate
with a major in Political Science, a student

2 Absent on leave, spring semester, 1995.

236

must complete the equivalent o f at least eight
courses in the Department. The Department
expects that at least five o f these eight courses
be taken at Swarthmore.
Political Science majors are required to take
one course or seminar in each of the following
three fields: 1) American politics; 2) compara­
tive or international politics; and 3 ) political
theory. Completion o f any o f the following
will satisfy the political theory requirement:
Political Science 11, 12, 17, 19, 100, or 101.
The Department recommends that majors plan
course and seminar programs that afford some
exposure above the introductory level to at
least three o f the four major subfields of
political science (listed in the introductory

paragraph above).
The comprehensive requirement: Majors in the
Course program can fulfill the College com­
prehensive requirement in one o f two ways.
The first option is the Oral Thesis. Students
are examined orally on a body o f literature
that best captures their interests and range of

preparation within the discipline. Under the
second option, the Written Thesis, students
are required to complete a written thesis
based on in-depth research into a topic of
their choice. To be eligible for this option,
students must demonstrate the merit and rigor
of their proposal and secure the approval of a
faculty advisor.

CO N C EN TR A TIO N S IN IN TER N A TIO N A L
RELA TIO N S A N D P U B L IC PO LIC Y
Students have the option of pursuing interdis­
ciplinary work as an adjunct to a major in
Political Science in the concentrations in In­
ternational Relations and Public Policy. In
each case, comprehensive requirements (for
Course majors) or the external examination

requirements (for candidates for Honors) will
be adjusted to allow students to demonstrate
their accomplishments in the concentration.
For further information, consult the separate
Catalog listings for International Relations
(page 163) and Public Policy (page 252).

TH E D EM O C R A C Y PR O JEC T
1994-95 is the third year o f the Departments
five year pilot Democracy Project. The pur­
pose o f this project is to deepen students
understanding of and commitment to demo­
cratic citizenship through participation in com­
munity action. A central feature of the De­
mocracy Project
is community-based
learning, through public service internships
as part o f the course work. By integrating
reflection and experience, the project will

enable students to study the ways in which
communities define and seek to empower
themselves in the United States, and the
relationship between individual activism and
political change at the grassroots level. Stu­
dents interested in the project are encouraged
to take the two core courses: Democratic
Theory and Practice (Pols 19) and the Democ­
racy Seminar: The Politics o f Community
Action (Pols 38).

ADVANCED PLA C EM EN T
The Department grants one unit o f college
credit to students who have achieved a score
of 5 on the College Board Advanced Place­
ment examination in Government and Politics
(either United States or Comparative, but not
both). This credit may be counted toward the
major and toward satisfaction o f the College

distribution requirement in the Social Sci­
ences. Normally, students awarded A.P. credit
will still be expected to complete at least two
introductory courses at Swarthmore as a pre­
requisite for more advanced work in the
Department.

T EA C H ER CER TIFIC A TIO N
Occasionally, majors in Political Science wish
to pursue certification for secondary school
teaching. For such students, there are two

normal routes to Social Studies Certification.
One of these is through a major in the social
sciences, plus four to six semesters o f courses

237

Political Science

in other social sciences. Students majoring in
History, Political Science, and Sociology-An­
thropology are required to take at least four
courses outside their major; students majoring
in Economics or Psychology are required to
take six. The other route to certification is by
taking at least twelve semester courses in
social sciences, o f which six must normally be
in one discipline, and at least two more must

be in a single other discipline. All students
seeking social studies certification are re­
quired to take two courses in history. A t least
one course in American history and one social
science course focusing on Third World of
non-Anglo subject matter are required. For
further information, see the listing for the
Program in Education.

CO U RSES
1. Political Theory.
This course is an introduction to political
theory by way of an introduction to some of
its most important themes, problems, and
texts. It seeks to elicit understanding o f theory
as a way of thinking about the world, as
related to political practices and institutions,
and as a form o f politics. Different instructors
and sections will emphasize different central
issues of politics, such as ( 1 ) justice, ( 2 )
freedom, (3) power and knowledge, and (4)
religion and politics.
Primary distribution course.
Fall semester. Staff.
2. Am erican Politics.
To what extent do American institutions and
political processes produce democratic, egali­
tarian, rational, or otherwise desirable out­
comes? This course examines the exercise and
distribution of political power with current
political issues as a backdrop. Topics include:
national legislative-executive politics; the role
of the judiciary in American politics; parties,
groups, and movements; public policy and
public law; the politics of class, race, and
gender; citizen rationality; voting; political
culture; participation at the grassroots. The
course engages different theoretical ap­
proaches and analyzes the political systems
performance using criteria drawn from demo­
cratic theory.
Primary distribution course.
Each semester. Staff.
3. Com parative Politics.
This course will introduce students to the
foundations and character of contemporary
politics in particular regions of the world.
Different instructors and sections will em­
phasize different regions, such as Europe, East

238

Asia, and South Asia. Topics will include the
historical foundations of contemporary politi­
cal culture, patterns of socioeconomic devel­
opment, nationalism and ethnic conflict, au­
thoritarianism and democracy, and gender
structures in society.
Primary distribution course.
Each semester. Staff.
4. International Politics.
An introduction to the analysis o f the con­
temporary international system and its evolu­
tion in the twentieth century. The course will
examine various approaches to explaining
wars, military defense, and international eco­
nomic conflicts.
Primary distribution course.
Spring semester. Staff.

*•

11. Ancient Political Th e ory: Greek and
Biblical Origins and Traditions.
This course is concerned with the two great
traditions that constitute the origins of our
political practices and political theory. We
will begin with the Greeks, with Greek trag­
edy and with the democracy of the Athenian
polis as the context out of which and against
which Greek political theory arose. We will
study texts by Sophocles, Plato and Aristotle.
We will contrast this tradition with that o f the
prophets of the Hebrew Bible, looking at
Jeremiah, Ezekiel and Deutero-Isaiah, as a
very different way of understanding justice,
order, suffering, community and politics. We
will then explore how these two traditions
converged in the period of the New Testament,
looking at selections from the gospels, from
Paul, and from some of the gnostic gospels.
Finally, we will study the works o f Augustine
as the point o f convergence for many of the
most important political and theoretical

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themes from these previous centuries, leading
into the period o f the Middle Ages.
Fall semester. Halpern.

Science 1, and Psychology 1 or permission of
the instructors.
Not offered 1994- 95. Sharpe and Schwartz.

12. Modern Political Th eory.
This course will be concerned with the origins
and construction o f modernity, the politics
and theory o f the modern age. We will study
the roots o f modernity in the Reformation
and the Renaissance, as exemplified in the
works o f Luther and Machiavelli; the founda­
tions of modernity in the construction of
liberty, property, and equality, as seen in the
works of Hobbes, Locke, and Rousseau; the
culmination o f modernity in the Enlighten­
ment projects o f Kant, Mill, and Marx; and the
breakdown o f those same Enlightenment as­
sumptions in the works o f Nietzsche and
Foucault. We will analyze both historical con­
text and theory, both dominant and revolu­
tionary aspects, which contributed to the
great democratizing impulse o f the modern
age in the west.
Spring semester. Halpern.

17. Am erican Political Th o u g h t
D em ocracy and Identity.
An exploration o f American political thought
and culture, from the founding to the present,
focusing on the themes o f democracy and
identity. How have Americans theorized and
practiced democracy? How have Americans
defined themselves, and who has been in­
cluded/ excluded? Through politcal writings
and popular narratives, from both dominant
and alternative perspectives, we will study:
representative and participatory democracy;
the question of national identity (ies); indi­
vidualism and community; freedom and equal­
ity; race, ethnicity, and gender; the rise of
capitalism and the state; protest. Possible
authors include: Madison, Hawthorne, Mel­
ville, Douglass, Thoreau, Lincoln, Sumner,
Adams, Addams, Goldman, Wilson, Bald­
win, Didion.
Fall semester. Mendel-Reyes.

13. Feminist Political Th eory.
Contemporary feminism has been transform­
ing central questions o f political theory. Some
of the most creative new theorizing is taking
place in feminist legal theory. This course
explores key contributions and debates in
feminist political and legal theory. While the
focus is chiefly upon western theory, the
course also engages with feminists from nonwestern cultures on the capacity o f western
feminists to speak to and theorize different
experiences. The course considers feminist
examinations o f human nature and of the
body in political theory; notions o f personhood and citizenship; voice and the law; the­
orizing otherness; discourses privileged and
silenced; rights talk; the limits o f privacy; the
relationship between power, sexuality, and
identity.
Fall semester. Nackenoff.
16. Liberal Individualism .
This course will explore the conceptions of
human nature that underlie liberalism in mod­
em society, with attention to what current
research and theory in psychology have to say
about these assumptions.
This course is a Social Science Division pri­
mary distribution course.
Prerequisites: Two of: Philosophy 1, Political

19. Dem ocratic Th e o ry and Practice.
An exploration of the relationship between
theories o f democracy and the ways in which
democracy is practiced today, focusing on
efforts to bring about a more participatory
theory and practice o f democracy.
Spring semester. Mendel-Reyes.
20. Congress and the Presidency.
Does a congressional incapacity to generate
good public policy that is widely held to exist
require strong presidential leadership? If so,
how have the development o f the presidency
and the structural propensity o f American
party politics to generate divided government
affected the possibilities o f such leadership
and o f good policy? And do seemingly inevi­
table weaknesses in the legislative-executive
process require judicial correction? The course
considers questions like these and it further
considers whether the legislative-executive
process is in fact less riddled than commonly
thought with political pathologies. Thus the
"tandem” capacities o f the legislative-execu­
tive process are considered, and attention is
given to the roles o f the committee system,
bicameralism and party leadership in the
House and Senate. Also treated are the roles
o f bureaucracies and groups in policy imple-

239

Political Science

mentation and the scope o f statutory interpre­
tation by federal judges.
Prerequisite: Pols 2 or permission o f the in­
structor.
Spring semester. Valelly.
21. Parties, Groups and M ovements.
What roles can and do party competition play
in shaping effective public policy; the ac­
countability o f public officials to citizens, and
citizen involvement in public affairs? Are the
limits of parties corrected or worsened by
groups and movements and if so how and why?
Besides attention to the impact o f parties,
groups, and movements on public policy,
particular topics also include some or all of
the following: the stability o f the national
two-party system and its periodic disruption
by third parties and social movements, the
strange career o f voter turnout in America,
trade unions in American politics, the civil
rights movements and their impact on other
movements, and corporate political mobiliza­
tion and power. Theoretical issues can include
the "collective action problem,” the calculus
o f voting and participation, realignment the­
ory, the spatial voting model and the refine­
ments introduced by social choice theory, and
the importance o f historical institutionalism
in understanding parties, groups, and move­
ments. Student research can include study of
the political system o f Chester, PA to illustrate
key issues in the course.
Prerequisite: Pols 2 or permission of the in­
structor.
Fall semester. Valelly.
22. Am erican Elections: Ritual, Myth
and Substance.
An examination of the role o f policy issues,
candidate image, media, marketing, and politi­
cal parties in the American electoral process.
Do elections matter, or are they merely 'psy­
chological balm’? If they do matter, then how?
Not offered 1994- 95. Nackenoff.
24. Am erican Constitutional Law .
The Supreme Court in the American political
life, with emphasis on case law and constitu­
tional development. The course examines the
Courts role in political agenda-setting in are­
nas including economic policy; property
rights; separation o f powers; federalism; presi­
dential powers and war powers; interpreting
the equal protection and due process clauses

240

as they bear on race and gender equality.
Exploration o f individual rights and civil lib­
erties; judicial review, judicial activism and
restraint, and doctrines o f constitutional interpretation.
Spring semester. Nackenoff.

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28. Political Psychology.
(Cross-listed as Psychology 65. See course
description under Psychology.)
Fall semester. Peabody.
31. Difference, Dominance and the
Struggle for Equality.
This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, class, colonial and post-colo­
nial relationships are examined and compared;
how do these various struggles bear on mean­
ings of and prospects for equality in the
United States? We consider the efficacy of
individual and collective strategies; the utility
o f assimilation (androgyny), negative identity,
separatism, revolt, along with the promise
and limits o f liberal participatory politics for
achieving greater power and equality. Alternates with Pols 32.
Offered every other year.
Not offered 1994- 95. Nackenoff.
32. Gender, Politics and Policy
in Am erica.
Gender issues and womens issues in contem­
porary American politics, the course explores
1 ) gender and political participation; 2 ) movement politics and empowerment; and 3 )
gender, policy, and law. Policy issues selected
from: feminization o f poverty; employment
discrimination; affirmative action; divorce,
child custody, child care, surrogate parentage;
privacy rights and sexual practices; abortion;
violence against women; sexual harassment;
pornography; workplace hazards and fetal
protection. Alternates with Pols 31.
Spring semester. Nackenoff.
33. Race, Ethnicity and Public Policy:
African Am ericans.
This course investigates the relationship of
race, American political institutions, and the
making o f public policy. Race, class, and
ethnic analyses are made with particular focus
on how racial policy was made through the

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electoral system, the courts, the congress, and
the presidency. The cleavage between Black
and White is analyzed over time and in con­
temporary politics and also in comparative
perspective with other groups.
Fall semester. Rubin.
36. M ulticultural Politics.
An exploration o f the ways in which race and
ethnicity have shaped American politics, and
the efforts o f racial and ethnic minorities to
empower themselves.
Not offered 1994- 95. Mendel-Reyes.
38. The D em ocracy Sem inar:
The Politics of Com m unity Action.
A community-based exploration of the rela­
tionship between individual activism and dem­
ocratic political change at the grassroots level.
We will consider: the obstacles against and
conditions for participatory politics; how in­
dividuals and communities become empo­
wered, multicultural politics, including coali­
tion building across race, gender, and class
lines, the role of leaders and outside organiz­
ers; our responsibilities as citizens in a de­
mocracy. Students will engage in communitybased learning, by integrating their reflection
and experience through: public service intern­
ships, dialogue with local activists, readings
that connect community voices with theoreti­
cal discourses, and sharing our own voices in
discussions, papers, and presentations.
Spring semesteT. Mendel-Reyes.
39. Th e Politics and Political
Culture of Am erican J e w s .
An analysis of the actual political behavior of
American Jews, and the attitudinal substruc­
tures and cultural underpinnings that shape
that behavior.
Not offered 1994- 95. Rubin.
40. Theories of Public Policy.
Considers areas of overlap and disagreement
in how economists and political scientists
analyze public policy development and imple­
mentation.
Prerequisite: Pols 2.
Not offered 1994- 95. Valelly.
41. Political Economy and Social Policy:
The U.S. in the 1990s.
Explores macroeconomic policy processes
and their links to the party and group systems,
the political construction and reconstruction

o f labor and capital markets and their regula­
tion, the tensions between building and keep­
ing broad social standards and free trade, the
partial breakdown of the Keynesian welfare
state, the lessons from our past history of
social provision, and roles o f regional devel­
opment, technology, manufacturing, training,
and education in future social policy, and the
distance between much contemporary policy
discourse, on the one hand, and the reality of
growing income inequality and the political
isolation of once politically influential urban
political economies, on the other.
Prerequisite: Pols 2.
Spring semester. Valelly.
42. Health Policy.
(Cross-listed as Economics 75.) Central top­
ics are the organization of health care delivery;
health markets and health insurance; the in­
terplay of federal, state and local governments,
providers and interest groups in health policy;
programs dealing with the health professions,
biomedical research; Medicare, Medicaid and
cost containment; major alternatives for na­
tional health insurance.
Fall semester. Smith and Hollister.
43. Environmental Policy.
(Cross-listed as Engineering 68. See descrip­
tion under Engineering courses.)
Fall semester. Wagner.
45. Defense Policy.
Analysis of American defense policy since
World War U, with particular emphasis on
the choice o f weapons systems, foreign inter­
ventions, and military strategies.
Prerequisite: Pols 4.
Fall semester. Kurth.
47. Politics of Famine and Food Policy.
The causes and possible solutions to major
food problems: hunger, rural poverty, and
food insecurity are examined. The role of
government policy in production, proper dis­
tribution, and consumption o f food is consid­
ered. Principal focus will be upon the Ameri­
can agricultural experience, food systems in
less developed countries, international trade
and aid as solutions, and international mea­
sures to improve food security. A field trip,
and early final exam, and a substantial paper
are features of the course. Students with little
work in political science may be admitted

241

Political Science

with the consent o f the instructor.
Fall semester. Hopkins.
55. China and the World.
Explores the dramatic rise of China in the late
twentieth century, the development strategy
led by Deng Xiaoping, and Chinas adaptation
to the post-Cold War international environ­
ment. Topics include: the gulf between liberal
elite protest and worker/peasant politics, pros­
pects for social order or upheaval, women and
the reforms, China-Taiwan-Hong Kong rela­
tions, Sino-American and Sino-Japanese rela­
tions, Confucianism, Maoism and Chinese
political culture, Chinese nationalism and
views o f the West.
Prerequisite: Pols 3 (East-West Perspectives)
or Pols 4, or permission o f the instructor.
Spring semester. White.
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 a contemporary inter­
national political and economic context. Top­
ics will include the politics o f authoritarianism
and democracy; economic development;
issues o f womens labor; and the evolution of
American imperialism and Japanese domi­
nance in the region. A special topic will be the
Asian "diaspora” in the United States and
emerging trends in Asian American politics.
Spring semester. Ollapally.
57. Latin Am erican Politics.
This introduction to Latin American politics
will explore such topics as the colonial legacy
of Latin America; the difficulties of creating
viable political institutions; contemporary
sources o f instability, revolution, and military
intervention; the obstacles and possibilities
for grassroots and electoral democracy. Com­
parative studies of Mexico, Chile, Guatemala,
El Salvador, and Nicaragua.
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.
Not offered 1994- 95. Hopkins.

242

61. Am erican Foreign Policy.
An examination of the making o f American
foreign policy and of the major problems
faced by the United States in the modem
world. The course will focus on the influence
o f political, bureaucratic, and economic forces
and on the problems o f war, intervention, and
economic conflict.
Prerequisite: Pols 4 or equivalent.
Fall semester. Ollapally.
62. Political Economy of Development
and Underdevelopm ent
This course will focus on the political econ­
omy o f North-South relations. It will look at
the causes and consequences o f Third World
underjievelopment and the alternative ap­
proaches for overcoming it. Special attention
will be given to the evolving role o f the U .S.
in the global political economy and its influ­
ence in the post World War II period. Topics
will include the politics o f trade, aid, multinational corporations, debt and the environ­
ment.
Not offered 1994- 95. Ollapally.
63. La Frontera: The U.S. and
M exico in Politics and Literature.
An interdisciplinary exploration o f the rela­
tionship between the United States and Mexi­
co as experienced by communities on both
sides o f the U.S.-Mexico border.
Spring semester. Mendel-Reyes and Camacho
de Schmidt.
64. A m erican-East Asian Relations.
Examines international relations across the
Pacific in the twentieth century. Two or three
Asian countries will be selected each year for
special focus on contemporary issues.
Prerequisite: Pols 3 (East-West Perspectives)
or Pols 4, or permission o f the instructor.
Not offered 1994- 95. White.
68. International Political Economy.
(Cross-listed as Economics 53 .) This course
uses political and economic perspectives to
analyze the interrelations between the interna­
tional economy and economic development,
national security, and social welfare. Major
topics are: Competing liberal, national, and
social perspectives; rise and decline of British
and U .S. economic power; contemporary
U.S.-Japan relations; free trade versus "fair”

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trade; and reform o f the Eastern bloc econo­
mies.
Prerequisite: Pols 4.
Not offered 1994- 95. Hopkins and Golub.
72. Constitutional Law : Special Topics.
An in-depth exploration of several issues
selected from 1st, 4th, 5th, 6th, and/or 14th
Amendment jurisprudence.
Prerequisite: Pols 24 or permission of the
instructor.
Not offered 1994- 95. Nackenoff.
73. Com parative Politics:
Special Topics.
Not offered 1994- 95. White.
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 o f the topic from
historical origins to contemporary issues.
During fall 1994, the topic will be multicul­
tural politics and ethnic conflicts in the Unit­
ed States and their relations with international

politics.
Prerequisite: Pols 4.
Fall semester. Kurth.
90. Directed Readings in
Political Science.
Available on an individual or group basis,
subject to the approval of the chairman and
the instructor.
95. Thesis.
W ith the permission of the chairman and a
supervising instructor, any major in Course
may substitute a thesis for one course, nor­
mally during either semester o f the senior
year.
9 7 ,9 8 . Public Policy Thesis.
(Also listed with Economics 97 and 98) A
thesis preparation on a public policy topic.
The thesis will be supported by relevant fac­
ulty and presented to a student/faculty semi­
nar. See public policy concentration pages for
further information. For a two-credit thesis,
enrollment in both 97 and 9 8 is required.
Fall semester. Hopkins, others.

SEM IN ARS
The following seminars prepare for examina­
tion for a degree with Honors:
100. Political Th e ory: Plato to Hobbes.
The development of political thought in the
ancient and medieval periods, and the emer­
gence of a distinctively modern political out­
look. Special attention to the differences be­
tween the way the Ancients and the Moderns
thought about ethics, politics, democracy,
law, knowledge, power, justice, the individual,
and the community. Key philosophers include
Plato, Aristotle, Augustine, and Hobbes.
Fall semester. Sharpe.
101. Political Th e ory: Modern.
This seminar will be concerned with the
origins and construction of modernity, the
politics and theory o f the modern age. We will
study the roots o f modernity in the Reforma­
tion and the Renaissance, as exemplified in
the works o f Luther and Machiavelli; the
foundations of modernity in the construction
of liberty, property, and equality, as seen in

the works o f Hobbes, Locke, and Rousseau;
the culmination o f modernity in the Enlight­
enment projects of Kant, Mill, and Marx; and
the breakdown of those same Enlightenment
assumptions in the works o f Nietzsche and
Foucault. We will analyze both historical con­
text and theory, both dominant and revolu­
tionary aspects, which contributed to the
great democratizing impulse o f the modern
age in the west.
Spring semester. Halpem.
103. Am erican Politics.
The relationship between American political
thought and political practice. Exploration of
classic authors and texts is accompanied by
investigation of political narratives and the
impact of popular culture on forms o f public
discourse, as well as by interpretations of the
character o f American politics. An examina­
tion o f models o f the self-determining indi­
vidual, against which discussions o f citizen­
ship have taken place; visions o f racial and
gender justice; the religious and moral dimen­

Political Science

sions o f American political thought; the fate
o f Jeffersonian ideals in the industrial age; and
tensions between the fear o f political author­
ity and the desire to use state power to
accomplish public purposes.
Spring semester. Nackenoff.
104. Am erican Political System .
Surveys the best literature on key aspects of
the American political system with special
attention to national institutions and pro­
cesses and the actual severity of pathologies
widely held to exist. Other topics can include
political economy and theories o f public pol­
icy. Also considered are the promise o f con­
ceptual change in political science and the
recent development o f historical and rational
choice sensibilities for understanding Ameri­
can politics.
Prerequisite: Pols 2 and permission o f the
instructor.
Fall semester. Valelly.
108. Com parative Politics: Politics and
Development in Greater China.
This course examines patterns o f political and
economic development in China, Taiwan,
Hong Kong and Singapore, focusing on the

interplay of capitalism, communism, and
Confucianism.
Prerequisite: Pols 55 or permission of the
instructor.
Not offered 1994- 95. White.
109. Com parative Politics:
Latin Am erica.
A comparative study o f the politics o f several
Latin American countries: Chile, Mexico, Gua­
temala, El Salvador, and Nicaragua.
Spring semester. Sharpe.
110. Com parative Politics: Africa.
Fall semester. Hopkins.
111. International Politics.
An inquiry into problems in international
politics. Topics will include 1) competing
theories o f international politics, 2 ) war and
the uses o f force, and 3 ) the management of
various global economic issues.
Prerequisite: Pols 4 or equivalent.
Not offered 1994- 95. Hopkins.
180. Thesis.
W ith the permission o f the Department, Hon­
ors candidates may write a thesis for double
course credit.

4

Psychology

I

__________________

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4
A

*a#

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y

ALFRED H. BLOOM, Professor*
KENNETH J . GERGEN, Professor
DEBORAH G. KEMLER NELSON, Professor2
JEANNE MARECEK, Professor and Chair
DEAN PEABODY, Professor
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor2
ROBERT DUFOUR, Assistant Professor
FRANK H. DURGIN, Assistant Professor
WENDY HORWITZ, Assistant Professor
CHRISTINE M. MASSEY, Assistant Professor
ETHEL 0. MOORE, Assistant Professor
HANS WALLACH, Research Psychologist

The work of the Department of Psychology
concerns the systematic study of human be­
havior and experience; processes of percep­
tion, learning, thinking, and motivation are
considered in their relation to the development of the individual. The relations o f the
individual to other persons are also a topic of
study.
The courses and seminars o f the Department
are designed to provide a sound understanding
of psychological principles and a grasp of
research methods. Students learn the nature
of psychological inquiry and psychological
approaches to various problems encountered
______________

in the humanities, the social sciences, and the
life sciences.
A special major in Psycholinguistics is offered
in conjunction with the Program in Linguis­
tics. A full description o f this major, which
emphasizes fundamental issues in human cog­
nitive organization, may be found under Lin­
guistics. Psychology also participates in the
Special Major in Linguistics. Consult the
Linguistics Program.
A special major in Psychobiology is offered in
cooperation with the Department o f Biology.
Consult either Department Chair.

in

R EQ U IR EM EN T S A N D RECO M M EN D A TIO N S
Psychology 1, Introduction to Psychology, is
normally a prerequisite for further work in
the Department. Psychology 6, Critical Issues
in Psychology, can also serve as prerequisite
for further work.
A Course major consists o f at least eight
credits, excluding courses cross-listed in psy­
chology that are taught only by members of
other departments. Four should be core
courses (with course numbers in the 3 0 ’s):
Physiological Psychology, Learning and M oti­
vation, Perception, Cognitive Psychology, Psy­
chology of Language, Social Psychology, Per­
sonality, Concepts o f the Person, Abnormal

2 Absent on leave, spring semester, 1995.

Psychology, and Developmental Psychology.
Students may not take both Psychology 36,
Personality, and Psychology 37, Concepts of
the Person. Students who think they may
want to take a seminar in a particular area
should be careful to check whether the semi­
nar is two credits (in which case the core
course covering related material should not be
taken) or one credit (in which case the core
course covering related material is required as
prerequisite). See the departmental informa­
tion packet.
Those wishing to substitute more individual­
ized programs should present their proposals

* President o f the College

245

Psychology

in writing. Majors should take at least one
course providing them with experience in
research. In addition, majors in Course are
encouraged to enroll in Psychology 9 8 during
their senior year. This course is intended to
provide integration o f different fields of psy­
chology. Successful completion of Psychology

98 substitutes for the comprehensive exami­
nation. Completion o f a senior thesis (Psy­
chology 9 6 and 9 7 ) is another substitute.
Students intending to pursue graduate work
in psychology will also find it useful to take
either Statistics 2 or 23, offered by the De­
partment o f Mathematics and Statistics.

T E A C H ER CERTIFIC A TIO N
Occasionally, majors in psychology wish to
pursue certification for secondary school
teaching. For such students, there are two
normal routes to Social Studies Certification.
One o f these requires a major in the social
sciences, plus four to six courses in social
sciences outside the major field. Students
majoring in History, Political Science, and
Sociology-Anthropology are required to take
at least four courses outside their major;
students majoring in Economics or Psychol­
ogy are required to take six. The other route

to certification requires taking at least twelve
semester courses in social sciences, o f which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As o f 1987, at least one course in
American history and one social science
course focusing on Third World or nonAnglo subject matter are required. For further
information, see the listing for the Program in
Education.

CO U RSES
1. Introduction to Psychology.
An introduction to the basic processes under­
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which nor­
mal and abnormal behavior are determined
by learning, motivation, neural, cognitive,
and social processes.
Each semester. Staff.
6. Critical Issues in Psychology.
An exploration o f selected issues in psycholo­
gy. Emphasis is on how one tries to answer
theoretical questions, especially by analyzing
the relation between psychological theories
and the evidence testing them. The topics
covered vary from year to year; the depart­
ment can supply information on the coverage
in a particular year.
Primary distribution course.
Fall semester. Peabody.
7. Perceptions of Difference.
The course is focussed upon perceived differ­
ences based on gender, race/ethnicity, age,
sexual orientation, mental and physical abili-

246

ties and the complex effects of these percep­
tions. Explanations from social psychology
and related social science theories are exam­
ined in an attempt to understand prejudice,
discrimination, functions o f stereotypes, and
assumptions which guide these perceptions
of difference in day-to-day personal interac­
tions.
No prerequisite.
Primary distribution course.
Fall semester. Moore.
8. Identity and Community.
Explores the cultural tensions between needs
for self exploration and expression on the one
hand, and social responsibility and interde­
pendence on the other. Parallel issues of group
identity vs. the melting pot mentality, and
ethical pluralism vs. universalism are considered. Discussions will center on key texts,
from existential works on social conflict and
social psychological sources through contem­
porary multi-culturalism. •
No prerequisite.
Primary distribution course.
Spring semester. Gergen.

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21. Educational Psychology.
(See Education 21.)
Each semester. Renninger.
22. Counseling.
(See Education 25.)
23. Adolescence.
(See Education 23.)
Spring semester. Smulyan.
30. Physiological Psychology.
A survey o f the neural and biochemical bases
of behavior with special emphasis on sensory
processing, motivation, emotion, learning,
and memory. Both experimental analyses and
clinical implications are considered.
Fall semester. Schneider.
31. Learning and Motivation.
This course explores the processes o f condi­
tioning and how conditioning combines with
complex cognitive and social factors to influ­
ence what organisms do.
Not offered 1994- 95. Schwartz.
32. Perception.
How is knowledge obtained through our
senses? The study of perception addresses
this question by seeking lawful relations be­
tween the physical world, experience, and
physiology.
Spring semester. Durgin.
33. Cognitive Psychology.
An overview o f the psychology o f knowledge
representation, beginning from the founda­
tions o f perception, attention, memory, and
language to examine concepts, imagery, think­
ing, decision-making, and problem solving.
Fall semester. Durgin.
34. The Psychology of Language.
An introduction to the central psychological
processes at work in the use of language. The
focus is on the structural features o f spoken
languages, with some attention paid to sign
languages. Particular topics include language
acquisition, speech production and process­
ing.
(Cross-listed as Linguistics 34 .)
Fall semester. Dufour.
35. Social Psychology.
An examination of theory and research rele­
vant to social relationships between people.
Topics include social influence, person per­
ception, cognitive consistency theories, ag­

gression and group conflict, performing with
"rules,” the achieving society, attraction and
love.
Spring semester. Peabody.
36. Personality.
An integration o f personality theory and re­
search includes hands-on experience with
some relevant personality assessment tech­
niques. Course examines psychoanalytic,
trait, behavioral, humanistic, and social cog­
nitive approaches. Not open to students who
have taken Psychology 37.
Spring semester. Moore.
37. Concepts of the Person.
An analysis of central conceptions of psycho­
logical functioning from both an historical
and cultural prespective. Central attention is
given to the developing concept o f the person
within the discipline of psychology from the
turn of the century to the present. Theories of
Freud, Jung, and the neo-Freudians receive
attention, as well as more recent cognitive and
trait formulations. Special attention is given
to the conception o f the person emerging
within the post-modern period. Not open to
students who have taken Psychology 36.
Fall semester. Gergen.
38. Abnorm al Psychology.
A consideration o f major forms o f psychologi­
cal disorder in adults and children. Biogenetic,
socio-cultural, and psychological theories of
abnormality are examined, along with their
corresponding modes of treatment.
Spring semester. Horwitz.
39. Developmental Psychology.
A selective survey of cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature
o f developmental change are examined, in­
cluding those of Piaget and his critics. Topics
include the formation of social attachments,
the foundations and growth of perceptual,
cognitive, and social skills, gender typing,
moral development, and the impact o f parents
and other social agents on the development of
the child.
Fall semester. Kemler Nelson.
40. Visual Attention.
What we see depends on where we look. This
course will adopt a broad perspective on the
concept o f visual attention with particular

247

Psychology

emphasis on the role o f eye-movements in the
selection o f visual information.
Fall semester. Durgin.
41. 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
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.
Not offered 1994- 95. Horwitz.
42. Human Intelligence.
This course adopts a broad view o f its topic,
Human Intelligence. One major set of subtopics is drawn from the intelligence-testing
(IQ ) tradition. Other concerns include cogni­
tive theories of intelligence, developmental
theories of intellieence. evervdav conceptions
o f intelligence, the relation between infant
and adult intelligence, and the relation be­
tween human and animal intelligence.
Fall semester. Kemler Nelson.
43. Language Learning & Bilingualism.
This course examines how second languages
are learned, processed, and represented. One
goal is to evaluate how basic cognitive pro­
cesses (e.g., memory) are affected or modified
by the knowledge of two languages. Some
topics covered include critical period effects
on language learning, lexical and conceptual
representations in bilinguals, comprehension
and speech production in a second language,
and sign language as a second language.
(Cross-listed as Linguistics 46.)
Fall semester. Dufour.
44. Psychology and Women.
This course concerns psychological ap­
proaches to studying women and gender.
Issues such as sexuality, motherhood, eating
problems, and violence against women are
examined, with special attention to the diver­
sity o f women’s experiences. In addition, we
study the ways that gender is represented in
research and clinical theories, as well as in
popular psychology.
Fall semester. Marecek.
45. Life Transitions: Psychological
Perspectives.
An exploration o f developmental theory and

248

research relevant to adult lives and personali­
ty. Life histories o f women and men are
examined, focusing on normative and nonnormative life transitions across the span of
adulthood. The course emphasizes the particu­
lar ways in which individuals anticipate new
roles and construe appropriate life tasks.
Fall semester. Moore.

■

50. Research in Naturalistic Settings.
Students in this course conduct original re­
search using the Please Touch Museum in
Philadelphia as the field setting. Research
questions having to do with learning and
development, social interaction in peer or
family groups, and interaction with the physi­
cal environment can be readily investigated in
this context. Class will be conducted as a re­
search methods workshop. By permission of
the instructor.
Spring semester. Massey.
52. Representations of Women’s
Identity.
(See English 82). Satisfies distribution re­
quirement in group 1 not group 3.
Spring semester. Marecek and Blum.
54. Children’s Thinking and Learning.
The course examines theory and research on
selected current topics in the development of
children’s thinking and learning, including
the development of representational abilities,
and of concepts and categories; the acquisition
of complex knowledge (theories); and metacognitive development. Students have oppor­
tunities to conduct small-scale observational
or experimental studies of children’s thinking
and learning as part o f the course. By permission. Limited to 15 students.
Not offered 1994- 95. Massey.
56. Message System s: Nonverbal
Communication.
The course is designed to explore the role of
nonverbal communication and nonverbal be­
havior in social interaction and to examine
some of the media through which messages are
systematically transmitted and decoded. We
define the components of nonverbal commu­
nication and their functions, drawing upon
theoretical and empirical literature. Topics
include facial expression, body language, gestures, paralanguage, proxemics, kinesics, gen­
der differences, color, and design. Applied

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aspects o f nonverbal communication are in­
troduced through direct observation, print
media, and films/videos.
(Cross-listed as Ling 56.)
Moore.

among the public; psychological factors in
public opinion and revolution. A class project
may be included. (Cross-listed as Political
Science 28.)
Fall semester. Peabody.

62. Th e Social Construction of the Mind.
How are beliefs about the mind generated and
sustained; what are the effects of current be­
liefs on social life; can these beliefs be
changed? The course explores various social,
rhetorical, and ideological processes that in­
fluence current constructions of the mental
world.
Gergen.

68. Reading Culture.
A course in seminar format that focusses on
the interpretation o f cultural artifacts and rep­
resentations, including news reporting, film,
television, advertising, and architecture. Spe­
cial attention is given to the psychological,
social, rhetorical and ideological processes at
play in their production.
Fall semester. Gergen.

63. Special Topics in Cognitive
Psychology.
Selected problems from the current literature
on human information processing and cogni­
tive psychology are considered in detail. Em­
phasis is placed on the relationship between
theories of cognition and current experimental
findings. Also, the development o f cognitive
skills receives attention.
Not offered 1994- 95.

86. Topics in Philosophy and
Psychology.
In practical life, we usually explain human
actions by giving the person’s reasons—his or
her goals and beliefs—for performing them.
In contrast, in experimental science, we at­
tempt to explain behavior by finding laws in
accordance with which it occurs. This course
explores the extent to which the categories of
explanation that come from practical life con­
strain or limit the scope o f scientific explana­
tions.
Prerequisite: Introductory courses in Psychol­
ogy and Philosophy.
Not offered 1994- 95. Schwartz and Lacey.

64. Research Issues in Clinical
Child Psychology.
This class addresses clinical topics (e.g., per­
vasive developmental disorder, anxiety, pain,
chronic illness, sexual abuse), while consider­
ing specific problems o f research (e.g., sam­
pling strategies, internal validity, cross-sec­
tional vs. longitudinal studies, qualitative
analysis) as they pertain to clinical child and
pediatric psychology. Students learn to locate
and evaluate current empirical studies as they
discuss the diagnosis and treatment o f child­
hood problems.
Prerequisite: Introduction to Psychology and
one of the following: Abnormal or Develop­
mental Psychology, Research in Naturalistic
Settings, or Children at Risk.
Not offered 1994- 95. Horwitz.
65. Political Psychology.
A psychological examination o f individuals’
participation in and impact upon politics and
the effect o f various political systems on
individuals. Personality differences and psy­
chological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies of presi­
dents and other leaders; psychological distor­
tion in political decisions; personality types

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
biology (sociobiology), and in psychology.
The implications o f this notion for thinking
about morality and about social organization
are also considered.
Prerequisites: The course is open, by applica­
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Not offered 1994- 95. Schwartz.
90. Practicum in Clinical Psychology.
An opportunity for advanced psychology stu­
dents to gain supervised experience working
in off-campus clinical settings. Course re­
quirements and evaluations are tailored to in­
dividual projects. Advance arrangements for
placements should be made in consultation
with the instructor.
Each semester. Horwitz.

249

Psychology

91. Research Practicum in
Physiological Psychology.
An examination of current issues in physiological psychology with emphasis on how
lower animal research is used to understand
the physiological basis of normal and abnor­
mal human behavior. Topics include learning
and memory, drug addiction and tolerance,
obsessive-compulsive disorder, Alzheimer’s
disease, and cerebral lateralization. Students
have the opportunity to learn laboratory tech­
niques used in behavioral neuropharmacol­
ogy.
Prerequisite: Psychology 30. By permission of
the instructor.
Fall semester. Schneider.
92. Research Practicum in
Psycholinguistics.
The goal o f this course is to provide students
with hands-on experience in performing re­
search in psycholinguistics. Students will
learn the various steps associated with re­
search in this field, including experimental
design, construction and selection o f the ap­
propriate material to test hypotheses, meth­
ods used to test subjects, and statistical analy­
ses commonly used in the field. Class will be
conducted as a workshop in research methods
and topics in psycholinguistics.
Prerequisite: Psychology 3 4 or 33 or permis­
sion o f the instructor.
Spring semester. Dufour.
94. Independent Research.
Students conduct independent research proj­
ects. They typically study problems with
which they are already familiar from their
course work. Students must submit a written

report of their work. Registration for Inde­
pendent Research requires the sponsorship of
a faculty member in the psychology department who agrees to supervise the work.
Each semester. Staff.
95. Tutorial.
Any student may, under the supervision of a
member of the psychology department, work
in a tutorial arrangement for a single semester.
The student is thus allowed to select a topic
of particular interest, and in consultation with
a faculty member, prepare a reading list and
work plan. Tutorial work may include field re­
search outside Swarthmore.
Each semester. Staff.
9 6 ,9 7 . Senior Thesis.
W ith the permission of the Department, students may conduct a year-long 2 -credit re­
search project in the senior year as one way to
meet the comprehensive requirement. Such
theses must be supervised by a member 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 o f the junior year and apply for
departmental approval. By application. One
credit each semester.
Both semesters. Staff.

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98. H istory and System s of Psychology.
Intended to provide integration of different
fields of psychology and to offer majors one
way to meet the comprehensive requirement.
Historical treatment concentrates on the
major systematic points o f view. Special
consideration is given to problems overlap­
ping several areas of psychology.
Spring semester. Peabody.

SEM IN A R S
103. Personality and Social Cognition:
Perspectives in Adult Developm ent
An examination in depth o f personality de­
velopment, emphasizing how particular needs
and experiences influence growth and change
in individuals. Current theoretical approaches
are considered with a focus on how gender
issues are addressed. By permission. Two
credits.
Spring semester. Moore.

250

104. Individual in Society.
An analysis o f the relationship between people
and their society. Basic social processes are
discussed, including the understanding of
other persons, theories o f cognitive consis­
tency, group influence and conformity. Ap­
plications to political attitudes, group preju­
dices, the relation o f attitudes and personality,
and the relation o f psychology to the social
sciences are also considered. By permission.

^

Two credits.
Not offered 1994- 95. Peabody.
106. Personality Th e o ry and
Interpretation.
An exploration o f major theories o f human
psychological functioning, with special em­
phasis on the process of exploration itself.
Thus, critical inquiry is made into the theories
of Freud, Jung, the neo-Freudians, Existential
theory, and trait methods. A t the same time
a variety o f readings in literary theory, rhet­
oric, hermeneutics, and related realms are
used to elucidate the process by which views
of the human personality are developed and
sustained. Preliminary background in relevant
areas o f study recommended. By permission.
Two credits.
Not offered 1994- 95. Gergen.
107. Psycholinguistics.
See description o f Psychology 34. The semi­
nar considers in depth special topics o f inter­
est within the field. A research component is
frequently included.
Prerequisite: Psychology 34. By permission.
One credit.
May be offered spring semester. Dufour.
108. Abnorm al Psychology.
A study in depth o f various theoretical per­
spectives on psychological disorders, includ­
ing schizophrenia, depression, anxiety, and
disorders of childhood. Underlying assump­
tions o f each theory will be considered, as
well as empirical evidence supporting the
theory. Approaches to treatment are studied.
By permission. Two credits.
Fall semester. Horwitz.
109. Physiological Psychology.
An analysis o f the neural bases o f motivation,
emotion, learning, memory and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
By permission. Two credits.
Schneider.

131. Learning and Motivation.
See description of Psychology 31. The seminar
considers in depth special topics o f interest
discussed in the Learning and Motivation
course.
Prerequisite: Psychology 31. By permission.
One credit.
Not offered 1994- 95. Schwartz.
132. Perception.
See description of Psychology 32. Advanced
work in human perception, emphasizing vi­
sual perception o f objects, space, motion, and
their interrelations.
Prerequisite: Psychology 32. By permission.
One credit.
Not offered 1994-95. Durgin.
133. Cognitive Psychology.
See description o f Psychology 33. An inten­
sive study of higher mental processes, includ­
ing mental representation, memory organiza­
tion, imagery, expertise, thinking, concept
formation, and problem solving. By permis­
sion. One credit.
Prerequisite: Psychology 33.
Spring semester. Durgin.
139. Developmental Psychology.
See description of Psychology 39. The semi­
nar considers in depth special topics of inter­
est within the field. A research component is
frequently included.
Prerequisite: Psychology 39. By permission.
One credit.
Not offered 1994- 95. Kemler Nelson.
180. Thesis.
May be presented as a substitute for one semi­
nar. A thesis must be supervised by a member
o f the Department. May be taken either as a
2 -credit, 1 -semester course or as a 2 -semester
course for one credit each semester.
Both semesters. Staff.

251

Public Policy

Coordinator: RAYMOND F. HOPKINS (Political Science)
Committee: John Caskey (Economics)
C a rr Everbach (Engineering)
Robinson Hollister (Economies)
Gudmund Iversen (Mathematics & Statistics)
Ellen Magenheim (Economics)
A rth u r M cG arity (Engineering)
M arjorie M urphy (History)
Carol Nackenoff (Political Science)
Frederic P ryo r (Economics)
Richard Rubin (Political Science)2
Eva Tra v e rs (Education)
Richard Valelly (Political Science)
Ja co b Weiner (Biology)

Public policy is an increasingly important in­
fluence in people’s lives. Public policy is the
array o f government decisions and acts, bom
of private and public sector interactions, that
shape a nation’s political, economic and moral
structures, and consequently, its citizens’ pri­
vate lives. Growing state intervention during
the twentieth century means that today, all
citizens have a stake in understanding public
policy—its origins, rationale and moral basis.
The concentration in Public Policy enables
students to combine work in several depart­
ments toward both critical and practical un­
derstanding of public policy issues, including
those in the realm of social welfare, health,
energy, environment, food and agriculture,
and national and global security. These issues
may be within domestic, foreign, or interna­

tional governmental domains. Courses in the
concentration encompass the development,
formulation, implementation, and evaluation
of policy. Those departments primarily con­
cerned with the concentration are Political
Science, Economics, and Engineering; but
work in other departments may be pertinent
to the concentration. Faculty members from
other departments are involved in the concen­
tration, and course or seminar offerings from
other departments may, in certain circum­
stances, meet requirements for the concentra­
tion. Work in the concentration equally em­
phasizes
historical,
institutional,
and
normative analysis. Basic competence in for­
mal or quantitative methods is required for
students concentrating in Public Policy.

R E Q U IR E M E N T S A N D RECO M M EN D A TIO N S
The concentration in Public Policy is not a
major. It may be taken together with a Course
or External Examination (Honors) major in
any field. A t a minimum, the concentration
consists of certain course requirements, total­
ling six credits (some of which may also be
counted toward one’s department major), and
an internship. The program of each concen­
trator should be worked out in consultation

2 Absent on leave, spring semester, 1995.

252

with the Coordinator of the Public Policy
Program and approved by the Coordinator,
preferably at the same time as majors in the
Course and Honors Programs are planned.
Academic requirements for the concentration
cover three basic areas: (1 ) the foundation
work in economic analysis, (2 ) political anal­
ysis, and (3 ) quantitative analysis. These may

4
*

----------------------------------------------each, normally be met by taking one course or
seminar. The economic analysis requirement
can be met by Economics 11 (Intermediate
Microeconomics), Economics 101 (Econom­
ics Theory), Economics 41 (Public Finance),
or Economics 141 (Public Finance). The po­
litical analysis requirement can be met by
Political Science 2 (American Politics) or
Political Science 41 (Political Economy and
Social Policy: The U .S. in the 1990s). The
quantitative analysis requirement can be met
by Statistics 1 (Statistical Thinking), Statistics
2 (Statistical Methods), Statistics 23 (Statis­
tics), Statistics 53 (Mathematical Statistics),
Economics 31 (Statistics for Economists),
Engineering 57/Economics 32 (Operations
Research), Economics 35 or Economics 135
(Econometrics). Equivalent work at other in­
stitutions may be substituted for any of the
above.

II

4

4

4

4

In addition to the three preparatory or prereq­
uisite courses, three credits must be taken
from among the substantive policy courses
listed below, one o f which should be Public
Policy Thesis. These courses deal with sub­
stantive sectors and institutional aspects of
public policy analysis. Many o f the courses
will be offered for one credit. Seminars may
be taken as units in the External Examination

program (but count only one credit each
toward the concentration requirements.) W ith
approval o f the Coordinator and the seminar
instructor, some seminars with substantial
policy content may be approved for onecredit work in the concentration.
In special circumstances, students with ade­
quate and appropriate alternative preparation
(as might be the case for some natural science
students or others with work done at other
institutions) may request that such prepara­
tion be substituted for courses normally re­
quired in the concentration. Approval o f such
requests, as for approval of internships, will
be determined by the director o f the Public
Policy Program, who acts as the coordinator
o f the concentration, and the interdisciplinary
committee on public policy studies.
Economic and political assessments o f policy
should be complemented by an understanding
o f the broad ethical issues that inform or are
raised by public policy. While no specific
courses on ethics, values, or moral reasoning
are required for the concentration, students
are strongly urged to incorporate curricular
work in literature, philosophy, psychology,
political theory or religion into their studies
in order to strengthen their ability to evaluate
policy from a perspective of humane values.

IN TERN SH IP
Some direct experience or practical responsi­
bility in the field, through work in a public,
private, or voluntary agency, is required for
graduation with a concentration in public
policy. This requirement may be met by com­
pleting an internship during either a semester
or a summer or both. Normally, students will
hold internships between their junior and
senior years. The internship program is su­
pervised by the director o f the Public Policy
Program, who also serves as coordinator for
the concentration. Planning for the internship
experience should begin six to eight months
before the time it might commence. The Col­
lege has developed a network of contacts in
Washington and overseas and would like to
have qualified students each year to fill posi­
tions already identified. Funding for an in­
ternship is occasionally provided by the

agency in which a person serves. Typically,
however, students require support to cover
their travel and maintenance costs during the
ten to twelve weeks o f a summer internship.
Even more funding would be required for a
semester’s internship. In certain cases, stu­
dents undertaking policy relevant research at
appropriate locations can also meet the in­
ternship requirements without formal affilia­
tion with an organization.
For students who are concentrators in the
program, the College has sought to assure
those unable to fund themselves o f sufficient
funding to cover their basic expenses. Grants
from the Sloan, Kellogg, and Hewlett founda­
tions have been helpful. Other possible sour­
ces of support for the work and learning
expected o f an intern include the James H.

253

Public Policy

*
Scheuer Summer Internships in Environmen­
tal and Population Studies and the J. Roland
Pennock Fellowship in Public Affairs, a
summer research opportunity awarded each
spring under the coordination o f the depart­
ments o f Economic and Political Science. In
addition, general College summer research

funding is occasionally available to students
on a competitive basis.
The Program also seeks to facilitate internship
opportunities for students not concentrating
in Public Policy but, in general, cannot assist
with funding or giving such students priority.

né

4
P U B L IC PO LIC Y TH ESIS
One of the requirements of the concentration,
providing one o f the three units o f substantive
policy work, is a senior thesis. To complete
the concentration, a student will normally
sign up for Economics 97 or Political Science
97 offered each fall semester. In special cases,
a student may fulfill the thesis requirement
with comparable analytic, focused work in a
policy field as part of other work in the pro­
gram.
The thesis requirement is designed to provide
a structured opportunity to write a substantial
paper on a public policy issue. It is especially
aimed to allow those who have cultivated
(through internships or other preparation) a
well-developed understanding of some policy
question to complete research and analysis
under the supervision of the director of the

public policy program and one or more other
core faculty. Paper topics may focus on na­
tional or international policy issues and may
range widely within areas of competence.
Each student will refine a topic early in the fall
semester and will work on a draft to be
presented to a student/faculty seminar that
will meet periodically. Topics may be varied
but should reflect clear prior preparation and
interest. Students wishing to complete twocredit work, especially as a thesis under the
external examination program, may do so by
signing up for Economics or Political Science
97 and 98, and thereby getting double course
credit. Such a thesis must receive prior appro­
val by the relevant department and will count
no more than one credit toward the six credits
required by the concentration.

4

m

A R EA S O F PO LIC Y FO C U S
Some students may wish to focus their sub­
stantive work in policy heavily in a particular
field, e.g., environmental studies, food studies,
welfare issues, health or education. The Col­
lege generally does not offer interdisciplinary
majors; rather it urges students to undertake
interdisciplinary work in concentrations in
addition to their major field. It is possible,
however, under the Public Policy program to
do broad work in some interdisciplinary areas
taking courses that fit the Public Policy pro­
gram as well as additional courses that sup­
port the culminating policy thesis. For some,
this may be an alternative to a special major.
Given the size and interests of the faculty, not
every area o f public policy is well represented
in courses and faculty. Nevertheless, there are
a number o f policy areas in which a student

254

can take one, two or perhaps three policy
courses and then several other courses which
relate to the issue area. Several o f the current
opportunities are listed below.
Development Policy
Policy Courses
Political Science 110. Comparative Politics:
Africa (one credit in the Concentration
although it is a seminar)
Economics 61. Industrial Organization
Economics 81 or 181. Economic
Development (one credit in the
Concentration although 181 is a seminar)
Economics 82. Political Economy of Africa
Economics 83. Asian Economies
Economics 141. Public Finance (one credit
in the Concentration although it is a
seminar)

rm

Related and Supporting Courses
Political Science 58. African Politics
Political Science 62. Political Economy of
Development and Underdevelopment
Political Science 108. Comparative Politics:
Politics and Development in China, Taiwan
and Hong Kong
Economics 51 or 151. International
Economics
Economics 53. International Political
Economy
Economics 161. Industrial Organization and
Public Policy
Sociology/Anthropology 66. Ecology,
Peace, and Development in El Salvador
Education Policy
Policy Courses
Education 66. Child Development and
Social Policy
Education 68. Urban Education
R elated and Supporting Courses
Education 31. Women and Education
Education 47. School and Society
History 46/136 and 137. American
Intellectual History
Environmental Studies
Policy Courses
Political Science 43/Engineering 68.
Environmental Policy
Economics 76. Economics o f the
Environment and Natural Resources
R elated and Supporting Courses
Biology 39. Ecology
Biology 50. Marine Biology
Engineering 32. Introduction to
Environmental Protection
Engineering 66. Environmental Systems
Food Policy
Policy Courses
Political Science 47. Food Policy
R elated and Supporting Courses
History 68. Food and Famine
Sociology/Anthropology 34. Seeds of
Change

Health Policy
Policy Courses
Political Science 42/Economics 75. Health
Policy
R elated and Supporting Courses
Biology 43. History of Biology
Sociology/Anthropology 86 . Culture,
Illness, and Health
Nlulticultural/Gender Policy
Policy Courses
History 29. Sexuality and Society in
Modern Europe
History 54. Women, Society and Politics
Political Science 3 2. Gender, Politics and
Policy in America
Political Science 33. Race, Ethnicity and
Public Policy: African Americans
Economics 73. Women and Minorities in
the Economy
R elated and Supporting Courses
Political Science 36. Multicultural Politics
Education 31. Women and Education
Se curity Policy
Policy Courses
Political Science 45. Defense Policy
R elated and Supporting Courses
History 49. Race and Foreign Affairs
Peace and Conflict Studies 15. Introduction
to Peace Studies
Religion 6 . War and Peace
Welfare Policy
Policy Courses
History 50. The Making of the American
Working Class
Political Science 41. Political Economy and
Social Policy: The U .S. in the 1990s
Economics 72. Social Economics
Economics 171. Labor and Social Economics
(one credit in the Concentration although it
is a seminar)
Economics 172. Research Seminar on the
Urban Underclass (one credit in the
Concentration although it is a seminar)
R elated and Supporting Courses
Economics 4 2. Law and Economics
Education 68. Urban Education

255

Religion

J . W ILLIAM FROST, Professor Sc. Chair, Director of the Friends Historical Library
DONALD K. SWEARER, Professor’
VERA S. MOREEN, Visiting Associate Professor4
YVONNE P. CHIREAU, Assistant Professor
ELLEN M. ROSS, Assistant Professor
MARK I. WALLACE, Assistant Professor
NEAL H. WALLS, Visiting Assistant Professor
STEVEN HOPKINS, Instructor

Any course numbered 1 through 31 may be
taken as introductory to other courses in the
Department. Successful completion o f Reli­
gion 1 or another o f the introductory courses
is normally required for admission to courses
numbered 101 and above. Completion of two
courses is usually prerequisite for admission
to a major in Course or an External Examina­
tion major or minor.

Course and the External Examination Pro­
gram are expected to have taken the back­
ground courses required for work in specific
seminars. Minors in the External Examination
Program must take at least two courses in the
Department in addition to seminar(s). A com­
ponent of a major’s program o f study may
include study abroad planned in collaboration
with the Department.

The major in Religion is planned through
consultation with faculty members in the
Department. To ensure breadth in the pro­
gram of study all majors are required to
complete a primary distribution course and
to take at least one course from three curric­
ular groups which include the several religious
traditions and the varied modes o f analysis
represented in the Department (see "Majoring
in Religion at Swarthmore” ). Majors in both

Only one course cross-listed from another
department can be counted toward the major.
Majors in Course will take Religion 95, the
Senior Comprehensive Paper, normally in the
first semester of their senior year. All majors
in Course will also take an oral comprehensive
examination based on the Senior Compre­
hensive Paper and on courses taken within the
major.

CO U RSES
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 o f ultimate reality and their
various manifestations; religious experience
and its expression in systems of thought;
ritual behavior and moral action. Members of
the Department will lecture and lead weekly
discussion sections.
Primary distribution course.
Fall semester. Staff.

2. Religion and Literature.
This course explores religious issues raised in
works of literature. Topics include: belief and
doubt, symbols and language, self and society,
transcendence and immanence of the divine,
grace, theories of interpretation, gendered
discourse, and models for religious transfor­
mation. Authors may include: Augustine,
Gluckel o f Hameln, Jarena Lee, Etty Hillesum,
Graham Greene, Flannery O ’Connor, Elie
Wiesel, Toni Morrison, and Margaret At­
wood.
Fall semester. Ross.

3 Absent on leave, 1994-95.

4 Fall semester, 1994.

256

3. Introduction to the Hebrew
Scriptures.
A comprehensive introduction to the history
of ancient Israel and biblical Judaism as known
primarily, although not exclusively, through
the literature produced and preserved by
those communities. Special attention will be
given to the cultural contexts, both national
and international, in which the texts were com­
posed, and to the various approaches—his­
torical, literary, sociological, etc.—by which
the texts have been interpreted.
Fall semester. Walls.

8. Patterns of Asian Religions.
A thematic introduction to the study of reli­
gion through an examination of selected teach­
ings and practices of the religious traditions of
South and East Asia structured as patterns of
religious life. Materials taken from the Hindu
and Buddhist traditions o f India, the Confucian and Taoist traditions of China, and from
Zen in Japan. Major themes include god and
the gods, personhood and community, gender
and the body, narrative and popular piety.
Primary distribution course.
Spring semester. Hopkins.

4. introduction to the Christian
Scriptures.
This course examines the Christian canonical
writings in their historical and cultural con­
texts, introduces the tools—from the histori­
cal-critical method to newer disciplines such
as rhetorical criticism and sociological analy­
sis— employed to discover the original meaning(s) of the documents, and investigates the
continuities and the transformations of Chris­
tianity from Jewish movement to independent
religion.
Spring semester. Walls.

9. Th e Ruddhist Tradition.
This course explores the unity and variety of
the Buddhist tradition within its historical
development in South, Central, and East Asia.
In particular it focuses on the meditation
tradition in China (Ch’an), the esoteric tradi­
tion in Tibet (Vajrayana), and the faith tradi­
tion in Japan (Jodo Shin Shu).
Not offered 1994- 95. Swearer.

5. Problems of Religious Thought.
Study o f contemporary religious and cultural
problems. Authors include: Kierkegaard,
Buber, Nietzsche, Cohen, Abe, McFague,
Rorty, and West.
Not offered 1994- 95. Wallace.
6. War and Peace.
An analysis of the moral issues posed by war,
with consideration o f the arguments for holy
wars, just wars, real politik, and pacifism. The
first part of the course will trace the evolution
of major ideas o f war from the Bible to the
present. A study of America’s wars since 1940
will show the application o f these ideas in this
nation’s response to organized violence.
Fall semester. Frost.
7. Introduction to Formative Judaism .
Surveying Judaism from the encounter with
Hellenism to the codification of the Talmud.
Particular focus on cultural adaptation and
the diversity o f pre- and non-Rabbinic Juda­
isms.
Primary distribution course.
Not offered 1994- 95.

10. A frica n-A m e rica n Religions.
An introduction to the religious experience of
Blacks in the United States, from the colonial
period to the present. The course will examine
the institutions, practices and beliefs of Ameri­
cans o f African descent, using text, film, art
and music. Topics to be discussed include:
slave religion; independent African-American
churches; spirituals and sacred song: Black
Catholics and Jews; the Civil Rights movement
and religion; contemporary Black and womanist theology; and neo-African urban reli­
gions.
Fall semester. Chireau.
11. Th e History, Religion and Culture
of Japan.
Course explores the historical and social dy­
namics o f the religion and culture o f Japan.
Focus on indigenous Japanese cultural pat­
terns and foreign, dominantly Chinese, influ­
ences.
Not offered 1994- 95. Swearer.
12. History, Religion & Culture of India I:
From the Indus Valley to Akbar.
The religious history of India, with a focus on
the Hindus, Buddhists and Jains. Themes
include hierarchy and caste, image worship,
world-renunciation and the social order.
Not offered 1994- 95. Hopkins.

257

Religion

p»

I
13. H istory, Religion and Culture of India
II: From Akbar to Gandhi.
The religious history o f India from Mughal
Islam and the Sikhs to the Dalit Untouchable
Liberation movements. Focus also on Sufis
and shrines, Gandhi, Hindu nationalism, and
colonialism.
Not offered. 1994-95. Hopkins.
14. 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 be­
lief, proofs for existence o f God, problem of
evil, interreligious dialogue, feminist revi­
sionism, and postmodernism. Thinkers in­
clude Kant, Kierkegaard, Nietzsche, Wittgen­
stein, Buber, Kafka, Ricoeur, Levinas, Plaskow, Daly, Abe, and Wiesel.
(Cross-listed as Philosophy 16.)
Fall sem ester. Wallace.

19. Quakerism.
The history o f 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 theology
caused by the enlightenment, evangelicalism,
and modernism. There will be comparisons
among English, American, and Third World
Friends. There will be assessment o f the con­
tributions o f Quakers to reform movements:
Indian rights, anti-slavery, the treatment of
the insane, prison reform, temperance, wom­
en’s movement, and peace.
Spring semester. Frost.
20. Poets, Saints, and Storytellers:
Th e Religious Literatures of India.
An introduction to the religious and cultural
worlds o f the Indian sub-continent through
the prism o f its varied regional literatures.
Thematic focus on the poetics of religious
devotion, literary and musical form, compara­
tive folklore, and performance theory. Texts
include the Rig Veda, Hindu, Buddhist, and
Islamic lyric and epic poetry, Buddhist and
Hindu devotional literature, modem and tra­
ditional Indian drama, folktales, and the con­
temporary novel.
Fall semester. Hopkins.

15. Introduction to Islam.
The historical origins and development of
Islam will be studied in light o f the sources
that have shaped it. Themes to be explored
include the central doctrines of Islam as de­
rived from the Qur’an and traditions (sunna),
the development o f Islamic law (shari'ah), the
Shi'i alternative, the growth o f Muslim theol­
ogy, philosophy, and mysticism (Sufism), and
controversial issues among contemporary
Muslims.
Fall sem ester. Moreen.

21. Com parative Religious M ysticism .
Course considers topics in the study o f mys­
ticism. Focuses on Christian, Islamic, and
Jewish mysticism.
Not offered 1994- 95. Ross.

16. Th e Apostolic Age.
An investigation o f the origin and expansion
o f the Christian Church from the later writ­
ings of the Christian canon until the Edict of
Constantine, (Cross-listed as Classics 38.)
Not offered 1994- 95.

22. Religion and Ecology.
The challenge o f the ecological crisis to religious thought. Readings include Heidegger,
Buddhist scriptures, Muir, Black Elk, Abbey,
Griffin, Hyun-Kyung, and Ruether.
Not offered 1994- 95. Wallace.

17. Western Religious Thought
from 325 to 1500.
Survey o f Western religious culture and
thought from early to the late Middle Ages.
Not offered 1994- 95. Ross.

23. Catholic Traditions.
Topics in the thought, practice, and history of
various Catholic traditions: saints’ lives, popu­
lar piety, mysticism, monasticism, heresy and
orthodoxy, Vatican politics, liberation theology, feminism. Selected theological themes
will also be explored, e.g., nature and grace,
images o f God, models o f human transforma­
tion. Readings will include Augustine, Julian
of Norwich, Vatican II Documents, Dorothy
Day, Karl Rahner, Gustavo Gutierrez, Elsa
Tamez.
Fall semester. Ross.

18. Western Religious Thought
from 1500 to 1900.
Survey of Western religious thought and cul­
ture from the Reformation to the modern
period.
Not offered 1994- 95. Wallace.

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24. Women and Religion.
This course will examine the variety o f wom­
en’s religious experiences in the United States.
We will read a number o f primary and sec­
ondary texts that explore the diverse ways that
women have historically experienced/made
sense o f the sacred. Topics will include: the
construction of gender and religion; religious
experiences o f women o f color; spiritual auto­
biographies and narratives by women;
WICCA and witchcraft in the United States;
feminist and womanist theology.
Fall semester. Chireau.
25. Egypt and Babylon: Ancient Near
Eastern Myth and Religion.
An introduction to the myths and religions of
ancient Egypt, Mesopotamia, and Canaan as
reflected in the literary and archaeological
remains o f these early civilizations. The
course will cover the ancient Near Eastern
pantheons, rituals, incantations, divine kingship, art, pyramids, and funerary cults. Pri­
mary readings in the world’s oldest literatures
will include the Hebrew Bible, the Epic of
Gilgamesh, Ishtar’s Descent to the Nether­
world, Isis and Osiris, and various creation
myths. Lectures, films, readings, and museum
trips.
Spring semester. Walls.
26. Religion in A m erica: A M ulticultural
Approach.
An introductory survey that explores religion
in the United States from an historical per­
spective. Starting with an examination of
Native American belief systems on the eve of
culture contact, and moving onward to the
impact o f present-day immigrant traditions,
this course will emphasize America’s heritage
of cultural diversity and religious pluralism.
By uncovering hidden and manifest strands in
multicultural religiosity, we can begin to un­
derstand the mosaic o f spiritual life in Ameri­
can society.
Spring sem ester. Chireau.
27. “The End Is Near!”: Biblical Prophecy
and M odern M illenarianism .
Examination o f apocalyptic, especially in
Daniel and Revelation, and the history o f its
interpretation by millenarian groups. While
the class will eventually focus upon AngloAmerican movements o f the last two centu­

ries, attention is also given to non-Christian
millenarianism, including the Jewish messianism o f Sabbatai Tzevi, Polynesian Cargo Cults,
and the Indian Ghost Dance. Topics include
eschatological scenarios o f the rapture, tribu­
lation, Armageddon, and the millennium, as
well as apocalyptic images in contemporary
arts.
Fall sem ester. Walls.
28. Ritual and Image in the
Buddhist Tradition.
This course explores the unity and variety of
the Buddhist tradition within its historical
development in South, Southeast, and East
Asia, by way o f the study o f its visual arts
(including narrative and iconic sculpture and
painting, stupa architecture, and the mandala)
as well as other forms o f material culture,
such as shrines and their relics, pilgrimage
places, and the cult o f the book.
(Also listed as ARTH 38 .)
Spring semester. Graybill and Hopkins.
29. M onasticism and the A rts in the
Christian Middle Ages.
(Also listed as Art 46 .) This course investi­
gates 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 con­
sumption effected the works o f art themselves
and the way we have traditionally chosen to
study them. Topics may include Benedictine,
Cistercian, and Carthusian monasticism, Ber­
nard o f Clairvaux and A bbot Suger, Nuns of
Helfta, manuscript illumination and medieval
learning, images and devotion, and architec­
ture and theology.
Spring sem ester. Ross and Cothren.
30. Religion as a Cultural Institution.
(See Sociology and Anthropology 30 .)
31. M agic and Religion.
W hat is the relationship between the phe­
nomena o f religion and magic? This course
will explore various theoretical and historical
approaches to this question.
Not offered 1994- 95. Chireau.
37. Greek and Roman Religion.
(See Classics 37.)
93. Directed Reading.
Staff.

259

Religion

94. Tutorial.
Staff.
95. Senior Com prehensive Paper.
Majors in Course are required to write the
Senior Comprehensive Paper, normally in the
fall semester o f the senior year. The paper will
be in the nature o f extended take-home essays
on topic areas stipulated by the Department.
The topics will be designed around areas of

study in the field o f religion. A student’s
preparation for the Senior Comprehensive
Paper will include course work as well as
special syllabus reading for each essay.
96. Thesis.
Majors with a qualifying grade point average
who wish to be considered for graduation
with Distinction must write the Senior Thesis.

PREPA RA TIO N F O R E X T E R N A L EXA M IN A TIO N S
The Department will arrange External Examina­
tions in the following areas, to be prepared for
in the ways indicated.
P rep aration by sem in ar:
Je s u s in History, Literature, and
Theology (Sem inar: 101).
A study o f images o f Jesus through history,
art, film, fiction, and popular culture.
Prerequisite: Religion 2 ,4 ,1 6 ,1 7 , 1 8 ,2 3 , 24,
106, 108, or 109, or permission o f the in­
structor.
Not offered 1994- 95. Ross.
Folk and Popular Religion in the
United States (Sem inar: 102).
This course considers religious life through
the lens o f folk and popular tradition. Topics
will include: ethnic Catholicism; holidays and
holy days; supernaturalism and religion.
Not offered 1994- 95. Chireau.
Religious Experience of Slack Women
in the United States
(Sem inar: 103).
This course will focus on the sacred worlds of
Black women in the United States by looking
at the ways that race and gender intersect to
define African-American women’s spirituality
in the nineteenth and twentieth centuries,
including biographical and autobiographical
texts, slave narratives, and oral histories. Top­
ics will include Black female preachers, Afri­
can-American missionary women, and women
in African-American Islam.
Spring semester. Chireau.
Ruddhism in Southeast Asia
(Sem inar: 104).
Theravada Buddhism in the cultural traditions

o f Sri Lanka, Burma, and Thailand. Topics
include Buddhism and the state, modernism,
and syncretism in popular thought and prac­
tice.
Prerequisite: Religion 8 , 12, or permission of
the instructor.
Not offered 1994- 95. Swearer.
Religion and Society (Sem inar: 105).
How have religious ideas and institutions
shaped and been influenced by American
culture? Topics include the varieties of Protes­
tantism, the adaptation o f Roman Catholicism
and Judaism to the American context, the
encounter o f the traditional religions o f the
Indians and Blacks with Christianity, the pat­
terns o f contemporary religious practices,
church and state, and the role o f women.
Fail semester. Frost.
Contem porary Religious Thought
(Sem inar: 106).
An analysis o f the important movements and
thinkers that define the development o f nine­
teenth- and twentieth-century religious
thought.
Prerequisite: Religion 2, 5, 14, 18, 22, or
permission of the instructor.
Not offered 1994- 95. Wallace.
Liberation Theology
(Sem inar: 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. Attention will
also be given to the relationship o f liberation
theology to the Roman Catholic tradition, to
the social and political movements which it
has influenced, and to its critics.

Prerequisite: one of the following: Religion 4,
6, or the permission o f the instructor.
Spring semester. Lacey.
Je w is h and Christian Self-Definition
(Sem inar: 108).
A study o f the various options facing Judaism
and Christianity in the first three centuries
C.E., and of the processes by which each
religion attempted to establish a normative
identity. Topics include the formulations of
scriptural canons, debate with each other and
the secular authorities, and attempts to dis­
tinguish heresy from orthodox belief. Read­
ings include selections from the Christian
Scriptures, the Pseudepigrapha, patristic and
rabbinic sources, the New Testament Apocry­
pha, and records o f the Roman government.
Prerequisite: one o f the following, Religion 4,
7 , 16, or the permission o f the instructor.
Spring semester. Walls.
Feminist Interpretations of Scripture
(Sem inar: 109).
Using various methodological approaches,
this seminar explores representations of wom­
en and sexuality in canonical, pseudeplgraphical, rabbinic, patristic, and Gnostic writ­
ings, and the recovery of women’s history.
Prerequisite: Religion 3, 4, 7, 16, 25, or
permission o f the instructor.
Not offered 1994- 95.
Religious Belief and M oral Action
(Sem inar: 110)
Using Buddhist, Hindu and Christian mate­
rials, course will analyze concepts of virtue
and moral reasoning, the religious view of the
moral person, and the just society.
Not offered 1994- 95. Swearer.
Medieval Theology and Contem porary
Feminism (Sem inar: 111).
This course explores the integration o f recent
women’s studies scholarship with themes in
medieval spiritual theology.
Not offered 1994- 95. Ross.
Postmodern Religious Thought
(Sem inar: 112).
This seminar asks whether religious belief is
possible in the absence of a "transcendental
signified.” Topics include metaphysics and
theology, the death of God, apophatic mysti­
cism and deconstruction, ethics without foun­
dations, breakdown of metanarratives, and

the question of God beyond Being. Readings
include Eckhart, Kierkegaard, Nietzsche, Hei­
degger, Bataille, Levinas, Derrida, Irigaray,
Ricoeur, Kristeva, Marion, Rorty, Taylor, and
Girard.
Prerequisite: Religion 2, 5, 14, 18, 22, or
permission of the instructor.
Spring semester. Wallace.
From Buddha’s Relics to the Body of God:
Hindu and Buddhist Devotion
(Sem inar: 113).
An historical and thematic exploration of
philosophy and ritual performance, precept
and practice, literary narrative and popular
piety, pilgrimage, and image worship among
Hindus and Buddhists in South and Southeast
Asia. The seminar will attempt to develop a
context-sensitive, holistic approach to the
study of various forms of Hindu and Buddhist
devotion.
Fall semester. Hopkins.
Love and Religion
(Sem inar. 114).
An exploration of the uses o f love and sexu­
ality in religious literature to describe the
relationship between the human and divine in
the Greek, Christian, Islamic and Hindu tra­
ditions.
Not offered 1994- 95. Hopkins.
P rep aration by course a n d attachm ent:
Indian Religion
Religions of India (Swearer)
Buddhism
Th e Buddhist Tradition (Swearer)
M edieval Religious Thought
Western Religious Thought
from 325 to 1500 (Ross)
Philosophy o f Religion
Philosophy of Religion (Wallace)
Modem Religious Thought
Western Religious Thought
from 1500 to 1900 (Wallace)
Form ative Judaism
Introduction to Formative Judaism
Hebrew Scriptures
Introduction to the H ebrew S criptures

261

Religion

»
P rep aration by com bin ation s o f cou rses:

P rep aration by T h esis:

Early Judaism
Th e H e b re w S crip ture s
Formative Juda ism

Students who declare a major in Religion in
their External Examination Program may, with
permission o f the Department, offer a thesis as
one o f their External Examination papers.

Early Christianity
Th e Christian S criptures
Th e Apostolic Age

I

I
«

ft

a

4

262

Sociology and
Anthropology
BRAULIO MUÑOZ, Professori
STEVEN I. PIKER, Professor and Acting Chair
JOY CHARLTON, Associate Professor1
ROBIN E. WAGNER-PACIFICI, Associate Professor
MIGUEL DIAZ-BARRIGA, Assistant Professor
BRUCE GRANT, Assistant Professor
AISHA KHAN, Instructor
HOWARD POSNER, Lecturer
MICHAEL SPEIRS, Lecturer

The program o f this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
department are directed toward understanding
the order, meaning, and coherence of life in
human societies and cultures, as well as the
pressures and contradictions that produce
patterns o f conflict and change. Courses vari­
ously emphasize the comparative study of
societies and cultures; the conditions o f social
organization as well as disorganization; evolu­
tion and the bases of human adaptation;
change as well as continuity; gender and cul­
ture; the human life course; the symbolic
aspects o f human social life.

Emphasis is also placed on the relevance of
Sociology and Anthropology to the study of
modern and, particularly, American society,
and to the social problems o f the modern age.
The department strongly encourages students
to carry out their own research and offers
internship opportunities as well as a collo­
quium in research design.
In addition to exploring the mutuality of
Sociology and Anthropology, members o f the
department and their courses have many links
to neighboring disciplines such as Biology,
Education, English, History, Literature, Phi­
losophy, Psychology, and Religion. The de­
partment also participates in a Special Major
in Linguistics and BioAnthropology.

R E Q U IR EM EN T S A N D RECO M M EN D A TIO N S
Courses numbered 1 through 17, as well as
24, may serve as points o f entry for students
wishing to begin work in the department.
Enrollment in these courses is unrestricted,
and completion of one o f them will normally
serve as prerequisite to all other work in the
department (Course 30 may, however, with
permission of the instructor, be taken without
prerequisite.)
Applicants for major will normally be ex­
pected to have completed at least two courses
in the department. Course majors will com­
plete a minimum o f eight units of work in the
Department, including a double-credit thesis
tutorial to be taken during the fall and spring
semesters of the senior year. The Research

1 Absent on leave, fall semester, 1994.

Design Colloquium, SA 21, is strongly re­
commended for majors, and spring semester
o f the junior year is the ideal time to take it,
as it offers important preparation for the
senior thesis project.
Students contemplating student teaching
would normally schedule their program so it
does not conflict with their senior thesis. It is
recommended that such programs be devel­
oped in close consultation with advisors in
the Sociology/Anthropology department and
the Education Program.
The department emphasizes the importance
o f familiarity with appropriate elementary
statistics as well as computer literacy, both for
work taken at the College and for subsequent

Sociology and Anthropology

career development. Toward underlining this,
the Department crosslists Math courses 1, 2,
and 23 (listed as, respectively, Sociology and
Anthropology 18, 19, and 20), any one of

which may be taken as one o f the eight units
o f work required for completion of a major in
Sociology and Anthropology.

A R E A S O F S PE C IA L C O N C EN TR A TIO N IN
SO C IO LO G Y A N D A N TH R O PO LO G Y
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 o f these are encouraged to meet
with the indicated department members to
plan a program o f study.
(1 ) Social Theory and Social Philosophy
(Grant, Munoz, Piker, Wagner-Paciflci)
(2 ) Human Adaptation, Cultural Ecology,
and Human Evolution (Piker, Speirs)
(3 ) Post-Industrial Society (Charlton, DiazBarriga, Grant, Khan, Wagner-Pacifici)
(4 ) Cultural and Ethnic Pluralism (Charl­
ton, Diaz-Barriga, Grant, Khan)

(5 ) Religion and Culture (Charlton, Grant,
Piker)
( 6) Psychology and Culture (Charlton,
Piker)
(7 ) Sociology o f Art and Intellectual Life
(Grant, Muñoz, Wagner-Pacifici)
( 8 ) Modernization and Development (DiazBarriga, Khan)
(9 ) Modem America (Charlton, Diaz-Bar­
riga, Wagner-Pacifici)
(10) The Life Course (Piker)
(11) Inequality (Charlton, Diaz-Barriga,
Khan, Wagner-Pacifici)
(12) Political Behavior and Culture (DiazBarriga, Grant, Khan, Wagner-Pacifici)

C ER TIFIC A TIO N F O R SEC O N D A RY
SC H O O L TEA C H IN G
There are two normal routes to Social Studies
certification. One o f these is through a major
in the social sciences, plus four to six semes­
ters o f courses in other social sciences. Stu­
dents majoring in History, Political Science,
and Sociology-Anthropology are required to
take at least four courses outside their major;
students majoring in Economics and Psychol­
ogy are required to take six. The other route

to certification is by taking at least twelve
semester courses in social sciences, of which
six must normally be in one discipline and at
least two more must be in a single other
discipline. All students seeking social studies
certification are required to take two courses
in history. As o f 1987, at least one course in
American history and one social science
course focusing on Third World or non-Anglo
subject matter are required.

CO U RSES
1. M odern Am e rica : Culture, Society,
and State.
This course will explore central themes and
points o f conflict in American life, authority,
community, sexuality, work, personal iden­
tity, politics, and heroism. This exploration
will proceed by way o f an analysis both of the
institutional representations o f these central
issues and their cultural expressions.

Primary distribution course.
Spring sem ester. Wagner-Pacifici.
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 o f cul­
ture, patriotism, and belonging. This course

examines different kinds o f nationalist discourse through recent anthropological and
sociological analyses of ethnicity, class, and
the use o f symbolism in complex societies.
Primary distribution course.
Fall semester. Grant.
5. Freshman Sem inar: introduction to
Contem porary Social Th o u g h t
A general introduction to major theoretical
developments in the study o f social life since
the 19th century. Selected readings will be
drawn from the work o f such modern social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Giddens,
Lukes, and Rieff will also be included. These
developments will be studied against the back­
ground o f the socio-philosophical climate of
the 19th century. Limited enrollment.
Not offered 1994- 95. Munoz.
6. Cultural Borderlands.
This course focuses on the anthropology and
sociology o f gender, ethnic, and class relations
in the United States. The course emphasizes
current discussions o f inequality and multiculturalism as well as case studies, including
Chicano feminism, working-class sexuality,
gendered "backtalking,” survival strategies
for the African-American family, etc. The
course is designed to introduce the student to
the basic concepts o f both anthropology and
cultural studies for understanding cultural
"borderlands” in the United States.
Primary distribution course.
Fall sem ester. Diaz-Barriga.
7. Gender, Pow er, and Identity.
An exploration o f the social and political
implications o f gender, drawing on crosscultural and historical materials. Primary em­
phasis will be on developments in contempo­
rary America.
Primary distribution course.
Spring sem ester. Charlton.
8. Dimensions of Stratification:
Ethnicity and Race.
This course introduces students to the con­
cepts and theories o f "race” and "ethnicity”
as well as to some specific examples o f social
relations characterized by ethnic or racial
conflicts. Is there a biological basis for "race”?
How is "ethnicity” different from "race”? Are

political struggles among different ethnic
groups inevitable? How do racial and ethnic
categories relate to other social distinctions,
such as gender, class, or sexuality? We will
look particularly at the United States, the
Caribbean, Latin America, and Britain.
Spring semester. Khan.
9. Introduction to Latinos in the U.S.
The course is an introduction to anthropo­
logical, sociological, and literary writing on
Chicano and Puerto Rican culture. The course
focuses on ethnic identity, covering such top­
ics as border ballads and folklore, inner-city
life, and Chicana/Riquena feminism. Authors
studied in the course include Cisneros, Garza,
Limon, Moraga, Paredes, Rodriguez and Rosaldo.
Spring semester. Diaz-Barriga.
10. Human Evolution.
This course surveys both the fossil record of
human evolution and the evidence which has
contributed to its interpretation. It evaluates
the interpretive frameworks in which the data
have historically been placed and assesses
how these schemes have been influenced by
ideological and scientific biases. The course
assumes no prior knowledge o f paleoanthro­
pology, but integrates information and per­
spectives from anatomy, primatology, evolu­
tionary biology and the geosciences.
Primary distribution course.
Fall semester. Speirs.
12. Th e Idea of Race: Bio-Cultural
Perspectives.
An introduction to the concept o f "race” and
its diverse applications in evolutionary biol­
ogy, the social construction o f identity, and
lived experience. In surveying both "western”
and "non-western” ideas spanning 2,500
years, we explore the dynamic relationship
between biology and culture and between
genotype and phenotype—whether physio­
logically or socially constituted. We consider
the historical and adaptive foundations of
modem human biodiversity, examine the use
and abuse o f racial perspectives in science,
discuss race and representation, and dissect
the connections between "race,” ethnicity,
class, gender, and sexuality.
Spring semester. Khan and Speirs.

Sociology and Anthropology

14. S p ort in Society.
The course is designed as an introduction to
the sub-field o f sport sociology. The primary
focus o f the course will rest on the develop­
mental history o f the institution o f western
sport and the principal analytical frameworks
constructed to explain its origins. W hile the
historical and theoretical material is centered
on European developments, contemporary
issues and debates on the relationship of
gender, race, and ethnicity to sport will con­
centrate on American society. Readings will
be drawn from the work o f sociologists and
historians working directly in sport studies.
Spring semester. Mullan.
15. W isdom and the Healing A rts:
A M ulti-Cultural Study of Healing.
An interesting review o f some o f the healing
practices thorugh the ages with particular
emphasis on the last 2 0 0 years. Various alter­
native medical techniques including homeo­
pathy, Aryuveda, visualization, nutritional
medicine, acupuncture, fasting and dietary
techniques, Sufi healing, prayer and medita­
tion, herbal therapies, their use and rationale
will be discussed and contrasted with tradi­
tional allopathic western medicine. Cultural
attitudes towards birth and death will be
examined. The relationship between wisdom,
healing, and spirituality will be looked at in
depth.
Spring and fa ll semesters. Posner.
18. Statistical Thinking.
(Cross-listed as Stat 1. Please see Mathe­
matics and Statistics entry for description.)
19. Statistical Methods.
(Cross-listed as Stat 2. Please see Mathe­
matics and Statistics entry for description.)
20. Statistics.
(Cross-listed as Stat 23. Please see Mathemat­
ics and Statistics entry for description.)
21. Research Design Colloquium.
Introduction to the process o f research on
human social life: creation o f research ques­
tions, strategies for obtaining evidence, tech­
niques o f evaluating hypotheses, and generat­
ing theory. The roles o f theory, ethical issues,
and cultural and historical context in the
research enterprise will be addressed. Stu­
dents will design and undertake individual
research projects, and members of the depart­

266

ment will visit the class to discuss their own
research experience.
Spring semester. Charlton.
24. Psychological Anthropology.
Sometimes called culture and personality,
this field explores the relationship between
the individual and his or her culture. The
course treats the following issues: a) the
psychological, or symbolic, capacities pre­
supposed by culture; b) socialization, or the
transmission of culture from generation to
generation; c) the psychological functions of
culture. Case materials will be principally, but
not exclusively, non-Western, and the crosscultural study o f child rearing will receive
particular emphasis.
Primary distribution course.
Not offered 1994- 95. Piker.
25. Language, Culture, and Society.
(Cross-listed as Linguistics 25. See listing
under Program in Linguistics.)
26. Indigenous Resistance and Revolt
in Latin Am erica.
The course explores ethnic conflict and revo­
lution in Latin America, focusing on Guate­
mala, Mexico, Peru, and Bolivia. Readings for
the course include ethnographies on rural and
Urban culture as well as more general works
on anthropological theory.
Fall semester. Diaz-Barriga.
28. Latin Am erican Society and Culture.
An introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, litera­
ture, philosophy and theology will be exam­
ined.
Not offered 1994- 95. Munoz.
29. Ethnology & Ethnography of
Central A m erica and the Caribbean.
In this course the challenge will be to cover in
a very short time a large and diverse region—
to understand its different and similar charac­
teristics and the underlying forces (historical,
cultural, social) that contribute to these char­
acteristics; to become familiar with the hetero­
geneity of its peoples and the nature o f their
social relations; and to understand the nature
o f macro-level and micro-level power relations
and their significance for communities and
societies. The ultimate goal o f the course is to
develop abilities for critical analysis in addi-

H

tion to learning new information.
Fall sem ester. Khan.
30. Religion as a Cultural Institution.
(Cross-listed as Religion 30 .) The focus is
primarily cross-cultural, and religion case
materials will be drawn from both pre-literate
and civilized traditions, including the modem
West. The following topics will be empha­
sized: religious symbolism; religious evolu­
tion; religion as a force for both social stability
and social change; psychological aspects of
religious belief; and religious change in mod­
em America, with particular emphasis on
both Fundamentalism and the "cults.” May
be taken without prerequisites with permis­
sion o f instructor.
Spring semester. Piker.
31. Gender and Power.
Anthropological perspectives on religion and
society in East Asia, with a focus on Japan,
giving particular attention to issues of gender
and power. How are the domains o f gods,
spirits, and ancestors entailed in the dynamics
of kinship, sexuality, social hierarchy, and
social reproduction? The practices and socio­
cultural contexts o f shamanism, spirit mediumship, healing, ancestral veneration, memorialization, and New Religions.
Spring sem ester. Schattschneider.
,

32. Sham anism and Th e Politics
of Exotica.
From New Age sweat lodges to Soviet Siberia,
shamanic spirit mediums have been construed
as everything from healers to magistrates to
visionaries to political subversives. This
course explores anthropological literature on
shamanism in the United States, Russia, and
South America in order to ask ourselves how
we constitute and appropriate the exotic.
Fall sem ester. Grant.
34. Seeds of Change: Th e 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 o f the last Ice
Age and focus on the ecological and paleodemographic impacts of increased reliance

upon domesticated plants and animals for
subsistence. We will examine myths about
prehistoric edens and indigenous populations
as "Ecologically Noble Savages” and will
attempt to use the archaeological record as a
guide for selecting appropriate options for
future agricultural development.
Spring semester. Speirs.
35. Language and Culture.
(See Linguistics 35 .)
42. Topics in Social Theory.
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development o f modern social theory. Works
by Marx, Weber, Durkheim, Freud, and criti­
cal theorists, neo-conservatives, and post­
modernists will also be discussed.
Not offered 1994- 9J. Munoz.
44. Social Inequality.
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the
nature and representations o f work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is pheomenological: How are inequalities made social
and how are they disrupted?
Spring semester. Wagner-Pacifici.
45. Field Studies in Prim ate Rehavior.
(Cross-listed. Please see Bio 45 for descrip­
tion.)
Fall sem ester, alternate years. Williams.
51. An Introduction to Archaeology.
(See listing under Department of Classics.)
56. Ethnographic and Literary
Explorations of Diaspora Populations.
We will explore theoretical and methodo­
logical issues in the recently renewed (and
redefined) study of population diasporas. In
looking at migration, resettlement, and incor­
poration, we will be concerned with both
ethnographic (micro-level) and structural
(macro-level) dimensions o f these processes,
as well as their symbolic significance to the
communities involved.
Fall sem ester. Khan.

Sociology and Anthropology

58. Cultural Representations.
The course looks at models used by anthropologist/sociologists to analyze culture.
Readings for the course will focus on sym­
bolic analysis, practice and meaning, experi­
mental ethnography, structuralism, and post­
modernism. The majority o f readings center
on current debate in theories about culture.
Not offered 1993- 94. Diaz-Barriga.
60. Spanish Am erioan Society
Through Its Novel.
(Also listed as SAL 60. See Modem Lan­
guages.) This course will explore the relation­
ship between society and the novel in Spanish
America. Works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel Garcia Marquez, Miguel
Angel Asturias.
Not offered 1994- 95. Hassett and Munoz.
62. Latin Am erican Urbanization.
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview o f the
processes behind the urbanization of Latin
America and explores housing policy options.
Members of the class will be introduced to
concepts such as dependency, underdevelop­
ment, the informal sector, marginality, the
culture o f poverty, self-construction, and selfhelp. The role o f the informal sector in urban
development, housing, and the dependent
economy is a particular focus.
Not offered 1994- 95. Diaz-Barriga.
63. Pow er, Authority, and C onflict
This course analyzes the way in which power
emerges, circulates, is augmented and resisted
in diverse political contexts. Historical and
contemporary cases are interrogated with the
theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault.
Issues include the question o f state autonomy,
political legitimacy, and the interpenetration
of the personal and the political.
F all semester. Wagner-Pacifici.
64. Colonialism and the Repercussions
of Empire.
This course explores the relationship between
culture and empire among colonizing and
colonized societies. We will approach colo­
nialism as both socio-economic project and as
epistemological problem. Focusing particu­
larly on relations among peoples of the Ameri­

268

cas, Africa, South Asia, and Europe, we will
consider such topics as cultural hierarchies,
religious movements, literary exile, psycho­
logical-affective dimensions, gender and sex­
uality, and the political economy o f the labor
process.
Spring sem ester. Khan.
66. 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
Salvadore (1980-1992). Now, under U.N.
auspices, an agreement has been signed that
not only has put an end to the fighting and set
the terms for disarmament, but also has laid
out an agenda for reconstruction, economic
development, and the consolidation o f de­
mocracy. In this course, we will examine the
various models, policies, and practices of
development that are being proposed by po­
litical parties, international institutions (in­
cluding NGOs), and other civic groups in El
Salvador.
Fall semester. Diaz-Barriga.
68. Urban Education.
(See Education 68.)
69. Discourse A nalysis.
We are what we speak—or largely so. This is
the premise o f "Discourse Analysis.” This
course will concentrate on language in a vari­
ety o f social contexts: conversations, media
reports, legal settings, etc. We will analyze
these speech and writing interventions via the
tools o f socio-linguistics, ethnomethodology,
critical legal studies, and discourse analysis.
The essential issue of the course can be boiled
down to the question: who gets to say what to
whom? (Cross-listed as Ling 69.)
Fall semester. Wagner-Pacifici.
77. Th e Politics of Soviet and
Post-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
regnant in the nineteenth century and now
again in a post-Soviet setting over whether
Russia’s soul belongs to Europe or Asia.
Spring semester. Grant.

83. Colloquium: A rt and Society.
The course examines the relationship between
art and society from a sociological perspective.
This semester we shall use hermeneutics as a
sociological method for the interpretation of
literature. Selected works by Borges, Mann,
Dostoevski, Neitzsche, and Plato will be ex­
amined.
Prerequisite: permission of the instructor.
Not offered 1994- 95. Munoz.
86. Culture, Illness, and Health.
This course will treat, 1) evolved human
adaptations, with reference to health and ill­
ness; 2 ) cultural constructions of and re­
sponses to illness, and 3 ) the intersection of
non-Western and Western medical systems.
Cross-cultural as well as evolutionary mate­
rials will be featured.
Not offered 1994- 95. Piker.
90. Research Internship.
Interns receive research experience through
placements in professional research settings.
Juniors and seniors with a B average willing to
commit 6 to 12 hours o f work on their project
per week are eligible. Credit is normally

awarded on a CR/NC basis, for a half to one
credit. Since available projects change, inter­
ested students should see the instructor before
registration. Interested students are also
strongly encouraged to take SA 21.
Fall and spring semesters. Staff.
93. Directed Reading.
Individual or group study in fields of special
interest to the students not dealt with in the
regular course offerings. Consent of the de­
partment chair and o f the instructor is re­
quired.
Members of the Department.
9 6 -9 7 . Thesis. Th e se s w ill be required
of all Course m ajors.
Seniors in the Course program will normally
take two consecutive semesters o f thesis tu­
torial. Students are urged to discuss their
thesis proposals with faculty during the spring
semester of their junior year, especially if they
are interested in the possibility of field work.
Members o f the Department.
Th e follow ing courses, with attachment,
can be taken in preparation for External Ex­
aminations: S & A 30, 3 3 ,4 4 , 55, 6 3 ,8 2 ,8 6 .

SEM IN A RS
101. Critical M odern Social Th eory.
The development o f critical theory from Marx
to Habermas. Works by Lukács, Adorno,
Marcuse, Lyotard will be examined.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission o f the instructor.
Spring semester. Munoz.
102. History as a Cultural Myth.
We approach myth with an eye to hidden
meanings but tend to read history at face
value. This course situates the canons of
Western historiography in cross-cultural per­
spective by looking broadly at issues of popu­
lar history, authenticity, memory, and the role
of history as epistemology. Selected films,
along with core readings from Claude LéviStrauss, Karl Marx, Walter Benjamin, and
Clifford Geertz will open discussion of an­
thropological studies which blur the bound­
aries between history and myth.
Spring semester. Grant.

104. Culture and Creativity.
Evolutionary perspective on the question:
how do we creatively make use of cultural
resources to construct ourselves and our life
ways? Vast diversity of human lifeways argues
that such creative construction is a—perhaps
the—hallmark of human adaptation. Specific
topics: human evolution; foraging band as the
basic human pattern; human intelligence; hu­
man emotion; gender; biography; history.
Readings include ethnographies, novels, na­
tive narratives.
Fall semester. Piker.
105. Modern Social Th eory.
An analysis of selected works by the founders
of modem social theory and contemporary
social theorists. Works by Marx, Weber, Durkheim, and Freud will be discussed.
Not offered 1994- 95. Munoz.
107. Religion as a Cultural Institution.
The following specific topics will be treated:

269

Sociology and Anthropology

religious evolution; religion as a force for
both social stability and social change; the
psychological bases for religious belief. Major
theories to be considered include those of
Max Weber, Emile Durkheim, and Sigmund
Freud. A cross-cultural perspective will be
emphasized, and attention will be paid to
religious change in modern America.
Not offered 1994- 95. Piker.
108. Social Inequality.
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the na­
ture and representations of work, property,
body, and mind in revealing and reproducing
social inequalities. The approach is partly
phenomenological: how are inequalities made
social and how are they disrupted?
Not offered 1994- 95. Wagner-Pacifici.
110. W ork and the Workplace.
In this seminar we will examine the meaning
o f life as it relates to the creation o f "w ork.”
What is "work?” How do we find meaning
through it? How do people come to be doing
the work they do? How do we explain the
importance of occupational identity ("S o ,
what do you do?” ) How have we organized
"w ork” historically and in whose interests?
How have occupations and professions
created, maintained, changed—or reflected—
fundamental social inequalities? What is hap­
pening to contemporary American labor
markets? to career paths? to the understanding
o f "success?” What is the relation of work to
family? to our education? We will read books
as varied as Bateson’s Composing a L ife and
Schor’s The O verworked American, as well as
the classical theoretical statements and case
studies o f particular occupations and profes­
sions.
Not offered 1994- 95. Charlton.
112. Topics in Race and Ethnicity.
This seminar will examine the configuration
o f ethnic and racial hierarchies from an an­
thropological perspective. Approaching eth­
nicity and race as social constructs, we will
consider the ideological uses o f notions o f the
other in "culture contact” and identity con­
struction, both as a basis o f domination and

270

a means o f resistance in group relations. Ex­
ploring both historical and contemporary ex­
amples, we will also consider the articulation
of other kinds o f social identities with ethnic
and racial stratification.
Fall sem ester. Khan.
114. Political Sociology.
This seminar analyzes the ways in which
power emerges, circulates, is augmented, and
resisted in diverse political contexts. Readings
include Marx, Weber, Gramsci, Arendt, Par­
sons, and Foucault.
Not offered 1994- 95. Wagner-Pacifici.
115. Freud and M odern Social Th eory.
The seminar divides into two parts. The first
part is devoted to a close reading o f selected
items from the Freudian canon. The second
part will examine Freud’s contribution to
current social and cultural analysis. Besides
works by Freud, works by Mitchell, Rieff,
Habermas, and Foucault will be examined.
Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political Sci­
ence; or permission o f the instructor.
Not offered 1994- 95. Munoz.
117. Liberation Theology & Social
M ovem ent in Latin Am erica.
This course looks at the concepts, practices,
and history o f liberation theology and new
social movements in Latin America. The
course focuses on the ways in which Christian
Base Communities (CEBs) and social move­
ments (including human rights, women’s,
urban and ecological) have articulated their
demands and sought to empower local com­
munities. The relations between popular reli­
gion in Latin America and liberation theology
will also be explored.
Not offered 1994- 95. Diaz-Barriga, Lacey.
120. Gender and Culture.
A comparative exploration of the social con­
struction o f gender utilizing diverse theoreti­
cal and empirical perspectives.
Not offered 1994- 95. Charlton.
180. Thesis.
Candidates for External Examination who
choose to write theses will usually do this
during the senior year. Students are urged to
have their thesis proposals approved as early
as possible during the junior year.
Members o f the Department.

Women’s Studies

Coordinators: A M Y BUG (Physics)
CAROL NACKENOFF (Political Science)
Committee:

Amanda B a y e r (Economics)
Abbe Blum (English)
C a rr Everbach (Engineering)
Tam sin Lorraine (Philosophy)
Anne Menke (Modern Languages)
Ethel M oore (Psychology)

The program in Women’s Studies provides
students with the opportunity to learn the
contributions of women to society, science,
and the arts; to study gender and gender roles
in a variety of social and historical contexts;
to relate issues of gender to those o f race,
class, and sexual preference; and to explore
new methods and theories arising from inter­
disciplinary study. Women’s Studies encour­
ages students to examine critically the repre­
sentations o f women in religion, in the arts
and literature, in social and political theory,
and in the sciences.
Students in any major, whether in Course or
in the External Examination Program, may

add a concentration in Women’s Studies to
their program by fulfilling the requirements
stated below. Students in the External Exami­
nation Program may design a focus in consul­
tation witb the Women’s Studies Coordina­
tors, following the guidelines outlined below.
All students intending to pursue Women’s
Studies should submit their proposed pro­
gram to the coordinators o f the concentration
at the time they submit their sophomore
papers. All program proposals must be ap­
proved by the Women’s Studies Committee.
T he Jean Brosius W alton ’35 Fund contributes
to the support of activities sponsored by the
Women’s Studies Committee.

C O N C EN TR A TIO N
Each concentration must include a minimum
of five credits in Women’s Studies. One course
must be the Capstone Colloquium. A t least
two other courses (or seminars) will normally
be outside the Division of the student’s major
or home department. Students may elect, with
the approval of the coordinators, to write a
one-credit thesis or pursue an independent
study as a substitute for regular course work;
students may petition the Women’s Studies
committee to accept courses not normally
listed within the Program, if those courses
focus substantially on women or gender, and
if the students’ independent work for the
course has also focused on women or gender;

and students may further elect, with the ap­
proval o f the coordinators, to include in their
programs courses on women and gender of­
fered at Bryn Mawr, Haverford, and the Uni­
versity of Pennsylvania. We encourage those
students interested in receiving credit for
applied or practical work— in particular, ser­
vice learning projects—to consult the regula­
tions on p. 66 of the 1994-95 College Bulletin.
Students will normally take the Capstone
Colloquium in the spring semester o f the
senior year. Concentrators must complete the
equivalent o f a comprehensive examination
devised by the colloquium instructor.

A FO C U S FO R E X T E R N A L EXA M IN A TIO N
Each focus for External Examination must
include 12 credits, after completing which the
student may take the appropriate external

examinations and may, at the discretion o f the
external examiners, receive honors in Wom­
en’s Studies.

271

Women’s Studies

A focus must include 1 ) three fields as defined
by the student’s departmental major, one field
of which must also be a Women’s Studies field
as defined by the Women’s Studies committee;
and 2) three fields in Women’s Studies outside
the student’s departmental major, fields as
defined by the Women’s Studies committee.
One o f the Women’s Studies fields outside the
departmental major must comprise the Wom­
en’s Studies Capstone Colloquium and a onecredit Attachment.
Fields in Women’s Studies may include com­
binations of courses as well as seminars and
theses. Students should remember that
courses and seminars may have prerequisites
for which they will be responsible. More
information is available from the Women’s
Studies Coordinators, who will also assist a
student in designing a focus.

English 64. Topics in Asian Am erican
Literature: Poetry.
English 82/Psychology 52.
Representations of Women’s
Identity, spring semester. Blum and
Marecek.
English 90. Colloquium: Renaissance
Sexuality. Spring sem ester. Johnson.
English 91. Feminist Literary Criticism .
Spring semester. Langbauer.
English 93. Lesbian Representation.
Spring semester. White.
English 112. Women and Literature.
Spring semester. Blum.
H istory 10C. Freshm an sem inar: Sex
and Gender in Western Tradition.

Courses on women and gender regularly of­
fered for the concentration include:

History 10F. Engendering Women in
Early Modern Europe: Ideologies and
P ractices. Fall sem ester. DuPlessis.

Biology 43. H istory and Critique of
Biology.

History 29. Sexuality and Society in
Modern Europe.

Biology 93. Directed Reading in
Feminist Critiques of Biology.

H istory 40/Peace Studies 40. Women
and Peace, spring semester.
Chmielewski.

C lassics 34. Women in Classical
Literature.
Economics 73. Women and M inorities
in the Economy. Spring sem ester. Bayer.

H istory 54. Women, Society, and
Politics.

Education 31. Women and Education.
Fall sem ester. Smulyan.

H istory 66. Topics in Latin Am erican
H istory: Latin Am erican Women.
Fall sem ester. Wood.

English 10. Ways of Seeing. Fall semester.
Blum.

H istory 86. Women in Early African
Civilizations.

English 11. Illicit Desires in Literature.
Fail and spring semesters. Johnson.

Linguistics 35. Language and Culture.
Fall sem ester. Sheffer.

English 13. The Play of Gender.
Fail semester. Evan.

Literature 68F/M odern Languages:
French 68. Prisons, Madness, and
Sexuality: Michel Foucault and
European Literature.

English 29. Inscriptions of the
Feminine in 16th- and 17th-Century
England.
English 34. Women W riters 1750-1865.
English 39. Romanticism and the
Performance of Gender. Fall semester.
Bolton.
English 53. Contem porary Women’s
Poetry.

272

Literature 50G. Tw entieth Century
German Women in Film and
Literature.
Literature 77G/Modern Languages:
German 77. Literature of Decadence.
Literature 61SA. Women’s Testimonial
Literature of Latin Am erican.

Literature 70SA. “Th e Others” in
Contem porary Latin Am erican
Literature: Women, indigenous
People and Atro-Caribbeans.
Modern Languages: French 12L.
Introduction a I’experience
littéraire. Fall semester. Menke.
Modern Languages: French 61. Odd
Couplings: W ritings and Readings
A cross Gender Lines.
Modern Languages: French 68/
Literature 68F. Prisons, Madness,
and Sexuality: Michel Foucault and
European Literature.
Modern Languages: French 91. Special
Topics: Theories and Fictions of the
Erotic.
Modern Languages: French 91. Special
Topics: A spects of French Culture:
The Reinvention of the Family
1794-1994.
Modern Languages: French 91. Special
Topics: French Women W riters and
Authorship before the 20th Century.
Spring semester. Menke.
Modern Languages: French 102.
Théâtre Classique. Fall semester.
Menke.
Modern Languages: German 77/
Literature 77G. Literature of
Decadence.
Modern Languages: German 88. Frauen
Und Film. Fall semester. Faber.
Music and Dance 36. Dance and
Gender.
Music and Dance 38. Women
Com posers and Choreographers.
Peace Studies 4 0 /H istory 40. Women
and Peace. Spring semester.
Chmielewski.
Philosophy 45. Philosophical
Approaches to the Question of
Woman. Fall semester. Lorraine.
Philosophy 145. Feminist Th e ory
Sem inar.

Political Science 13. Feminist Political
Th eory. Fall semester. Nackenoff.
Political Science 31. Difference,
Dominance, and the Struggle for
Equality.
Political Science 32. Gender, Politics
and Policy in Am erica, spring semester.
Nackenoff.
Psychology 7. Perceptions of
Difference. Fall semester. Moore.
Psychology 44. Psychology and
Women. Fall semester. Marecek.
Psychology 52/English 82.
Representations of Women’s
Identity. Spring semester. Blum and
Marecek.
Religion 24. Women and Religion.
Fall semester. Chireau.
Religion 103. The Religious Experience
of Black Women in the United States.
Spring semester. Chireau.
Sociology and Anthropology 7. Gender,
Pow er, and Identity. Spring semester.
Charlton.
Sociology and Anthropology 120.
Gender and Culture.
Women’s Studies 91. Capstone
Colloquium in Women’s Studies.
Advanced seminar-style course in which stu­
dents develop and explore areas o f study
based upon their prior work with gender in
the various disciplines, emphasizing theoreti­
cal and methodological questions which arise
when women are placed at the center of study.
The class is required of, and normally limited
to, Women’s Studies concentrators and stu­
dents completing a Focus for External Exami­
nation. It must be taken in the senior year and
cannot be used to fulfill distribution require­
ments.
Spring semester. Blum.
Women’s Studies 92. Thesis.
A research project for students majoring in
Course. One credit.
Either semester. Staff.

273

Women’s Studies

Women’s Studies 192. Thesis.
A research project for students participating
in a Focus for External Examination. Two

credits.
Either semester. Staff,

VI
I
s
I
I
I

The Corporation
Board of Managers
Alumni Association
Officers
Alumni
Council
The Faculty

Administration
Visiting Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics

275

The Corporation

>

L
■
Neil R. Austrian, Chairm an
22 Ballwood Road
Old Greenwich, C T 06870

Harry D. Gotwals, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081

J. Lawrence Shane, V ice Chairm an
21 College Avenue
Swarthmore, PA 19081

Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore, PA 19081

Edward J. Steiner, Secretary
Clover Yarns, Inc.
Cedar Beach Road
P.O. Box 3 5 4
Milford, DE 19963

Louisa C. Ridgway, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081

Board of Managers

)

■

Ex officio
Alfred H. Bloom

ft

Chairm an o f the Board Emeritus
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
Emeriti
Eleanor Stabler Clarke
#100 Kendal at Longwood
Kenne« Square, PA 19348
Julien Cornell
Central Valley, NY 10917
John C. Crowley
615 Linda Vista Avenue
Pasadena, CA 91105
Clark Kerr
8 3 0 0 Buckingham Drive
El Cerrito, CA 9 4530
Jerome Kohlberg, Jr.
Kohlberg & Company
116 Radio Circle
Mt. Kisco, NY 10549
Walter Lamb
147 Tannery Run Circle
Berwyn, PA 19312

ft
Elizabeth J. McCormack
Rockefeller Family &. Associates
Room 5600
3 0 Rockefeller Plaza
New York, NY 10112
Charles C. Price III
Quadrangle C-301
3 3 0 0 Darby Road
Haverford, PA 19041-1061
Sue Thomas Turner
5595 Cook Road
Alfred Station, NY 14803
Richard B. W illis
1314 Foulkeways
Gwynedd, PA 19436

k

ft:

4
il

11
276

Board of Managers

Term Expires D ecember, 1994
Neil R. Austrian
22 Ballwood Drive
Old Greenwich, C T 06870
**Alex D. Curtis
113 McCormick Hall
Dept, o f Art & Archeology
Princeton University
Princeton, NJ 08544
Samuel L. Hayes, III
345 Nahatan Street
Westwood, MA 0 2 090
Richard M. Hurd
167 Wharton Lane
Bethlehem, PA 18017
Jane Lang
Sprenger & Lang
1614 20th Street, N.W.
Washington, DC 2 0009
Term Expires D ecem ber, 1995
**David K. Arthur
1503 Q.Street, N.W.
Washington, DC 2 0009
Mary Schmidt Campbell
457 W. 144th Street
New York, NY 10031
Neil Grabois
Office o f the President
Colgate University
13 Oak Drive
Hamilton, NY 13346
Graham O. Harrison
8017 Grand Teton Drive
Potomac, MD 2 0 854

‘ Nominated by the Alumni Association

Barbara Weber Mather
Pepper, Hamilton & Scheetz
3 0 0 0 Two Logan Square
18th and Arch Streets
Philadelphia, PA 19103
*Victor S. Navasky
The Nation
72 Fifth Avenue
New York, NY 10011
*Diana Judd Stevens
12 Crestfield Road
Wilmington, DE 19810

James C. Hormel
Equidex, Inc.
1546 Market Street
San Francisco, CA 94102-6007
‘ Christopher B. Leinberger
Lesser Sc Weitzman, Inc.
Route 4, Box 48
Santa Fe, NM 87501
‘ Wilma A. Lewis
4301 Massachusetts Ave., N.W., #6012
Washington, DC 20016
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023

“ Young Alumni Manager

277

Board of Managers

Term Expires D ecember, 1996
Dulany Ogden Bennett
6 6 2 6 S.W . Terri Court, Apt. #6
Portland, O R 97225-1046
*Joan B. Berkowitz
1940 35th Street, N.W.
Washington, D.C. 20007
Julie Lange Hall
1161 Pine Street
Winnetka, IL 6 0093
Lillian E. Kraemer
Simpson, Thatcher & Bartlett
425 Lexington Avenue
New York, NY 10017-3909

W illiam F. Lee, Jr.
10 Ogden Avenue
Swarthmore, PA 19081
W illiam G. Nelson, IV
Pilot Software, Inc.
1 ("""'sTTiil ParW

Cambridge, MA 02141-2203
“ Lourdes Rosado
219 Berkeley Place
Brooklyn, NY 11217
*C . W illiam Steelman
U .S. Trust Company of NY
770 Broadway
New York, NY 10003-9598

Term Expires D ecem ber, 1997
Nancy Y. Bekavac
Scripps College
1030 Columbia Avenue
Claremont, CA 91711
‘ Marilyn J. Holifield
701 Brickell Avenue
Suite 3000
Miami, FL 33131
“ Miriam Jorgensen
351 Commonwealth Avenue, #9
Boston, MA 02115-1920
Lloyd W . Lewis
Kendal Communities
Development Company
610 Willowbrook Lane
West Chester, PA 19382
James W. Noyes
1650 Ridley Creek Road
Media, PA 19063

Barbara Hall Partee
5 0 Hobart Lane
Amherst, MA 01002
J. Lawrence Shane
21 College Avenue
Swarthmore, PA 19081
Marc J. Sonnenfeld
Morgan, Lewis & Brockius
2000 One Logan Square
Philadelphia, PA 19103-6993
Edward J. Steiner
Clover Yams, Inc.
Cedar Beach Road
P.O. Box 354
Milford, DE 19663
‘ Jeffrey A. Wolfson
PAX Options/BOTTA Trading
4 4 0 S. LaSalle St., Suite 3112
Chicago, IL 60605

‘ Nominated by the Alumni Association

“ Young Alumni Manager

278

Committees Of The Board
The Chairman o f the Board is an ex o fficio member of every Committee.
Instruction and Libraries
Executive
Neil R . Austrian, Chairman
J. Lawrence Shane, Vice Chairman
Dulany Ogden Bennett
Mary Schmidt Campbell
Graham O. Harrison
James C. Hormel
Richard M. Hurd
Eugene M. Lang
William F. Lee, Jr.
Barbara Weber Mather
Edward J. Steiner
Finance and Trusts Administration
J. Lawrence Shane, Chair
Barbara Weber Mather, Vice Chair
David K. Arthur
Richard M. Hurd
Lillian E. Kraemer
Walter Lamb
James W. Noyes
Marc J. Sonnenfeld
Edward J. Steiner
Richard B. W illis
George M. Wohlreich
Development
William F. Lee, Jr., Chair
Edward J. Steiner, Vice Chair
Neil R. Austrian
Joan B. Berkowitz
James C. Hormel
Eugene M. Lang
James W. Noyes
M arkJ. Sonnenfeld
C. W illiam Steelman
Diana Judd Stevens
Gretchen Mann Handwerger
Thomas Henderer, ex officio
William Stott, ex officio

Dulany Ogden Bennett, Chair
Neil Grabois, Vice Chair
David K. Arthur
Nancy Y. Bekavac
Mary Schmidt Campbell
Julien Cornell
Alex D. Curtis
Julie Lange Hall
Gretchen Mann Handwerger
Clark Kerr
Wilma A . Lewis
Barbara Weber Mather
Victor S. Navasky
W illiam G. Nelson
Barbara H. Partee
Charles C. Price III
Marge Pearlman Scheuer
Sue Thomas Turner
Investment
Graham O . Harrison, Chair
Samuel L. Hayes, III, Vice Chair
Terry Glenn
Donald Lloyd-Jones
J. Lawrence Shane
Ann Brownell Sloane
W illiam Steelman
Ira Wender
Richard B. W illis
Nominating
James C. Hormel, Chair
Nancy Bekavac
Jerome Kohlberg, Jr.
Lloyd W . Lewis
Victor S. Navasky
James W. Noyes

279

Board of Managers

*
Property
Richard M. Hurd, Chair
Lloyd W. Lewis, Vice Chair
John C. Crowley
Alex D. Curtis
Lillian E. Kraemer
Walter Lamb
W illiam F. Lee, Jr.
Christopher B. Leinberger
Lourdes Rosado
Marge Pearlman Scheuer
Diana Judd Stevens
Two faculty members
Two student members

»

a

Student L ife
Mary Schmidt Campbell, Chair
Barbara H. Partee, Vice Chair
Nancy Y. Bekavac
Dulany Ogden Bennett
Neil Grabois
Julie Lange Hall
Gretchen Mann Handwerger
James C. Hormel
Eugene M. Lang
Christopher B. Leinberger
Wilma A . Lewis
Victor S. Navasky
W illiam G. Nelson
Lourdes Rosado
Sue Thomas Turner
Three faculty members
Five student members

*

»

c:.j>

280

Alumni Association
Officers & Alumni Council
President
Gretchen Mann Handwerger ’56
President Designate
Alan A. Symonette ’76
Vice Presidents
Elenor G. Reid ’67
Howard L. Vickery II ’70

Zo n e C
Connecticut, Maine, Massachusetts,
New Hampshire, Rhode Island, Vermont
C. Russell de Burlo, Jr. ’47 2
Belmont, MA
Sherryl Browne Graves ’6 9 2
Greenwich, CT

Secretary
Deborah J. Van Lenten ’90

Marilyn Modarelli Lee ’5 6 3
Greenfield, MA

Terms Expire in June

Joan Bond Sax ’6 0 1
Brookline, MA

Zone A
Delaware, Pennsylvania
Lucy Handwerk Cusano ’5 0 2
West Chester, PA
Martha Salzmann Gay ’7 9 1
Fort Washington, PA
Charles C. Martin ’4 2 2
Wilmington, DE
David L. Newcomer ’8 0 3
York, PA
Peter E. Pompetti, Jr. ’7 7 1
Strafford, PA
Anne Matthews Rawson ’5 0 3
Swarthmore, PA
ZoneB
New Jersey, New York
Elizabeth Dun Colten ’5 4 2
Upper Saddle River, NJ
Alice Higley Gilbert ’4 8 3
Garden City, NY
Anne R. Lloyd-Jones ’79*
New York, NY
Susan A. Rech ’7 9 3
Plattsburgh, NY
Elizabeth H. Scheuer ’7 5 2
Bronx, NY
Sean F. Thompson ’5 3 1
Mountainside, NJ

1 term ends 1995
2 term ends 1996

Lisa A. Steiner ’5 6 3
Cambridge, MA
Zone D
District o f Columbia, Maryland, Virginia
Janet Hostetter Doehlert ’5 0 2
Arlington, VA
Colleen A. Kennedy '7 2 3
Arlington, VA
Peter C. Maloney ’6 3 1
Baltimore, MD
Betty Jo Matzinger ’87 3
Alexandria, VA
Sally Patullo McGarry ’5 6 1
Potomac, MD
John A. Riggs ’6 4 2
Washington, DC
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North
Dakota, Ohio, Oklahoma, South Dakota,
Texas, West Virginia, W isconsin
Mary Bartlett Caskey ’5 3 1
Rockford, IL
Jean L. Kristeller ’7 4 3
Terre Haute, IN
Lou Ann Matossian ’7 7 2
Minneapolis, MN
Lawrence J. Richardson ’7 8 2
Overland Park, KS

3 term ends 1997

281

Alumni Association
Officers & Alumni Council

Marilee Roberg ’73*
Wilmette, IL

Glenn E. Porter ’73
Milbum, NJ

Dorothy Watt Williams ’5 0 3
Lakewood, OH

Salem Shuchman ’85
Southport, CT

Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign
countries

Council Committees
Connection Representatives

Charles L. Bennett ’77 3
Durham, NC
W illiam R . Kem ’6 3 1
Gainesville, FL
Elizabeth Letts Metcalf ’42 3
Coral Gables, FL
Anne Schuchat ’8 0 1
Atlanta, GA
Tracey Werner Sherry ’77 2
New Orleans, LA
Zone G
Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New
Mexico, Oregon, Utah, Washington,
Wyoming
Margaret Morgan Capron ’42 2
Mountain View, CA
Don Mizell ’7 1 2
Los Angeles, CA
Clara A. Zazi Pope ’8 0 1
Los Angeles, CA

Boston
Virginia Mussari Bates ’73
Melrose, MA
Chicago
Mary Schless Roach ’81
East Dundee, IL
Hartford
Brendan Flynn ’86
Wethersfield, CT
Long Island
Philip Gilbert ’48
Garden City, NY
Los Angeles
Walter Cochran-Bond ’70
Altadena, CA
Minneapolis/St. Paul
Libby Starling ’92
St. Paul, MN
New Haven
Rikki Abzug ’86
New Haven, CT
New York

Judith Aitken Ramaley ’63 3
Portland, O R

Rachel Weinberger ’80
Summit, NJ

Glenda Rauscher ’6 9 3
Paradise Valley, AZ

Paris

Catharine A. Rivlin ’7 9 1
Palo Alto, CA
M em bers at Large
Erik A. Cheever ’82
Media, PA
Robert Goshorn ’3 9
Berwyn, PA

1 term ends 1995
2 term ends 1996

282

Elizabeth S. McCrary ’83'
Paris, France
Philadelphia
Chalmers Stroup ’49
Gwynedd Valley, PA
San Francisco
Sohail Bengali ’79
Redwood City, CA
3 term ends 1997

Seattle
Anke VanHilst Gray ’73
Seattle, WA
South Florida
Mark Shapiro ’88
Miami, FL
Washington, DC
Dorita Sewell ’65
Chevy Chase, MD

283

The Faculty

Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics. 3 2 4 Cedar Lane.
Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology. 612 Ogden Avenue.
Ngina Lythcott, A .B., Simmons College;
M .S.W ., Smith College; M.P.H. and
Dr.P.H., University o f California at Los
Angeles, Dean o f the College. Swarthmore
College.
H a rry D. Gotwals, b .a . and M .A .S., Johns
Hopkins University, Vice President—
Alumni, Development, Public Relations.
5 5 0 Elm Avenue.
W illiam T. Spock, B.A ., Swarthmore
College, Vice President—Business and
Finance. 10 Kershaw Road, Wallingford, PA
19086
0. Carl W artenburg III, B.A., Davis and
Elkins College; M.Div., Princeton
Theological Seminary, Dean o f Admissions.
2 0 Oberlin Avenue.

Jana H. M ullins, B.A., Swarthmore
College, Registrar. U S . Princeton Avenue.
Michael Durkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, Librarian. 201 West Rose Valley
Road, Wallingford, PA 19086.
Wendy E. Chm ielew ski, b .a ., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator
o f the Swarthmore College Peace Collection.
Emi K. Horikaw a, B.S., University of
Nevada; M .A., University o f Utah, Science
Librarian. 3 0 9 Rutgers Avenue.
Steven W. So w a rd s, b .a ., Stanford
University; M .A., M .L.S., Ph.D., Indiana
University, Humanities Librarian. 3 Crum
Ledge.
Kathryn M. Cleland, b .a . and M.A.,
SUNY, Albany; M .A., University of
Chicago, Social Sciences Librarian.
1295 North Providence Road, E102,
Media, PA 19063.
David E. Ram irez, B.A., M .A., and Ph.D.,
University o f Texas, Director of
Psychological Services.

EMERITI
Elisa Asenslo, M .A., Middlebury College,
Professor Emerita o f Spanish. 510 Panmure
Road, Haverford, PA 19041.
George C. A ve ry, B.A ., M .A., and Ph.D.,
University of Pennsylvania, Professor
Emeritus of German. 2 3 0 Haverford
Avenue.
Lydia Baer, B.A., Oberlin College; M.A.
and Ph.D., University o f Pennsylvania,
Professor Emerita of German. Manatee
River Hotel, Bradenton, FL 33505.
Paul H. Beik, B.A., Union College, M.A.
and Ph.D., Columbia University, Centennial
Professor Emeritus o f History. 2461
Venetian Way, W inter Park, FL 32789.

O leksa-M yron Bilaniuk, Cand. Ingénieur,
Université de Louvain; B.S.E., B.S., M .S.,
M .A., and Ph.D., University of Michigan,
Centennial Professor Emeritus o f Physics.
100 Plush Mill Road, Wallingford, PA
19086.
David L. Bow ler, B.S. in E.E., Bucknell
University; M .S. in E.E., Massachusetts
Institute o f Technology; M .A. and Ph.D.,
Princeton University, Howard N. and Ada J.
Eavenson Professor Emeritus o f Electrical
Engineering. 505 Yale Avenue.
A lice Brodhead, B.S. and M .A., University
of Pennsylvania, Professor Emerita of
Education. 110 Alapocas Drive,
Wilmington, DE 19803.
Hilde D. Cohn, Dr. Phil., University of
Heidelberg, Professor Emerita of German.
Strath Haven Condominiums.

284

Tatiana M. Cosman, b .a . and M.A.,
Middlebury College; M .A., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. 306 S. Chester Road.
Gomer H. Davies, B.S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush Mill Road, Wallingfordr PA
19086.
W illiam C. Elmore, B.S., Lehigh
University; Ph.D., Yale University, Morris
L. Clothier Professor Emeritus o f Physics.
288 Paxon Hollow Road, Media, PA 19063.

George Krugovoy, b .a ., M .A., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus o f Russian. 562 Juniata
Avenue.
Olga Lang, Graduate, University of
Moscow; Ph.D., Columbia University,
Professor Emerita of Russian.
Sarah Lee Lippincott, B.A., University of
Pennsylvania; M .A., Swarthmore College;
D .Sc., Villanova University, Professor
Emerita of Astronomy and Director
Emerita of the Sproul Observatory. 507
Cedar Lane.

Lew is H. Elverson, B.S., University of
Pennsylvania, Professor Emeritus of Physical
Education for Men. 535 Cornell Avenue.

Paul C. M angelsdorf, J r ., b .a .,
Swarthmore College; Ph.D., Harvard
University, Morris L. Clothier Professor
Emeritus o f Physics. 110 Cornell Avenue.

Edward A. Fehnel, B.S., M .S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus o f Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.

Franz H. M autner, Dr. Phil., University of
Vienna, Professor Emeritus o f German. Apt.
E106, Martin’s Run Life Center, Marple
Township, PA 19063.

Jam e s A. Field, J r., B.S., M .A., and
Ph.D., Harvard University, Isaac H.
Clothier Professor Emeritus of History and
International Relations. 605 Hillbom
Avenue.

John D. M cCrum m , b .a . and M .S.,
University o f Colorado, Howard N. and Ada
J. Eavenson Professor Emeritus of
Engineering. Swarthmore College.

Launce J . Flem ister, b .a ., m .a . and
Ph.D., Duke University, Professor Emeritus
of Zoology. P.O. Box F, Swarthmore, PA
19081.
Charles E. Gilbert, B.A., Haverford
College; Ph.D., Northwestern University,
Professor Emeritus o f Political Science.
223 Kenyon Avenue.
Barbara Lange Godfrey, Dean Emerita of
Women. W hite Horse Village, B102
Gradyville Road, Newtown Square, PA
19073.
M ark A. Heald, B.A., Oberlin College;
M. S. and Ph.D., Yale University, Morris L.
Clothier Professor Emeritus of Physics.
420 Rutgers Avenue.
Eleanor K. Hess, B.S. and M .S., University
of Pennsylvania, Professor Emerita of
Physical Education. 5 Plush Mill Road,
Wallingford, PA 19086.

Irene Moll, B.S. in Ed., University of
Kansas; M .A., Texas University for Women,
Associate Professor Emerita o f Physical
Education for Women. 805 Illinois Street,
Lawrence, KS 66044.
John M. M oore, B.A., Park College; B.D.,
Union Theological Seminary; M.A.,
Harvard University; Ph.D., Columbia
University, Professor Emeritus of
Philosophy and Religion. Friends Home,
4 0 0 N. Walnut Street, West Chester, PA
19380.
Bernard M o rrill, B.S. in M.E.,
Massachusetts Institute o f Technology;
M .M .E., University of Delaware; Ph.D.,
University of Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 1014 Strath Haven
Condominiums.
Helen F. North, B.A., M .A., and Ph D.,
Cornell University, Centennial Professor
Emerita of Classics. 6 0 4 Ogden Avenue.

Faculty

M artin Ostwald, B.A., University of
Toronto; M .A., University of Chicago;
Ph.D., Columbia University, W illiam R.
Kenan, Jr., Professor Emeritus o f Classics.
4 0 8 Walnut Lane.
Harold E. Pagliaro, A .B., M .A., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus o f English
Literature and Provost Emeritus. 5 3 6 Ogden
Avenue.
J . Roland Pennock, B.A., Swarthmore
College; M .A. and Ph.D., Harvard
University, Richter Professor Emeritus of
Political Science. 3 3 0 0 Darby Road,
Elm 3210, Haverford, PA 19041.
Je a n Ashm ead Perkins, B.A.,
Swarthmore College; M.A. and Ph.D.,
Columbia University, Susan W . Lippincott
Professor Emerita of French. 913 Strath
Haven Avenue.
Frank C. Pierson, B.A., Swarthmore
College; Ph.D., Columbia University,
Joseph W harton Professor Emeritus of
Political Economy. 740 Ogden Avenue.
David ROSen, B.A., New York University;
M.A. and Ph.D., University of Pennsylvania,
Professor Emeritus o f Mathematics.
3 9 4 Riverview Road.
A lbu rt M. Rosenberg, B.A., Harvard
University; M.S.,University o f Florida;
Ph.D., University of Pennsylvania, Associate
Professor Emeritus o f Natural Science.
39F W indsor Court, Keene, NH 03431.
Rernard S. Sm ith, B.A. and M.A.,
University o f Oxford; Ph.D., Harvard
University, Professor Emeritus o f History.
David G. Sm ith, B.A., and M .A.,
University o f Oklahoma; Ph.D., The
Johns Hopkins University, Richter
Professor Emeritus of Political Science.
4 4 8 S. Jackson Street, Media, PA 19063.
Simone Voisin Sm ith, Licence et Lettres,
University of Grenoble, Professor Emerita
o f French. 125 Forest Lane.
Gilmore Stott, B.A. and M .A., University
o f Cincinnati; B.A. and M .A., University of
Oxford; M .A. and Ph.D., Princeton

286

University, Associate Provost Emeritus and
Associate Dean o f the College Emeritus.
318 Dartmouth Avenue.
Susan Snyder, B.A ., Hunter College; M.A.
and Ph.D., Columbia University, Gil and
Frank Mustin Professor Emerita of English
Literature. Washington, D.C.
Peter Gram S w ing, B.A. and M.A.,
Harvard University; Ph.D., University of
Chicago, Daniel Underhill Professor
Emeritus o f Music and Director Emeritus of
the Chorus. 614 Hillbom Avenue.
Derek T ra v e rs i, b . a . and M.A.,
University o f Oxford, Alexander Griswold
Cummins Professor Emeritus o f English.
12 Richmond Mansions, Denton Road,
Twickinham, Midd, T W 1, 2HH, England.
Peter van de Kamp, Cand. and Docts.,
University of Utrecht; Ph.D., University of
California; D. Phil., University of
Groningen, Edward Hicks Magill Professor
Emeritus o f Astronomy and Director
Emeritus o f the Sproul Observatory,
c/o Peter Rademacher, R.D . 2, Salem,
New York 12865.
P. Linwood Urban, J r ., B.A ., Princeton
University; S.T.B., S.T.M., and Th.D.,
General Theological Seminary, Charles and
Harriet Cox McDowell Professor Emeritus
o f Religion. 2 0 South Princeton Avenue.
Hans Wallach, Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. 510 Bryn Mawr Avenue.
Neal A . Weber, B.A., M.s., and D .Sc.,
University of North Dakota; M.A. and
Ph.D., Harvard University, Professor
Emeritus of Zoology. 1805 Aaron Drive,
Tallahassee, FL 32303.
M. Jose p h W illis, B.C.E., University of
Washington; M .S., Cornell University;
Ph.D., The Johns Hopkins University,
Professor Emeritus o f Engineering. Box 3 97,
103 Jefferson Street, Oxford, MD 21654.
H arrison M . W right, B.A., M .A., and
Ph.D., Harvard University, Isaac H. Clothier
Professor Emeritus o f History and
International Relations and Provost
Emeritus. 319 Cedar Lane.

PROFESSORS
Robert C. Bannister,2 B.A. and Ph.D., Yale
University; B.A. and M .A., University of
Oxford, Scheuer Professor o f History.
737 Harvard Avenue.
Thom as H. Blackburn, B.A., Amherst;
B.A. and M .A., University of Oxford;
Ph.D., Stanford University, Centennial
Professor of English Literature. 609 Elm
Avenue.
John R. BOCCÌO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 14 Park Avenue.
Thom pson Bradley, B.A., Yale University;
M.A., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.
Luis A. Camacho,4 Licentiate, Madrid
Central University; Ph.D., Catholic
University o f America, Lang Visiting
Professor o f Social Change. Swarthmore
College.
Peter J . Codings, B.A., Amherst College;
M.Ph. and Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 123 Locust
Lane, Media, PA 19063.

Ja m e s D. Freeman, B.A ., M .A., and
Ph.D., Harvard University, Daniel Underhill
Professor o f Music and Director o f the
Orchestra. 206 Martroy Lane, Wallingford,.
PA 19086.
J . W illiam Frost, B.A., DePauw
University; M.A. and Ph.D., University of
Wisconsin, Howard M. and Charles F.
Jenkins Professor o f Quaker History and
Research, and Director of the Friends
Historical Library. Swarthmore College.
John E. Gaustad, A .B., Harvard
University; Ph.D., Princeton University,
Edward Hicks Magill Professor of
Astronomy. 430 S. Chester Road.
Kenneth J . Gergen, B.A., Yale University;
Ph.D., Duke University, Gil and Frank
Mustin Professor o f Psychology. 331 Rogers
Lane, Wallingford, PA 19086.
Scott F. Gilbert, B.A., Wesleyan
University; M .A. and Ph.D., The Johns
Hopkins University, Professor o f Biology.
224 Cornell Avenue.

Michael W. Cothren, B.A., Vanderbilt
University; M .A. and Ph.D., Columbia
University, Professor of Art History.
611 Strath Haven Avenue.

Ja m e s H. Hammons, B.A., Amherst
College; M.A. and Ph.D., The Johns
Hopkins University, Professor of
Chemistry. 17 Furness Lane, Wallingford,
PA 19086.

Lee Devin, B.A., San Jose State College;
M.A. and Ph.D., Indiana University,
Professor o f English Literature and Director
of The Theatre. 603 Hillborn Avenue.

John J . HaSSett, B.A., St. Francis College;
M .A., University o f Iowa; Ph.D., University
of Wisconsin, Professor o f Spanish. 514 S.
Providence Road, Wallingford, PA 19086.

H. Searl Dunn, B.S.E. and M .S.E.,
Princeton University; Ph.D., Brown
University, Henry C. and J. Archer Turner
Professor o f Engineering. 603 Elm Avenue.

Wulff D. HeintZ, Dr. rer. nat. München
University, Professor of Astronomy.
540 Riverview Avenue.

Robert S. Du Plessis, B.A., Williams
College; M.A. and Ph.D., Columbia
University, Professor of History.
211 Rutgers Avenue.

Robinson G. Hollister, J r ., B.A., Amherst
College; Ph.D., Stanford University,
Joseph Wharton Professor of Economics.
1 W hittier Place.

Marion J . Faber, b .a . and M.A.,
University of California, Berkeley; Ph.D.,
Harvard University, Professor of German.
234 Benjamin W est Avenue.

Raymond F. Hopkins,2 B.A ., Ohio
Wesleyan University; M .A., Ohio State
University; M.A. and Ph.D., Yale University,
Professor o f Political Science. 308 Ogden
Avenue.

2 Absent on leave, spring semester, 1995.

4 Fall semester, 1994.

287

Faculty

Constance Cain Hungerford, B.A.,
Wellesley College; M .A., Ph.D., University
o f California, Berkeley, Professor o f Art
History. 410 Dickinson Avenue.

Ja m e s R. Kurth, B.A., Stanford
University; M.A. and Ph.D., Harvard
University, Professor o f Political Science.
100 Rutgers Avenue.

Gudmund R. Iversen, M .A., University of
Michigan; Ph.D., Harvard University,
Professor o f Statistics, and Director, Center
for Social and Policy Studies.
212 Elm Avenue.

Hugh M. Lacey, B.A. and M .A., University
o f Melbourne; Ph.D., Indiana University,
Eugene M. Lang Research Professor of
Philosophy. 4 W hittier Place.

M ark Jacobs, B.A., Harvard University;
Ph.D., Stanford University, Centennial
Professor o f Biology. 6 0 6 North Chester
Road.
Charles L. Janie s, B.S., State University
of New York at New Paltz; M .S., State
University o f New York at Albany, Professor
o f English Literature. 402 Laurel Lane,
Wallingford, PA 19086.
John B. Jenkins, B.S. and M .S., Utah
State University; Ph.D., University of
California, Los Angeles, Professor of
Biology. 3 3 0 Cornell Avenue.
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 2105 N. Providence Road,
Media, PA 19063.
Deborah G. Kem ler Nelson,2 B.A ., M.A.,
and Ph.D., Brown University, Professor of
Psychology. 211 Benjamin West Avenue.
T. Kaori Kltao,2 B.A. and M .A., University
o f California, Berkeley; Ph.D., Harvard
University, W illiam R . Kenan Jr. Professor
o f 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.
M ark Kuperberg, B.A., Amherst College:
M.A. and Ph.D., Massachusetts Institute of
Technology. Professor of Economics.
147 Park Avenue.

2 Absent on leave, spring semester, 1995.

288

Gerald Levinson, B.A., University of
Pennsylvania; M.A. and Ph.D., University of
Chicago, Professor o f Music. 307 Maple
Avenue.
Lillian M. Li, A .B., Radcliffe College; A.M.
and Ph.D., Harvard University, Professor of
History. 3 0 8 Chestnut Avenue.
Nelson A. Macken, B.S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor o f Engineering.
250 Haverford Avenue.
Jeanne M arecek, B.S., Loyola University;
Ph.D., Yale University, Professor of
Psychology. 325 S. Monroe Street, Media,
PA 19063.
Stephen B. M aurer, B.A., Swarthmore
College; M.A. and Ph.D., Princeton
University, Professor o f Mathematics.
206 Benjamin West Avenue.
A rth u r E. M cGarity,3 B.S., Trinity
University; M .S.E., Ph.D., The Johns
Hopkins University, Professor of
Engineering. 135 Rutgers Avenue.
Philip M etzidakis, B.A., Dartmouth
College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.
Brian A. M eunier,3 B •F.A., University of
Massachusetts, Amherst; M.F.A., Tyler
School of Art, Temple University, Professor
of Studio Arts. 5 W hittier Place.
Kathryn L. M organ,3 B.A., Virginia State
College; M .A., Howard University; M.A.
and Ph.D., University o f Pennsylvania,
Professor o f History. Apt. 710, Strath
Haven Condominiums.

3 Absent on leave, 1994-95.

George M oskos,13B.A., Davidson College;
M.A. and Ph.D., University o f Wisconsin,
Madison, Professor o f French. 730 Yale
Avenue.

Charles Raff, B.A., University of
Rochester; M.A. and Ph.D., Brown
University, Professor o f Philosophy.
214 Rutgers Avenue.

Braulio M uñoz,1B.A ., University of
Rhode Island; M .A. and Ph.D., University
of Pennsylvania, Professor of Sociology.
500 Harvard Avenue.

Gilbert P. Rose, B.A. and Ph.D.,
University o f California, Berkeley, Professor
o f Classics. 551 Marietta Avenue.

Donna J o Napoli,3 B.A., M .A., and Ph.D.,
Harvard University, Professor of
Linguistics. 226 Park Avenue.
S.H. Kwabena Nketia, B.A., University of
London, Cornell Visiting Professor o f Music
and Dance. Swarthmore College.
Hans F. Oberdiek. B.S. and Ph.D.,
University of Wisconsin, Professor of
Philosophy. 410 Dickinson Avenue.
Frederick L. Orthlieb, b .s . and M .S.,
Massachusetts Institute o f Technology;
Ph.D., Carnegie-Mellon University,
Professor o f Engineering. 13 Green Valley
Road, Wallingford, PA 19086.
Robert F. Pasternack,1B.A. and Ph.D.,
Cornell University, Edmund Allen Professor
of Chemistry. 8 0 0 Avondale Road,
Wallingford, PA 19086.
Dean Peabody, B.A., Swarthmore College;
Ph.D., Harvard University, Professor of
Psychology. 405 Rogers Lane, Wallingford,
PA 19086.
Steven I. Piker, B.A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology. 125 Rutgers Avenue.
Ernest J . Prudente, B .s. and M .S.,
University o f Pennsylvania, Professor of
Physical Education. 914 Surrey Road,
Media, PA 19063.
Frederic L. P ryor, B.A., Oberlin College;
M.A. and Ph.D., Yale University, Professor
of Economics (part-time). 740 Harvard
Avenue.

1 Absent on leave, fall semester, 1994.
2 Absent on leave, spring semester, 1995.
3 Absent on leave, 1994-95.

Robert Roza,2 12 B.A., University of
Toronto; M.A. and Ph.D., Princeton
University, Susan W. Lippincott Professor
o f French. 233 Cornell Avenue.
Richard L Rubin, A.B., Brown University;
M.A. and Ph.D., Columbia University,
Professor o f Political Science and Public
Policy (part-time). Swarthmore College.
Bernard Saffran, B.A., City College of
New York; Ph.D., University of Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.
Robert E. Savage, B.A., Oberlin College;
M .S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr., Professor o f Biology.
411 Vassar Avenue.
Peter J . Schm idt, B.A., Oberlin College;
M.A. and Ph.D., University of Virginia,
Professor of English Literature. 606 Elm
Avenue.
Allen M. Schneider, B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 608 Elm Avenue.
Richard Schuldenfrei,1 b .a . and M.A.,
University of Pennsylvania; Ph.D.,
University of Pittsburgh, Professor of
Philosophy. 2 Furness Lane, Wallingford,
PA 19086.
B a rry S c h w a rtz,1
2 B.A., New York
University; M .A. and Ph.D., University of
Pennsylvania, Professor of Psychology.
210 Garrett Avenue.

12 Program Director, Swarthmore Program
in Grenoble, fall semester, 1994.
13 Program Director, Swarthmore Program
in Grenoble, spring semester, 1995.

289

Faculty

Kenneth E. Sharpe, B.A., Dartmouth
College; M .S., London School o f Economics
and Political Science; Ph.D., Yale
University, Professor o f Political Science.
521 Elm Avenue.
Donald K. S w e a re r,3 B.A., M .A., and
Ph.D., Princeton University; B.D. and
S.T.M., Yale Divinity School, Charles and
Harriett Cox McDowell Professor of
Religion. 109 Columbia Avenue.
Peter T. Thom pson, B.A., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor o f Chemistry.
203 College Avenue.
Ja co b Weiner,3 B.A., Antioch College;
M .S., University o f Michigan; Ph.D.,
University o f Oregon, Professor o f Biology.
16 S. Princeton Avenue.
Philip M. Weinstein,3 A .B., Princeton
University; A.M. and Ph.D., Harvard
University, Alexander Griswold Cummins
Professor o f English Literature. 510 Ogden
Avenue.

Douglas M. Weiss, A.T.C., Professor of
Physical Education. 117 S. Chester Road.
L a rry E. Westphal, B.A., Occidental
College; Ph.D., Harvard University,
Professor of Economics. Swarthmore
College.
Robert E. W illiam s, B.S., Delaware State
College; M .S., Rutgers University, Marian
Snyder Ware Professor of Physical
Education and Athletics. 507 Oak Crest
Lane, Wallingford, PA 19086.
Tim oth y C. W illiam s, B.A., Swarthmore
College; A.M ., Harvard University; Ph.D.,
Rockefeller University, Professor o f Biology.
314 Rutgers Avenue.
Craig W illiam son, B.A., Stanford
University; M .A., Harvard University;
Ph.D., University of Pennsylvania, Professor
o f English Literature. 602 Elm Avenue.
Je ro m e H. Wood, J r ., b .a ., Howard
University; Ph.D., Brown University,
Professor of History. 103 E. Providence Rd.,
Aldan, PA 19018.

ASSOCIATE PROFESSORS
Nathalie F. Anderson,3 B.A., Agnes Scott
College; M .A., Georgia State University;
Ph.D., Emory University, Associate
Professor o f English Literature.
302 N. Chester Road.
Stephen P. Bensch,3 M .A., University of
Toronto; Ph.D., University o f California,
Berkeley, Associate Professor o f History.
614 Yale Avenue.
Abbe Blum, B.A., University of California,
Berkeley; B.A. and M .A., Cambridge
University; Ph.D., Yale University, Associate
Professor o f English Literature. 4 0 0 Walnut
Lane.
A m y R. Bug, B.A., Williams College;
Ph.D., Massachusetts Institute of
Technology, Associate Professor of Physics.
915 Harvard Avenue.

1 Absent on leave, fall semester, 1994.

290

John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Associate
Professor o f Economics. 318 North Chester
Road.
J o y Charlton,1B.A., University of
Virginia; M.A. and Ph.D., Northwestern
University, Associate Professor of
Sociology. 503 North Chester Road.
Erik Cheever,3 B.S., Swarthmore College;
M .S.E. and Ph.D., University of
Pennsylvania, Associate Professor of
Engineering. 423 S. Olive Street, Media, PA
19063.
W oon-Ping Chin, B.A., University of
Malaya; M.A. and Ph.D., University of
Toledo, Associate Professor o f English
Literature. 200 S. Chester Road.

3 Absent on leave, 1994-95.

SilSan P. Davis, B.S., Springfield College;
M.S., Smith College, Associate Professor of
Physical Education. 2411 Whitehouse Road,
Berwyn, PA 19312.

Ann Kosakow ski M cNamee. B.A.,
Wellesley College; M.Phil. and Ph.D., Yale
University, Associate Professor of Music.
6 W hittier Place.

Richard Eldridge, A .B., Middlebury
College; M.A. and Ph.D., University of
Chicago, Associate Professor of Philosophy.
423 Harvard Avenue.

Rachel M e rz, B.A., Western New Mexico
University; M .S., University o f Florida;
Ph.D., University of Chicago, Associate
Professor of Biology. 515 Elm Avenue.

Randall L Exon, B.F.A., Washburn
University; M.A. and M.F.A., University of
Iowa, Associate Professor o f Studio Arts.
431 Rogers Lane, Wallingford, PA 19086.

Karl M iran, B.A., Middlebury College;
M.A., Lehigh University, Associate
Professor of Physical Education.
Swarthmore College.

Sharon Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Associate Professor o f Dance and Director
of the Dance Program. 2 2 0 Vassar Avenue.

Lynne A. Nlolter,3 B.S. and B.A.,
Swarthmore College; S.M. and Sc.D.,
Massachusetts Institute of Technology,
Associate Professor of Engineering.
Swarthmore College.

Stephen S. Golub,*
3 B.A ., Williams
College; M.A. and Ph.D., Yale University,
Associate Professor of Economics. 6 0 0 Elm
Avenue.
Maribeth Graybill, B.A., College of
Wooster; M.A. and Ph.D., University of
Michigan, Associate Professor of Art
History. 515 Elm Avenue.
Charles M. Grinstead, B.A., Pomona
College; M.A. and Ph.D., University of
California, Los Angeles, Associate Professor
of Mathematics. 8 W hittier Place.
Rrigitte Lane,10Licence ès d’Enseignement,
Université de Paris, Sorbonne; M.A.,
University o f Kansas; Ph.D., Harvard
University, Associate Professor of French.
739 Harvard Avenue.
Laurie Langbauer,1B.A., Wesleyan
University; M.A. and Ph.D., Cornell
University, Associate Professor o f English
Literature. Swarthmore College.
Ellen B. Magenheim, B.A., University of
Rochester; M .A., Ph.D., University of
Maryland, Associate Professor of
Economics. 2 W hittier Place.

1 Absent on leave, fall semester, 1994.
3 Absent on leave, 1994-95.
4 Fall semester, 1994.

Vera B. Moreen,4 B.A., Princeton
University; M.A. and Ph.D., Harvard
University, Visiting Associate Professor of
Religion. 3 3 2 Llandrillo Road,
Bala Cynwyd, PA 19004.
Frank A. M oscatelli, B.S., C. W. Post
College; M .S. and Ph.D., New York
University, Associate Professor of Physics.
302 Avondale Road, Wallingford, PA
19086.
Michael L. Mullan, B.A., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University o f Delaware,
Associate Professor o f Physical Education.
511 Harvard Avenue.
Rosaria V. Munson,3 Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Associate
Professor of Classics. Swarthmore College.
M arjorie M urphy, B.A., Jersey City State
College; M .A., San Jose State University;
Ph.D., University o f California, Davis,
Associate Professor of History.
723 Yale Avenue.

10 Campus coordinator, Swarthmore
Program in Grenoble, fall semester, 1994.

291

Faculty

Carol Nackenoff, A .B., Smith College;
M .A. and Ph.D., University o f Chicago,
Associate Professor o f Political Science.
222 Vassar Avenue.

Barbara Yost Stew art, B.A., Swarthmore
College; M.A. and Ph.D., Bryn Mawr
College, Associate Professor o f Biology. 238
Copper Beech Drive, Blue Bell, PA 19422.

Stephen A. O’Connell, A .B., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. Swarthmore College.

Eva F. Tra v e rs ,2 B.A., Connecticut
College; M.A. and Ed.D., Harvard
University, Associate Professor of
Education. 416 Park Avenue.

K. Ann Renninger, B.A., University of
Pennsylvania; M.A. and Ph.D., Bryn Mawr
College, Associate Professor of Education.
2 0 President Avenue, Rutledge, PA 19070.

W illiam N. Turpin, M.A., University of St.
Andrews; M.A., University of Toronto;
Ph.D., Cambridge University, Associate
Professor o f Classics. Swarthmore College.

Helene Shapiro, B.A., Kenyon College;
M .A. Princeton University; Ph.D.,
California Institute o f Technology, Associate
Professor of Mathematics. Swarthmore
College.

Richard Valelly, B.A., Swarthmore
College; Ph.D., Harvard University,
Associate Professor o f Political Science.
Swarthmore College.

Don Shimamoto, B.S., Stanford
University; M .A. and Ph.D., Brandeis
University, Associate Professor of
Mathematics. Swarthmore College.
Faruq M. A. Siddiqui, B.S., Bangladesh
Unversity of Engineering and Technology;
M .S. and Ph.D., University o f Pittsburgh,
Associate Professor o f Engineering.
6 3 6 Yale Avenue.
Lisa Sm ulyan, B •A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Professor o f Education. 115 College Avenue.
Thom as Stephenson, B.S., Furman
University; Ph.D., The University of
Chicago, Associate Professor o f Chemistry.
221 Woodward Road, Moylan, PA 19065.

Judith G. Voet, B.S., Antioch College;
Ph.D., Brandeis University, Associate
Professor o f Chemistry. 3 6 8 Trevor Lane,
Bala Cynwyd, PA 19004.
Robin E. W agner-Pacifici, B.A., Brown
University; M.A. and Ph.D., University of
Pennsylvania, Associate Professor of
Sociology. 3 3 0 North Princeton Avenue.
Robert E. Weinberg, B.S., Cornell
University; M .A., Indiana University; Ph.D.,
University o f California, Berkeley, Associate
Professor o f History. 9 4 0 Harvard Avenue.
B. Tyre n e White, B.A., Middle Tennessee
State University; M .A., Ph.D., Ohio State
University, Mari S. Michener Associate
Professor o f Political Science. 318 N.
Chester Road.
Lee W im berly, B.A. Stanford University;
J.D ., University o f California at Berkeley,
Associate Professor o f Physical Education.
Swarthmore College.

ASSISTANT PROFESSORS
John Alston,1B.M ., Yankton College;
M .M ., University o f Northern Iowa,
Assistant Professor o f Music. Swarthmore
College.

Kim D. A rro w , B.S., Temple University;
M.F.A., New York University, Assistant
Professor of Dance (part-time). Swarthmore
College.

1 Absent on leave, fall semester, 1994.

2 Absent on leave, spring semester, 1995.

292

Amanda Bayer, B.A., Williams College;
M.A., Yale University, Assistant Professor of
Economics. 548 Westminster Avenue.
Alan Berkow itz, m .a . and Ph.D.,
University of Washington, Assistant
Professor of Chinese. Swarthmore College.
Elizabeth Bolton, B.A., Middlebury
College; M. Phil, and Ph.D., Yale University,
Assistant Professor o f English Literature.
4 Crum Ledge Lane.
Karen Borbee, B.S., University of
Delaware; M.Ed., Widener University,
Assistant Professor of Physical Education.
933 Mitchell Avenue, Morton, PA 19070.
Richard L Boyce, B.A., Williams College;
M .S., M. Phil., and Ph.D., Yale University,
Assistant Professor of Biology. Swarthmore
College.
Michael R. B row n, B.A., Pomona College;
Ph.D., Dartmouth College, Assistant
Professor of Physics. Swarthmore College.
Tim othy Burke, B.A., Wesleyan
University; M.A. and Ph.D., Johns Hopkins
University, Assistant Professor o f History.
Swarthmore College.
Syd Carpenter, B.F.A. and M .F.A., Tyler
School of Art, Assistant Professor o f Studio
Arts. Swarthmore College.
Aurora Camacho de Schm idt,
Universidad Iberoamérica (no degree); M.A.
and Ph.D., Temple University, Assistant
Professor o f Spanish. Swarthmore College.
Michael L. Catalano-Johnson, B.A.,
New College; Ph.D., Brandéis University;
Assistant Professor o f Mathematics.
Swarthmore College.
Yvonne P. Chireau, B.A., Holyoke College;
M.T.S., Harvard University; Ph.D.,
Princeton University, Assistant Professor of
Religion. 525 Elm Avenue.
Miguel D iaz-B arriga, B.A., University of
Chicago; M.A. and Ph.D., Stanford
University, Assistant Professor of Sociology.
8B Whittier Place.

3 Absent on leave, 1994-95.

Bruce A. Dorsey, B.A., Biola University;
A.M. and Ph.D., Brown University,
Assistant Professor o f History. Swarthmore
College.
Robert Dufour, B.A., McGill University;
A.M ., Ph.D., University of Illinois,
Champaign-Urbana, Assistant Professor of
Psychology. Swarthmore College.
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.
Silvio P. Eberhardt,3 B .s. and B .S .E .E .,. *
Lehigh University; M .S. and Ph.D., Johns
Hopkins University, Assistant Professor of
Engineering. Swarthmore College.
Erich C a rr Everbach, A.B., Harvard
College; M .S. in M .E., and Ph.D., Yale
University, Assistant Professor of
Engineering. Swarthmore College.
Theodore Fernald, B.A., Ohio State
University; Ph.D., University o f California
at Santa Cruz, Assistant Professor of
Linguistics. Swarthmore College.
Sibelan Forrester, B.A., Bryn Mawr
College; M .A. and Ph.D., Indiana
University, Assistant Professor of Russian.
Swarthmore College.
Christopher Francese, B.A., o berlin
College; M.A. and Ph.D., University of
Texas at Austin, Visiting Assistant Professor
o f Classics. Swarthmore College.
Cheri Goetcheus, B.S. and M .S., Ithaca
College, Assistant Professor of Physical
Education. Swarthmore College.
Bruce Grant, B.A., McGill University;
M.A. and Ph.D., Rice University, Assistant
Professor o f Anthropology. Swarthmore
College.
Carl H. Grossm an, B.Sc. and Ph.D.,
University of Pennsylvania, Assistant
Professor of Physics. 3439 Barclay Street,
Philadelphia, PA 19129.

4 Fall semester, 1994.

293

Faculty

Cynthia P erw in Halpern, B.A., Tulane
University; M .A., The London School of
Economics; Ph.D., Princeton University,
Assistant Professor o f Political Science.
Swarthmore College.
John Haw thorn,3
4 B.A., Brasenose College,
Oxford; M.A. and Ph.D., McGill University,
Visiting Assistant Professor of Philosophy.
Swarthmore College.
Sa lly HOSS, B.A., Barnard College; M.Phil.,
Yale University, Assistant Professor of
Dance (part-time). Swarthmore College.
Sara Hlofaert, B.S., University o f St.
Andrews; Ph.D., University o f Washington,
Assistant Professor o f Biology. Swarthmore
College.
Wendy A. H o rw itz, A .B., Harvard
University; M.A. and Ph.D., Temple
University, Assistant Professor of
Psychology. 502 Westview St., Philadelphia,
PA 19119.
Thom as J . Hunter,3 B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Assistant Professor of
Mathematics. Swarthmore College.
Aim ee S.A. Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park; Assistant Professor
o f Mathematics. Swarthmore College.
Pieter M . Judson, B.A., Swarthmore
College; M.A. and Ph.D., Columbia
University, Assistant Professor o f History.
488 Prospect Road, Springfield, PA 19064.
Halil Kong, M .A., People’s University,
Beijing; Ph.D., University o f Colorado at
Boulder, Assistant Professor of Chinese.
Swarthmore College.
Allen Kuharski, B.A., University of
Wisconsin-Madison; M.A. and Ph.D.,
University o f California, Berkeley, Assistant
Professor o f English Literature. Swarthmore
College.

3 Absent on leave, 1994-95.
4 Fall semester, 1994.

294

Tam sin Lorraine, B.A ., Middlebury
College; Ph.D., University of
Massachusetts, Assistant Professor of
Philosophy. 318 N. Chester Road.
Li-ching Chang M air, B.A. and M .A.,
National Taiwan University; M.A.,
University o f Washington, Assistant
Professor o f Chinese (part-time).
23 Oberlin Avenue.
Michael M arissen, B.A., Calvin College;
Ph.D., Brandeis University, Assistant
Professor o f Music. 915 Harvard Avenue
#1301.
W illiam M arshall, B.F.A., University of
Florida; M.F.A., Virginia Tech, Assistant
Professor o f English Literature and Resident
Designer o f The Theatre. Swarthmore
College.
Christine M assey, B.A., Wellesley
College; M.A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology. 55 N. Lansdowne Ave.,
Lansdowne, PA 19050.
Lisa Meeden, B.A., Grinnell College; M.S.
and Ph.D., Indiana University, Assistant
Professor o f Computer Science. 416 North
Chester Road.
Meta M endel-Reyes, B.A., University of
California, Santa Cruz; M .A. and Ph.D.,
University o f California, Berkeley, Assistant
Professor o f Political Science. Swarthmore
College.
Anne M enke,11B.A., San Francisco State
University; M .A. and Ph.D., Harvard
University, Assistant Professor o f French.
Swarthmore College.
Ethel D. M oore, B.A., California State
University; A.M. and Ph.D., University of
Michigan, Assistant Professor o f Psychology.
416 N. Chester Road.
Deepa M. Ollapally, B.A., Florida State
University; M.A. and PhJD., Columbia
University, Assistant Professor o f Political
Science. Swarthmore College.

11 Campus coordinator, Swarthmore
Program in Grenoble, spring semester, 1995.

Robert S. Paley,2
3 B.S., McGill University;
M.S. and Ph.D., University o f Michigan,
Assistant Professor of Chemistry.
Swarthmore College.
Eltlilie PaSSOW, B.A., City College of New
York; M.A. and Ph.D., Columbia
University, Assistant Professor o f English
Literature (part-time). 5 0 Belmont Avenue,
Bala Cynwyd, PA 19004.
Cecelia B. Reisman, B.F.A., CarnegieMellon University; M.F.A., Yale University,
Assistant Professor of Studio Arts. 49
Merbrook Lane, Merion Station, PA 19066.
Micheline Rice-Nlaximin,3 Licence
and Maitrise Universite de la Sorbonne,
Paris-IV; M .A., University o f North Texas;
Ph.D., University of Texas-Austin, Assistant
Professor of French. 525 Elm Avenue.

Patrice Terrone, Maîtrise d’enseignement
d’Histoire, Grenoble; D.E.A., Littérature
comparée; Doctorate de Littérature
française, Université de Grenoble, Assistant
Professor of French. Swarthmore College.
John D. Thoburn, B.S., Haverford College;
M .S. and Ph.D., University of California at
San Diego, Assistant Professor of
Chemistry. Swarthmore College.
BeatriZ U rra ca,5 Licenciada, Universidad
Complutense Madrid, Spain; M .A. and
Ph.D., University of Michigan, Visiting
Assistant Professor o f Spanish. Swarthmore
College.
A m y Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of
Illinois, Assistant Professor o f Biology.
Swarthmore College.

H a ns-Juerg Rindisbacher, Licentiatus
Philosophiae, University of Bern,
Switzerland; Ph.D., Stanford University,
Assistant Professor of German. Swarthmore
College.

M ark I. Wallace, B.A., University of
California at Santa Barbara; M.Div.,
Princeton Theological Seminary; Ph.D.,
University o f Chicago, Assistant Professor
of Religion. 318 North Chester Road.

Ellen M. ROSS, B.A., Princeton University;
M.A. and Ph.D., University o f Chicago,
Assistant Professor of Religion. 318 North
Chester Road.

Neal H. Walls, B.A., The College of
W illiam and Mary; M .A., The University of
Virginia; Ph.D., The Johns Hopkins
University, Visiting Assistant Professor of
Religion. Swarthmore College.

Wesley Shum ar, 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.
Kathleen K. Siw ick i, B.S., Brown
University; M. Phil., Cambridge University;
Ph.D., Harvard University, Assistant
Professor o f Biology. 109 Barley Mill Road,
Wallingford, PA 19086.
Janet C. Talvacchia, M .A., Bryn Mawr
College; Ph.D., University o f Pennsylvania,
Assistant Professor of Mathematics.
Swarthmore College.

2 Absent on leave, spring semester, 1995.
3 Absent on leave, 1994-95.

H ans-Jakob Werlen,2 M .A., University of
Notre Dame; Ph.D., Stanford University,
Assistant Professor o f German.
515 Elm Avenue.
Lynn Westling, B.A., Rollins College; B.S.,
Georgia Institute o f Technology; M.A. and
Ph.D., University of Rochester, Assistant
Professor of Physics. 2 Crum Ledge Lane.
Patricia White, B.A ., Yale University;
Ph.D., University of California, Santa Cruz,
Assistant Professor of English Literature.
Swarthmore College.

5 Spring semester, 1995.

295

Faculty

Thom as Whitman, B.A., Swarthmore
College; M. A., University o f Pennsylvania,
Assistant Professor o f Music. Swarthmore
College.

Alison P. W illiam s, B.A., Wesleyan
University; M.S. and Ph.D., University of
Rochester, Assistant Professor of
Chemistry. Swarthmore College.

INSTRU CTO RS
Anne Cubilie,4 B.A ., University o f Oregon;
M .A., University o f Pennsylvania, Visiting
Instructor in English Literature (part-time).
Swarthmore College

Grace Ledbetter,9 A .B., Bryn Mawr
College; M. A., University o f Virginia,
Instructor in Classics and Philosophy.
Swarthmore College.

Raima Evan, B.A., Raddiffe College,
Harvard University; M .A., University of
Pennsylvania, Instructor in English
Literature. 602 Elm Avenue.

Darrell Moore, B.A., Swarthmore College;
M .A., Northwestern University, Visiting
Instructor in Philosophy. Swarthmore
College.

Steven P. Hopkins, B.A. and M.A.,
University o f California, Santa Barbara;
A.M ., Harvard University, Instructor in
Religion. Swarthmore College.

Carole Netter, Maitrisse and DEA,
University o f Paris, Instructor in French
(part-time). Swarthmore College.

Nora Johnson, B.A., University of
California, Los Angeles; M .A., University o f
California, Berkeley, Instructor in English
Literature. Swarthmore College.
Aisha Khan, B.A. and M .A., San Francisco
State University; M.Phil., City University of
New York Graduate School, Instructor in
Anthropology. Swarthmore College.

David Pitt,4 B.A., Haverford College; M.A.,
Queens College CUNY, Visiting Instructor
in Philosophy. Swarthmore College.
Elke Plaxton, B.A., Brigham Young
University; M .A., University o f Colorado,
Instructor in German (part-time). 2022
Brandywine Street, Philadelphia, PA 19103.
HadaSS Shelter, B.A., Hebrew University,
Instructor in Linguistics. 2108 Pine Street,
Philadelphia, PA 19103.

LECTURERS
Abigail Adam s, Diploma, Royal Academy
o f Dramatic Art; Certificate, Wielopolska
Training School, Visiting Lecturer in
Theatre (part-time). 603 Hillborn Ave.
Diane Anderson, B.A., Montclair State
College; M .S., Drexel University, Lecturer
in Education. 210 Yale Avenue.
Carla Belver, B.A., Temple University;
M .A., Villanova University, Visiting
Lecturer in Theatre (part-time). 121 Dundee
Mews, Media, PA 19063.

4 Fall semester, 1994.

296

M ary J o Brisson, Diploma de Estudios
Hispánicos, Universidad de Santiago de
Compostela, Santiago, Spain; B.A., Arizona
State University; M.A., New York
University in Madrid, Spain; Ph.D.,
University o f North Carolina-Chapel Hill,
Lecturer in Spanish. Swarthmore College.
Wendy Chm ielew ski,5 B.A., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator
o f the Swarthmore College Peace Collection
and Lecturer in History. Swarthmore
College.

9 Joint appointment with Philosophy.

Peggy deProphetis, A .B., Vassar;
Wharton School, University of
Pennsylvania; Ph.D., University of
Pennsylvania. Visiting Lecturer in
Economics. Swarthmore College.
Edward Dixon, B.A., LaSalle College;
M.A., Pennsylvania State University; Ph.D.,
University of Pennsylvania, Lecturer in
German. Swarthmore College.
Joan Friedman, M .A., University of
Wisconsin, Lecturer in Spanish.
421 Cornell Avenue.
Virginia M. Indivero, B.S., Elizabethtown
College; M .S., Villanova University,
Lecturer in Chemistry. 2915 Wakefield
Drive, Holmes, PA 19043.
Evgeniya L. Katseneiinboigen, Moscow
Polygraphic Institute, Lecturer in Russian.
133 Deerpath Lane, Media, PA 19063.

M a ry K. Kenney, A .B., Chestnut Hill
College; M .A., Villanova University,
Lecturer in Spanish. Swarthmore College.
Paul Rong Liou, M .A., University of
Pennsylvania, Lecturer in Chinese.
Swarthmore College.
Steven Sow a rds, B.A., Stanford
University; M .A., M .L.S., and Ph.D.,
Indiana University, Humanities Librarian
and Lecturer in History. 3 Crum Ledge.
Michael Speirs, B.A., University of
Pennsylvania, Lecturer in Sociology and
Anthropology. Swarthmore College.
Charles F. Stone, ill, B.A., Swarthmore
College; Ph.D., Yale University. Visiting
Lecturer in Economics. 1214 Strath Haven
Condominiums.

ASSISTANTS AND ASSOCIATES
Darlene D. Rram ucci, B.A. and M .S.,
University of Maryland, Laboratory
Instructor in Biology. 532 Milmont Avenue,
Milmont Park, PA 19033.

Dorothy K. Freeman, B.M ., M.M., Boston
University, Associate in Performance
(Music). 2 0 6 Martroy Lane, Wallingford,
PA 19086.

Ananya Chatterjea, B.A., Presidency
College, Calcutta, India; M .A., Jadaupur
University, Calcutta, India; M .A., Columbia
University, Associate in Performance
(Dance). Swarthmore College.

Michael Johns, Associate in Performance
(Music). Swarthmore College.

Zachary Colburn, B.S., University of
Pennsylvania, Assistant in Physical
Education. Swarthmore College.

Shelagh Johnston, B.A., Wellesley
College; M .S., Drexel University,
Laboratory Instructor in Biology.
917 Winding Lane, Media, PA 19063.
Richard Kentwell, Assistant in Physical
Education. Swarthmore College.

Anne Danielson, B.A., Swarthmore
College, Laboratory Instructor in Biology.
314 Rutgers Avenue.

M argaret M. Lehman, B.A., Swarthmore
College, Assistant in Chemistry. 765 W.
Valley Road, Wayne, PA 19087.

LaDeva Davis, B.M.Ed., Temple
University, Associate in Performance
(Dance). Swarthmore College.

Guy M artino, Diplôme d’Etudes
Universitaires Générales— D.E.U.G. B
Sciences de la Nature et de la Vie Université
scientifique et médicale Grenoble I;
D .E.U.G. d’Enseignement Général,
Université de sciences sociales Grenoble IL,
Assistant in French. Swarthmore College.

Ursula M. Davis, B.S., Colby Junior
College, Assistant in Chemistry. 11
Rampart West, Media, PA 19063.
Ted Dixon, B.A., Bates College; M .S.,
United States Sports Academy, Assistant in
Physical Education. Swarthmore College.

297

Faculty

ft

»
Wayne M cKinney,4 Assistant in Physical
Education. Swarthmore College.
C. Kemal Nance, B.A., Swarthmore
College, Associate in Performance (Dance).
Swarthmore College.

Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.

Arne Running, Associate in Performance
(Music). Swarthmore College.

Ronald A. Tirpak, B.A., Millersville
University; M .A., Temple University,
Assistant in Physical Education. 4 4 0 Strath
Haven Avenue.

Dan Sears, B.S., Pennsylvania State
University, Assistant in Physical Education.
Swarthmore College.

Thom as Valente, B.S., Montana State
University, Laboratory Instructor in
Biology. Swarthmore College.

Paula Sepinuk, B.A., Bennington College;
M .A., Villanova University, Adjunct
Associate in Performance (Dance).
Swarthmore College.

Brenda L. Wido, B.S., Elizabethtown
College; M .C.C., Hahnemann University,
Assistant in Chemistry. 705 Erlen Road,
Norristown, PA 19401.

Jo n Sherm an, B.A., Temple University,
Associate in Performance (Dance).
Swarthmore College.

A

4

4

4 Fall semester, 1994.

298

V

—

Standing Committees of the Faculty 1994-95
"3*

1

•

4

•
1

*li

■»

Academ ic Requirements
LYTHCOTT*, Gross*, Jacobs*, Mullins*,
Rose, Siwicki, Shimamoto, Westphal,
Weinberg
Admissions
MAURER, Bradley, Kuperberg, Lythcott*,
Passow, Siddiqui, Stewart, Wagner-Pacifici,
Talbot*, Wartenburg*
Salnaah (formerly B lack and
Minority Concerns)
SCHMIDT, Bradley, Chijioke*, Cleland*,
Collins, Mason*, Camacho, Everbach,
Judson, Moore, Proctor*, Williams, A.,
Williams, R. Jr., 2 students
Bookstore
SOWARDS, Francese, Iversen, Peabody,
Grace*, Schall*, Voet, 2 students
College Planning
BLOOM *, Diaz-Barriga, Eldridge, M .*,
Gotwals*, Hollister, Hungerford, Keith*,
Lythcott*, Oberdiek, Savage, Spock*,
Talvacchia, Wartenburg*, Andrew Marino,
’96, Lyndsley Wilkerson, ’97
Council on Educational Policy
KEITH*, Bloom*, Blackburn, James,
Magenheim, Marecek, Merz, Renninger,
Nicole Jassie, ’95, Frank Yu, ’97
Committee on Faculty Procedures
BLOOM *, Faber, Hungerford, Keith*,
Saffran, Smulyan, Stephenson, Werlen
Computing Services
BANNISTER (fall), KLOTZ (spring),
Cleland, Downing, J .* , Francis*, Lorraine,
Magenheim, Mullins*, Moscatelli,
Shimamoto, 3 students, additional staff
members to be appointed
Cooper
KUHARSKI, Arrow, Carpenter, Chin,
Durkan, Eldridge, M .*, Lane, Marissen,
Chang-Muy*, Miran, Smythe*, 2 students
Curriculum Committee
KEITH*, Savage, Hungerford, Hollister,
Mullins*, Gilbert Mireles, ’96
Equal Opportunity Committee
WERLEN (fall), BLUM , Chang-Muy*,
Henry*, Judson, M ason*, Mendel-Reyes,
Oberdiek, O ’Connell, Wood

Faculty and S ta ff Benefits
SPOCK*, Caskey, Decurtis, Evans, C.,
Femberger*, Fox*, Francis, Gaustad,
Jacobs*, McNamee, Saffran
Fellowships and Prizes
STO TT*, Gross*, Goetchus, Jenkins,
Levinson, Valelly, Wallace, Westling
Foreign Study
PIKER, Berkowitz, Evans*, Goundie*,
Grant, Graybill, M ullins*, Hassett, Savage,
Weinberg
Health Science Advisory
STEWART, Gross*, Jenkins, Mullins*,
Westling, Schneider, Weiss, Williams, A.
Library
DURKAN*, Dumic, Kitao (fall), Lane, Raff,
Thompson
Physical Education and A thletics
DEVIN, Goundie*, Borbee, Dunn, Menke,
Orthlieb, Williams, R.
Promotion and Tenure
BLO O M *, Cothren, Keith*, Lacey, Li,
Kelemen
Research Ethics
W ILLIAM S, X , Caskey, Shapiro, Thoburn,
Vollmer, Wimberly
Research Support
HAMMONS, Langbauer (spring), Moskos
(fall), Valelly, Westling
Space U se and Energy Conservation
ORTHLIEB, Balbierer*, Evans, M .*, Hain*,
Chang-Muy*, Cleland, Heintz, Marshall,
Mullan, M ullins*, O ’Connell, Rawson,
Valori
Women’s Concerns
TRAVERS (fall), W ELBON (spring),
Borbee, Carter, Charlton (spring), Echols*,
Graybill, Friedman, Gilbert, Henry*, Khan,
Massey, 2 students
Secretary to the Faculty
Turpin
Parliam entarian
Frost
M arshall
Hungerford

‘ staff ex officio

299

Faculty

Faculty Representatives to Other Committees
A cadem ic Support Task Force
G R O SS*, DUPLESSIS (Co-Chairs), Bolton,
Camacho, Chang-Muy*, Davis, Goundie*,
Passow, Vollmer, Proctor*, 3 students
A lcohol Policy
G R O SS*, Chang-Muy*, Echols*, Goundie*,
Miran, Ramirez*, Redgrave*, Shapiro,
Westphal, M .*
College Judiciary
LYTHCOTT, Bayer, Blackburn, Collings,
DuPlessis, Goundie*, Schmidt, Westphal,
M .*, Administrative Staff to be appointed
Community Space Advisory
JACOBS, Bannister (fall), Devin, Exon
(spring), Eldridge, M .*, Friedler, Kitao
(fall), Schall*, Smythe*, Westphal, M .*,
Williamson
C ollege Budget Committee
SPO CK*, President’s Staff, Downing, J.* ,
Nikelly, Rinker*, Schall*, Welsh*, Boccio,
Grinstead, Hassett, Kuperberg, Rossley,
White, Justin Herring, ’97, Annika
Stroope, ’97
Exchange
GOUN DIE*, Metzidakis, Shapiro

Honorary Degrees
BLO O M *, GOTW ALS*, Collings, Gergen,
Graybill, Valelly, 3 Board members
Lang Scholarship
LYTHCOTT*, Bolton, Chireau, Turpin,
Westphal, M .*
Luce
FRAN CIS*, Gilbert, Kurth, White
Sager
KUHARSKI, Ayres*, Chang-Muy*, Dixon,
Huber*, Moskos, Lorraine, Moore, D.,
Judson, Sowards, Wood
Watson
STO TT*, Hiebert, Khan, Klotz
Suiarthmore Foundation
G R O SS*, Francis*, M ullins*, Ross, Sharpe,
Stilwell*, Stott*
Community Services Advisory Board
G R O SS*, Francis*, Mendel-Reyes,
Smulyan, Wylie*
A nim al U se and C are Committee
SIW ICKI, RAWSON (Co-Chairs), Hiebert,
Schneider, Macken, Brenda Perkins, DVM,
Phyllis Lachs (Counsel, Bryn Mawr College)

Faculty Representatives to Committees of the Board
Board Observers
Berkowitz, Wagner-Pacifici
Property
Dunn, Williams, R.

*staff ex officio

Student L ife
Gilbert, Ross, Weinberg

Divisions and Departments
I.

D IV IS IO N O F T H E H U M A N IT IE S
Constance Cain Hungerford, Chair

A rt
Randall L. Exon, Chair

Mathem atics and Statistics
Don Shimamoto, Chair

Asian Studies (P rogram )
Alan Berkowitz, Program Coordinator

Modern Languages and Literatures
George Moskos, Chair
Marion J. Faber, Acting Chair, Spring

Classics
Gilbert Rose, Department Head
English Literature
Craig Williamson, Chair
History
Marjorie Murphy, Chair
Linguistics (P rogram )
Donna Jo Napoli, Program Director

IL

Philosophy
Richard Eldridge, Chair
Psychology
Jeanne Marecek, Chair
Religion
J. W illiam Frost, Chair

D IV ISIO N O F T H E N A T U R A L SC IEN C ES A N D EN G IN EERIN G
Robert E. Savage, Chair

Biology
Rachel A. Merz, Chair
Barbara Stewart, Associate Chair
Chem istry
Thomas A. Stephenson, Chair
Computer Science (P rogram )
Charles F. Kelemen, Program Director
Engineering
Frederick Orthlieb, Chair

III.

M usic and Dance
Sharon Friedler, Chair

M athem atics and Statistics
Don Shimamoto, Chair
Philosophy
Richard Eldridge, Chair
P hysics and Astronom y
Peter Collings, Chair
Psychology
Jeanne Marecek, Chair

D IV ISIO N O F T H E S O C IA L SC IEN C ES
Robinson G. Hollister, Jr., Chair

Economics
Stephen Golub, Chair
Mark Kuperberg, Acting Chair
Education (P rogram )
Eva Travers, Program Director
Lisa Smulyan, Acting Director

Mathem atics and Statistics
Don Shimamoto, Chair
Philosophy
Richard Eldridge, Chair
Political Science
Kenneth E. Sharpe, Chair

Engineering
Frederick Orthlieb, Chair

Psychology
Jeanne Marecek, Chair

History
Marjorie Murphy, Chair

Sociology and Anthropology
Steven Piker, Acting Chair

Linguistics (Program )
Donna Jo Napoli, Program Director

Administration

PRESIDENT’S OFFICE
Alfred H. Bloom, B.A., Princeton
University; Ph.D., Harvard University,
President and Professor of Psychology and
Linguistics.

M argaret M. Giovannini. Karen D.
Jones, Administrative Assistants.

í»

M aurice G. Eldridge, B.A., Swarthmore
College; M.Ed., University of
Massachusetts, Associate Vice President and
Executive Assistant to the President.

VICE PRESIDENTS’ OFFICE
H a rry D. Gotwals, B.A. and M .A.S., Johns
Hopkins University, Vice P resid en tAlumni, Development, Public Relations.

Louisa C. Ridgway, B.A., Vassar College;
M .B.A., University o f Pennsylvania,
Assistant Treasurer.

W illiam T. Spock, B.A., Swarthmore
College, Vice President—Business and
Finance.

M a ry C. Kasper, Administrative Assistant
to the Vice President—Business and Finance
and Treasurer.

Suzanne P. Welsh, B.A., B.S., University
o f Delaware; M .B.A., University of
Pennsylvania, Treasurer.

Cindy Rossley, Administrative Assistant
to the Vice President—Alumni,
Development, Public Relations.

PRO VO ST’S OFFICE
Jennie Keith, B.A., Pomona College; M.A.
and Ph.D., Northwestern University,
Provost and Centennial Professor of
Anthropology.

M arcia C. B row n, B.A., Villanova
University, Assistant to the Provost.
Laurie Hallett, Administrative Assistant.

M ark Jaco b s, B.A., Harvard University;
Ph.D., Stanford University, Associate
Provost and Centennial Professor o f Biology.
DEAN’S OFFICE
Ngina Lythcott, A.B., Simmons College;
M .S.W ., Smith College; M.P.H. and
Dr.P.H., University of California at Los
Angeles, Dean o f the College.

Tedd R. Goundie, B.S., Muhlenberg
College; M .S., Bowling Green State
University, Assistant Dean for New Student
Affairs.

Robert J . Gross, B.A., Swarthmore
College; M.A.T., Ed.D., Harvard University,
Associate Dean.

Joseph Mason, B.A ., Haverford College;
M .S.S./M .L.S.P., Bryn Mawr College,
Associate Dean for Multicultural Affairs.

Gilm ore Stott, B.A. and M .A., University
o f Cincinnati; B.A. and M .A., University of
Oxford; M .A. and Ph.D., Princeton
University, Associate Provost Emeritus and
Associate Dean.

Fernando Chang-M uy, B.A., Loyola
University; M .A., Georgetown University;
J.D ., Antioch University School o f Law,
Assistant Dean and Director o f the
Intercultural Center.
A

302

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.
M yrt Westphal, A .B., Occidental College;
Ed.M., Boston University, Director of
Residential Life and Coordinator forServices for Students with Disabilities.
Maxine A. Proctor, B.A., Chicago State
University; M .A., Northeastern Illinois
University, Assistant Dean and Director of
the Black Cultural Center.

Karen M. Henry, B.A., Swarthmore
College; M .S.S., Bryn Mawr College
Graduate School of Social Work, Gender
Education Advisor.
Alexandra M ariko Webb, B.A.,
Swarthmore College, Co-Coordinator of
Volunteer Programs.
Carolyn Stillw ell, B.A., Swarthmore
College, Co-Coordinator o f Volunteer
Programs.
Deborah P. Bradley, Patricia A. Coyne,
Joanna K. Nealon, A .B., Immaculata
College, Alm a E. Stew a rt, Diane E.
WatSOn, Administrative Assistants.

ADMISSIONS OFFICE
0. Carl Wartenburg III, B.A., Davis
and Elkins College; M.Div., Princeton
Theological Seminary, Dean o f Admissions.

David A. Walter, B.S., Swarthmore
College; M.Div., Princeton Theological
Seminary, Associate Dean of Admissions.

Wallace Ann Ayres, B.A., Swarthmore
College; Ed.M., Harvard University,
Associate Dean of Admissions.

Yvette M. Dennis, B.A., Ursinus College,
Assistant Dean of Admissions.

Tra cy R. Collins, B.A., Swarthmore
College; M .A., Syracuse University,
Associate Dean o f Admissions.
Phyllis Hall Raymond, B.A., Indiana
University; M .A., Swarthmore College,
Associate Dean o f Admissions.
Jennifer J . Rickard, B.A., Swarthmore
College; M .B.A., New York University,
Associate Dean of Admissions.
Susan K. Untereker, B.A., Smith College;
M.A., Columbia Teachers College, Associate
Dean of Admissions.

Patrick N. N asw ell, B.A., Swarthmore
College, Admissions Counselor.
Wendy R. Evans, B .A., Dickinson College,
Admissions Officer.
Ellen Dolski, Rarbara A. Hadley,
M aureen McKeon, Administrative
Assistants.
Dianna Mullen, B.S., Millersville State
University; M .A., West Chester State
University, Administrative Coordinator.
Arlene K. Mooshian, B.S., West Chester
University, Receptionist.

303

Administration

ALUMNI RELATIONS, PUBLIC RELATIONS, AND PUBLICATIONS
Barbara Haddad Ryan, B.A ., Swarthmore
College; M .S., Columbia University
Graduate School o f Journalism, Associate
Vice President for External Affairs.
M im i GeÌSS, Associate Director o f Alumni
Relations.
Pam KnitOWSki, B.A., Kutztown
University; M .A., Seton Hall University,
Assistant Director o f Alumni Relations.
A strid Devaney, Executive Assistant to
the Associate Vice President.
M arsha Mullan, B.A., Washington State
University, Associate Director o f Public
Relations.
Je ffre y B. Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design,

Director of Publications and Editor o f the
Swarthmore C ollege Bulletin.
Catherine Bowning, B.A., Kent State
University, Associate Director of
Publications.
Rebecca R. Alm , B.A., Valparaiso
University; M .A., University o f Chicago,
Assistant Director o f Publications.
Nancy L.T. Lehman, B.A., Swarthmore
College, Assistant Director of Publications.
Audree Penner, B .A., University of
Missouri-Columbia, Desktop Publishing
Assistant.
M illie Dappollone, Ja c k ie Fink,
Administrative Assistants.

N ancy Loeffelholtz, B.A., Widener
University, Textbook Buyer.

sm

w

BOOKSTORE
Kathleen K. Grace, B.S., Elizabethtown
College; M .B.A., Philadelphia College of
Textiles and Science, Director.

«I

Peggy Thom pson, B.A ., Chatham College;
M .S.W . Bryn Mawr College, Trade Book
Coordinator
Linda Bordley, Accounts Payable Clerk.

(I

km
I

M ark Kaufman, Shipper/Receiver.

Linda L Levin, B.A., Colorado State
College, Trade Book Buyer.

w

BUSINESS OFFICE
Accounting
M eryle Rinker, b .a ., Southern Oregon
State College; M .B.A., The University of
Tulsa, Director of Financial Operations/
Controller.

Kebede Teferi, c p a , m .Sc., University of
Timishoara, Senior Accountant.

y

Judith F. Valori, B.A., University of
Maryland, Accountant.

Lori Ann Keeley, b .A., Rutgers University,
Restricted Funds Accountant.

I ",

Business O ffice
Nancy L Sheppard, Business Office
Manager.

Ellen Augsberger, Ernestine Griendling,
Accounts Payable.

Je a n English, Payroll Coordinator.

Catherine Cinquina, Administrative
Assistant for Purchasing.

Tom Blumenthal, Je a n Raisch, Payroll
Administrators.

Monique Constantino, Bursar.
Linda Weindel, Assistant to the Bursar.

304

^

1

Word Processing Center
Diane Stasiunas, Director.

Joann M. M assary, Cheryl Robinson,
A .A .S., Delaware County Community
College, Secretaries.

CAREER PLANNING AND PLACEMENT
H. Thom as Francis, B.A., Kalamazoo
College; M .A., Western Michigan
University, Director.

Patricia E. Trinde r, A .B., Oxford College
o f Technology, Recruitment Coordinator/
Office Manager.

Jane Z. M cGarity, B.A., Johns Hopkins
University; M .S.S., Bryn Mawr College,
Assistant Director.

Leslie M. Brubaker, B.A., Cedar Crest
College, Administrative Assistant.

CENTER FO R SOCIAL AND POLICY STUDIES
Raymond F. Hopkins, B.A ., Ohio
Wesleyan University; M .A., Ohio State
University; M.A. and Ph.D., Yale University,
Director of Public Policy Program.

Gudmund R. Iversen, M .A., University of
Michigan; Ph.D., Harvard University,
Director.
Cathy Wareham, A .S., Wesley College,
Administrative Assistant.

CHESTER/SWARTHMORE COLLEGE COM M UNITY COALITION
Gregory K. Hammond, B.A ., University of
Pennsylvania; J.D ., Georgetown University,
Executive Director.

M arcia Bright, Driver.

COMPUTING AND COMMUNICATION SERVICES
Judy R. Downing, Director of Computing
and Communication Services.
John R. BoCCiO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Faculty Consultant and Professor of Physics.
M ark J . Dumic, B.A ., M .B.A ., University
of Rochester, Manager o f Networking and
Systems.
Jane F. Ja m e s, B.S., State University of
New York at New Paltz, User Services and
Training Coordinator.
Robin Jacobsen, B.B.S., Temple
University, Manager, User Systems.
R. Glenn Stauffer, B.B.A., Temple
University, Database Manager.

M a ry K. Hasbrouck, B.A., o berlin
College, Natural Sciences Computing
Coordinator and Manager, Academic
Computing.
Richard Templeton, B.S., Illinois State
University; M .A., Sangamon State,
Telecommunication Administrator.
Michael A. Gelman, B.S., Carnegie Mellon
University, Social Sciences Computing
Coordinator.
John P. Speno, B.A., Rutgers University,
UNIX System Manager.
Carl T. Beaudry, B.S., University o f Iowa,
User Services Analyst.
Milienne LeBrun, Telephone Services
Coordinator.

305

Administration

Karen V. Roop, A .S., Brandywine College,
B.A., Widener University, Hardware
Support and Computer Store Manager.
Heather Dumigan, Computer Store Sales
Assistant.
Michael W. Rapp, Hardware Support
Technician.
Eric Behrens, B •A., Swarthmore College,
Humanities Computing Coordinator.

A lice H. M cGovern, B.S., Fordham
University, AIMS Associate.
Lisa Brunner-G ireley, A .A .S., Delaware
County Community College, Purchasing/
Accounting.
Kathryn Tim m ons, Computer Operator.
Cathy Pescatore, Help Desk Coordinator
and Administrative Coordinator.

DEVELOPMENT
M artha M eier Dean, B .A., Swarthmore
College; M .A., University o f Michigan,
Director o f Development.

Rose M artin, Administrative Assistant.

Stewardship
Susan W inslow Hodge, B.A., Wheaton
College; M .A., University o f Pennsylvania,
Development Associate for Stewardship.

Major Gifts
Charlene M aier, B.S., State University of
New York at Buffalo, M ajor Gifts Officer.

Pauline C. Carroll, M ary Henderson,
Administrative Assistants.

A nnual Funds
Douglas B. Hasbrouck, B.A., Hampshire
College, Director o f Annual Funds.

Georgann S. Giovagnoli, Bonnie Lytle,
Administrative Assistants.

Foundation and Corporate Relations
Ellen W ylie, B .A., Colgate University;
M .A., Temple University, Director.
Sonya Pappas, B.A., Franklin and
Marshall College, Assistant Director.

Fran Cuneo, B.S., West Chester University;
M .A., Widener University, Christine FOX,
B.A ., Widener University, Administrative
Assistants.

Planned Giving
M argaret W. Nikelly, B.A., Upsala
College, Director.

Carm en Duffy, Administrative Assistant.

Anne Bonner, B.A., University of
Wyoming; M .A., University of Washington,
Associate Director.

Alum ni and Gift Information Systems
Diane C. Crompton, Director.

Ruthanne K rauss, Office Manager.

Irene M artin, B.A., Lock Haven
University, Senior Gift Recorder.

M ichele Sharkey, Administrative
Assistant.

M argaret Mahoney, b .a ., Mt. Vemon
College, Assistant Alumni Recorder.

306

EQUAL OPPORTUNITY OFFICE
Fernando Chang-M uy, B.A., Loyola
University; M .A., Georgetown University;
J.D ., Antioch University School of Law,
Acting Equal Opportunity Officer.

Karen D. Jones, Administrative Assistant.

FACILITIES AND SERVICES
Lawrence M. Schall, B.A ., Swarthmore
College; J.D ., University of Pennsylvania,
Associate Vice President.

Karen M azza , Auxiliary Services
Assistant.
Didi Beebe, B.A ., Gettysburg College,
Administrative Coordinator.

FACILITIES MANAGEMENT
C. Stuart Hain, B.A., Roanoke College,
Director of Facilities Management.
Alice Balbierer, Assistant Director—
Special Projects.

Claire Ennis, Administrative Assistant.
Greg Hartley, Summer Programs and
Space Scheduling.

M ain ten an ce
Ralph Thayer, Director of Maintenance.

John Tull, Work Order Coordinator.

Tom Cochrane, Foreman—Mechanical.

Eleanor Breischaft, Accounting.

Gary M orrissey, Foreman—Painting and
Faculty Housing.
E n v iron m en tal S erv ices
Sarah Porter, Director of Environmental
Services.

Pat Fitzgerald, Ju d y M ajors, Patti
Shields, Supervisors.

Barbara Green, Supervisor.
G rounds
Jeff Jabco, B.S., Penn State; M .S., North
Carolina State University, Director of
Grounds.

Paul ErikSOn, B.S., University of Delaware;
Thom as Lohse, Crew Leaders.
J im McKenna, M otor Pool Foreman.

Richard Evans, Foreman.
P lan n in g a n d C on stru ction
M ark C. Evans, R.A ., B.Arch., Cornell
University, Projects Manager—Planning and
Construction.

Michael Boyd, Assistant Director—
Construction.

Administration

FINANCIAL AID OFFICE
Laura Talbot, B.A., Wheaton College,
Director o f Financial Aid.

Joanne Barracliff, Helen Elmer,
Administrative Assistants.

Patricia Serianni, B.A., M.Ed.,
Pennsylvania State University,
Associate Director o f Financial Aid.
FOOD SERVICE
Linda McDougail, B.A., Temple
University, Director o f Dining Services.
Laurie Bibeier, B.A., Pennsylvania State
University, Catering Manager.
Ja n e t A. Kassab, Cash Operations
Manager.
A m y Blackburn, B.S., Widener University,
Service Manager.

W illiam Haile, B.S., Niagara University,
Production Manager.
Barbara Boswell, Catering Chef.
Susan Bell, B.S., Widener University,
Dining Hall Manager.
Ronda K irby, B.A., University o f Delaware,
Office Manager.

FOREIGN STU D Y OFFICE
Steven 1. Piker, B.A., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology, Foreign Study Adviser.

Rosa HI. Bernard, A.A.S., Queensborough
Community College; B.S., Pace University,
Administrative Assistant.

HEALTH SCIENCE ADVISORY PROGRAM
Barbara Yost S tew a rt, B.A., Swarthmore
College; M .A. and Ph.D., Bryn Mawr
College, Health Sciences Advisor.

Bonnie B. H arvey, B.A., Swarthmore
College, Administrative Assistant.

HEALTH SERVICES
Linda Echols, R.N., B.S.N ., and M.S.N.,
University o f Pennsylvania; M .B.A.,
Wharton School; CRNP, Johns Hopkins
Hospital, Director of Worth Health Center.

Beth Kotarski, R.N., M .S.N., C.R.N.P.;
B.S.N., West Chester University; M.S.N.,
University o f Pennsylvania, Nurse
Practioner.

Constance C. Jones, R.N., Hospital of
University o f Pennsylvania, Barbara
K rohm er, R.N., Delaware County
Community College, Carol E. Ronan, R.N.,
Philadelphia General Hospital, Ethel
Kam inski, A .S., Mt. Aloysius Junior
College; B.S.N ., University o f Pennsylvania,
Geraldine Oaster, A .A .S., Delaware
County Community College; B.S.N.,
Widener University, Nurses.

Andrea Sconier LaBoO, B.A., Swarthmore
College; M .A., Pennsylvania State
University, HIV Test Counselor.

308

Ja m e s E. Clark, B.A., West Virginia
University; M .D., Jefferson Medical College,
Senior College Physician.
Alan Zweben, B.S., SUNY, Stoney Brook;
M .D., New York Medical College, College
Physician.

m
Paul S. ZamOStien, B.S., Ursinus College;
M.D., Jefferson Medical College, Consulting
Gynecologist.

Brian Jorgensen, M .D., Wayne State
University, Internship Residency,
Hahnemann Medical College.

Frank P. Giammattei, B.A., Williams
College; M.D., University of Cincinnati,
Orthopedic Consultant.

Kim Paterson, B.S., Cornell University; |
M .D., Temple Medical School, Residency/Internship, Pennsylvania Hospital.

Charles D. Hum m er, J r ., B.A., Amherst
College; M .D., Hahnemann Medical
College, Athletic Orthopedic Consultant.

Bonnie Ermel, Nursing Assistant.
Carolyn D. Evans, Health Services
Administrative Assistant.

LANG PERFORMING ARTS CENTER
Susan Dinsm ore Smythe, B.A ., Wesleyan
University, Director.

A n d re w Metherall, B.S., Lyndon State
College, Director o f Media Services.

Jam e s M urphy, B.F.A., State University
of New York at Albany, Associate Director.

Tara Webb, B.A., Swarthmore College,
Production Intern.

LIBRARIES

s»

College Library
Michael J . Durkan, B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College,
Dublin, College Librarian.

Ann S. Blackburn, Administrative
Assistant to the College Librarian.
Benise A. Risoli, B .S., La Salle College,
Accounts Manager.

*
Technical Services

s»

A m y V. M orrison, B.A. and M .L.S.,
Rutgers University, Technical Services
Librarian.

Louise Petrilla, A.A., Delaware County
Community College, Monographs
Specialist.

Barbara J . Weir, B.S., Pennsylvania State
University; M .L.S., Drexel University,
Assistant Technical Services Librarian for
Serials.

Pamela Ju lia n -S m y e rs, B .S., West
Chester University; M .S., Bloomsburg
University, Monographs Specialist.

A m y W. Graham, B.A., University of
Pennsylvania; M .S., Drexel University,
Monographs/Reference Librarian.
Netta Shinbaum, B.A., State University of
New York-Oswego, Monographs Specialist.

Jaa

■a»

So-Young Jones, B.A., Euha Womens
University, Korea; M .L.S., Simmons
College, Monographs Specialist.

Pauline M arshall, B.S., Simmons College,
Serials Specialist.
Hose M arie Johnson, Serials Assistant.
Elizabeth Woolson, A .B., Chestnut Hill
College, Serials Specialist.
M argaret Rivello, Monographs Assistant.
Sandra M. Verm eychuk, B.A.,
Swarthmore College; M .S. in Ed.,
University o f Pennsylvania, Monographs
Specialist.

Administration

Circulation and Reserve
Elizabeth Amann, B. A., Swarthmore
College; M .S. in L.S., Rutgers University,
Circulation Librarian.

Pauline E. Hallman, Receptionist.
Anna M. Agenbroad, Receptionist.

Alison J . Masterpasqua, B.S.,
Millersville State College, Circulation.

Viola G. H oldsw orth, B.S., Westminster
College; M.Ed., Temple University,
Receptionist.
U s a f ,„ fa n te B A >Pennsylvania State

Ju lie T, M lran, B.A., Bates College,
Circulation.

University; M .L.S., Widener University,
Receptionist.

N ancy C. Bech, Reserves Assistant.

f

Special C ollections and A udio-Visuals
Edw ard H. Fuller, B.A., Widener College;
M .S. in L .S., Drexel University, Special
Collections Librarian.
Bibliographic Instruction and R eference

at

Steven W. Sow a rds, B.A., Stanford
University; M .A., M .L.S., Ph.D., Indiana
University, Humanities Librarian.

Minda Hart, B.A., Pennsylvania State
University; M .S., Drexel University,
Interlibrary Loans.

Kathryn M . Cleland, b .a . and M .A.,
SUNY at Albany; M .A., University of
Chicago, Social Sciences Librarian.

Jacqueline M agagnosc, b .a ., University
o f California, Berkeley; M .S., Drexel
University, Government Documents
Specialist/Monographs Specialist.

ro

Com ell Library o f Science and Engineering
Emi K. Horikaw a, B.S., University o f
Nevada; M. A., University o f Utah, Science
Librarian.

Teresa E. Heinrichs, B.A., Waynesburg
College, Serials/Interlibrary Loans
Assistant.

M eg E. Spencer, B.A., University of
Richmond, Assistant to the Science
Librarian.

Underhill M usic Library
George K. Huber, B.A., University of
Pennsylvania; M .S. in L.S., Drexel
University, Music Librarian.

Three College Library Automation
Linda G. Bills, B.A., University of
California, Los Angeles; M .S.L.S., Case
Western Reserve University, Coordinator.


310

I*

FRIENDS HISTORICAL LIBRARY
J . W illiam Frost, B.A., DePauw
University; M .A. and Ph.D., University of
Wisconsin, Director.

Friends Historical Library o f Swarthmore College
f?»

M ary Ellen Chijioke, 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.

Rachel K. Onuf B.A., Swarthmore College,
Assistant Archivist.
Charlotte A. Blandford, Administrative
Assistant.

Claire B. Shelter, Cataloguer.
Patricia Chapin O’Donnell, b .a . and
M.A., University of Pennsylvania; M.A.,
University of Delaware, Archivist
(Cataloguing).
Honorary Curators o f the Friends H istorical Library
Esther L. Cooperman, Ju lie n Cornell,
David C. Elkinton, Philip L. Gilbert,
Valerie G. Gladfelter, Adalyn P. Jones,
John M. Moore, Lym an W. Riley, Ja n e R.
Smiley.
53»

Swarthmore College Peace Collection

I

Wendy E. Chm ielew ski, B.A., Goucher
College; M.A. and Ph.D., State University of
New York at Binghamton, Cooley Curator.

Eleanor M. Barr, B.A., Mount Holyoke
College, M .L.S., University o f Pittsburgh,
Certified Archivist.

Barbara E. Addison, B.S., University of
Wisconsin (Milwaukee); M .S. in
Librarianship, University of Wisconsin
(Madison), Cataloger and Archivist.

Kate C. M ye r, B.A., Neumann College,
Periodicals Assistant.

$1»
I

Advisory Council o f the Swarthmore C ollege Peace Collection
Irw in Abram s, Katherine Camp, H ilary
Conroy, Ju lie n Cornell, Helen M.
Carroll, Hom er J a c k , Kendall Landis,

Donald B. Lippincott, Hannah and Felix
W asserm an.

sa
PERSONNEL
Linda A. Fox, B.A., Hunter College,
Director o f Personnel.

I

Lee Robinson, B.A., Rhode Island College,
Director o f Employee Relations.
Ellen W. Fernberger, B.S.,
College, Benefits Manager.

b .a

., Wagner

Jo a n K. Krehnfarlnk, B.A., Pennsylvania
State University, Associate Director of
Personnel.
M ildred L Connell, Personnel
Administrator.
Th e resa Handley, M arie Lambert,
Administrative Assistants.

I

311

Administration

PO ST OFFICE
Vincent J . Vagnozzi, B.S., West Chester
University, Supervisor.

Joseph Quinn, Assistant.
Jo h n Qu|n||( clerk

PSYCHOLOGICAL SERVICES
David L Ram irez, B.A., M .A., and Ph.D.,
University of Texas, Director of
Psychological Services.

Dennis Debiak, B .S., New York University;
M .A., Widener University, Clinical
Psychology Intern from Widener University.

Paula S. Rosen, B.A., University of
Rochester; M .S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
o f Social Work and Social Research, Senior
Clinical Social Worker.

J e w e l D. Slesnick, B.A., Chatham
College, M.C.A.T., Hahnemann University;
M .A., Widener University, Clinical
Psychology Intern from Widener University.

Sabrina Ford, B.S., University of
Michigan; M .A., University of Iowa; Ph.D.,
University o f Iowa, Clinical Psychologist.
Ja c k L Solomon, B.S., Villanova
University; M .D., Hahnemann University,
Consulting Psychiatrist.

Tim othy H. W right, B.A., Princeton
University; M .A., Widener University,
Clinical Psychology Intern from Widener
University.
Birgitte Haselgrove, Administrative
Assistant.

m

P

II

PUBLIC SAFETY
Owen Redgrave, B.S., West Chester
University; A .A .S., Delaware County
Community College, Director o f Public
Safety.
Leon Francis, Assistant Director of Public
Safety.

J im Ellis, Je ff Johnson, M ark
M cGinnis, A .A.S., Delaware County
Community College, Stan Ruley, Bobby
Van Wilson, Robert W illiam s, A.A.S.,
Holyoke Community College, Sam
Ziviello, Public Safety Officers.

Rrian H a rris, Patrol Lieutenant.

Ellie Kolachny, Stephen Sissons,
Communications Center Staff.

John Kelley, B.S. and M .S., Widener
University, Patrol Lieutenant.

Te rri Narkin, Administrative Assistant.

task

Fred Kohlbrenner, Fred M artino, Patrol
Corporals.

REG ISTRA R’S OFFICE
Ja n e H. M ullins, B.A., Swarthmore
College, Registrar.

Evelyn G. Huk, Agnes Kennedy,
M aureen Plum m er, Recorders.

N ancy Ochs, Senior Recorder.
||

312

SAFETY
Donald L Abra m ow itz, B.A., La Salle
University; M .S., Harvard School of Public
Health, Occupational and Environmental
Safety Officer.

Old! Beebe, Administrative Coordinator.

THE SCO TT ARBORETUM
Claire S a w ye rs, B.S. and M .S., Purdue
University; M .S., University of Delaware,
Director.
Jeff Jabco, B.S., Penn State University;
M .S., North Carolina State University,
Assistant Director—Horticulture.
KriS Benarcik, A.S., Joliet Junior College,
Education Coordinator.
Josephine 0. Hopkins, Office Manager.

Helen DiFeliciantonio, Arboretum
Secretary.
A ndre w Bunting, A .A .S., Joliet Junior
College; B.S., Southern Illinois University,
Curator.
Heather Cupo, B.S., Temple University,
Education Intern.
Michael Harvey, B.A., Connecticut
College, Curatorial Intern.

UPWARD BOUND
Edwin A. Collins, B.A., Lincoln
University; B.S. and M.Ed., Cheyney
University, Director.

Keith Lawson, B.A ., Bloomsburg
University; M .A., University o f Scranton,
Counselor.

DeLoiS M. Collins, B.A., Temple
University, Associate Director.

M arcia B row n, Administrative Assistant.

DEPARTMENT SECRETARIES, ASSISTANTS AND TECHNICIANS
Art: June V. Cianfrana, A.A.S., Delaware
County Community College, Adminis­
trative Assistant; William H. Bishop, Jr.,
B.F.A., Colorado State University; M.F.A.,
University of Cincinnati; M .L.S., University
of Texas at Austin, Slide Curator.
Biology: Maria E. Musika, Administrative
Assistant; Anne M. Rawson, B.A.,
Swarthmore College; M .S., Cornell
University, Manager of Martin Laboratories;
John Kelly, Instrumentation Specialist;
Nancy Pugh, B.S., University of Alabama;
M .S., Mississippi State University,
Laboratory Technician.
Chem istry: Kay McGinty, Administrative
Assistant; James W. Bell, Instrument
Coordinator.

Computer Science-Astronom y
Research: Joan M. McCaul,
Administrative Assistant.
Economics: Rose Maio, Mary Anne
Stewart, Administrative Assistants.
Engineering: Ruth Gilroy, Administrative
Assistant; Grant Lee Smith, Mechanician;
Charles A. White, Electronics Technician.
English Literature: Carolyn Anderson,
Administrative Assistant.
Linguistics: Naomi Nagy, B.A., Dartmouth
College, Administrative Assistant.
M athem atics: Joyce A. Glackin,
Administrative Assistant.

Classics: Sarah Seastone, B.A. and M.A.,
University o f Wisconsin, Administrative
Assistant.

313

Administration

Modern Languages and Literatures:
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
Edward Dixon, B.A., La Salle College;
M .A., Pennsylvania State University; Ph.D.,
University of Pennsylvania, Language
Laboratory Director.

Political Science: Kathleen Kerns, B.A.,
University o f Pennsylvania, Deborah
Sloman, Administrative Assistants; Nancy
Maclay, B.A., Grove City College, Food
Policy Secretary; Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
(Public Policy).

M usic: Judy Lord, A.A., Wesley College,
Administrative Assistant.

Psychology: Donald Reynolds,
Instrumentation Technician; Julia L.
Welbon, B.A., William Smith College,
Academic Coordinator; Joanne M. Bramley,
Administrative Assistant.

Philosophy: Jacqueline Robinson,
Administrative Assistant.
Physical Education and Athletics: Ethel
Rudisill, Administrative Assistant; Ray
Scott, David Lester, Equipment/Facilities
Managers; Marie Mancini, A.T., C., B.S.,
W est Chester University, Doug Weiss
Sports Medicine Resident.
PhysiCS: Kathy Quinn, B.A., Temple
University, Administrative Assistant; Steven
Palmer, Mechanician; Brian Hasson, B.A.,
St. Mary’s College; M .S., University of
Tennessee, Laboratory Coordinator; John J.
Dougherty, Electronics Technician.

314

Religion: Eileen McElrone, Administrative
Assistant.
Sociology and Anthropology: Marie c.
Ominski, Administrative Assistant.

Visiting Examiners 1994

A rt History
Professor Christiane Hertel, Bryn Mawr
College
Professor Steven Z. Levine, Bryn Mawr
College
Professor Jenifer Neils, C ase W estern Reserve
University
Professor Donna Sadler, Agnes Scott College
Professor Grace Seiberling, University o f
Rochester
Professor Sarah E. Thompson, Vassar
College
Biology
Dr. David Fisher, D ana Farber Cancer
Institute
Professor Carey Phillips, Bowdoin College
Professor Randall Pittman, University o f
Pennsylvania School o f M edicine
Professor William P. Weidanz, University o f
W isconsin-M adison
Chem istry
Professor Anthony Addison, Drexel
University
Professor Philip Gottlieb, University o f
D elaw are
Computer Science
Dr. Roger Hurwitz, Massachusetts Institute o f
Technology
Economics
Professor Bee-Ye Aw, Penn State University
Professor John Bartle, State University o f New
York at Binghamton
Dr. Ann Gordon, M athm atica Policy Research
Leonard Nakamura, Federal Reserve B ank o f
P hiladelphia
Carol Osier, Federal Reserve Bank o f New
York
Professor David Ross, Bryn Maur C ollege
Sethaput Suthlwart-Narueput, T he W orld
Bank
Professor Ravi Thomas, Temple University
Education
Professor David Karen, Bryn Mawr College
Professor Nona Lyons, University o f Southern
Maine
Professor Susan Nolen, University o f
Washington
Engineering
Professor Maurice F. Aburdene, Bucknell
University

Professor Van Der Spiegel, University of
Pennsylvania
English Literature
Professor Houston A. Baker, Jr., University
o f Pennsylvania
Professor Cynthia Fuchs, George M ason
University
Professor Elaine Hansen, H averford College
Professor Christopher Kendrick, Loyola
University
Professor Cassandra Laity, Drew University
Professor Neil Lazarus, Brown University
Professor Cheryl Lester, University o f Kansas
Professor Mary Poovey, Johns Hopkins
University
Professor Phyllis Rackin, University o f
Pennsylvania
Professor Ines Salazar, University o f
Pennsylvania
Professor Patricia Yeager, University o f
M ichigan
Theatre
Professor Halima Filipowicz, University o f
W isconsin
Professor Lynda Hart, University o f
Pennsylvania
Professor Cary Mazer, University o f
Pennsylvania
H istory
Timothy Burke, Emory University
Professor Laura L. Downs, University o f
M ichigan
Professor Van Gosse, C atholic University
Professor David Hollinger, University o f
C alifornia, Berkeley
Professor Herman Lebovics, State University
o f New York a t Stony Brook
Professor Lynn Mally, University o f
C alifornia, Irvine
Professor William Rowe, Johns Hopkins
University
Professor Thomas Safley, University of
Pennsylvania
Professor Hugh Thomas, University of M iam i
Professor Sharon Ullman, Bryn Mawr C ollege
Linguistics
Professor Mark Aronoff, State University o f
New York at Stony Brook
Professor Bonnie McElhinny, W ashington
University

Visiting Examiners 1994

Professor Don Ringe, University o f
Pennsylvania
Professor Gilbert Youmans, University o f
M issouri-Columbia
M athem atics
Professor Garth Isaak, Lehigh University
M odern Languages— Chinese
Professor Vivian Ling, O berlin C ollege
M odern Languages— German
Professor Liliane Weissberg, University o f
Pennsylvania
M odern Languages— Spanish
Professor Sidney Donnell, University o f
Pennsylvania
M usic
Professor Scott Burnham, Princeton
University
Professor Sithembile West, Temple University
Philosophy
Professor Stanley Bates, M iddlebury College
Professor Arlene Dallery, L a S alle University
Professor W illiam Desmond, Loyola College
Professor John Doody, V illanova University
Professor Gary Hatfield, University o f
Pennsylvania
Professor S.C . Wheeler, III, University o f
Connecticut
P hysics & A stronom y
Professor Harry Augensen, Widener
University
Professor Richard Pappus, Widener
University
Professor Lyle Roelofs, H averford College
Dr. Robert Tench, A T& T B ell Laboratories
Professor John S. Townsend, Harvey M udd
C ollege
Political Science & Asian Studies
Professor Elijah Anderson, University o f
Pennsylvania
Professor Douglas Bennett, Reed College
Professor Martha Derthick, University o f
V irginia

316

Professor Judith Goldstein, Stanford
University
Professor W illiam Joseph, W ellesley College
Professor George Shulman, New School for
Social Research
Psychology
Tamar Chansky, University o f Pennsylvania
Professor Douglas Davis, H averford College
Dr. Susan Davis, Independent Scholar
Professor Kathryn Hirsh-Pasek, Temple
University
Professor Suzanne Kirschner, H arvard
University
Professor Randy Milden, H averford C ollege
Professor Earl Thomas, Bryn M awr College
Religion
Professor Alice H. Bach, Stanford University
Professor Randall D. Chesnutt, Pepperdine
University
Professor Gary Comstock, Iow a State
University
Professor Charles Hallisey, H arvard
University
Professor Ann Matter, University o f
Pennsylvania
Professor Richard Shaull, Princeton
T heological Seminary
Professor Peter W. W illiams, M iami
University
Professor John F. W ilson, Princeton
University
Sociology & Anthropology
Professor Megan Biesele, R ice University
Professor Bruce Bellingham, University o f
Pennsylvania
Professor Ira Cohen, Rutgers University
Professor Madhavi Kale, Bryn M awr C ollege
Professor Howard Kaye, Franklin & M arshall
Professor Philip Kilbride, Bryn M awr College
Professor Magali Sarfatti-Larson, Temple
University
Women’s Studies
Professor Raji Mohan, H averford C ollege

Degrees Conferred
May 30, 1994

B A C H ELO R O F A RTS
Alexander Earl Abbe, M usic
Heather Klein Abel ,9 Sociology &
Anthropology
Aaron Frederick Adams, Philosophy
Sarah Aline Adams, Special M ajor: Biological
Anthropology
EunShil Ahn, English Literature
Shannon Eileen Allen, Special M ajor:
Linguistics
Alicia Alonso, Sociology & Anthropology
Lauren Catherine Arcuri, Psychology
Lisa Marie Argote, f Spanish
Cipriano Ernest Arguello, P olitical Science
Laura Andrea Ascenzi-Moreno, Special
M ajor: Sociology and Education
Celina Norberg da Rocha Azevedo,
Economics
Kevin Ian Babitz, Religion
Sanda Jennifer Balaban ,9 English Literature
Ritu Banerjee, Biology
Gwendolyn C. Barretto, Biology
Gabriel Quinn Bauriedel, T heatre Studies
Serena Ingrid Benedetti,9 English Literature
Alan Lee Bennett, Economics
Jennifer Anne Besanceney, Economics and
Sociology & Anthropology
Kristie Mary Betts, English Literature and Art
Ashee Kumar Bhan, Economics
Ingrid Alexandra Binswanger,9 Biology
Karen Lee Birdsall, History
Adam Napier Blakeley, Psychology
Essie Aprebah Blankson-Wood, Psychology
Paula Hilarie Bloom, Spanish
Danica Mai Bloomquist, Chemistry
Edmund Kobena Annobil Bonney, Political
Science
Ethan Simon Borg, Psychology
Kathryn Suzanne Bowman,9 English
Literature
Nicholas Brandon Boyar, Sociology &
Anthropology
Michael Andrew Boyle, Economics
Elizabeth Ann Bramson, English Literature
Philip John Brandenberger, Special M ajor:
Computer Science

1 with the concentration in B lack Studies
2 with the concentration in Com puter Science
3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

Dallas J. Brennan, Philosophy
Seth Andrew Brenzel, P olitical Science and
Music
Jupiter Bridge, Economics
Shannon Susan Brigman,9 English Literature
and Biology
Meredith Isobel Brody,5 P olitical Science
Tarin Gary Bross.J Mathematics
Christopher James Buckley, Music
Mai-Phuong Nguyen Bui,8 Economics
W illiam Rees Buttram, Jr., Special M ajor:
M usic and Linguistics
Tanya Sue Byker, Economics and Philosophy
Geoffrey Roberts Camp, Sociology &
Anthropology
David Emmett Carney, Religion
Valerie Anne Casey,9 English Literature
Christopher David Castellani, f English
Literature
Jenny Lynn Castillo, Special M ajor:
Biochemistry
Kenrick Dwain Cato, Sociology &
Anthropology
Ellen Huan-Lun Chen,9 English Literature
Way-Ting Chen, Economics
Emily Ann Chenoweth.f English Literature
Paul Sang Chi,8 Economics
Sekai R . Chideya, Biology
Balaraj Timothy Chinniah, Biology
Michael J. Cholbi, Philosophy
Wendy Joy Cholbi, Linguistics
Sylvia S.H. Chong, English Literature
Denise Laura Cistemino, English Literature
Allison Diane Clark, Religion
Khari Morrell Clay, P olitical Science i
Alexandra Elizabeth Cole, Spanish
Suzannah Cole ,9 Psychology
John Hazard Connor, Chemistry
Alexander Anthony Cooley,5 Art History
Kelso Richard Cratsley, Philosophy
Susan Tinsley Daily ,3 English Literature
Katherine Elizabeth Davis, Economics
Jed Lawrence DeVaro, Economics
Jenny Ann Diamond, Philosophy
Monica Ann Dougherty, f English Literature

6 with the concentration in Interpretation Theory
7 with the concentration in Peace Studies

8 with the concentration in

Public Policy
9 with the concentration or the Focus in Womens Studies
f Pennsylvania Teacher C ertification

317

Degrees Conferred

Kerry Delaney Dowling, English Literature
Joshua Bryant Drake ,8 Economics
Bram Eric Duchovnay, English Literature
Amy-Ellen Barron Duke ,8 P olitical Science
Ion Vasile Dulca, Psychology
Donald Johnson Easley, Economics
Ester Evelyn Eichler,J 4 Special M ajor:
Psychology and Education
Jennifer Lynn Ekert, f Special M ajor:
Psychology and Education
Martin Pembroke Farnham, Economics
Brett Edward Fenster, Political Science
Lia Catherine Fernald ,8 Special M ajor:
B iological Anthropology
Aaron Joshua Feuer, Religion
Matthew Allen Field, Economics
Reginald Daniel Flowers, P olitical Science
Nicole Marie Fortin, Biology
Helen Elizabeth Fox, Biology
Rebecca Foster France, Religion and Special
M ajor: Linguistics
Lucinda Tracy Frink ,8 5 P olitical Science and
Economics
Bradley Ross Gabe, Biology
Sarang Rajan Gadkari, P olitical Science
Daniel Benjamin Gaubatz, Biology
Deborah L. Gelfand,9 Special M ajor: English
Literature and Cinem a Studies
Justin Antony Giacoletti, Physics
Susan Hunter Gibbs, Biology
Gabriela Gomez Carcamo, History
Antonio Goodwin, Music
Jane Alexa Grabias.f English Literature
Rachel Christina Graham, Religion
Terence Carroll Graham, History
Miriam Alice Greenwald, Art History
Jason Mario Greenwood, Economics
Kate Greenwood, Economics
Thomas Emil Grenville, Economics
Ronald Allen Groenendaal,8 Economics
Matthew Jesse Gross, History
Mark Forest Guenther, Special M ajor:
Agricultural Science
Michelle A. Guilano, Biology
Yoon Sik Han, P olitical Science

i w ith the concentration in B lack Studies
3 w ith the concentration in Computer Science
3 with the concentration in Environm ental Studies
4 w ith the concentration in Germ an Studies
3 w ith the concentration in International Relations

318

Mark David Hansen, Sociology &
Anthropology
Alisa Louise Hartz, Philosophy
Guy Henry Timothy Haskin, M athem atics
and Special M ajor: Computer Science
Isadora Anderson Helfgott, History
David Parker Helgerson,5 8 P olitical Science
Colin MacLean Heydt, Philosophy
Andrew Howard Heyman, Special M ajor:
Psychology and Education
Emily Ellen Hitchcock, Philosophy
Christiaan Paul Hogendorn, Economics
Nicole Hollings.f Biology
Kari Elisabeth Hong,9 P olitical Science
Albert Charles Hrdlicka, P olitical Science
Matthew Burr-Ware Hultman, English
Literature
Shamil Mustafa Idriss,8 Economics and
Philosophy
Eliot Courtney Ingram ,8 Economics and
P olitical Science
Amy Lynne Iwan, Biology
A jit Balkrishna Jagdale, Biology
Petra Elizabeth Janopaul,9 English Literature
David Michael Jaros ,8 Economics and Political
Science
Karima Keesha Jeffrey ,1 English Literature
Ligeia Rebecca Jennis, History
Kristen Anne Jester, Physics
Frederick Charles Johnson, English Literature
Kate Lynn Jones, Psychology
Sarah Elizabeth Joslin, Russian
Jason Henning Ley Kahn, Biology
Nicole Audrey Kahn, English Literature
Daniel Sol Kamin, Biology
David Ross Kaufman, Biology
Sarah J. Keith ,8 P olitical Science
Mark David Kemighan, M athem atics and
English Literature
Anissa Khamis ,i*3
4
5 Economics
Romans Jasim Khan, Economics and English
Literature
Zaineb Jehangir Khan, History
Peter David Kim, Chemistry
Todd Soung Kim, Religion

6 with the concentration in Interpretation

Theory

7 with the concentration in Peace Studies

8 with the concentration in Public Policy
9 with the concentration or the Focus in Womens Studies
f Pennsylvania Teacher C ertification

Sara Delight Kingdon, Spanish
Ethan Klemperer, Economics
William Jefferis Klump, Biology
Daniel Mark Kohn ,8 Economics
Zachariah L. Kramer, Art History
Krysia Marie Anastasia Kubiak, English
Literature
Michael Joseph Kuh, History
Bahar Emine Kural,5 Economics and Political
Science
Eugene C. Lam, Biology
Sean Patrick Latham ,6 English Literature
Kerry Lynn Laufer, French
Adriana Isabel Lavergne, Spanish
Joseph Kieran Leahy,7 8 P olitical Science
Gloria Young Eun Lee, Religion
Kangho Lee, Economics
Sophia Soo Lee, English Literature
Kurt Johannes Leege, Philosophy
Kerry Ellen Leibig, History
Jennifer Susan Anne Leigh,9 History
Tlhoriso Letsie, M athem atics
Barbara Linda Ley,6 9 Sociology &
Anthropology
Jennifer I-Shen Li ,8 Political Science
Ruth P. Lieu, Economics
Angela Renee Lingerfelt, Spanish
Daniel Alexander Long, Economics
Stephanie Lynn Longenberger, Political
Science
Sarah Deshefy Longhi, Art History
Kimberly Sue Lundgren, Biology
Catherine Janet MacRae, M edieval Studies
Daniel Dalton Mackler, Biology
Maud Rose Devereux Macrory,9 Religion
Emily Ann Maguire, Sociology &
Anthropology and Spanish
Michael Thomas Maletic, Theatre Studies
Jessica Ellen Marcus, Special M ajor: Political
Science and Education
Fridtjov Markussen, Psychology
Miriam G. Marx, Art History
Jacob Matthew Mattison, Art
Alysia Grace M cC ool.f English Literature
Marla Kay McDaniel, Psychology

1 with the concentration in B lack Studies
2 with the concentration in Com puter Science
3 with the concentration in Environmental Studies
4 w ith the concentration in German Studies
5 with the concentration in International Relations

Maura Patricia McDermott, English
Literature
Joseph McGinniss ,1 P olitical Science
Bridget Margretha McGuinn, English
Literature
David A. McKay, Philosophy
Mei-Ling Efe McWorter, T heatre Studies
Lori Anne Melichar, Economics
Alison Joanna Meloy,8 P olitical Science
Katy Elizabeth Menser, Biology
Nicole M. Merola, English Literature
Daniel Zvi Meyer,7 8 Physics
Rachel Lawrence Meyers, History
Victor Pana Miele, Economics
Elizabeth Anne Miller, Spanish
Janet Elaine Miller,9 Special M ajor:
Psychobiology
Jonathan Samuel Mirin, English Literature
Amparo Cristina Moddee, Special Major:
Linguistics
Julia Margaret Moore, Special M ajor:
Linguistics
Kathleen Louise Moran, Biology and History
Ryan Joseph Morgan, Political Science
Lisa Ann Mosca ,12
34
5Biology
Corey Michael Mulloy,8 Economics
Caitlin Elizabeth Murdock, History
Jeffrey Allen Nebelsieck, Special M ajor:
Psychobiology
David Niederman, English Literature
Gregory Paul Nini, Economics and
Mathematics
Maria Emeliza Bautista Olimpo, Political
Science
Maria Theresa Ople Ong, Sociology &
Anthropology
Jorge Ignacio Oria, Political Science
Cheryle Beth Oshman,9 M usic
Mark Leonard Osterweil, History
Jennifer Barbara Owen, Biology and M usic
Jeannie Park, English Literature and Music
Yongsoo Park, English Literature
John Loren Passmore, Physics
Irene Noemi Pedraza, Economics
Martha Jane Peiser, Art History

6 with the concentration in Interpretation Theory
7 with the concentration in Peace Studies

8 w ith

the concentration in Public Policy
9 with the concentration or the Focus in Womens Studies
f Pennsylvania Teacher C ertification

319

Degrees Conferred

Andrew Jonathan Perrin, Sociology &
Anthropology
Andrew Jon Peterson, A sian Studies and
Economics
Edward Lloyd Pierce, T heatre Studies
Asahi Maziwa Pompey, Political Science
Christopher John Priest, Art and P olitical
Science
Yakup Giray Pultar,123
4
5Economics
Scott Michael Rankin, English Literature
Avinash Bollineni Rao, Economics
Maya S. Rao, Philosophy
Jonathan Truesdell Raymond, English
Literature
Erik J. Rehl, T heatre Studies
Maria Patricia Restrepo Zuluaga, Chemistry
Alexandra Margaret Richardson, Chemistry
Marc Alexis Rieffel,2 Physics
Amy Elizabeth Roberts ,9 Biology
W estcott Irvin Rochette, Economics and
German
Jennifer Lynn Romich, Economics
Jennifer Noel Rosenblum, English Literature
Joshua David Rosenzweig, A sian Studies
Michael Reid R othbart.f 9 English Literature
Andrew Archibald Ruether.f Physics
Julia Melissa Running ,9 English Literature
and Psychology
Mark Robert Ryan, English Literature and
Religion
Jonathan Benjamin Safran ,8 Economics and
P olitical Science
Andrew W illiam Sallay,6 Literature
Stephen Andrew Sample, Special M ajor:
Astrophysics and Special M ajor: Linguistics
Thomas Abraham Samuel, Special M ajor:
Biochemistry
W innie Ambar Lestari Sanjoto, Political
Science
Sergio George Sarafopoulos,5 8 Economics
Todd Akira Sasaki, History
James Boutelle Savage, Economics and
M athem atics
David James Scarozza, Economics
Kurt Frederick Schaefer, Special M ajor:
Biochemistry

Adria L. Scharf, Sociology & Anthropology
Brian David Schlag, Chemistry
Sandra Jane Schmidt,8 9 Economics and
P olitical Science
Benjamin Jared Schreier, English Literature
Rachel Guy Schuchardt, English Literature
Sheila Korinna Schueller, Biology
Mark Samuel Schwartz, Special M ajor:
B iological Anthropology
Riaz A li Shah, Psychology
Christine Carran Shepardson, English
Literature and Religion
David Arie Shimoni, Biology
Erik James Shold, Special M ajor:
Psychobiology
Hope Young Sieck, Biology
Stephen Ian Siff, English Literature
Theodore Len Silver, Sociology &
Anthropology
Margaret Sloane, Special M ajor.U nited States
Studies
Alessandro Giovanni Smeraldi, Biology
Emily Remington Smith, f 9 English
Literature
Alice Grace Sondheimer, Religion
Katherine Ann Stanton, English Literature
Toby Sterling, History
Sarah Robin Stockwell, English Literature
Amber Charissa Straus, English Literature
Daphna Straus, French
Katharine Marie Sturm-Ramirez, Biology
Katherine Shizuko Suyeyasu,f Special M ajor:
Sociology and Education
Je ff Alan Switzer, Special M ajor:
Psychobiology
Nicolas Paul Sywak, Literature
Szilvia Szep, Special M ajor:Biochemistry
Jean Sook Tak, English Literature
Shiv Darius Tandon, Special M ajor:
Psychology and Education
Ihsan Khalil Taylor,1 English Literature
Matthew Hall Taylor,8 Economics
Noel Alexia Theodosiou, History
Julie Beth Thomas, P olitical Science and
Sociology & Anthropology
Jeremy Thomas Thorpe, Physics

1 with the concentration in B lack Studies

6 with the concentration in Interpretation Theory

2 w ith the concentration in Com puter Science
3 with the concentration in Environmental Studies
4 with the concentration in German Studies
5 with the concentration in International Relations

7 with the concentration in Peace Studies
the concentration in Public Policy

8 w ith

9 w ith the concentration or the Focus in Womens Studies
f Pennsylvania Teacher C ertification

Tavis O ’Ter Tindall, P olitical Science
Isaac Paul Trefz, German
Jean Ijieh Tsao, Biology
Sinan Ant Turhan, Economics
Lisa Christine Turtzo, Chemistry
Michael John Vagner, Economics
Fernando Steven Van Reigersberg, Theatre
Studies
Jon Michael Varese, English Literature
Rachel Aleta Venetian, Biology
Joanna Riffe Vondrasek, Biology
Daniel H. Wainstock, Biology
Douglas Everett Watson ,12
3 Special
M ajor:Sociology and Education
Tara Nova Webb, T heatre Studies
Heather Leanne Weers, Chemistry
Wendy Lynn Weiner, History

Adam Bryce Weinfeld, Biology
Ann Marie Weisensee, English Literature
Christopher Scott Welser, Economics
Katherine Susan W estin, Biology
Gregory Samuel W hite, Philosophy
Bethany Wiggin, Economics and German
Jennifer Laraine Blem W illis, Biology
Jeffrey Graham W inter, Russian
Daniel Bradford Wright,3 Biology
Jimmy Yiu Nang Wu, P olitical Science
Kar-yee Wu, Psychology
Rebecca Yahm,35Special M ajor: Sociology and
Education
Ho Young Yang, English Literature
Bart Mykolas Yavorosky, Economics
William W ilson Young III, English Literature
Andres Felipe Zuluaga, Economics

BA C H ELO R O F SC IE N C E
Samuel Nana Yaw Obeng Awuah,8
Engineering
Bosi Cohen, Engineering
Adam James Cole, Engineering
Debra Marie Cunningham, Engineering
Dionne Alicbusan Graham, Engineering
Thomas Walter Timothy Hartnett,
Engineering
Nicholas Jay Herrick II, Engineering
Vilma Eileen Huertas, Engineering
Tlhoriso Letsie, Engineering
Brian Rene Linnekens, Engineering

Patrick McGeachy Mills, Engineering
Laura Yun Morrison, Engineering
Daniel Ulrich Pedersen, Engineering
Yakup Giray Pultar,2 Engineering
Marc Alexis Rieffel,2 Engineering
Vladimir V. Sheftelyevich, Engineering
Thomas Eugene Stepanchak, Engineering
Ann Uyen-Nhi Tran, Engineering
Isaac Paul Trefe, Engineering
Sinan Ant Turhan, Engineering
Michael John Vagner, Engineering
Andres Felipe Zuluaga, Engineering

1 with the concentration in B lack Studies
2 with the concentration in Computer Science

6 with the concentration in Interpretation Theory
7 with the concentration in Peace Studies

3 with the concentration in Environmental Studies
4 with the concentration in German Studies

8 with the concentration in Public Policy

5 with the concentration in International R elations

J Pennsylvania Teacher C ertification

9 with the concentration or the Focus in Womens Studies

321

Awards and Distinctions

H O N O R S A W ARD ED BY T H E V ISITIN G E X A M IN ER S
HIGHEST HONORS:
Sylvia S. H. Chong, Isadora Anderson
Helfgott, Christiaan Paul Hogendorn, David
Ross Kaufman, Andrew Jonathan Perrin,
Joshua David Rosenzweig
HIGH HONORS:
Sanda Balaban, Denise Laura Cisternino,
Allison Diane Clark, Martin Pembroke
Famham, Matthew Allen Field, Alisa Louise
Hartz, Sean Patrick Latham, Kurt Johannes
Leege, Kerry Ellen Leibig, Barbara Linda
Ley, David A. McKay, Caitlin Elizabeth
Murdock, Maria Theresa Ong, Jonathan
Truesdell Raymond, Jennifer Noel
Rosenblum, W innie Ambar Lestari Sanjoto,
Benjamin Jared Schreier, Alice Grace
Sondheimer, Katherine Ann Stanton, Lisa
Christine Turtzo, Ann Marie Weisensee

HONORS:
Aaron Frederick Adams, Lauren Catherine
Arcuri, Nicholas Brandon Boyar, Elizabeth
Ann Bramson, Mai-Phuong N. Bui, David
Emmett Carney, Way-Ting Chen, Paul Sang
Chi, Michael John Cholbi, Wendy J. Cholbi,
Alexander Anthony Cooley, Jenny Ann
Diamond, Gabriela Gômez-Cârcamo, Rachel
Christina Graham, Miriam Alice
Greenwald, Ronald Allen Groenendaal,
Colin McLean Heydt, Kari Elisabeth Hong,
Karima Jeffrey, Kristen Anne Jester, Daniel
Mark Kohn, Michael Joseph Kuh, Gloria T.
Lee, Nicole M. Merola, Jonathan Samuel
Mirin, Mark Leonard Osterweil, John Loren
Passmore, Irene Pedrazza, Amber Charissa
Straus, Matthew Hall Taylor, Noël Alexia
Theodosiou, Fernando Steven Van
Reigersberg, Wendy Lynn Weiner,
Christopher Scott Welser, Gregory Samuel
White, Kar-yee Wu, W illiam W ilson Young

D ISTIN C TIO N IN C O U R S E AW ARD ED BY T H E FA C U LT Y
Alexander Earl Abbe, Heather Klein Abel,
EunShil Ahn, Shannon Eileen Allen, Alicia
Alonso, Lisa Marie Argote, Laura Andrea
Ascenzi-Moreno, Ritu Banerjee, Gwendolyn
Barretto, Jennifer Besanceney, Ingrid
Binswanger, Karen Birdsall, Adam Blakeley,
Tarin Bross, Tanya Byker, Christopher
Castellani, Sekai Chideya, Adam Cole,
Debra Cunningham, Jed DeVaro, Joshua
Drake, Amy-Ellen Duke, Jennifer Ekert, Lia
Femald, Nicole Fortin, Helen Fox, Susan
Gibbs, Mark Guenther, Guy Haskin, Emily
Hitchcock, Shamil Idriss, David Jaros, Jason
Kahn, Daniel Kamin, Mark Kemighan , Sara
Kingdon, W illiam Klump, Bahar Kural,

Kerry Laufer, Angela Lingerfelt, Brian
Linnekens, Emily Maguire, Victor Miele,
Janet Miller, Amparo Cristina Moddee, Julia
Moore, Jeffrey Nebelsieck, Jennifer Owen,
Andrew Peterson, Christopher Priest, Scott
Rankin, Maya Rao, Mark Rieffel, Amy
Roberts, Jennifer Romich, Jonathan Safran,
Rachel Schuchardt, Sheila Schueller, David
Shimoni, Margaret Sloane, Daphna Straus,
Katherine Suyeyasu, Je ff Switzer, Shiv
Darius Tandon, Julie Thomas, Isaac Trefz,
Daniel W ainstock, Douglas Watson, Tara
Webb, Adam Weinfeld, Bethany Wiggin,
Rebecca Yahm, Andres Zuluaga

E LE C T IO N S T O H O N O R A R Y SO C IE T IE S
PHI RETA KAPPA:
Alexander Earl Abbe, Heather Klein Abel,
Alicia Alonso, Ritu Banerjee, Gwendolyn
Claire Barretto, Ingrid Alexandra
Binswanger, Karen Lee Birdsall, Tarin Gary
Bross, Tanya Sue Byker, Ellen Huan-Lun
Chen, Sylvia S.H. Chong, Jennifer Lynn
Ekert, Matthew Allen Field, Helen Elizabeth

Fox, Susan Hunter Gibbs, Alisa Louise
Hartz, Guy Henry Timothy Haskin, Isadora
Anderson Helfgott, Christiaan Paul
Hogendorn, Amy Lynne Iwan, David
Michael Jaros, Kristen Anne Jester, Jason
Henning Ley Kahn, Daniel Sol Kamin,
David Ross Kaufman, Sara Delight

Kingdon, Sean Patrick Latham, Kurt
Johannes Leege, Angela Renee Lingerfelt,
David A. McKay, Victor Pana Miele, Caitlin
Elizabeth Murdock, Andrew Perrin, Andrew
Jon Peterson, Asahi Maziwa Pompey, Marc
Alexis Rieffel, Joshua David Rosenzweig,
Jonathan Benjamin Safran, Sergio George

Sarafopoulos, Rachel Guy Schuchardt,
Sheila Korinna Schueller, David Arie
Shimoni, Alice Grace Sondheimer, Daphna
Straus, Julie Beth Thomas, Isaac Paul Trefe,
Lisa Christine Turtzo, Daniel Wainstock,
Adam Bryce Weinfeld, Ann Marie
Weisensee, Bethany Wiggin

SIGMA XI:
Lauren Catherine Arcuri, Gwendolyn Claire
Barretto, Ritu Banerjee, Adam Napier
Blakeley, Danica M. Bloomquist, Jenny
Lynn Castillo, Sekai Chideya, Adam James
Cole, John Hazard Connor, Debra Marie
Cunningham, Brett Edward Fenster, Helen
Elizabeth Fox, Justin Antony Giacoletti,
Susan Gibbs, Dionne Alicbusan Graham,
Thomas Walter Timothy Hartnett, Kristen
Jester, David Ross Kaufman, William
Jefferis Klump, Janet Elaine Miller, Laura
Yun Morrison, Jeffrey Allen Nebelsieck,

John Loren Passmore, Daniel Ulrich
Pedersen, Alexandra Margaret Richardson,
Marc Alexis Rieffel, Andrew Archibald
Ruether, Stephen Andrew Sample, Kurt.F.
Schaefer, Sheila Korinna Schueller, Eric
James Shold, Je ff Alan Switzer, Szilvia Szep,
Shiv Darius Tandon, Jeremy Thomas
Thorpe, Ann Uyen-Nhi Tran, Isaac Paul
Trefz, Jean Ijieh Tsao, Lisa Christine Turtzo,
Joanna Riffe Vondrasek, Heather Leanne
Weers, Adam Bryce Weinfeld, Daniel
Bradford Wright, Andres Felipe Zuluaga

TAU BETA PI:
Daniel Pedersen, Marc Rieffel, and Isaac
Trefz

FELLO W SH IPS
The Jonathan Leigh Altm an Summer Grant to
Anna Brouwer ’95
The Susan P. Cobbs Prize Fellowship to Ayana
Smith ’95
The Sarah Kaighn Cooper Scholarship to
Rajesh Vedanthan ’95
The Elizabeth Pollard Fetter String Q uartet
Scholarships to Xander Abbe ’94, EunShil
Ahn ’94, Sydney Foster ’97, Nicole Kahn
’94, Joanne Lin ’97, and Rebecca Sawai ’97
The Eugene M. Lang Graduate Incentive
Fellowship to Catherine Nichols ’93, Laura
Protextor ’91, and Hannah Swallow ’87
The H annah A . Leedom Fellowship to Nicole
Asquith ’92, Edmund Bonney ’94, Lisabeth
Bull ’93, and Abigail Donovan ’92

The Joshua Lippincott Fellowship to Susan
Daily ’94, Mala Narain ’91, and Miguel
Santiago Urquiola Soux ’92
T he John Lockw ood M em orial Fellowship to
W illiam Roth ’93
T he Thom as B. M cCabe Jr. and Yvonne Motley
M cC abe M em orial Fellowship to Kevin Hall
’8 9
T he Lucretia M ott Fellowship to Carrie
Berman ’93, Emma Samman ’93, and
Stephanie Willman ’91
T he M artha E. Tyson Fellowship to Emily
Baldwin ’93, Sylvia Chong ’94, Dawn
Philcox ’93, and Rebecca Yahm ’94

323

Awards and Distinctions

AW ARD S A N D PRIZES
T he Stanley Adam son Prize in Chemistry to
Rajest Vedanthan ’95
T he A m erican C hem ical Society Scholastic
Achievem ent Award (G onzalez-V ilaplana
Prize) to Christy Turtzo ’94
T he A m erican C hem ical Society
U ndergraduate Award in Polymer Chemistry to
David McCulley ’96
The A m erican C hem ical Society
U ndergraduate Award in A nalytical Chemistry
to Erik Horn ’95
The Am erican Institute o f Chem ists Award
(G onzalez-V ilaplana Prize) to Szilvia Step ’94
The Soloman Asch Award in Psychology to
Renee Schettler ’95
The Boyd Barnard Prize to Ayana Smith ’95
The Jam es H. Batton 72 Award to Shanalyna
Palmer ’95
The Paul H. B eik Prize in History to Karen
Birdsall ’94
The Tim Berman M em orial Award to David
Helgerson ’94
The B lack Alumni Prize to Rebeccah Bennett
’96
The Brand Blanshard Prize to Greg W hite ’9 4
The H einrich W. Brinkmann M athem atics
Prize to Tarin G. Brass ’9 4
The C RC Press Freshman Chemistry
Achievem ent Award to Reetesh K. Pai ’97
T he A lice L. Crossley Prize in A sian Studies to
Andrew Jon Peterson ’9 4 and Joshua D.
Rosenzweig ’9 4
The Robert Dunn Award to Scott Reents ’95
and Kendrew W itt ’96
The Lew EIverson 1rophy to Joshua Drake ’94
The F lack Achievem ent Award to Sarah Kate
Atkins
The Dorothy D itters Gondos Prize to Joanne
Mira Seo ’95; honorable mention to Angela
Lingerfelt ’9 4 and Adam Rabinowitz ’95
T he John Russell Hayes Poetry Prizes to Joanne
Mira Seo ’95 (translation) and Sarah
DeWeerdt ’95 (poetry)
T he Pete Hess Award to Nancy Rosenbaum
’96
T he Philip M. H icks Prize for Literary
Criticism Essay to Kathryn Mclnnes ’95, first
prize; Sylvia Chong ’94, second prize

The Jesse H. Holmes Prize in Religion to Neil
B anas’95
The Gladys Irish Award to Christine
Shepardson ’94
The Ivy Award to Michael Kuh ’9 4 and
Jonathan Saffan ’9 4
The Kuiink Trophy to Michael Vagner ’94
The Leo L eva M em orial Prize in Biology to
Adam B. Weinfeld ’94
The Linguistics Prizes to Amparo Cristina
Moddee ’9 4 (theoretical linguistics) and
Julia Moore ’9 4 (applied linguistics)
T he M cC abe Engineering Award to Marc
Rieffel ’94
The Lois M orrell Poetry Award to Jessica
Sklar ’95
The A . Edward Newton Library Prize to Tara
Webb ’94, first prize (theatre arts); Michael
Rothbart ’94, second prize (antique books);
Thomas Makin ’97, third prize
(conservative thought)
T he O ak L e a f Award to Asahi Pompey ’94
The May E. Parry Award to Jennifer W illis
’94
T he W illiam Plumer Potter Prizes in Fiction to
Wendy Cholbi ’94, first prize; Christopher
Castellani ’94, second prize; Jeffrey Severs
’96, third prize; Ian Lague ’96, fourth prize;
Eman Quotah ’9 5 and Amber Straus ’94,
honorable mention
T he Dinny Rath Award to Miriam Marx ’94
The Judith Polgar Ruchkin Prize to Jessica
Marcus ’94
T he Frank Solomon Jr. Student Art Prize to
Christopher Priest ’94
T he H ally Jo Stein M em orial Award for D ance
to Ellen Chen ’9 4 and Allison Clark ’94
T he K aren Dvonch Steinmetz 76 M em orial
Award to Chad Donald Tarr ’95
T he Peter Gram Swing Prize to Cheryle
Oshman ’94 and Jenni Owen ’94
T he Melvin B. Troy Award to Darren Gage
’95, Veeti Tandon ’96, and Aradhana
Venkatesan ’95
The Vollm ecke Service Award to Adam J. Cole
’94

Enrollment Statistics

EN R O LLM EN T O F ST U D EN T S BY C LA SSES 1 9 9 3 -9 4
MEN

WOMEN

TOTAL

Seniors

176

174

350

Juniors

152

116

268

Sophomores

177

175

352

Freshmen

187

226

413

692

691

1383

Graduate Students

0

Special Students

4

0
1

.5

696

692

1388

TOTAL

0

G EO G R A PH IC A L D IST R IB U T IO N O F ST U D EN T S 1 9 9 3 -9 4
Pennsylvania ............... . 177
New York ...................... . 173
Maryland ...................... . . 98
New Jersey .................... . . 98
C aliforn ia...................... . . 9 1
Massachusetts ............. . . 77
Connecticut .................. . . 4 4
Florida .......................... . . 3 9
Oregon .......................... . . 36
Virginia ........................ . . 36
Ohio ............................... . . 3 4
Illinois .......................... . . 3 0
Texas ............................ . . . 2 9
Maine ............................ . . 2 6
Delaware........................ . . 2 5
District of Columbia . . . 2 3
M ichigan........................ . . 2 2
Minnesota .................... . . 2 1
North Carolina ........... . . 2 0
Washington ................. . . 1 6
C olorado......................... . . 1 4
G e o rg ia .......................... . . 1 4
New H am pshire............ . . 1 3
Tennessee ....................... . . 1 3
Arizona .......................... . . . 1 2
Wisconsin ..................... . . 1 2
Kentucky ...................... . . . 9
Indiana .......................... . . . . 8
Io w a................................ . . . . 7
New Mexico ................. . . . . 7
Vermont ......................... . . . 7
H aw aii............. .............. . . . 6
Id a h o .............................. . . . 6

Missouri .................... ......... 6
Rhode Island ........... ......... 6
South Carolina . . . . ......... 6
Utah .......................... .........5
West V irg in ia........... .........5
Alabama .................... .........4
A rkan sas.................... .........4
K an sas........................ ......... 3
O klahom a.................. .........3
Alaska ........................ ......... 2
North Dakota ......... ......... 2
N ebraska.................... ......... 2
Puerto Rico ............. ........... 2
Virgin Island s........... ......... 2
Louisiana ................. ...........1
Mississippi ............... ......... 1
Montana .................... ......... 1
Nevada ...................................1
South D a k o ta ......................1
Wyoming ................. ...........1
Total U .S.A .......... . . 1301
Canada ..................... .........9
France ...................................7
Turkey ...................................6
G r e e c e ........................ ...........5
Mexico .................................4
G erm any...............................3
Ghana ...................................3
Japan .......................... ........... 3
Pakistan ................... ...........3
People’s Republic
o f China ............... ...........3

Singapore ......................
Sri Lanka ......................
U k ra in e ..........................
Belgiu m ..........................
Botswana ......................
Hungary ........................
K o re a ...............................
L e s o th o ..........................
Philippines ....................
Argentina ......................
B arbad os........................
B o liv ia ............................
Colombia ......................
Costa Rica ....................
Cyprus ........................ ..
India ...............................
Indonesia ......................
Jamaica ..........................
Jordan ............................
N e p al...............................
Netherlands ..................
N igeria............................
Oman ............................
Paraguay ........................
South A frica ..................
Slovakia ........................
Swaziland ......................
Turks & Caicos Islands
Zim babw e......................

...3
...3
...3

...2
...2
...2
...2
...2
...2
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
... 1
.. 1
... 1

Total from Abroad __ . . 8 7
GRAND TOTAL . . . . 1388

325

Index

Absence from examinations, 72
Academic honesty, 72
Administration and staff, 302
ADMISSION PROCEDURE, 19
Application dates, 20
Scholastic Aptitude and Achievement
Tests, 20
School subjects recommended, 19
Advanced Degrees, 75
Advanced Placement, 21
Advanced Standing, 21
Advising, 49
Alumni Association Officers, 281
Alumni Council, 281
Alumni Office, 56
Ancient History and Civilization, 110
A rt History, 87
Arts, Studio, 53, 90
Asian Studies, 92
Astronomy, 234
Athletic fields, see map
Athletics, 55, 227
Attachments to Courses, 65
Attendance at Classes, 71
Automobiles, regulations 45
Awards and Distinctions, 322
Awards and Prizes, 77
Bachelor o f Arts Degree, 75
Bachelor o f Science Degree, 75
Bequests, 10
Biology, 95
Black Cultural Center, 47
Black Studies, 100
Board o f Managers, 276
Committees of, 279
Botany, see Biology
Calendar, College, 5
Career Planning and Placement, 49
Center for Social and Policy Studies, 13
Chemistry, 102
Chinese, 192
CIVIC, 55
Classics, 108
College Entrance Examinations, 20
College, committees of, 299
College jobs, 25
Comprehensive Examinations, 60, 75
Computer Science, 113
Computing Center, 12
Cooper (W illiam J.) Foundation, 13
Cooperation with neighboring institutions, 68
Cornell Library of Science and Engineering, 10
Corporation, officers of, 276
Courses o f Instruction, 85

326

Course Program, 62
Creative Arts, 68
Curriculum, 59
Dance, 54, 213
Degree Requirements, 75
Degrees offered, 75
Degrees conferred, 317
Dining Hall, 47
Directed Reading, 66
Directions for Correspondence, 2
Directions for reaching the College, 336
Distinction in Course, 62
Distribution requirements, 60
Divisions and Departments, 301
Dormitories, 4 6
Drama, 55, 145
Du Pont (Pierre S .) Science Building, 12
Economics, 117
Education, 123
Education Abroad, 68
Emeritus Professors, 284
Endowed Chairs, 16
Endowment, 10
Engineering, 127
English Literature, 135
Enrollment statistics, 325
Environmental Studies, 149
Equal Opportunity Office, 307
Equal Opportunity Statement, 2
Examination regulations, 72
Exceptions to the four-year program, 65
Exclusion from College, 74
Expenses, 22
External Examination
(Honors) Program, 59, 62
Extra-curricular activities, 53
Faculty advisers, 49, 60, 61
Faculty, committees of, 299
Faculty members, 284
Faculty Regulations, 71
Fees (tuition, residence, etc.) 22, 76
Fellowships, 82
Financial Aid, 24
Fine Arts, see A rt History
Foreign students, 325
Formats o f Instruction, 65
Fraternities, 47
French, 195
Friends Historical Library, 11
Friends Meeting, 48
Geographical distribution o f Students, 325
German, 199
German Studies, 151

«4

i

I

■

’*

_____________________
Gifts, 10
Grades, 71
Graduate study, 75
Graduation requirements, 75
(see also Distribution requirements)
Greek, 109
Grenoble Program, 69
Handicapped Student Services, 48, 65
Health care, 48
Health Sciences Advisory Program, 67
History, 153
Honors Program,
(See External Examination Program)
Honors Examiners, 63, 315
Housing, 46
Insurance, 46, 48
Intercultural Center, 47
Interdisciplinary work, 67
International Relations, 163
Interpretation Theory, 165
Judicial Bodies, 45

p*

j™»

Lang Music Building, 12, 54
Lang Performing Arts Center, 12
Language Laboratory, 13
Latin, 109
Leaves of Absence, 73
Libraries, 10
Linguistics, 167
Literature Program, 173
Loans to students, 25
Madrid Program, 69
Map of College grounds, 334
Martin Biological Laboratory, 12
Master’s degrees, 75
Mathematics and Statistics, 175
McCabe Library, 10
Media, Student, 55
Medieval Studies, 184
Modern Languages and Literatures, 186
Music, 53, 207
Music, performance, 208, 213
Normal Course Load, 65
Observatory, 12, 229

y*

^

Papazian Hall, 12
Peace and Conflict Studies, 219
Philosophy, 222
Physical Education and Athletics, 227
Physical Education requirements, 73, 227
Physics and Astronomy, 229
Political Science, 236
Practical work, 66
Pre-medical Program, 67

Prizes, 77
PROGRAM O F STUDY, 59
Freshmen and Sophomores, 60
Juniors and Seniors, 61
External Examination (Honors) Program, 62
Psychological Services, 48
Psychology, 245
Public Policy, 252
Public Relations, 56
Publications, College, 56
Publications, Student, 55
Registration, 72
Religion, 256
Religious life, 8 , 47
Requirements for Admission, 19
Requirements for Graduation, 75
(see also Distribution requirements)
Residence, regulations, 46
Russian, 202
Scholarships, 24
Scholastic Aptitude Test, 20
Scott Arboretum, 14
Security Policies and Procedures, 50
Sharpies Dining Hall, 47
Social Affairs Committee, 53
Sociology and Anthropology, 263
Spanish, 203
Special Major, 62
Sproul Observatory, 12, 229
Statistics, 175
Student Art Association, 53
Student conduct, 38
Student-run courses, 66
Student Council, 53
Student employment, 25
Student Exchange Programs, 68
Study Abroad, 68
Summer school work, 73
Swarthmore College Peace Collection, 11
Swarthmore Foundation, 56
Tarble Social Center, 47
Theatre, Courses in, 145
Transfer, application for, 21
Tuition and other fees, 22, 76
Tutorials, 66
Upward Bound, 55
Visiting Examiners, 315
Vocational Advising, 49
Withdrawal and Readmission
for Health Reasons, 49
Women’s Center, 47
Women’s Studies, 271
Worth Health Center, 48

327

Swarthmore College Campus Map
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Explanation of Buildings
1. Parrish H all—Admissions O ffice, administration offices, business offices,
classrooms, and dormitory

2. Site o f new academic building
3. S c o tt Building —R elief map o f campus
4. The Eugene M . and Theresa Lang Performing A rts C enter—Theatre, Dance,
and English

5. Lang M usic Building —Underhill Music Library and Music
4
6. M artin Biological Laboratory and Animal Laboratory —Biology, language
laboratory, and Kirby Lecture Hall

7. C ornell Science Library
8. D u Pont Science Building —Chemistry, mathematics, physics, and astronomy
9 . Beardsley Hall—A rt history and studio art, and Computing Center

4
10. Hicks Hall—Engineering
11. Trotter Hall—Social sciences and Center for Social and Policy Studies
12. Pearson Hall—Education, modem languages and literatures, religion, faculty

offices, personnel, Credit Union, Foreign Study Office

334

13. Papazian Hall—Linguistics, philosophy, psychology, and engineering laboratories1
14. Friends Meeting House
15. W h ittier H ouse

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VISITOR
E INFORMATION
4 AND PARKING

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16. Cunningham House—
Scott Arboretum Offices and
The Shane Teaching Garden
17. Wister Greenhouse
18. McCabe Library
19. Old Tarble
20. Worth Health Center
!1. Beniamin West House—
Birthplace of Benjamin
West (designated a
national historical
landmark)— Visitor information,
security, and communications
•4 *22. Bond Memorial and
Lodges—Dormitory space
and meeting rooms
23. Robinson House—Black
Cultural Center
24. Ashton Guest House
25. Faulkner Tennis Courts
26. Cunningham Fields

27. C lothier Fields
28. Barn
29. Lam b-M iller Field House—
Physical education

30. Tarble Pavilion— Physical education
31. W are Swimming Pool
32. Squash Courts
33. Service Building— Maintenance, grounds, and
environmental services

34.
35.
36.
37.
38.

Heating Plant
Fraternity and Social Lodges, Sharpies III
meeting room
Sharpies D ining Hall
Tarble Social C enter in Clothier Memorial—

Snack bar, student offices, bookstore,
Intercultural Center
Sproul O bservatory— Astronomy and computer
science

Dormitories and Residences
1. Parrish Hall

A. Dana Dormitory
B. Hallowell Dormitory
Wharton Hall
Willets Dormitory
Worth Dormitory
Mertz Hall
Palmer Hall
Pittenger Hall
Roberts Hall
Mary Lyon Building
Woolman House
Professors' Houses
Employees' Houses
N. Courtney Smith House—
President’s House

C.
D.
L
F.
6.
N.
I.
J.
K.
L
M.

39. S c o tt O utdoor Auditorium

335

Directions for Reaching
Swarthmore College
DRIVING
From P ennsylvania Turnpike, going East
From E xit 2 4 (Valley Forge) take 1-76 East (Schuylkill Expressway) about 2 Vi
miles to 1-476 South. Take 1-476 approx. 13 miles to E xit 2 , Media/
Sw arthm ore. A t b o tto m o f exit ram p, follow sign for Sw arthm ore by turning
left onto Baltim ore Pike. (See below for " . . . the rest o f the way.” )

From Pennsylvania Turnpike, going W est
From E xit 2 5 A (N orristow n) follow signs for 1-4 7 6 South. Stay on 1-4 7 6
approx. 17 miles to E xit 2 , Sw arthm ore/M edia. A t b o tto m o f exit ram p,
follow sign for Sw arthm ore by turning left onto Baltim ore Pike. (See below
for " . . . the rest o f the way.” )

From th e N e w J e rs e y Turnpike
Take F.vit 6 (PA Turnpike) and proceed as directed above "F ro m Pennsylvania
Turnpike, going W est.”

From th e South
Traveling n o rth on 1-95, pass the Chester exits and continue to E xit 7 , 1 - 4 7 6
N orth/Plym outh M eeting. Take 1-476 to E xit 2 , M edia/Sw arthm ore. A t
b o tto m o f exit ram p, follow sign for Sw arthm ore by turning right onto
Baltim ore Pike. (See below for " . . . the rest o f the way.” )

. . th e re s t o f th e w a y ”
Stay in right lanp and in less than U mile turn right onto Route 3 2 0 South
(w atch turns on R ou te 3 2 0 ) . Proceed through second light at College Avenue
to the first driveway on your right to visitor parking at the B enjam in W est
H ouse. The B enjam in W est H ouse is the College’s visitor center and has
someone there to hand out maps and directions 2 4 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 3 0 th Street
Station. From 3 0 th Street Station, the SEPTA M edia L o ca l ( R 3 ) takes 21
m inutes to reach the campus.

AIR
A n express train runs from the airp ort to 3 0 th Street Station where you can
take the SEPTA M edia L o cal ( R 3 ) train directly to the Sw arthm ore cam pus.
T h e com bined fare is about $ 8 .0 0 , and the trip requires about one hour. Taxi
service is also available. T he fare is approximately $ 2 0 .0 0 , and the trip requires
about 2 0 m inutes. By car from the airport, take 1-95 South to E xit 7 , 1 - 4 7 6
N orth/Plym outh M eeting. Take 1-476 N orth to E xit 2 , M edia/Swarthm ore.
A t b o tto m o f exit ram p, follow sign for Sw arthm ore by turning right onto
Baltim ore Pike. (See above for " . . . rest o f the way.”

336

Second-Class Postage Paid
Swarthmore College
500 College Avenue
Swarthmore, PA 19081-1391
ISSN-0888-2126

Swarthmore College
500 College Avenue
Swarthmore, PA 19081-1397
610 - 328-8000